Digital Empowerment : Access to Information and Knowledge using ICTs for Persons with Disabilities

UNESCO’s vision is the creation of knowledge societies that are inclusive, pluralistic, equitable, open and participatory for all citizens. Within the context of the United Nations Convention on the Rights of Persons with Disabilities and disability-inclusive Sustainable Development Goals, UNESCO recognizes the need to: Prepare national policies and strongly encourages local governments to introduce specific legislation to safeguard the rights of persons with disabilities; define governments’ aspirations regarding services for persons with disabilities, including equal access to information and knowledge, education and the use of ICTs; develop national standards for public goods in terms of products and services, such as accessibility guidelines, recommendations, curricula and other mechanisms to ensure that these standards are maintained; build the capacity of professional communities and persons with disabilities to provide access to information and knowledge, including hard and software developers and teachers; adapt and personalize ICTs to the nature of specific disabilities, particularly for learning and teaching purposes; enhance social and economic integration through improved access to information and knowledge; collect statistical data and carry out research

Charte sur la conservation du patrimoine numérique

Les ressources culturelles et éducatives du monde entier sont de plus en plus produites, distribuées et consultées sous forme numérique ; cela au détriment du support papier. Le patrimoine sur support numérique original, qu\u27il s\u27agisse d\u27un journal en ligne, d\u27une page Web ou d\u27une base de données en ligne, fait donc partie intégrante du patrimoine de l\u27humanité. Cependant, du point de vue technique l’information numérique risque d’être rapidement obsolète ou de se dégrader. La "Charte de l\u27UNESCO sur la conservation du patrimoine numérique" adoptée à la 32ème session de la Conférence générale de l\u27UNESCO le 17 octobre 2003 aborde ces questions. L\u27instabilité de l\u27Internet présente des risques supplémentaires pour le savoir accumulé en format HTML. La nécessité de préserver cette nouvelle forme de savoir indexé plaide pour la recherche d\u27un accord international sur les questions d\u27archivage, de préservation et de diffusion dudit patrimoine qui se manifeste par l\u27adoption de la "Charte de l\u27UNESCO sur la conservation du patrimoine numérique". Des principes directeurs, qui accompagnent la Charte, visent à l\u27adaptation et à l’élargissement des mesures existantes en ce domaine, des procédures ainsi que des instruments légaux et des méthodes d\u27archivage

Światowa deklaracja UNESCO

Vision and ActionSzkolnictwo wyższe w XXI wieku: od wizji do działania

Trends in aid to education, 2002-2009 : Despite increases, aid is still vastly insufficient and fragile

Education for All Global Monitoring ReportWhile global spending on basic education increased from 2008 to 2009, to reach US$5.6 billion, it is still vastly insufficient for the 67 million children who are still out of school. Only around US$3 billion went to the poorest countries, which is far from the US$16 billion needed annually to reach the Education for All goals in these countries. Furthermore, more than half of the increase came from loans, largely as a response to the financial crisis. Such disbursements are unlikely to be sustained. This paper highlights findings by the Education for All Global Monitoring Report team on trends in aid to education from 2002 to 2009. It is based on analysis of the most recent disaggregated aid data on disbursements from the OECD Development Assistance Committee (OECD-DAC)

Innovative financing for out-of-school children and youth

Este folleto tiene como objetivo servir de referencia rápida para los responsables políticos en la región que deseen familiarizarse en enfoques no tradicionales de financiación educativa. Compila casos exitosos extraídos de diversos sectores que no sólo abren nuevos caminos sino que ofrecen factible soluciones fiscales para apoyar mejor las intervenciones educativas para los niños no escolarizados

No more excuses : Provide education to all forcibly displaced people

In 2015, the number of forcibly displaced people in the world reached its highest level since the end of the Second World War. The complex educational needs of people forced to flee their homes are being neglected, compromising the future of entire generations: refugee children are five times more likely to be out of school than non-refugees. This policy paper shows why it is crucial that three key education issues are tackled: The right of forcibly displaced people to education is being neglected on a wide scale, and efforts to redress this situation face significant challenges. Among refugees, only 50% of children are in primary school and only 25% of adolescents are in secondary school. Access to quality education should be provided to all internally displaced and refugee children and youth from the onset of an emergency and into long-term displacement, Countries and their humanitarian and development partners must urgently ensure that internally displaced, asylum seeking and refugee children and youth are included in national education plans, and collect better data to monitor their situation. Financial resources need to be carefully channelled to ensure good quality education for forcibly displaced people. As well as widening access to formal education through inclusion of refugees in national education systems, these resources should be used to enable accelerated and flexible forms of education, provide trained teachers, and ensure that appropriate curricula and teaching languages are used