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</o:shapelayout></xml><![endif]--></head><body lang=ES-MX link=blue vlink=purple><div class=WordSection1><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><a name="_GoBack"></a><b><i><span lang=FR>Version originale en</span></i></b><b><span lang=FR style='font-size:10.0pt'> </span></b><b><i><span lang=FR>Français Ci-dessous<o:p></o:p></span></i></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal;background:white'><b><i><span lang=FR style='font-size:10.0pt;font-family:"Helvetica","sans-serif";color:black'>Para </span></i></b><b><i><span lang=ES-TRAD style='font-size:10.0pt;font-family:"Helvetica","sans-serif";color:black'>español favor usar traductor google</span></i></b><b><i><span lang=ES-TRAD style='font-size:10.0pt;font-family:"Helvetica","sans-serif";color:black'> </span></i></b><span lang=FR style='font-family:"Helvetica","sans-serif";color:black'><o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:62.85pt;margin-bottom:0cm;margin-left:0cm;margin-bottom:.0001pt;line-height:normal;background:white'><b><span lang=FR style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'><o:p> </o:p></span></b></p><p class=MsoNormal align=center style='mso-margin-top-alt:0cm;margin-right:62.85pt;margin-bottom:0cm;margin-left:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal;background:white'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>ICAE Virtual Seminar<o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal'><b><span lang=EN-US style='font-size:18.0pt;font-family:"Cambria","serif";color:#3939EF'>“Adult Education and Development: Post 2015”<o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal'><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>The post-2015 prospects for social movements in adult education<o:p></o:p></span></b></p><p class=Pa3 align=center style='text-align:center;line-height:normal'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>By Ronald Cameron-</span></b><b><span lang=EN-US style='font-family:"Cambria","serif";color:#3939EF'>Director General of ICEA <o:p></o:p></span></b></p><p class=Pa3 align=center style='text-align:center;line-height:normal'><b><span lang=EN-US style='font-family:"Cambria","serif";color:#3939EF'>Institut de coopération pour l’éducation des adultes, Montreal. Canada</span></b><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'><o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal'><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></b></p><h1 style='margin:0cm;margin-bottom:.0001pt;background:white'><span lang=EN-US style='font-size:12.0pt'>The debate on the definition of the post-2015 development objectives is entering a critical phase. According to the report of the meeting of the UNESCO Executive Committee held on 28 February, the World Education Forum, scheduled in Seoul in May 2015, is the occasion to adopt a common position before the final adoption of all the objectives at the UN Summit in September 2015.<o:p></o:p></span></h1><h1 style='margin:0cm;margin-bottom:.0001pt;background:white'><span lang=EN-US style='font-size:12.0pt;font-weight:normal'><o:p> </o:p></span></h1><h1 style='margin:0cm;margin-bottom:.0001pt;background:white'><span lang=EN-US style='font-size:12.0pt;font-weight:normal'>In such a context, and regardless of the appointments that are expected until then, the possibilities of improving the objectives are becoming increasingly limited. We believe that it is important to initiate a shift without delay, to start looking at the strategy for the post-2015 period, which will follow the adoption of the objectives.<o:p></o:p></span></h1><h1 style='margin:0cm;margin-bottom:.0001pt;background:white'><span lang=EN-US style='font-size:12.0pt'><o:p> </o:p></span></h1><h1 style='margin:0cm;margin-bottom:.0001pt;background:white'><span lang=EN-US style='font-size:12.0pt'>A mixed picture of the progress in adult education <o:p></o:p></span></h1><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The experience of consultations we conducted with formal and non-formal adult education networks in Quebec demonstrates concerns similar to those expressed around the world and which are summarized in<span style='color:#222222'> </span><strong><span style='font-weight:normal'>the </span></strong><a href="http://unesdoc.unesco.org/images/0022/002224/222407E.pdf"><em><span style='color:blue;text-decoration:none'>Second Global Report on Adult Learning and Education </span></em></a><strong><span style='font-weight:normal'> - GRALE by the UNESCO Institute for lifelong learning.</span></strong></span><strong><span lang=EN-US style='font-family:"Calibri","sans-serif";font-weight:normal'><o:p></o:p></span></strong></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><strong><span lang=EN-US style='font-size:12.0pt;font-family:"Calibri","sans-serif";font-weight:normal'><o:p> </o:p></span></strong></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Mrs. Bokova, Director-general of <strong><span style='font-weight:normal'>UNESCO, states in this report that </span></strong>the field of adult education tends to reduce to literacy or to training related to work in terms of policies and definitions of guidelines by governments around the world. She notes the lack of resources that undermines the development of local capacity. These findings are entirely consistent with a number of points raised also by the special issue "Adult Education and Development".</span><span lang=EN-US style='font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>In Quebec, we find that the diversity of training needs of adult populations and their paths emerge strongly.<span style='color:#222222'> We also note the significant diversification of background and training locations, paths, modes and forms of learning, systems and levels of education, tools and stakeholder organizations, including those from cultural organizations. In short, we conclude that it is a waste of time to try to determine a simplified strategic perspective.<o:p></o:p></span></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'>Subscribing to a broader vision in order to promote the full exercise of citizenship<o:p></o:p></span></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'>The enhancement of lifelong learning requires a much broader and inclusive vision than that emerging from the results observed in the assessment by the UNESCO Institute. </span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Reading in "Adult Education and Development" under the pen name Mrs. King, representative of the World Bank, that the priority of the intervention of such an international institution boils down to early childhood is very worrisome.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Any practical experience must move away from these simplistic perspectives! <span style='color:#222222'>Methods command intersectoral approaches and partnerships between networks and social actors. </span>What encourages us in our commitment to the right to education for all is not the level of scholarship that an individual may acquire, but a prospect of developing a more just world with a full exercise of citizenship and the rights of the entire population.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The basis of our commitment aims for the empowerment of peoples and the improvement of individual and collective living conditions of the greatest number of people in the world. In a context of growing social stress, given the impacts of environmental change, the challenges of social justice intersect, more than ever, the path of action in favor of the right to education for all.<o:p></o:p></span></p><p class=Default><span lang=EN-US style='font-family:"Times New Roman","serif";color:windowtext'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Being prepared to act after 2015<o:p></o:p></span></b></p><p class=Pa3 style='text-align:justify;line-height:normal'><span lang=EN-US><o:p> </o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=EN-US>We must prevent the international movement on adult education from focusing only on the post-2015 development objectives plan and from reducing its perspective to the vision of international institutions. If the time frame in May 2015 is a decisive moment of conclusion of the work, the adult education movement must now begin to define the perspective of its action beyond 2015. This requires defining the political action of social movements in the States and in the field.<o:p></o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=EN-US><o:p> </o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=EN-US>Whatever the definitions used about development objectives, the challenge for the development of a culture of learning for all remains dependent on post-2015 mobilizations in different social occurrences. From this point of view, it's not so much to internalize targets set by the UN, but to locate the strategy to develop an action aimed at social transformation within states. The idea is to develop a perspective to act on the power relations internal to the different nations.<o:p></o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=EN-US><o:p> </o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=EN-US>Collaboration between different social actors must be based on the development of claims to governments, likely to contribute to change this power relations. It is a question of moving beyond a minimalist vision of targets that will not be, indeed, easier to achieve. It is much more to develop a political battle that focuses on outcome indicators!<o:p></o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=EN-US><o:p> </o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=EN-US>Like David Archer, the question of financing policies remains a critical issue that expresses the political will to recognize the importance of learning for all. We know that the distribution of wealth through progressive taxation is based on power relations in society. We believe that the conditions are given to initiate a movement capable of taking a stronger position on both public and political scenes on this plan in each of the social occurrences. The international cooperation that we need is really about establishing a common and shared will to act at the political level in favor of greater social justice.<o:p></o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNormal align=center style='text-align:center'><span lang=FR>……………………………….<o:p></o:p></span></p><p class=MsoNormal><b><span lang=FR style='font-size:10.0pt;line-height:115%'>(Version originale en Français)</span></b><b><span lang=FR style='font-size:10.0pt;line-height:115%;font-family:"Cambria","serif";color:#3939EF'><o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal'><b><span lang=FR style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>Séminaire virtuel de l’ICAE:<o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal;text-autospace:none'><b><span lang=FR style='font-size:18.0pt;font-family:"Cambria","serif";color:#3939EF'> Éducation</span></b><b><span lang=FR style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'> </span></b><b><span lang=FR style='font-size:18.0pt;font-family:"Cambria","serif";color:#3939EF'>des Adultes et Développement après-2015</span></b><b><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal'><b><span lang=FR style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'><o:p> </o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal'><b><span lang=FR style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>Les perspectives post-2015 pour les mouvements sociaux en éducation des adultes<o:p></o:p></span></b></p><p class=Pa3 align=center style='text-align:center;line-height:normal'><b><span lang=FR style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>Par Ronald Cameron, directeur général ICEA<o:p></o:p></span></b></p><p class=Pa3 align=center style='text-align:center;line-height:normal'><b><span lang=FR style='font-family:"Cambria","serif";color:#3939EF'>Institut de coopération pour l’éducation des adultes, Montréal, Canada<o:p></o:p></span></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><b><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></b></p><h1 style='margin:0cm;margin-bottom:.0001pt;background:white'><span lang=FR style='font-size:12.0pt'>Le débat sur la définition des objectifs de développement post-2015 entre dans une phase critique. Selon le compte rendu de la réunion du comité exécutif de l’UNESCO du 28 février dernier, le Forum mondial en éducation, prévu à Séoul en mai 2015 constitue le moment d’adoption d’une position commune avant l’adoption finale de l’ensemble des objectifs lors du Sommet des Nations Unies de septembre 2015.<o:p></o:p></span></h1><h1 style='margin:0cm;margin-bottom:.0001pt;background:white'><span lang=FR style='font-size:12.0pt;font-weight:normal'><o:p> </o:p></span></h1><h1 style='margin:0cm;margin-bottom:.0001pt;background:white'><span lang=FR style='font-size:12.0pt;font-weight:normal'>Dans un tel contexte, et indépendamment des derniers rendez-vous qui sont prévus d’ici ce temps, les possibilités de bonification des objectifs deviennent de plus en plus limitées. Il importe, croyons-nous, de ne pas tarder à amorcer un virage, celui de commencer à se préoccuper de la stratégie de lutte dans la période post-2015, celle qui suivra l’adoption des objectifs.<o:p></o:p></span></h1><h1 style='margin:0cm;margin-bottom:.0001pt;background:white'><span lang=FR style='font-size:12.0pt'><o:p> </o:p></span></h1><h1 style='margin:0cm;margin-bottom:.0001pt;background:white'><span lang=FR style='font-size:12.0pt'>Un bilan mitigé des avancées en éducation des adultes <o:p></o:p></span></h1><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'>L’expérience des consultations que nous avons menées auprès des réseaux formels et non formels en éducation des adultes au Québec démontre des préoccupations semblables à celles exprimées un peu partout sur la planète et qui sont résumées par </span><strong><span lang=FR style='font-size:12.0pt;font-family:"Calibri","sans-serif";font-weight:normal'>le </span></strong><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif"'><a href="http://unesdoc.unesco.org/images/0022/002224/222407E.pdf"><em><span style='color:blue;text-decoration:none'>Second rapport mondial sur l’apprentissage et l’éducation des adultes </span></em></a><strong><span style='font-weight:normal'>(</span></strong><em>Global Report on Adult Learning and Education</em><strong><span style='font-weight:normal'> - GRALE) de </span></strong>l<strong><span style='font-weight:normal'>’Institut de l’UNESCO pour l’éducation tout au long de la vie.</span></strong></span><strong><span lang=FR style='font-family:"Calibri","sans-serif";font-weight:normal'><o:p></o:p></span></strong></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><strong><span lang=FR style='font-size:12.0pt;font-family:"Calibri","sans-serif";font-weight:normal'><o:p> </o:p></span></strong></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif"'>M<sup>me</sup> Bokova, directrice générale de <strong><span style='font-weight:normal'>l’UNESCO, mentionne dans ce rapport que l</span></strong>e champ de l’éducation des adultes tend à se réduire à la littératie ou à la formation liée à l’emploi sur le plan des politiques et des définitions des orientations des gouvernements de la planète. Elle note le manque de ressources qui fragilise le développement des capacités au niveau local. Ces constats sont en tout point conforme à nombre de points de vue soulevés d’ailleurs, par le numéro spécial « Éducation des Adultes et Développement ».</span><span lang=FR style='font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Au Québec, on constate que </span><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'>la diversité des besoins de formation des populations adultes et de leurs parcours ressort avec force. On constate aussi l’importante diversification des milieux et des lieux de formation, des voies, des modes et des formes d’apprentissage, des systèmes et des ordres d’enseignement, des outils et des organismes intervenants, y compris de ceux en provenance des organismes culturels. Bref, on conclut qu’il est peine perdue de vouloir fixer une perspective stratégique simplifiée.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><b><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'>Souscrire à une vision large en vue de promouvoir le plein exercice de la citoyenneté<o:p></o:p></span></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'>La valorisation de l’apprentissage tout au long de la vie exige une vision beaucoup plus large et inclusive que celle qui se dégage des résultats relevés dans le bilan de l’Institut de l’UNESCO. Lire dans « Éducation des adultes et développement », sous la plume de Mme King, représentante de la Banque mondiale, que la priorité de l’</span><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif"'>intervention d’une telle institution internationale se résume à la petite enfance est très inquiétant.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Toute l‘expérience pratique doit nous éloigner de ces perspectives réductrices ! </span><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'>Les méthodes commandent des approches intersectorielles et des partenariats entre les réseaux et les acteurs sociaux. </span><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Ce qui nous anime dans notre engagement en faveur du droit à l’éducation pour toutes et tous, ce n’est pas le niveau d’érudition que peut acquérir un individu, mais une perspective de développement d’un monde plus juste par un plein exercice de la citoyenneté et des droits de l’ensemble de la population.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Le fondement de notre engagement vise l’émancipation des populations et l’amélioration des conditions de vie personnelles et collectives du plus grand nombre sur la planète. Dans un contexte de stress social grandissant, étant donné les impacts des changements environnementaux, plus que jamais les enjeux de la justice sociale croisent le chemin de l’action en faveur du droit à l’éducation pour toutes et tous.<o:p></o:p></span></p><p class=Default><span lang=FR style='font-family:"Times New Roman","serif";color:windowtext'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><b><span lang=FR style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Se préparer à agir après 2015<o:p></o:p></span></b></p><p class=Pa3 style='text-align:justify;line-height:normal'><span class=A6><span lang=FR style='font-family:"Times New Roman","serif"'><o:p> </o:p></span></span></p><p class=Pa3 style='line-height:normal'><span lang=FR>Il faut éviter que le mouvement international en éducation des adultes ne se concentre qu’au plan des objectifs de développement post-2015 et réduise sa perspective à la vision des institutions internationales. Si l’horizon de mai 2015 constitue un moment décisif de conclusion des travaux, le mouvement en éducation des adultes doit dès maintenant commencer à définir la perspective de son action au-delà de 2015. Ça exige de définir l’action politique des mouvements sociaux dans les États et sur le terrain.<o:p></o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=FR><o:p> </o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=FR>Quelles que soient les définitions retenues concernant les objectifs de développement, le défi pour le développement d’une culture d’apprentissage pour toutes et tous demeure tributaire des mobilisations post-2015 dans les différentes formations sociales. De ce point de vue, il ne s’agit pas tellement d’intérioriser des cibles définies par l’ONU, mais de situer la stratégie en vue de développer une action qui vise la transformation sociale au sein des États. Il s’agit de développer une perspective pour agir sur les rapports de force internes aux différentes nations.<o:p></o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=FR><o:p> </o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=FR>La collaboration entre les différents acteurs sociaux doit se baser sur le développement de revendications auprès des gouvernements, susceptibles de contribuer à modifier ce rapport de force. Il s’agit de progresser au-delà d’une vision minimaliste des cibles qui ne seront d’ailleurs pas plus faciles à atteindre. Il s’agit bien plus de développer une bataille politique que de se concentrer sur les indicateurs de résultats !<o:p></o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=FR><o:p> </o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=FR>À l’instar de David Archer, la question du financement des politiques demeure une question cruciale qui exprime une volonté politique de reconnaître l’importance de l’apprentissage pour toutes et tous. Nous savons que la répartition de la richesse à travers une fiscalité progressiste est fonction des rapports de forces dans une société. Nous croyons que la conjoncture est mûre pour amorcer un mouvement capable de se positionner plus fortement sur la scène publique et politique sur ce plan dans chacune des formations sociales. La concertation internationale qu’il nous faut porte en fait sur l’établissement d’une volonté commune et partagée d’agir au niveau politique en faveur d’une plus grande justice sociale.<o:p></o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=FR><o:p> </o:p></span></p><p class=MsoNormal align=center style='text-align:center'><span lang=FR><o:p> </o:p></span></p></div></body></html>