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</o:shapelayout></xml><![endif]--></head><body lang=ES-MX link=blue vlink=purple><div class=WordSection1><p class=MsoNormal><b><span lang=ES-TRAD style='font-size:12.0pt;line-height:115%;font-family:"Times New Roman","serif"'>Versión original en español abajo<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 style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-family:"Verdana","sans-serif"'><o:p> </o:p></span></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'>Working out ambiguities: lifelong education in the post 2015 definition process: MDGs and EFA<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'>Jorge Osorio V. - ICAE, Chile<o:p></o:p></span></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;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;text-align:justify;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>After months of discussions and preparation of documents in relation to the new framework agreements for the MDGs and EFA goals by various stakeholders, it is not yet possible to identify the real sense of the rhetoric of major international agencies. While there is consensus regarding the evaluations of the results of both strategies, there is no consensus on the kind of diagnosis performed on the "development crisis" and on the context in which new goals should be defined. It is not easy to define this framework as various actors perceive the state of the "global issue" from different perspectives and analytical tools, which is evident when comparing the statements of global citizen organizations to those of international agencies. However, we also found that among the latter there are different approaches, internal debates and increasing pressure to adjust the proposals to the cycles of the global market and the contradictory dynamics of the finance global government. The results of the work done by the groups of experts convened by the Secretary General of the UN is an example of what we say.</span><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;text-align:justify;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;text-align:justify;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>A first "sensitivity" (or "approach") is distinguished because they value the strategies of the MDGs and EFA into a perspective of necessary global transformations in response to a crisis that goes beyond financial aspects and shows radical new phenomena that require to look at "what is global" from a viewpoint of change in civilization. Thus, the MDGs and EFA are evaluated as important global efforts to achieve a more just world, but the challenges that should guide the debate according to this "approach" are "how to move forward" and that this "how to move forward" be, indeed, a collective action, including governmental, multilateral and civil society actors. All this through: a) a transformation agenda (with real reforms); b) the national appropriation of the new goals; c) the recognition of civil society organizations in monitoring agreements and goals. </span><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;text-align:justify;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;text-align:justify;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The most important aspect of this "sensitivity" is its recognition of the existence of far-reaching global problems in civilization that are not resolved with minor reforms, such as: a) climate change, b) the extension of the concept of welfare (which exceeds the purely economic view), c) the challenges of the phenomena of migration and human displacements by environmental or political reasons, and those arising from natural disasters. This perspective of "what is global" allows us to understand that the post-2015 agenda will be developed as a field of dispute, in some aspects with high ambiguity, depending on the perceptions of "global risk" of stakeholders, as well as geo-political interests which in recent months are becoming more relevant in the definition of a "common future" of humanity and safety and sustainability of the planet. </span><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;text-align:justify;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;text-align:justify;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>As regards education, its "utopia" is to develop societies based on free flow of knowledge, distributing it socially through formal and non-formal methods, throughout the life cycle of individuals, in order to generate comprehensive skills in all areas of fulfillment of people and human communities, in coincidence with human development approaches promoted by UNDP and "education societies" promoted by UNESCO.</span><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;text-align:justify;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;text-align:justify;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Another "sensitivity" (or "approach") is the one based on the logic of progress: the idea is to ensure the conditions for economic growth, successful targeting of social spending and a favorable option for education to be a central concept of this process, mainly because of the importance of generating individual skills in the society that are useful in the world of work of a "new social capitalism" that some like to call "society of opportunities". And besides, it is considered that it must be continuing education ("lifelong education"), implemented not only by way of school schedules, but also by offers from social, religious and business entities in the context of a policy of combined (public and private) provision of education. This approach also considers the importance of developing new security and governance mechanisms of the global financial system and the implementation of instruments of social distribution of knowledge, access to new technologies, as well as gender equity in the world of work and the experimentation in participatory management of common goods of nature (not so much for ecopolitical beliefs but due to the demands of managing the "risk" and the administration of the territories subject to conflicts between transnational corporations and local communities).</span><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;text-align:justify;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;text-align:justify;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>However, let's be cautious about this identification of the two "sensitivities": the post-2015 debate process will surely bring greater complexity and diversification in the treatment of the subjects. </span><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;text-align:justify;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Both ways of looking at the post-2015 have common issues in relation to education: the paradigm of "lifelong education" is recognized, but with ideological nuances and subtle differences regarding conceptions of human development and its relationship with the planet's sustainability. Therefore, we must identify consensus as well as some of the setbacks. A source and way to illustrate this target is the reading of the 2013 EFA Global Monitoring Report. </span><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;text-align:justify;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;text-align:justify;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>A first issue posed by the reading of this report is the confirmation of the importance of referring "quality education" to Development Goals, particularly the eradication of poverty. The key point in this discussion is the definition of development. It can not be reduce to the eradication of poverty. The multidimensional character of development is not in question right now in international organizations. The UNDP is at the forefront in this sense. It is not enough to repeat the slogan that economic growth and job creation is Development in itself. The several dimensions of human welfare and the importance of connecting the good living of people to the access and benefits of cultural and technological goods, to the recognition of cultural, gender, ethnic and age diversity, to democratic participation and respect for human rights and environmental sustainability of the planet invalidate restricted conceptions of development. And this also impacts the debate on education: Right to restricted education or right to extended education? "Lifelong education" just to avoid being left out of the dynamics of the market, or "lifelong education" to access all the benefits of knowledge and ensuring human and civil rights?</span><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;text-align:justify;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;text-align:justify;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The EFA Report synthesizes its outlook for the post 2015 by posing the concept of "equitable education", which turns out to be very relevant and can be a good base to define post 2015 paths on education, as it uses the following criteria:</span><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;text-align:justify;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=MsoListParagraphCxSpFirst style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l0 level1 lfo2'><![if !supportLists]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>a.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Capacity building for the "world of life" (citizenship, health, food) and to improve job training</span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l0 level1 lfo2'><![if !supportLists]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>b.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Social empowerment of vulnerable and excluded groups</span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l0 level1 lfo2'><![if !supportLists]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>c.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Educational policies defined by the attention paid to learning, and criticism of the definition of Goals only to measure "educational levels"</span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l0 level1 lfo2'><![if !supportLists]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>d.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Ensuring equitable access (for everyone) to quality education provided by the State and its public educational delivery systems</span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoListParagraphCxSpLast style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l0 level1 lfo2'><![if !supportLists]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>e.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Strategic importance of training good teachers and investment in their training</span><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='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:justify;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;text-align:justify;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The approach of UNESCO, expressed in its document 37/C56 of November, 2013 (Education beyond 2015), is not much different. However, something very encouraging and promising should be noted, that the starting point of its proposal is that "quality lifelong education" is a guiding principle for post 2015 education, as a pillar of "inclusive, sustainable and prosperous societies", placing into a strategic continuum: a) the development of children (preschool education), b) primary and post primary education, c) "education for life", developed through various formal and non-formal modalities (including civic, environmental and peace education and non-discrimination), and d) vocational training.</span><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;text-align:justify;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;text-align:justify;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>However, along with the statement of this principle, the UNESCO document also highlights three issues of great importance in the strategic debate on the future of "what is global" and of "development" that we consider very interesting to place as topics for discussion in this seminar:</span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoListParagraphCxSpFirst style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:54.0pt;margin-bottom:.0001pt;text-align:justify;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=MsoListParagraphCxSpMiddle style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:54.0pt;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l1 level1 lfo4'><![if !supportLists]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>a.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The (MDGs and EFA) post 2015 programs should not be restricted only to the eradication of extreme poverty, therefore, they should include in their goals the problems of middle-income countries as well as those of more developed countries subject to socially regressive policies. This initiative reveals the importance of looking at post 2015 issues from an approach of change of civilization and incorporating a more comprehensive and realistic collection of new forms of poverty, exclusion, inequality, violence and restrictions of human rights (such as those that social movements have been demanding since 2011 in all continents)</span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:54.0pt;margin-bottom:.0001pt;text-align:justify;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=MsoListParagraphCxSpMiddle style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:54.0pt;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l1 level1 lfo4'><![if !supportLists]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>b.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Education is a human right, a public good, and the State has the obligation to guarantee and deliver it by way of institutions providing quality education, leaving no room for those who may claim to commodify education based on new socio-liberal formulas, reducing government spending and transferring the initiative of "lifelong education" to private (companies) and institutions.</span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:54.0pt;margin-bottom:.0001pt;text-align:justify;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=MsoListParagraphCxSpLast style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:54.0pt;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l1 level1 lfo4'><![if !supportLists]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>c.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Educational policies, both globally and in each country, must be defined from the aspirations of communities and citizenship, which are not only reduced to quantitative aspects (coverage, for example) but also (or mainly) when they are raised from qualitative aspects of logic: living together, citizen participation, access to knowledge, peace and security, environmental protection, non-discrimination, which have been expressed in the recent global and national mobilizations. In a direct way, this statement recognizes and encourages the democratization of the process of debates and agreements towards the post 2015.</span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal'><b><span lang=ES-TRAD style='font-size:12.0pt;font-family:"Times New Roman","serif"'>………………………<o:p></o:p></span></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><b><span lang=ES-TRAD style='font-size:12.0pt;font-family:"Times New Roman","serif"'>(original version in Spanish )<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=PT-BR style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>Seminario Virtual del 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;background:white'><b><span lang=PT-BR style='font-size:18.0pt;font-family:"Cambria","serif";color:#3939EF'>“Educación de Adultos y Desarrollo: Post 2015”</span></b><b><span style='font-size:18.0pt;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=PT-BR 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=PT-BR style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>Descifrando ambigüedades: la educación durante toda la vida en el proceso de definición post 2015: ODM y EPT<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=PT-BR style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>Jorge Osorio V. - </span></b><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>ICAE, Chile</span></b><b><span lang=PT-BR style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'><o:p></o:p></span></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span 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;text-align:justify;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Luego de meses de debates y elaboración documental en torno a los acuerdos de un nuevo marco para los ODM y de la EPT de parte de variados actores no es posible aún identificar el real sentido de la retórica de las grandes agencias internacionales. Si bien existen consensos en relación a las evaluaciones de los resultados de ambas estrategias, donde no los hay es en el tipo de diagnóstico que se realiza de la “crisis del desarrollo” y en el marco en el cual deberían definirse las nuevas Metas. Ese marco resulta complejo de definir por cuanto los diversos actores aprecian el estado de la “cuestión global” con instrumental analítico y perspectivas diferentes, lo que es evidente al compararse las declaraciones de las organizaciones ciudadanas globales con las de las agencias internacionales. Sin embargo, también comprobamos que entre estas últimas conviven diferentes aproximaciones, debates internos y una presión cada vez mayor a ajustar las propuestas a los ciclos del mercado global y las dinámicas contradictorias del gobierno</span><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'> de las finanzas global. Los resultados del trabajo de los grupos de expertos convocados por el Secretario General de la ONU es una muestra de lo que decimos.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span 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;text-align:justify;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Una primera “sensibilidad” (o “aproximación”) se distingue porque aprecian las estrategias de los ODM y EPT en perspectiva de necesarias transformaciones globales, como respuesta a una crisis que va más allá de lo financiero y que expone fenómenos nuevos y radicales que obligan a mirar “lo global” desde una mirada de cambio civilizatorio. Así, se evalúan los ODM y la EPT como esfuerzos globales importantes para conseguir un mundo más justo, pero los desafíos que deberían marcar el debate, según esta “aproximación”, son el “cómo avanzar” y el que este “cómo avanzar” sea efectivamente una acción colectiva, que incluya actores gubernamentales, multilaterales y de la sociedad civil. Todo ello a través de: a) una agenda de trasformación (de reformas reales); b) la apropiación nacional de las nuevas Metas; c</span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>) el reconocimiento de la accountability de las organizaciones de la sociedad civil. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span 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;text-align:justify;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>El aspecto más importante de esta “sensibilidad” es su reconocimiento de la existencia de problemas globales de gran alcance civilizatorio, que no se resuelven con reformas menores, como son: a) el cambio climático; b) la ampliación del concepto de bienestar (que excede la visión meramente economicista); c) los desafíos del fenómenos de la migraciones y de los desplazamientos humanos por razones medio-ambientales, políticas y las derivadas de las catástrofes naturales. Esta perspectiva de “lo global” nos permite entender que la agenda post 2015 se desarrollará como un campo de disputa, en algunos planos con alta ambigüedad, dependiendo de la percepciones del “riesgo global” que tienen los actores involucrados, como también los intereses geo-políticos, que en los últimos meses están siendo cada vez más relevantes en la definición de un “futuro común” de la humanidad y de seguridad y sustentabilidad del planeta. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span 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;text-align:justify;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>En educación su “utopía” es desarrollar sociedades fundadas en la libre circulación del conocimiento, distribuyéndolo socialmente a través de modalidades formales y no formales, durante todo el ciclo de vida de las personas, para generar capacidades integrales en todos los ámbitos de realización de las personas y comunidades humanas de manera coincidente con los enfoques de desarrollo humano de promueve el PNUD y de “sociedades educadoras” que promueve la UNESCO<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span 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;text-align:justify;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Otra “sensibilidad” (o “aproximación”) es la que se sustenta en la lógica del progreso: se trata de asegurar las condiciones del crecimiento económico, una acertada focalización del gasto social y una opción favorable para que la educación sea un eje de este proceso, principalmente por la importancia de que se generen en la sociedad competencias individuales que sean útiles en el mundo laboral de un “nuevo capitalismo social”, que algunos gustan llamar “sociedad de oportunidades”. Y, además, se considera que deber ser una educación continua (“durante toda la vida”) implementada no sólo por la vía de los itinerarios escolares, sino también por los ofertados por entidades sociales, religiosas y empresariales, en el marco de una políticas de provisión mixta (pública y privada) de la educación. Tampoco prescinde, desde esta aproximación, de la importancia de desarrollar nuevos mecanismos de seguridad y gobernabilidad del sistema financiero global y de la implementación de instrumentos de distribución social de los conocimientos , el acceso a las nuevas tecnologías, así como la equidad de género en el mundo laboral y la experimentación en la gestión participativa de los bienes comunes de la naturaleza ( no tanto por convicciones eco-políticas sino por las exigencias de gestionar el “riesgo” y el gobierno de los territorios sujetos a conflictos entre empresas transnacionales y las comunidades locales).<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span 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;text-align:justify;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Tomemos con precaución, de todos modos, esta identificación de las dos “sensibilidades”: el proceso del debate del post 2015 nos irá deparando seguramente el despliegue de una mayor complejidad y diversificación en el tratamiento de los temas <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>En ambas maneras de mirar el post 2015 hay aspectos comunes en relación a la educación: se reconoce el paradigma de la “educación para toda la vida” aunque con matices ideológicos y de concepciones del desarrollo humano y su vinculación con la sustentabilidad del planeta. Por ello, debemos identificar consensos y también algunas de las contrariedades. Una fuente y vía para ilustrar este objetivo es la lectura del Informe de Seguimiento Mundial de la EPT 2013 <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span 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;text-align:justify;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Un primer tema que nos plantea la lectura de este Informe es la ratificación de la importancia de referir la “educación de calidad “a metas de Desarrollo, y en particular a la erradicación de la pobreza. La clave de la discusión en este punto es la definición del desarrollo. No es posible reducirlo a la erradicación de la pobreza. La multidimensionalidad del desarrollo no está en cuestión en estos momentos en los organismos internacionales. El PNUD lleva la vanguardia en este sentido. No basta repetir la consigna de que el crecimiento económico y la creación de empleo es en sí mismo el Desarrollo. Las multi-dimensiones del bienestar humano , así como la importancia de conectar el buen-vivir de las personas al acceso y beneficios de bienes culturales y tecnológicos , al reconocimiento de la diversidad cultural , de género, étnicas y etarias, a la participación democrática y el respeto de los derechos humanos y a la sustentabilidad ambiental del planeta invalidan las concepciones restringidas del Desarrollo. Y esto también impacta en el debate sobre la educación: ¿Derecho a una educación restringida o derecho a una educación extendida? ¿”Educación para toda la vida” sólo para no quedar fuera de las dinámicas del mercado o “educación para toda la vida “para acceder a todos los beneficios del conocimiento y garantizar los derechos humanos y ciudadanos?<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span 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;text-align:justify;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>El Informe de la EPT hace una síntesis de su perspectiva para el post 2015 planteándonos el concepto de una “educación equitativa”, que resulta ser muy pertinente, y puede ser un buen piso para definir las rutas del post 2015 en educación, pues, la define a partir de los siguientes criterios:<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoListParagraphCxSpFirst style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l3 level1 lfo6'><![if !supportLists]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>a.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Desarrollo de capacidades para el “mundo de la vida” ( ciudadanía, salud, alimentación) y para el mejoramiento de la formación laboral<o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l3 level1 lfo6'><![if !supportLists]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>b.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Empoderamiento social de los grupos vulnerables y excluidos<o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l3 level1 lfo6'><![if !supportLists]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>c.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Políticas educativas definidas por la atención a los aprendizajes y crítica a las definición de Metas sólo por la medición de “niveles de instrucción”<o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l3 level1 lfo6'><![if !supportLists]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>d.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Aseguramiento del acceso equitativo ( de todos-as) a una educación de calidad por parte del Estado y sus sistemas de provisión educacional pública.<o:p></o:p></span></p><p class=MsoListParagraphCxSpLast style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l3 level1 lfo6'><![if !supportLists]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>e.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Importancia estratégica de la formación de buenos-as docentes y de la inversión en su formación<o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span 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;text-align:justify;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>No muy distinto es el enfoque de la Unesco, manifestado en su documento 37/C56 de noviembre de 2013 ( La Educación después de 2015), sin embargo , es preciso subrayar , de manera muy alentadora o promisoria , que el punto de partida de su propuesta sea que la “educación da calidad durante toda la vida” es principio orientador de la educación post 2015, como pilar de las “sociedades inclusivas, sostenibles y prósperas”, colocando en un continuo estratégico : a) el desarrollo de los niños-as ( educación preescolar); b) la educación primaria y post primaria; c) la “educación para la vida” desarrollada a través de diversas modalidades formales y no formales ( que incluye la educación ciudadana, ambiental y por la paz y la no-discriminación), y d) la formación profesional.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span 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;text-align:justify;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Sin embargo, junto con la declaración de este principio, el documento de la UNESCO resalta, además, tres asuntos de gran importancia en el debate estratégico sobre el futuro de “lo global” y del “desarrollo” y que </span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>consideramos muy atractivo colocarlos como temas de conversación en este Seminario:<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;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=MsoListParagraphCxSpFirst style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:54.0pt;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l2 level1 lfo5'><![if !supportLists]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>a.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Los programas (ODM y EPT) post 2015 no deberán restringirse sólo a la erradicación de la pobreza extrema, por ello, deben incluir en sus metas las problemáticas propias de los países de medianos ingresos y de los más desarrollados sujetos a políticas socialmente regresivas en algunos de ellos. </span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Este planteamiento releva la importancia de mirar los asuntos post 2015 desde una aproximación de cambio de civilización e incorporar un repertorio más amplio y realista de nuevas pobrezas, exclusiones , desigualdades ,violencias y restricciones de los derechos humanos ( como los que han venido demandado los movimientos sociales desde 2011 en todos los continentes), y que la aproximación del “progreso” invisibilidad o lo considera parte de una agenda “radical” de los movimientos altermundistas. <o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:54.0pt;margin-bottom:.0001pt;text-align:justify;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=MsoListParagraphCxSpMiddle style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:54.0pt;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l2 level1 lfo5'><![if !supportLists]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>b.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>La educación es un derecho</span><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'> humano, un bien público, y el Estado tiene la obligación de garantizarlo y de brindarlo por la vía de instituciones que impartan educación de calidad, no dejando margen a quienes puedan pretender mercantilizar la educación sobre la base nuevas fórmulas socio-liberales, reduciendo el gasto público y cediendo la iniciativa de la “educación para toda la vida” a los privados (empresas) y sus instituciones.<o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:54.0pt;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoListParagraphCxSpLast style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:54.0pt;margin-bottom:.0001pt;text-align:justify;text-indent:-18.0pt;line-height:normal;mso-list:l2 level1 lfo5'><![if !supportLists]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>c.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Las políticas educativas globales y en los países deben definirse a partir de las aspiraciones de las comunidades, de la ciudadanía, que no se reducen sólo a los ámbitos de lo cuantitativo (cobertura, por ejemplo) sino también (o principalmente) cuando son planteadas desde lógicas cualitativas: convivencia, participación ciudadana, acceso libre al conocimiento , seguridad y paz, cuidado del medio ambiente, no discriminación, que se han expresado en las movilizaciones ciudadanas globales y nacionales recientes. Se forma directa esta afirmación no hace sino reconocer y alentar la democratización del proceso de debates y acuerdos hacia el post 2015.<o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:36.0pt;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span 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;text-align:justify;line-height:normal'><span 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;text-align:justify;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;line-height:115%;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;line-height:115%;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><o:p> </o:p></p></div></body></html>