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</o:shapelayout></xml><![endif]--></head><body lang=ES link=blue vlink=purple><div class=WordSection1><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=MsoListParagraph style='margin: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=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Dear all,<o:p></o:p></span></p><p class=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>We have reached the end of this virtual meeting that thanks to your participation and excellent contributions, has allowed a fruitful exchange, has extended our framework and context of analysis, clearly pointing out some of the challenges we have to influence the Post-2015 development agenda and even more, to demand its subsequent implementation.<span style='background:yellow;mso-highlight:yellow'><o:p></o:p></span></span></p><p class=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif";background:yellow;mso-highlight:yellow'><o:p> </o:p></span></p><p class=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Different views have emerged, which is always refreshing, as well as elements for rethinking our strategies, challenges and questions that will surely continue calling us and requiring our imagination, determination and persistency.<span style='background:yellow;mso-highlight:yellow'><o:p></o:p></span></span></p><p class=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif";background:yellow;mso-highlight:yellow'><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"'>A</span><span lang=EN-PH style='font-size:12.0pt;font-family:"Times New Roman","serif"'>s Cecilia affirms, the confluence of the three global platforms as well as the ongoing education post 2015 processes present both opportunities and challenges. 2015 is a landmark for renewed commitments to Education for All (EFA) and Sustainable Development Goals (SDGs) coupled with a continuing review of actions under CONFINTEA 6.<o:p></o:p></span></p><p class=MsoListParagraph style='margin: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=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-PH style='font-size:12.0pt;font-family:"Times New Roman","serif"'>As had already been raised in the first part of the seminar, </span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>a big challenge is how to ensure a standalone education goal within the SDGs, because although the interim report of the OWG Co-Chairs indicate education as one of the 19 focus areas, the conception of education as a cross-cutting issue rather than a goal exists at the same time, and this weaken the priority to education. <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: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'><span lang=EN-PH style='font-size:12.0pt;font-family:"Times New Roman","serif"'>There is agreement in relation to the fact that the agenda, and the multi-stakeholder processes leading to agenda setting, are equally important.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-PH 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'><b><span lang=EN-PH style='font-size:12.0pt;font-family:"Times New Roman","serif"'> “The unfinished EFA agenda”<o:p></o:p></span></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-PH 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;text-autospace:none'><span lang=EN-ZA style='font-size:12.0pt;font-family:"Times New Roman","serif"'>EFA is a pipe dream in most countries on the continent, says Limbani, the post 2015 agenda goals, sub-goals and objectives as well as targets need to consider that EFA is an unfinished agenda in Africa.<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-ZA style='font-size:12.0pt;font-family:"Times New Roman","serif"'>And he brings up that “</span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>In January 2014, the African Union Heads of State summit in Addis Ababa adopted an overall post 2015 position…</span><span lang=EN-ZA style='font-size:12.0pt;font-family:"Times New Roman","serif"'>it is important to underline that as observed by the AU common position on post 2015, it will be critical for African citizens to “actively participate in the global debate on how to provide a fresh impetus to the MDGs and to examine and devises strategies to address key emerging development issues on the continent in the coming years” <o:p></o:p></span></p><p class=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-PH 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-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Whilst general discussion on the place of lifelong education for all in the agenda is fundamental, I believe, says Timothy, we also need to concern ourselves with practical issues related to strategy <o:p></o:p></span></p><p class=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-PH style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-PH style='font-size:12.0pt;font-family:"Times New Roman","serif"'>For Cecilia from ASPBAE, the participation of civil society and youth in education governance is essential, and there should be clear goals towards monitoring governments. Clear indicators are needed on Transparency<b>- </b>Accountability, Participation - where all stakeholders including learners, parents, teachers and civil society organizations are strategically engaged in policy development, implementation and monitoring, and Justice<b>,</b> where those who were denied education be at the core of the agenda.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal;background:white'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222;background:yellow;mso-highlight:yellow'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal;background:white'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif";color:#222222'>In this sense Graciela and Natalia refer to the concept of “<i>Social Education Debt”</i> which has been developed by researches in recent years<a name="144f5bafc98386b9__ftnref2"></a>, which expresses the existence of groups of children, adolescents and adults with very low education levels or with low quality education; thus, the social education debt is a challenge for the expansion of school offers with a view to ensuring access for all excluded populations and their permanence in the system.<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 notion asserted by the fact of taking care of the social education debt is a genuine instance and complementary to other policies aimed at social inclusion such as the promotion of employment and access to social services.<o:p></o:p></span></p><p class=MsoListParagraph style='margin: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'><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>“The contradictions in the discourses” </span></b><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"'>We continue to believe that education is the key to solve the problems we face. In my opinion, says Sofia, this is a partial truth and our mistake has been to make it the whole truth. We continue to believe that education is the foundation to improve productivity and that productivity is the engine of progress.<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"'>There are still millions of people without access to literacy, millions of women who have no access to health care, millions of children who do not have the possibility to go to school. Eliminating this must remain one of our goals, must remain one of the headlights to illuminate our path. But currently in the countries of southern Europe, the expectation that more education means better quality of life has become false. The labor market tells the generation between 25 and 35 years old , they are overqualified and offers them jobs with no expectations at all of building careers, apart from being poorly paid. <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"'>"What for" has been defined by others who are convinced that productivity and economic growth are the reasons for investing in education and training. I mean, continues Sofia, this "what for" is colonized by the discourse of growth and productivity as ideas, as forces that set out the path. We have spent years using the same words. We continue naming the world inflating the perspective of productivity and growth, International agencies continue to claim that more education means higher productivity and greater wealth. Our minds are colonized by this thought.<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;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” affirms Osorio, and 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. <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"'>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, Osorio adds, 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.<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;line-height:normal'><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'> “Voices Rising”<o:p></o:p></span></b></p><p class=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>There are multiple languages </span><span lang=EN-US style='font-size:12.0pt;font-family:"Cambria Math","serif"'></span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>and forms of expression, but paying attention to these signals requires unconventional mechanisms that seem not to have emerged yet ... Some talk, others listen, others actively express their discontent, and large blankets of silence live together in this attempt to achieve human rights and the right to education<o:p></o:p></span></p><p class=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;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 style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-PH style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The SDGs will only be achieved when people are empowered<b> </b>through education and lifelong learning, and are able to participate with dignity in the economic and social spheres of their family, work and community life, states </span><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Cecilia.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB 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-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>To what extent do discussions taking place in the extremely complex structure generated by the UN contemplate and express the interests and demands of the young and adult learner? Timothy asks himself.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>In order to achieve the world we want by means of the education we want, there is no substitute for participation, he adds.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB 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"'>What do those who have been silenced excluded or made invisible say? Sofia asks herself. If we accept that there is not an only way of naming reality, not a single direction towards the future, then we should also accept that those who have the power to speak should shut up and listen.<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;line-height:normal'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The example of consultation Damien shares from Brazil is very interesting, as it shows that a total of 78 organizations, movements and networks participated in the process of consultation of the Brazilian civil society.<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 question of universal education, he says, was obviously pointed out as essential: <i>“The new strategic Objectives of development should ensure universal access to quality, secular and free education, regardless of gender, age, ethnicity, religion, socioeconomic status, immigration status, gender identity, sexual orientation, among others.”</i> <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"'>Education, participation, human diversity, culture, world of work, food, human rights, democracy ... All these issues are linked, are inseparable ... but current trends in the process of building the new development framework says Damien, the global civil society is challenged, more than ever, to increase their pressure on governments and international organizations.<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'><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Some challenges ahead<o:p></o:p></span></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB 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-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Timothy points that the Post-2015 Agenda debate suffers of the lack of resonance between international and national spheres, in strategic terms, advocacy efforts need to be invested in translating the global issues into national issues. Ministries of Education must be encouraged to engage in the debate and to ‘internalize’ it. </span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>And, as was previously said in the first part of the seminar, not only Ministries of Education should be involved if we really want to make a change. <b><o:p></o:p></b></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";background:yellow;mso-highlight:yellow'><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"'>If more specific strategies and mechanisms are not studied, says Carmen, we will continue repeating the situation assessment and major strategies to follow, but we will not succeed in making progress "from the smallest level", that is, from the "bottom-up" situations. We must also work on better indicators and benchmarks. </span><span lang=EN-PH style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Translating rhetoric to concrete goals and targets for lifelong learning is a key challenge<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-PH 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"'>There is still a conception that education is an issue that only affects to young people, says Sebastian from Student’s Federation of Chile. He believes that to break this order of things a dialogue between student’s movements and adult learning advocates is needed. A key part of this reflection is to invite student’s movements to leave behind the narrow focus on students as young people in order to put the focus on an encompassing social movement for the right to education. <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"'>He proposes to make a dialogue between younger activist, and their organizational ways, and older NGO’s. He strongly believes that each generation of activist can enrich each other, thus going beyond the ‘generational divide’ that comforts so many of the establishment that wants to keep the status quo.<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"'>He concludes that in order to think for a post-2015 agenda, we need to build bridges between student’s movements and adult learning advocates in order to build majorities that puts a holistic paradigm of education on the public agenda. Otherwise, the student’s movements will keep on fighting with a narrow worldview that excludes adult education issues and adult learning advocates will be isolated in their own world.<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"'><o:p> </o:p></span></b></p><p class=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;line-height:normal'><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Towards a “Pedagogy of Hope” <o:p></o:p></span></b></p><p class=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;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 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"'>Zahi affirms that dictators have marginalized to such an extent the impoverished and illiterate majority keeping them in an incredible state of underdevelopment, that access to power is rarely possible…and that Arab societies will need several years to mature and to constitute “civil societies”, able to considerably participate in building and leading the “<span style='color:black'>offer”</span> in Education, Adult Education and Development.<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"'>He added that to dream about the post 2015 period is required, to liberate Development from the unique objective of the “global” or “national” market, and make larger room for Education and Adult Education. <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 “Pedagogy of Hope” used by Paulo Freire can still be today, the subject of meditation and action in a politically, socially and economically exhausted Arab world…Could a “Pedagogy of Hope” still save the desperate? This is our commitment, the commitment of us all, to renew the Pedagogy in order to recover Hope.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB 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-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>It is not too late to act affirms Paul. It is not too late for local individual initiatives and international intervention, for reaching out other social movements and for making use of official and social media, for connecting with officials doing advocacy through evidence based policy recommendation. <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"'><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"'>Last but not least, we hope that this process of collective reflection and action will continue in the various forms we have to perform this, at national, regional and global levels. <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"'>It is everyone's task to build another world possible, with dignity, economic, social and environmental justice.<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"'>Gracias!!! Thank you!!!! Merci Beaucoup!!!<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"'>Cecilia<o:p></o:p></span></p></div></body></html>