CONFERENCIA INTERNACIONAL

DE EDUCACIN
48a reunin
Ginebra, Suiza, 25-28 de noviembre de 2008

LA EDUCACIN INCLUSIVA:
EL CAMINO HACIA EL FUTURO

INFORME
FINAL
UNESCO
Ocina Internacional de Educacin

CONFERENCIA INTERNACIONAL DE EDUCACIN

48 reunin
Ginebra, Suiza, 25-28 de noviembre de 2008

LA EDUCACIN INCLUSIVA:
EL CAMINO HACIA EL FUTURO

INFORME FINAL

Original: Ingls
Publicado en 2009
por la Organizacin de las Naciones Unidas para la Educacin, la Ciencia y la Cultura
7 place de Fontenoy
75352 Pars 07 SP
UNESCO
Oficina Internacional de Educacin, Ginebra
ED/MD/104 CLD.2447.9
UNESCO 2009
Printed in France

NDICE

ORDEN DEL DA............................................................................................................................ 5

PARTE I - ORGANIZACIN DE LA CONFERENCIA
A.

Ceremonia de apertura................................. 7

B.

Organizacin de los trabajos Metodologa................................. 8

C.

Sesin de clausura .......................... 11

D.

Ceremonia de entrega de la medalla J. A. Comenius............................ 12

E.

Actividades paralelas y otros eventos...........................13

F.

xposiciones....................................
E
14

PARTE II - DOCUMENTOS PUBLICADOS POR LA CONFERENCIA

A.

Informe general de la
48 reunin de la Conferencia Internacional de Educacin (CIE)... ................ 16

B.

Conclusiones y recomendaciones de la
48 reunin de la Conferencia Internacional de Educacin (CIE).... ............... 19

ANEXOS
I.

Discurso inaugural de la Excelentsima Seora D. Purandeswari, Ministra de Estado

para el Desarrollo de los Recursos Humanos y Jefa de la Delegacin de la India,
Presidenta de la 47 reunin de la CIE.

II.

Discurso inaugural del Sr. Kochiro Matsuura, Director General de la UNESCO

III.

Discurso inaugural del Excelentsimo Sr. Charles Beer, Consejero de Estado, Jefe de
la Delegacin de Suiza

IV.

Discurso inaugural del Excelentsimo Sr. Abdulsalam M. Al-Joufi, Ministro de Educacin

del Yemen, Presidente de la 48 reunin de la CIE

V.

Presentacin de los trabajos de la Conferencia por la Sra. Clementina Acedo, Directora

de la OIE y Secretaria de la Conferencia

VI.

Debate de introduccin y resultados de la investigacin: lista de los oradores

principales

VII.

Debate de introduccin: intervenciones de los oradores principales

a)
b)
c)

d)
e)

Excelentsima Sra. Liu Yandong, Consejera de Estado de la Repblica Popular

China
Excelentsimo Sr. Xavier Darcos, Ministro de Educacin Nacional de Francia
Excelentsima Sra. Naledi Pandor, Ministra de Educacin de la Repblica de
Sudfrica, Presidenta de la Conferencia de Ministros de Educacin de la Unin
Africana
Sra. Navanethem Pillay, Alta Comisionada de las Naciones Unidas para los
Derechos Humanos
Excelentsimo Sr. Lenn Moreno Garcs, Vicepresidente de la Repblica del
Ecuador

VIII. Informes de sntesis de los talleres

a)
b)
c)
d)

Informe de sntesis del taller N 1

Informe de sntesis del taller N 2
Informe de sntesis del taller N 3
Informe de sntesis del taller N 4

IX.

Debate de conclusin: lista de oradores

X.

Debate de conclusin: intervenciones de los oradores principales

a)

Sr. Ahlin Byll-Cataria, Secretario Ejecutivo de la Association for the Development

of Education in Africa

b)

Sr. Mel Ainscow, Profesor del Centre for Equity in Education de la Universidad de
Manchester

c)

Sra. Codou Diaw, Directora Ejecutiva del Forum for African Women
Educationalists

d)

Sr. Gaston De La Haye, Secretario General Adjunto, Internacional de la

Educacin

XI.

Resolucin aprobada por la 48 reunin de la Conferencia Internacional de Educacin

(CIE): Mensaje de paz y buena voluntad al Gobierno y al pueblo de la India; y constancia
del agradecimiento expresado por la Excelentsima Sra. D. Purandeswari, Ministra de
Estado para el Desarrollo de los Recursos Humanos de la India.

XII.

Discurso de clausura y agradecimientos de la Sra. Clementina Acedo, Directora de la

OIE y Secretaria de la Conferencia

XIII. Discurso de clausura del Sr. Nicholas Burnett, Subdirector General de Educacin, en
nombre del Sr. Kochiro Matsuura, Director General de la UNESCO
XIV. Discurso de clausura del Excelentsimo Sr. Charles Beer, Consejero de Estado, Jefe de
la Delegacin de Suiza
XV.

Discurso de clausura del Excelentsimo Sr. Abdulsalam M. Al-Joufi, Ministro de

Educacin del Yemen, Presidente de la 48 reunin de la CIE

XVI. Intervencin del Excelentsimo Sr. D. Ral Vallejo Corral, Presidente del Consejo de la
OIE, con ocasin de la ceremonia de entrega de la medalla Comenius
XVII. Intervencin del Sr. Kochiro Matsuura, Director General de la UNESCO, con ocasin
de la ceremonia de entrega de la medalla Comenius
XVIII. Intervencin de la Sra. Eva Bartonova, Primera Viceministra de Educacin, Juventud y
Deporte de la Repblica Checa, con ocasin de la ceremonia de entrega de la medalla
Comenius
XIX. Conclusiones del Grupo Mixto de Expertos UNESCO (CR)/Consejo Econmico
y Social (CESCR) sobre el Seguimiento del Derecho a la Educacin
XX. Lista de oradores de los talleres
XXI. Lista de patrocinadores y asociados
XXII. Lista de documentos preparados por la Conferencia
XXIII. Lista de participantes
XXIV. Representantes de la UNESCO y la Secretara de la OIE

pgina 5

ORGANIZACIN DE LAS NACIONES UNIDAS

PARA LA EDUCACIN, LA CIENCIA Y LA CULTURA

CONFERENCIA INTERNACIONAL DE EDUCACIN

Cuadragsima octava reunin

Centro Internacional de Conferencias de Ginebra
25 a 28 de noviembre de 2008

LA EDUCACIN INCLUSIVA: EL CAMINO HACIA EL FUTURO

ORDEN DEL DA
1. Apertura de la Conferencia
2. Aprobacin del orden del da provisional (ED/BIE/CONFINTED 48/1)
3. Eleccin del Presidente
4. Eleccin de los Vicepresidentes y del Relator de la Conferencia y constitucin del Grupo
de redaccin de las Conclusiones y recomendaciones
5. Proyecto de organizacin de los trabajos de la Conferencia (ED/BIE/CONFINTED 48/2)
6. Examen del tema de la Conferencia: La educacin inclusiva: el camino hacia el futuro
(ED/BIE/CONFINTED 48/3)
7. Presentacin de los resultados de los trabajos de la Conferencia por el Relator
8. Aprobacin de las Conclusiones y recomendaciones de la 48 reunin de la CIE (ED/BIE/
CONFINTED 48/5)
9. Clausura de la Conferencia

Parte I - pgina 7

PARTE I
ORGANIZACIN DE LA CONFERENCIA
A.

Ceremonia de apertura

1.
La 48 reunin de la Conferencia Internacional de Educacin (CIE) convocada por el Director
General de la UNESCO, de conformidad con la resolucin 34 C/4 aprobada durante la 34 reunin de
la Conferencia General, se celebr en el Centro Internacional de Conferencias, en Ginebra, del 25 al
28 de noviembre de 2008, en torno al tema La educacin inclusiva: el camino hacia el futuro.
2.
La importancia de la Conferencia, en su calidad de foro internacional sin igual para el dilogo
poltico en el terreno de la educacin y el lugar especfico que ocupa en el marco de la estrategia general
de la UNESCO para el fomento de la Educacin de calidad para Todos (EPT) y de los Objetivos de
Desarrollo del Milenio (ODM), fue confirmada por el nivel excepcional de la representacin poltica.
Ms de 1.600 participantes, entre ellos unos 100 ministros y viceministros de educacin de 153
Estados miembros de la UNESCO, junto a representantes de 20 organizaciones intergubernamentales,
25 organizaciones no gubernamentales (ONG), fundaciones y otras instituciones de la sociedad
civil, intervinieron en debates constructivos y estimulantes. La lista de participantes figura en el
Anexo XXIII.
3.
Al inicio de la Conferencia el coro infantil les JeunVoix, dirigido por la Sra. C. Fellay, del
Departamento de Educacin de la Repblica y Cantn de Ginebra, dio la bienvenida a los participantes
con sus canciones. Las delegaciones acogieron clidamente sus mejores deseos de que la Conferencia
se desarrollara satisfactoriamente.
4.
La reunin fue inaugurada oficialmente por la Excelentsima Seora D. Purandeswari, Ministra
de Estado para el Desarrollo de los Recursos Humanos y Jefa de la Delegacin de la India, que haba
presidido la 47 reunin. El discurso inaugural de la Sra. Purandeswari se reproduce en el Anexo I.
5.
El Presidente invit en primer lugar al Sr. Kochiro Matsuura, Director General de la UNESCO
y luego al Excelentsimo Sr. Charles Beer, Consejero de Estado, del Departamento de Educacin de
la Repblica y Cantn de Ginebra y Jefe de la Delegacin de Suiza, a hacer uso de la palabra. Los
discursos pronunciados figuran en los Anexos II y III, respectivamente.
6.
El Presidente present el orden del da provisional (ED/BIE/CONFINTED 48/1), cuya versin
aprobada figura al principio del presente informe, e invit al Excelentsimo Sr. D. Ral Vallejo Corral,
Presidente del Consejo de la Oficina Internacional de Educacin (OIE), a exponer las recomendaciones
formuladas durante la 57 reunin del Consejo de la OIE, que se haba celebrado esa maana, en
relacin con la Mesa de la Conferencia, incluida la nueva presidencia.
7.
A propuesta del Grupo electoral Vb (Estados rabes), la Conferencia eligi por aclamacin al
Excelentsimo Sr. Abdulsalam M. Al-JOUFI, Ministro de Educacin del Yemen como Presidente de
la 48 reunin de la CIE. El discurso inaugural del Excelentsimo Sr. Al-Joufi figura en el Anexo IV.
8.
A continuacin la Conferencia design a la Mesa y eligi por aclamacin a los diez
vicepresidentes que figuran a continuacin:
Sra. Fatma ABDULLAZADE (Repblica de Azerbaiyn)
Sr. Michel AUDET (Canad)
Excelentsma Sra. Mirna Vallejos DE CRESPO (Repblica de Panam)

Parte I - pgina 8

Sra. Irmeli HALINEN (Repblica de Finlandia)

Excelentsimo Sr. Zhou JI (Repblica Popular China)
Excelentsima Sra. Tatjana KOKE (Repblica de Letonia)
Sr. Badru Haji LUBEGA WAGWA (Repblica de Uganda)
Excelentsimo Sr. Geoffrey LUNGWANGWA (Repblica de Zambia)
Excelentsimo Sr. Ali SAAD (Repblica rabe Siria)
Excelentsimo Sr. Ghulam Farooq WARDAK (Repblica Islmica del Afganistn)
9.
A continuacin se eligi por aclamacin a la Sra. Tibisay HUNG, Viceministra de Desarrollo
Acadmico del Ministerio para la Educacin Superior de la Repblica Bolivariana de Venezuela,
como Relatora de la Conferencia.
10.
La Conferencia apoy las dos propuestas del Consejo de la OIE relativas al grupo de redaccin,
a saber: que deba presidirlo el Embajador Michael Omolewa, Delegado Permanente de Nigeria y
Presidente del Grupo de Trabajo sobre la CIE y que deban integrarlo dos representantes de los seis
grupos electorales y, ex-officio, los miembros del Grupo de Trabajo sobre la CIE (que se indican ms
adelante con un asterisco). El Grupo de Redaccin, por consiguiente, reuni a los representantes de
los siguientes Estados miembros:
Grupo I:
Grupo II:
Grupo III:
Grupo IV:
Grupo Va:
Grupo Vb:

Canad*, el Reino de Blgica y los Estados Unidos de Amrica;

La Repblica Checa, la Repblica de Letonia* y la Federacin de Rusia;
La Repblica Argentina, la Repblica Bolivariana de Venezuela* y la Repblica
Federativa del Brasil
El Japn, la Repblica de la India y la Repblica de Indonesia*
La Repblica del Camern, la Repblica de Kenya y la Repblica Federal de
Nigeria*
El Reino Hachemita de Jordania, la Gran Jamahiriya rabe Libia Popular y
Socialista y la Sultana de Omn*

11.
Por invitacin de la Presidencia, la Sra. Clementina Acedo, Directora de la OIE y Secretaria
de la Conferencia, present y explic el documento ED/BIE/CONFINTED 48/2 Proyecto de
organizacin de los trabajos de la Conferencia, que fue aprobado. En el Anexo V se reproduce su
discurso.
B.

Organizacin de los trabajos Metodologa

12.
Partiendo de las experiencias positivas de las reuniones anteriores y siguiendo las
recomendaciones del Consejo de la OIE, la estructura de la 48 reunin de la CIE tena por fin ofrecer
mltiples oportunidades de fomentar un dilogo autntico entre todos los participantes y partes
interesadas. Por lo tanto, Conferencia se organiz del siguiente modo:
Un debate de introduccin titulado De la educacin inclusiva a una sociedad inclusiva,
seguido por los Resultados de la investigacin y desafos de poltica que plantea la educacin inclusiva;
Un total de 12 talleres sobre los cuatro subtemas relativos a la Educacin inclusiva, a saber:
1) Enfoques, alcance y contenido; 2) Polticas pblicas; 3) Sistemas, interfaces y transiciones; y 4) Educandos y docentes;
Dos sesiones plenarias de sntesis y examen de los resultados de los talleres, en particular
un breve informe del Grupo Mixto de Expertos UNESCO (CR)/Consejo Econmico y Social (CESCR) sobre el Seguimiento del Derecho a la Educacin;

Parte I - pgina 9

Un debate de conclusin titulado: La educacin inclusiva: de la visin a la prctica;

Una sesin de clausura.
13.
El documento principal de la Conferencia, ED/BIE/CONFINTED 48/3 La educacin
inclusiva: el camino hacia el futuro - Documento de referencia, sirvi de base conceptual para
promover la concepcin de una educacin inclusiva arraigada en los derechos y que responda a las
necesidades, la capacidad, las caractersticas y expectativas de aprendizaje de todos los educandos
y de sus comunidades. La OIE y las partes interesadas prepararon varios otros documentos de
antecedentes que se hacen eco de las diversas realidades, enfoques y dificultades de todas las regiones
y que fundamentan el concepto ampliado de educacin inclusiva. La lista de documentos figura en el
Anexo XXII.
14.
El debate de introduccin adopt la forma de sesin plenaria, presidida por el Director
General de la UNESCO, en la que cinco oradores principales de renombre internacional aportaron
sus penetrantes observaciones y sus perspectivas, a saber:
a) Excelentsima Sra. Liu Yandong, Consejera de Estado de la Repblica Popular China
b) Excelentsimo Sr. Xavier Darcos, Ministro de Educacin Nacional de la Repblica Francesa
c) Excelentsima Sra. Naledi Pandor, Ministra de Educacin de la Repblica de Sudfrica,
Presidenta de la Conferencia de Ministros de Educacin de la Unin Africana
d) Sra. Navanethem Pillay, Alta Comisionada de las Naciones Unidas para los Derechos Humanos
e) Excelentsimo Sr. Lenn Moreno Garcs, Vicepresidente de la Repblica del Ecuador
Los discursos de estos oradores figuran en el Anexo VII.
15.
La siguiente sesin plenaria, Resultados de la investigacin y desafos de poltica que plantea
la educacin inclusiva, se dedic a las ltimas tendencias que la investigacin y los estudios ms
avanzados ponen de manifiesto y se present un anlisis de los datos comparados sobre la calidad,
la equidad y la inclusin, tanto del Programa para la Evaluacin Internacional de Alumnos (PISA)
de la OCDE (Organizacin para la Cooperacin y el Desarrollo Econmicos) como del Informe de
Seguimiento de la EPT en el Mundo 2009 titulado Superar la desigualdad: Por qu es importante
la gobernanza que se present durante la Conferencia. Por falta de tiempo, no fue posible escuchar
la intervencin relativa a las tendencias regionales y los principales mbitos de debate de polticas
sobre la educacin inclusiva que surgieron de los talleres y conferencias regionales preparatorios
organizados por la UNESCO y las partes interesadas.
16.
La serie de los 12 talleres posteriores sobre los cuatro subtemas, as como el debate de conclusin,
se organizaron en forma de mesas redondas en las que ms de 100 ministros, altos funcionarios,
investigadores, expertos y representantes de organizaciones internacionales y no gubernamentales de
todas las regiones del mundo participaron de forma activa como miembros, moderadores y relatores
de las mesas redondas. Las dos sesiones de sntesis siguientes constituyeron una oportunidad de
informar a la sesin plenaria y de examinar los resultados de los talleres. Los informes de sntesis de
los talleres, la lista de los oradores del debate de conclusin y sus intervenciones, as como la lista de
oradores de los talleres figuran en los Anexos VIII, IX, X y XX.
17.
En la primera sesin de sntesis tambin se incluyeron las conclusiones de la novena reunin
del Grupo Mixto de Expertos UNESCO (CR)/Consejo Econmico y Social (CESCR) sobre el
Seguimiento del Derecho a la Educacin, que se celebr el 25 de noviembre sobre Las dimensiones
inclusivas del derecho a la educacin. El documento figura en el Anexo XIX.

Parte I - pgina 10

18.
El proceso preparatorio de la 48 reunin de la CIE desempe un papel fundamental para
propiciar el compromiso de los participantes de diversos pases y fue considerado como un ejemplo
para lograr la participacin de los interesados y obtener apoyo pblico y alianzas efectivas. Durante el
perodo 2007-2008, se celebraron 13 conferencias y talleres regionales preparatorios y un seminario
internacional con el fin de movilizar los conocimientos sobre la educacin inclusiva y elevar el nivel
de los debates. En estas actividades intervinieron ms de 900 participantes de unos 120 pases.
19.
Se organizaron cuatro Conferencias Regionales Preparatorias por iniciativa de los pases
anfitriones y con el apoyo de la UNESCO y la OIE: para Europa y Norteamrica, Inclusive Education:
from Policy Dialogue to Collaborative Action [La Educacin Inclusiva: del Dilogo sobre Polticas
a la Accin Colaborativa], que se celebr en Riga (Letonia) del 24 al 26 de febrero de 2008; para la
regin Asia-Pacfico, Inclusive education: Major Policy Issues in the Asia and Pacific Region [La
Educacin Inclusiva: principales cuestiones polticas en la regin Asia-Pacfico], en Bali (Indonesia)
del 29 al 31 de mayo; para la regin rabe, Regional Seminar on Quality Education for All: No
Exclusion and No Marginalization [Seminario regional sobre la calidad de la educacin para todos:
ni exclusin ni marginacin], en Beirut (Lbano) del 25 al 27 de agosto, y para frica, Inclusive
Education: Major Issues and Priorities in Africa [La Educacin Inclusiva: principales cuestiones y
prioridades en frica], en Yaund (Camern) del 17 al 18 de septiembre de 2008.
20.
Por conducto de la Comunidad de Prctica en desarrollo curricular de la OIE y en estrecha
colaboracin con los interesados, se celebraron, a nivel regional y subregional, nueve talleres
regionales preparatorios, destinados a fomentar un dilogo participativo sobre cuestiones y desafos
claves de la educacin inclusiva (2007, en junio: Rumania; en julio: Kenya; en agosto: los Emiratos
rabes Unidos; en septiembre: la Argentina; Rwanda; en octubre: Belars; en noviembre: China; en
diciembre: Jamaica, y en 2008, en marzo: Finlandia ). La mayora de los talleres preparatorios culmin
en hojas de ruta regionales que los pases participantes adoptaron al final de sus deliberaciones, en
las que se determinaron medidas concretas para aplicar en los mbitos estratgicos de la formulacin
de polticas, la legislacin, las finanzas, las instituciones, el diseo curricular, la sensibilizacin y el
apoyo.
21.
Otra contribucin intelectual fue el seminario internacional, celebrado en Ginebra en noviembre
de 2008, titulado Lducation pour linclusion : de la recherche aux ralisations pratiques [La
Educacin Inclusiva: de la investigacin a la prctica], organizado en cooperacin con la Facultad
de Psicologa y Ciencias de la Educacin (FAPSE) de la Universidad de Ginebra y el Servicio de
Investigacin en Materia de Educacin (SRED) del Departamento de Educacin de la Repblica y
Cantn de Ginebra.
22.
Otras actividades preparatorias contribuyeron al xito de la Conferencia, por ejemplo, los 144
mensajes personales recibidos de los ministros de todas las partes del mundo relativos al tema de la
Conferencia, y a los que se dio especial relieve con una exposicin y una publicacin, as como una
seccin especial del sitio Web de la OIE dedicada a la CIE.
23.
Sobre la base de una tradicin bien establecida, tambin se reunieron y se pusieron a disposicin
de la CIE 115 Informes Nacionales sobre el Desarrollo de la Educacin en los distintos pases. Estos
informes pueden considerarse como una de las principales fuentes de comparacin de datos sobre la
educacin de todos los pases y a lo largo del tiempo, y un instrumento til para el intercambio de
informacin y experiencias en el campo de la educacin.
24.
Un nmero especial de Perspectivas, la revista trimestral de educacin comparada de la
UNESCO, se dedic al tema de la Conferencia, La Educacin Inclusiva (145, Vol. 38, N 1, marzo
de 2008). En ese nmero se rene una seleccin de artculos que combinan la investigacin terica

Parte I - pgina 11

con el trabajo de campo sobre el concepto de educacin inclusiva y las dificultades con que tropiezan
la formulacin de polticas y los procesos de aplicacin. La publicacin se distribuy en ingls,
francs, espaol y chino.
25.
Se realizaron cinco vdeos para la CIE con objeto de presentar e ilustrar el tema de la Conferencia
y los cuatro subtemas de forma visual y sugerente. Se proyectaron al inicio del debate de introduccin
y de cada taller y resultaron decisivos para aclarar el concepto de educacin inclusiva y sus distintas
repercusiones al presentar imgenes de determinadas experiencias concretas y prcticas eficaces en
distintas regiones geogrficas.
26.
Todo el material de la CIE (documentos de trabajo, colaboraciones, exposiciones,
informes nacionales, mensajes ministeriales, etc.) se incluirn en un CD-ROM que se distribuir
ampliamente.
27.
La organizacin de la 48 reunin de la CIE cont con el apoyo (en forma de colaboracin
intelectual o contribucin financiera) de una gran variedad de participantes, entre ellos los gobiernos,
los ministerios de educacin, las Comisiones Nacionales de la UNESCO, las organizaciones del
sistema de las Naciones Unidas, las organizaciones intergubernamentales, las organizaciones
no gubernamentales internacionales, fundaciones, el sector privado, as como instituciones de
investigacin y universitarias de varios pases. La lista de patrocinadores y donantes figura en el
Anexo XXI. La estrecha cooperacin y activo apoyo, en todas las fases preparatorias y durante la
semana de la Conferencia, del personal de la Sede, las Oficinas Regionales, Multipas y Nacionales,
los institutos de educacin y centros de la UNESCO tambin contribuyeron de forma significativa a
la Conferencia. En el Anexo XXIV figura la lista de los representantes de la UNESCO y la Secretara
de la OIE.
C.

Sesin de clausura

28.
El Presidente inaugur oficialmente la sesin de clausura de la CIE y dio la palabra a la
Sra. Tibisay Hung (Repblica Bolivariana de Venezuela) para que, en su calidad de Relatora de la
Conferencia, presentase su informe oralmente. La Conferencia aprob por aclamacin el informe,
en el que se destacaron los puntos clave, los desafos y los logros relativos a la educacin inclusiva,
segn se consideraron durante la labor de la CIE y que se reproduce en la parte II A de este informe.
29.
A continuacin hubo una breve pausa cuando el Presidente anunci un espectculo musical
sobre el VIH y el SIDA en el marco del 20 aniversario del Da Mundial del SIDA, que se celebra el 1
de diciembre. Se pidi al Sr. Serge Djoungong, conocido tambin como Nega, rapero suizo de origen
cameruns, que cantara una cancin, compuesta especialmente para la Conferencia y su tema, a la que
los asistentes prodigaron una buena acogida.
30.
El Presidente reanud la sesin oficial e invit al Embajador Michael Omolewa, Presidente del
Grupo de Trabajo sobre la CIE y Presidente del Grupo de Redaccin, a que presentara las Conclusiones
y recomendaciones de la 48 reunin de la CIE que recogen las deliberaciones de la Conferencia. El
Presidente del Grupo de Redaccin inform a la Conferencia de que la reunin conjunta de la Mesa
de la 48 reunin de la CIE y la Mesa del Consejo de la OIE haba propuesto una adicin menor. La
Conferencia acept la adicin y aprob por aclamacin el documento final de la 48 reunin de la CIE
(ED/BIE/CONFINTED 48/5). El documento figura en la parte II B del presente informe.
31.
El Presidente del Grupo de Redaccin aprovech asimismo la oportunidad para leer en alta
voz el texto propuesto de una resolucin, que la Conferencia refrend luego plenamente, por la que se
transmita al Gobierno y al pueblo de la India un Mensaje de paz y buena voluntad, tomando nota de

Parte I - pgina 12

la tragedia ocurrida el 26 de noviembre en Mumbai (India). La Excelentsima Sra. D. Purandeswari,

Ministra de Estado para el Desarrollo de los Recursos Humanos y Jefa de la Delegacin de la India,
hizo uso de la palabra y expres su gratitud y agradecimiento por el gesto y el sentir de los delegados.
Los textos de la resolucin y la constancia del agradecimiento figuran en el Anexo XI.
32.
A continuacin, el Presidente inaugur oficialmente la ceremonia de clausura y pidi a la
Sra. Clementina Acedo, Directora de la OIE y Secretaria de la Conferencia que dirigiera la palabra
a los participantes. La Sra. Acedo expres su agradecimiento a todos los que haban contribuido a la
Conferencia y agradeci el gran apoyo prestado que constituy la condicin indispensable del xito
de la CIE. Su discurso de clausura se encuentra en el Anexo XII.
33.
El Presidente concedi la palabra, en primer lugar al Sr. Nicholas BURNETT, Subdirector
General de Educacin de la UNESCO, que representaba al Director General de la UNESCO, y
luego al Excelentsimo Sr. Charles Beer, Consejero de Estado, del Departamento de Educacin de la
Repblica y Cantn de Ginebra, y Jefe de la Delegacin de Suiza. Sus discursos de clausura figuran
en los Anexos XIII y XIV.
34.
Por ltimo, el Presidente pronunci un breve discurso de clausura y declar oficialmente
terminados los trabajos de la 48 reunin de la CIE. La alocucin del Excelentsimo Sr. Abdulsalam
M. Al-Joufi se reproduce en el Anexo XV.
D.

Ceremonia de entrega de la medalla J. A. Comenius

35.
A primeras horas de la tarde del 26 de noviembre se celebr la ceremonia de entrega de la
medalla J.A. Comenius, presidida por el Excelentsimo Sr. D. Ral Vallejo Corral, Presidente del
Jurado de la medalla Comenius. Las medallas y los diplomas fueron entregados por la Sra. Eva
Bartonova, Primera Viceministra de Educacin, Juventud y Deporte de la Repblica Checa, y el
Sr. Kochiro Matsuura, Director General de la UNESCO, a nueve educadores y un proyecto. Las
intervenciones del Excelentsimo Sr. D. Ral Vallejo Corral, el Sr. Kochiro Matsuura y la Sra. Eva
Bartonova figuran en los Anexos XVI, XVII y XVIII.
36.
El jurado, cuyas recomendaciones fueron aprobadas por el Director General de la UNESCO,
realiz un concienzudo proceso de seleccin para conceder los premios. La medalla Comenius est
destinada a recompensar las iniciativas y realizaciones novedosas en el mbito de la investigacin y
la innovacin pedaggicas o el compromiso ejemplar de una vida al servicio de la educacin y los
ideales de la UNESCO. Al conmemorar el patrimonio espiritual de Jan Amos Comenius, el objetivo
principal es promover y alentar nuevas iniciativas que constituyan una importante contribucin al
desarrollo y la renovacin de la educacin.
37.

Los galardonados de 2008 son:

1) Sra. Samira AL SAAD (KUWAIT)
2) Sr. Daniel Fernando FILMUS (ARGENTINA)
3) Sr. Phillip William HUGHES (AUSTRALIA)
4) Sr. Dr. Basu Dev KAFLE (NEPAL)
5) Sra. Laila Ahmed El-Sayed KARAM EL-DIN (EGIPTO)
6) Sra. Onerva MKI (FINLANDIA)
7) Sr. Mamadou NDOYE (SENEGAL)
8) Sra. Sylvia Irene SCHMELKES DEL VALLE (MXICO)
9) Sr. Tirussew TEFERRA (ETIOPA)
10) World Literature Centre, Bishwo Shahitto Kendro (BANGLADESH)

Parte I - pgina 13

38.
Los delegados de la CIE acogieron con satisfaccin la ceremonia de entrega de la medalla
Comenius y resaltaron su importancia. Siguiendo la tradicin establecida, el Gobierno de la
Repblica Checa ofreci una gira de estudios en Praga a los galardonados con la medalla Comenius,
inmediatamente despus de la CIE. Se hicieron propuestas de una posible actividad o conferencia de
seguimiento para presentar la labor y las contribuciones de los premiados pasados y presentes en el
mbito de la educacin comparada internacional.
E.

Actividades paralelas y otros eventos

39.
Se organizaron varias nuevas actividades paralelamente al programa oficial de la CIE, con el
fin de ofrecer mejores oportunidades para la reflexin y la interaccin dinmica en relacin con el
tema principal de la Conferencia, dirigidas a diversos pblicos y con objeto de reforzar las alianzas,
compartir y establecer redes de colaboracin con una variedad de interesados.
40.
Durante los tres das que dur la Conferencia, se organizaron ocho actividades paralelas, lo
que dio ocasin de dedicarse a temas especficos seleccionados sobre la base de su importancia y su
relacin con la educacin inclusiva y contribuy a un mejor entendimiento de los diversos aspectos
de la inclusin. Los temas sobre los que se debati fueron los siguientes: The UNESCO Initiative
Basic Education in Africa Program (BEAP) [La iniciativa de la UNESCO, Programa de Educacin
Bsica en frica (BEAP)]; The Role of ICTs in Curricular Innovation [El papel de las TICs en la
innovacin curricular]; Disaster Risk Reduction as an essential contribution to Inclusive Education
[La reduccin del riesgo de desastres en cuanto contribucin fundamental a la educacin inclusiva];
el Programa Mundial para la Educacin en Derechos Humanos; Quality Education, Equity and
Sustainable Development as a holistic vision through UNESCOs four World Education Conferences
2008-2009 [La calidad en la educacin, la equidad y el desarrollo sostenible en cuanto visin holstica
a travs de las cuatro conferencias mundiales de educacin de la UNESCO de 2008-2009]; Regional
Issues and Challenges of Inclusive Education: From Romania to Cameroon, [Cuestiones y desafos
regionales de la educacin inclusiva: de Rumania al Camern]; Policy Guidelines on Inclusion in
Education [Directrices de poltica para la inclusin en la educacin]; y The Right to Inclusive
Education: Concerns, Issues and Challenges [El derecho a una educacin inclusiva: motivos de
preocupacin, cuestiones y desafos].
41.
La transmisin por Internet de la mesa redonda titulada From Theory to Practice: Young
People Address Ministers of Education on Policies and Ground Realities [De la teora a la prctica:
los jvenes interpelan a los Ministros de Educacin respecto de las polticas y las realidades sobre
el terreno] constituy una iniciativa muy innovadora. Presidida por el Sr. Nicholas BURNETT,
Subdirector General de Educacin de la UNESCO, y contando con el famoso periodista de la BBC,
Sr. Tim Sebastian, como moderador, la mesa redonda reuni a seis jvenes de todo el mundo con
distintas experiencias que compartan perspectivas comunes sobre la inclusin. Tuvieron ocasin de
formular preguntas crticas a cinco ministros de educacin de diferentes regiones geogrficas y de
comparar los enfoques comunes o divergentes de los sistemas de educacin inclusiva y las sociedades.
El gran inters que demostraron los participantes por las francas interacciones dio como resultado que
la UNESCO estuviera muy presente en los medios de comunicacin. La lista de los participantes en
la mesa redonda figura en el Anexo XXIII.
42.
Durante la Conferencia, en una reunin interactiva dedicada principalmente a los periodistas,
se present oficialmente el Informe de Seguimiento de la EPT en el Mundo 2009, Superar la
desigualdad: Por qu es importante la gobernanza. Ocho aos despus del Foro Mundial sobre la
Educacin celebrado en Dakar (Senegal), el informe evalu los avances realizados en el logro de
los objetivos de la EPT, al presentar nuevos datos y anlisis de tendencias. La presentacin pblica

Parte I - pgina 14

del Informe de Seguimiento de la EPT en el Mundo durante la 48 reunin de la CIE result ser una
oportunidad ideal, ya que ambas actividades recibieron una excelente cobertura meditica.
43.
El hecho de que la concurrencia durante la CIE fuera muy nutrida constituy una ocasin para
organizar reuniones bilaterales, as como otras actividades de inters especfico, en particular:
a. El 25 de noviembre: reunin de los Ministros de Educacin del Grupo de los 77 y China;
y la novena reunin del Grupo Mixto de Expertos UNESCO (CR)/Consejo Econmico y
Social (CESCR) sobre el Seguimiento del Derecho a la Educacin, dedicada a Las dimensiones inclusivas del derecho a la educacin;
b. El 26 de noviembre: firma del Acuerdo de cooperacin entre la UNESCO y Bahrein para
la creacin de un Centro regional de informacin y tecnologa de la comunicacin en Manama (Bahrein); y las consultas con los Ministros de Educacin del Grupo E-9;
c. El 27 de noviembre: consultas con los ministros de educacin que participaran en la octava reunin del Grupo de Alto Nivel sobre Educacin Para Todos, en Oslo, del 16 al 18 de
diciembre de 2008;
d. El 27 de noviembre: Dilogo literario intercultural con los escritores ecuatorianos Ral
Vallejo y Ariruma Kowi por el Excelentsimo Sr. Ral Vallejo Corral, Ministro de Educacin y el Sr. Ariruma Kowi, Subsecretario de Educacin para el Dilogo Intercultural, del
Ecuador.
44.
Por ltimo, como es habitual, el Consejo de la OIE celebr las dos partes de su 57 reunin el
25 de noviembre, inmediatamente antes de la apertura de la Conferencia, para examinar cuestiones de
ltimo momento, y el 28 de noviembre, inmediatamente despus de concluida la Conferencia, para
realizar una evaluacin preliminar de sus resultados.
45.
El 28 de noviembre por la tarde, tras la clausura de la Conferencia, se organiz para todos los
participantes una proyeccin especial de la pelcula Entre les murs (La clase) de Laurent Cantet,
Palma de oro del Festival cinematogrfico de Cannes de 2008. La pelcula representa un ejemplo
excepcional de inters del cine por la educacin al destacar varios retos a los que todos los sistemas
de educacin del mundo deben hacer frente y, en particular, la relacin entre docentes y educandos en
un entorno de aprendizaje caracterizado por la diversidad multicultural.
F.

Exposiciones

46.
En el mbito del tema de La inclusin desde la prctica, esta exposicin aport valor aadido
a la Conferencia al ofrecer un atractivo espacio de aprendizaje en el que los participantes pudieron
familiarizarse con tecnologas innovadoras e interactuar, compartir visiones y observaciones, y adquirir
el material pertinente. En la exposicin se presentaron, de manera atractiva, experiencias concretas y
prcticas eficaces de educacin inclusiva; participaron ms de 30 expositores de los organismos de las
Naciones Unidas, las ONG, el sector privado, as como aliados claves de la OIE y de la UNESCO.
La organizacin de la exposicin tambin permiti recaudar fondos de manera satisfactoria.
47.
Se organiz una exposicin de las publicaciones de educacin de la UNESCO con la
participacin de la Sede de la UNESCO en Pars y de 11 institutos, centros y oficinas regionales
de la UNESCO. Los libros, peridicos, CD-ROM y folletos informativos, expuestos y distribuidos,
atrajeron el inters de un gran nmero de participantes.
48.
Por ltimo, en coordinacin con el Museo Pedaggico de J.A. Comenius de Praga, se celebr
la exposicin titulada Education for All. The Legacy of J.A. Comenius to the World [Educacin
para todos. El legado de J.A. Comenius al mundo]. Dedicada al legado de J.A. Comenius, el Maestro

Parte I - pgina 15

de las Naciones, su concepto de la educacin para todas las personas, con independencia de su
posicin social o sexo, y sus imperecederos principios docentes. Tambin se proyect la filmacin del
concierto Vivat Comenius, organizado por la Galera de los Oficios de Florencia (Italia), junto con
carteles y otras imgenes de la vida y obra de Comenius.
En el Anexo XXIII figura la lista de todos los expositores.

Parte II - pgina 16

PARTE II
DOCUMENTOS EXPEDIDOS POR LA CONFERENCIA

A.

RELATORIA GENERAL DE LA 48 REUNION DE LA CONFERENCIA

INTERNACIONAL DE EDUCACION (CIE)
Presentado por la Sra. Tibisay Hung Rico, Vice Ministra de Desarrollo Acadmico, Ministerio
del Poder Popular para la Educacin Superior, Republica Bolivariana de Venezuela

Excelentsimo Seor Presidente de la 48 Conferencia Internacional de Educacin,

Seor Director General de la UNESCO,
Seor Presidente del Consejo de la OIE y dems miembros de la Mesa y Grupo de Redaccin de la 48
Conferencia,
Ministros, Vice Ministros y altas autoridades de los diferentes pases,
Excelentsimos miembros de las diferentes Misiones Diplomticas presentes,
Representantes de los diferentes organismos multilaterales, ONGs y dems instituciones participantes,
Distinguidos Delegados,
Seoras y Seores,
Ante todo permtanme expresarles mi gratitud personal, por el honor que le han conferido a la Repblica
Bolivariana de Venezuela, al designarme Relatora General de la 48 Conferencia Internacional de
Educacin (CIE).
Aprovecho la oportunidad para presentarles calurosos saludos bolivariano y solidario desde la Republica
Bolivariana de Venezuela, en nombre de nuestro Presidente Hugo Chvez Fras, de los Ministros del
Poder Popular para la Educacin y la Educacin Superior, Dres. Hctor Navarro y Lus Acua, y en el
mo propio.
Estar en un escenario como ste, compartir con mximas autoridades de los pases miembros de la
UNESCO, vicepresidentes, ministros y ministras, expertos de la Educacin, profesores, estudiantes y
pblico general, es para nosotros la realizacin de una parte sustantiva del ideario de nuestro Libertador
Simn Bolvar, de unin de las naciones. Ms an cuando es un escenario educativo, donde se discuti
en estos das, sobre la Educacin Inclusiva: El camino del futuro. Sin duda, preocuparnos por lo que
esta pasando en el mundo entero y discutirlo en un mbito acadmico, constituye una de las mximas
expresiones de humanidad y de impulso a la realizacin humana en la construccin activa de un futuro
mejor para todas y todos.
Resulta propicio felicitar efusivamente a los organizadores de esta Conferencia. El tema seleccionado
permiti un rico e interesante debate desde diferentes puntos de vista, donde creemos qued sobre la
mesa la conviccin la necesidad imperiosa de la educacin inclusiva; de no confundir el concepto de
educacin inclusiva con el de asimilacin, sino que la inclusin debe entenderse como una va para
la integracin de la diversidad cultural, poltica, de color de piel, tnica, de gnero, de idiomas, de
autodeterminacin de pueblos autctonos, etc., as como para integrar por ejemplo, personas que por
alguna u otra razn se encuentran privados de su libertad temporalmente.
El tema se analiz profusamente a travs de la participacin de los delegados y dems participantes de
la mayora de los pases en cuatro talleres, que a su vez se reunieron en cuatro mesas redondas cada
uno, para discutir los temas vinculados a la inclusin educativa. En esas mesas redondas se trataron los
tpicos que acercaran a la definicin, caractersticas y dems asuntos relativos a la educacin inclusiva,

Parte II - pgina 17

tales como enfoques, alcance y contenido, las polticas pblicas, sistemas, interfases y transiciones y por
ltimo educandos y docentes.
Los asistentes a la Conferencia abordaron el problema desde su conceptualizacin, hacia dnde debe
ir; quienes son los actores involucrados; cmo debe ser el contenido, hacia dnde deben dirigirse las
polticas pblicas para lograr la inclusin educativa, cmo es el sistema educativo, la prosecucin escolar;
para qu formamos, adems de, quien tiene la responsabilidad de la formacin de los educadores.
Resulta importante sealar una vez mas la riqueza de la discusin sobre el tema, el cual fue analizado
hasta lingsticamente, una participante expres que, al menos en la versin francesa, resulta difcil
discutir sobre la educacin para la inclusin. As que consideramos interesante tomar en cuenta la
diversidad de opiniones, solo as es posible que lleguemos a una posicin de consenso, en el disenso
est el consenso, decimos en Venezuela.
Ms all de esta observacin, considero necesario presentarles los aportes que desde mi punto de vista,
esta Conferencia, nos dej para continuar en la profundizacin del estudio sobre Educacin Inclusiva
para toda la vida.
Consideramos que las bases de todo sistema educativo debe ser, en primer lugar, la inclusin acompaada
del desarrollo de valores como la solidaridad y la cooperacin, as como la ntima relacin con las
comunidades, sus necesidades y expectativas, con un profundo sentido social.
Entendemos que el sentido primordial de la educacin en general, debe ser, garantizar la participacin
de todas y todos para toda la vida, en la generacin, socializacin y aprovechamiento creativo del
conocimiento. Ello implica la transformacin estructural del sistema educativo actual, que permita
avanzar hacia nuevos valores, nuevas prcticas educativas y una nueva estructura y funcionamiento
institucional de calidad. Implica tambin interrogantes sobre las prioridades, mtodos y usos del
conocimiento, su naturaleza y la forma en que la sociedad lo produce y lo apropia.
Los gobiernos como entes reguladores deben tener entre sus objetivos la articulacin clara de las
responsabilidades de todos los actores, muchos participantes expresaron su disconformidad con el
proceso de privatizacin de la educacin. La privatizacin aumentara la iniquidad en el acceso a la
educacin, afectando particularmente a los grupos ms pobres y vulnerables.
Pensamos y hemos percibido que es el sentimiento de muchos de los representantes de los pases que
participaron en esta Conferencia, que los lineamientos estratgicos de poltica educativa deben ser
articulados a otros sectores, tales como salud, deporte y cultura y a su vez orientados por un compromiso
poltico, de voluntad poltica de los responsables de formulacin de polticas pblicas en materia
educativa y social que asegure la inclusin con calidad de todas y todos en el sistema educativo para
toda la vida.
En este orden de ideas, estos lineamientos deben estar marcados por un deseo de transformacin
estructural, institucional para que la educacin inclusiva pase a ser un espacio de creacin y socializacin
del conocimiento, respetando la diversidad y vinculados a la innovacin y la apropiacin social del
conocimiento.
Motivado al tiempo disponible, permtanme presentarles una sntesis de los aspectos ms relevantes
sobre educacin inclusiva para toda la vida, debatidos en el marco de esta conferencia, en grandes
lneas:
1.
Nos complace que en el marco de la 48 Conferencia Internacional de Educacin se otorgue
preeminencia a la atencin de sectores vulnerables de la sociedad como las personas con necesidades

Parte II - pgina 18

especiales, los pueblos indgenas y habitantes de zonas rurales. Adems se considera necesario ampliar
el concepto de Educacin Inclusiva y su alcance, con la finalidad de respetar y reconocer la diversidad
existente en otros sectores vulnerables de la poblacin.
2.
En consecuencia, la Educacin Inclusiva es un tema que requiere una definicin y una
direccionalidad ms precisa por parte de los pases, cuyas acciones pongan de manifiesto la voluntad
poltica de los Estados Miembros de la UNESCO.
3.
Los Jefes de Estado y de Gobierno deben fortalecer y adecuar las legislaciones educativas
internas en materia de derechos humanos, en correspondencia con los estndares establecidos en
los instrumentos internacionales. Aunado a ello, que consideren a la Educacin Inclusiva para toda
la vida, como un derecho pblico y social, tal como fue Declarado en la Conferencia Regional de
Educacin, en Cartagena, Colombia, en el mes de abril de 2008.
4.
Se ratifica lo dicho por un Ministro de Educacin Africano, relativo a que la crisis econmica
mundial no puede ser excusa para disminuir la inversin en educacin. Los presupuestos para educacin,
salud, cultura y deporte no deben ser afectados por desequilibrios econmicos coyunturales.
5.
Los Estados Miembros de la UNESCO deben aumentar la asistencia a los pases que ms
requieren apoyo en materia de educacin inclusiva, considerando como elemento importante que
AFRICA es prioridad para la UNESCO, para ello y otros importantes objetivos es fundamental
consolidar y acrecentar la cooperacin internacional entre los pases miembros.
6.
Considero importante agregar como propuesta surgida en el espacio de esta Conferencia, que
los organismos competentes declaren los espacios educativos libres de violencia.
7.
En relacin con las buenas prcticas valiosas, expuestas en este escenario, consideramos que
los pases miembros deben afianzar los esfuerzos y acciones para su implantacin, particularmente
lo que tiene que ver con erradicar el analfabetismo, como estrategia para el logro de una educacin
inclusiva para toda la vida. Destacamos el caso de la Repblica Bolivariana de Venezuela que fue
declarada el 28 de Octubre de 2005 por la UNESCO, territorio libre de analfabetismo, gracias a la
cooperacin de la Repblica de Cuba a travs del exitoso mtodo YO S PUEDO
Se plantea que los pases deben buscar cerrar todos los caminos que conduzcan a la exclusin social,
poltica y educativa y abrir nuevos senderos de participacin a travs de, por ejemplo, la conformacin
de redes sociales donde participen educadores y educandos. Estas redes deben representar un eslabn
entre la vida comunitaria y cotidiana, sus formas organizativas propias y la vida institucional, para la
construccin de la vida, de la conciencia y el encuentro con lo humano.
Reitero finalmente nuestra vocacin de unidad. Los avances, experiencias y recursos con que contamos
en la Republica Bolivariana de Venezuela cobran un nuevo sentido, ms profundo y poderoso,
cuando se comparten con el resto del mundo. Que unos aprendamos de otros, que podamos unir
nuestras fortalezas, que engranemos las luchas de nuestros pueblos es la primera intencin de nuestra
participacin en estos espacios de reflexin, investigacin e intercambio de conocimientos.
No quiero despedirme sin antes, presentarles mis ms sinceras disculpas, por las omisiones
involuntarias, la tarea de Relatora, de un tema tan denso, en tan poco tiempo, no es sencilla, sin
embargo hicimos todo el esfuerzo por plasmar el mximo de los planteamientos.
Seoras y seores, les felicito por el esfuerzo demostrado y les deseo un feliz regreso a sus pases.
Muchas Gracias.

Parte II - pgina 19

B.

CONCLUSIONES Y RECOMENDACIONES DE LA 48 REUNIN

DE LA CONFERENCIA INTERNACIONAL DE EDUCACIN (CIE)

Nosotros, los Ministros de Educacin, Jefes de Delegacin y Delegados de 153 Estados

Miembros, reunidos en la cuadragsima octava Conferencia Internacional de Educacin (en
Ginebra, del 25 al 28 de noviembre de 2008) junto con representantes de 20 organizaciones
intergubernamentales, 25 ONGs, fundaciones y dems instituciones de la sociedad civil, hemos
participado en un debate constructivo y repleto de desafos sobre el tema La educacin inclusiva: el
camino hacia el futuro.
Al trmino de nuestros trabajos, los participantes recordamos que el Artculo 26 de la
Declaracin Universal de los Derechos Humanos estipula que toda persona tiene derecho a la
educacin. Asimismo, afirmamos que una educacin inclusiva y de calidad es fundamental para
alcanzar el desarrollo humano, social y econmico.
Estimamos de comn acuerdo que los gobiernos, as como todos los dems actores sociales,
desempean un importante papel para proporcionar una educacin de calidad para todos y, por ello,
deberan reconocer que es esencial disponer de un concepto ms amplio de educacin inclusiva que
sea capaz de responder a las distintas necesidades de todos los educandos, y que dicha educacin sea
al tiempo pertinente, equitativa y efectiva.
Todas las previsiones hacen pensar que la crisis financiera mundial tendr repercusiones
desproporcionadas para los pobres, es decir, los que menos responsabilidad tienen en esta situacin.
Con este teln de fondo, reafirmamos la importancia de la educacin inclusiva para reducir la pobreza
y mejorar la salud, los ingresos y los medios de subsistencia. En consecuencia, a pesar de la actual
crisis financiera mundial, insistimos en que la financiacin de la educacin debera ser una de las
principales prioridades y que la crisis financiera no debera usarse como excusa para reducir los
recursos destinados a la educacin, tanto en la esfera nacional como internacional.
Sobre la base de los resultados de las nueve reuniones preparatorias y las cuatro conferencias
regionales sobre la educacin inclusiva organizadas por la Oficina Internacional de Educacin de
la UNESCO, y fundndonos en los resultados de las reuniones plenarias y de las deliberaciones de
los talleres de la presente Conferencia, hacemos un llamamiento a los Estados Miembros para que
adopten el enfoque de la educacin inclusiva en la concepcin, la aplicacin, el seguimiento y la
evaluacin de las polticas educativas, como medio para acelerar aun ms el logro de los objetivos de
la Educacin Para Todos (EPT) y para contribuir as a la construccin de sociedades ms inclusivas.
Con este objetivo en mente, se puede concebir el concepto ms amplio de educacin inclusiva como
un principio rector general para reforzar la educacin para el desarrollo sostenible, el aprendizaje
a lo largo de toda la vida para todos y un acceso a las oportunidades de aprendizaje en condiciones
de igualdad para todos los niveles de la sociedad, de modo que se apliquen los principios de la
educacin inclusiva.
Por consiguiente, recomendamos a los Estados Miembros:
I.

Enfoques, alcance y contenido

1.

Que reconozcan que la educacin inclusiva es un proceso permanente, cuyo objetivo

es ofrecer una educacin de calidad para todos, respetando la diversidad y las distintas
necesidades y aptitudes, caractersticas y expectativas de aprendizaje de los educandos y
de las comunidades, eliminando toda forma de discriminacin.

Parte II - pgina 20

II.

III.

2.

Que luchen contra la desigualdad social y los niveles de pobreza como prioridades, puesto
que constituyen serios obstculos para la aplicacin de polticas y estrategias de educacin
inclusiva; y que afronten dichos problemas en un marco de polticas intersectoriales.

3.

Que promuevan culturas y entornos escolares adaptados al nio, que sean propicios para
un aprendizaje efectivo y que integren a todos los nios y nias, que sean saludables y
protectores y que respeten la igualdad entre los gneros; asimismo les recomendamos
que promuevan el rol activo y la participacin de los propios educandos, sus familias y
sus comunidades.

Polticas pblicas
4.

Que recaben y utilicen los datos pertinentes relacionados con todas las personas excluidas,
independientemente del tipo de exclusin, con el fin de desarrollar mejor las polticas
y las reformas educativas encaminadas a su inclusin; y que desarrollen mecanismos
nacionales de seguimiento y evaluacin al respecto.

5.

Que consideren pertinente la ratificacin de todas las convenciones internacionales

relacionadas con la inclusin, y en particular la Convencin sobre los Derechos de las
Personas con Discapacidades, adoptada en diciembre de 2006.

6.

Que impartan la educacin teniendo en cuenta el inters pblico y que refuercen las
medidas de que dispone el gobierno para orientar, promover y garantizar el seguimiento
del desarrollo equitativo de la educacin de gran calidad, en estrecha alianza con la
sociedad civil y el sector privado.

7.

Que formulen polticas para proporcionar apoyo pedaggico a las distintas categoras de
educandos, con el fin de facilitar su desarrollo en las escuelas regulares.

8.

Que consideren que la diversidad lingstica y cultural en el aula es un recurso valioso, y que
promuevan el uso de la lengua materna durante los primeros aos de escolarizacin.

9.

Que insten a las partes interesadas en la educacin a disear marcos curriculares efectivos,
que incluyan todas las etapas, desde la infancia en adelante, adoptando al mismo tiempo
un enfoque flexible para dar cabida a las necesidades y situaciones locales; y que
diversifiquen las prcticas pedaggicas.

Sistemas, interfaces y transiciones

10. Que garanticen la participacin y la consulta de todas las partes interesadas en los
procesos de toma de decisiones, puesto que la responsabilidad general de la promocin
de la inclusin implica el compromiso activo de todos los actores sociales, en el que
el gobierno desempea un papel de liderazgo y las funciones de rgano normativo de
conformidad con la legislacin nacional, cuando proceda;
11. Que refuercen los vnculos entre las escuelas y la sociedad, con el fin de permitir a las
familias y a las comunidades de participar y contribuir en el proceso educativo.
12. Que desarrollen programas de atencin y educacin de la primera infancia (AEPI) que
promuevan la inclusin, as como detecciones e intervenciones precoces relacionadas
con todo el desarrollo del nio.

Parte II - pgina 21

13. Que refuercen el uso de las TICs, con el fin de garantizar un mayor acceso a las oportunidades
de aprendizaje, en particular en las zonas rurales, alejadas y desfavorecidas.
14. Que proporcionen oportunidades educativas no formales de gran calidad que puedan gozar
del reconocimiento formal de las competencias adquiridas en estructuras no formales.
15. Que redoblen los esfuerzos para reducir el analfabetismo y as trabajar en aras de la
inclusin, teniendo presente la importancia que tiene para la educacin de los nios que
padres y madres sepan leer y escribir.
IV.

Educandos y docentes
16. Que refuercen el papel de los docentes mediante la mejora de su estatus y condiciones de
trabajo; que desarrollen mecanismos para emplear a candidatos adecuados y seleccionen
a los docentes calificados que estn sensibilizados con las distintas necesidades de
aprendizaje.
17. Que formen a los docentes dotndoles de las capacidades y los materiales necesarios
para ensear a distintas poblaciones estudiantiles y satisfacer las distintas necesidades
de aprendizaje de las diferentes categoras de educandos, mediante mtodos como
el desarrollo profesional a nivel de la escuela, la formacin inicial sobre inclusin y
una instruccin en la que se tenga en cuenta el desarrollo y los puntos fuertes de cada
educando.
18. Que respalden el papel estratgico de la enseanza superior en la formacin inicial as
como la formacin profesional de los docentes sobre prcticas de educacin inclusiva
mediante, entre otros, la asignacin de recursos adecuados.
19. Que promuevan la investigacin innovadora sobre procesos pedaggicos y de aprendizaje
relacionados con la educacin inclusiva.
20. Que proporcionen a los administradores de las escuelas las capacidades necesarias para
responder con eficacia a las distintas necesidades de todos los educandos y para promover
la educacin inclusiva en el seno de sus escuelas.
21. Que tengan en consideracin la proteccin de los educandos, de los docentes y de las
escuelas en situaciones de conflicto.

Cooperacin Internacional
22. Que reconozcan el papel de liderazgo que desempea la UNESCO en la educacin
inclusiva:

Promoviendo el intercambio y la difusin de buenas prcticas;

Proporcionando, cuando se solicita, asesoramiento a los pases sobre el mejor modo de

desarrollar y aplicar las polticas de educacin inclusiva;

Fomentando la cooperacin Sur-Sur y Norte-Sur-Sur en aras de la promocin de la

educacin inclusiva;

Alentando los esfuerzos para aumentar los recursos destinados a la educacin, tanto en la
esfera nacional como internacional.

Parte II - pgina 22

Haciendo esfuerzos especiales para apoyar a los Pases Menos Adelantados y a los pases
afectados por conflictos en la aplicacin de las recomendaciones.

23. Que insten tambin a las dems organizaciones a respaldar a los Estados Miembros en la
aplicacin de las mencionadas recomendaciones segn convenga.
24. Que difundan entre los actores y socios de la comunidad educativa internacional las
presentes Conclusiones y Recomendaciones, adoptadas unnimemente en la clausura
de la cuadragsima octava reunin de la CIE, con el fin de inspirar, guiar, respaldar y
formular polticas educativas inclusivas que gocen de fuerzas renovadas y de un firme
convencimiento.

Anexo I - pgina 23

ANNEX I
Opening address by H.E. Mrs. D. Purandeswari
Minister of State for Human Resource Development,
Head of the Indian Delegation, Chair of the 47th session of the ICE
Your Excellency Mr. Charles Beer, State Counsellor of the Department of Education, Minister of
Education of Switzerland, the Republic and Canton of Geneva,
Your Excellency Mr. Raul Vallejo Corral, Minister of Education of Ecuador & President of the IBE
Council,
Your Excellencies, Fellow Ministers of Education and Chairman of the Executive Board of
UNESCO,
Director-General, UNESCO, Mr. Kochiro Matsuura,
Madam Director of the IBE,
Your Excellencies, Members of the Diplomatic Corps,
Distinguished Representatives of the International and Non-Government Organizations,
Distinguished Delegates,
Ladies and Gentlemen,
At the very outset, let me welcome you all in this 48th session of the International Conference on
Education. Four years ago, when the international community as constituted in the International
Conference on Education decided to accept India as the President of its forty-seventh session, it
extended a singular honour to my senior colleague Mr. Arjun Singh by having him as the Chairperson
of the Conference. It is with a sense of deep gratitude that I represent my senior colleague Mr. Arjun
Singh, who is the outgoing Chairman of this Conference and could not attend this Session due to
his pre-occupations in the country. As we start the work of this Session and on behalf of my senior
colleague I prepare to pass on the mantle of the Presidency to the new Chairman of ICE who will be
chosen during the course of this Conference, I would like to reiterate our deep sense of gratitude to
the International Community for the honour you did to India and the Asia Pacific Region and whose
responsibilities we tried to carry out with the support of all of you.
I would like to quote a few lines of the great poet & Nobel laureate Rabindra Nath Tagore, taken from
his poem Geetanjali:
Where the mind is without fear and the head is held high;
Where knowledge is free;
Where the world has not been broken up into fragments by narrow domestic walls;
Where words come out from the depth of truth;
Where tireless striving stretches its arms towards perfection;
Where the clear stream of reason has not lost its way
into the dreary desert sand of dead habit;
Where the mind is led forward by thee into ever-widening thought and action
Into that heaven of freedom, my Father,
let my country awake.
I am sure that we all will work together for making this world a knowledge society where the mind of
each & every individual is without fear and all can hold their head high.
At the 47th Session, the Conference reflected a rich diversity of cultures and the discussions took
place in an open and constructive manner. There was a near unanimity amongst the participants in the

Anexo I - pgina 24

preliminary debates as well as in the workshops. I compliment IBE and the UNESCO for the thematic
workshops and choice of discussants and panelists.
The 47th Conference had reaffirmed the crucial importance of education for development, its role as
an essential mechanism for combating social exclusion and had highlighted the proposed priorities
for action to improve the Quality of Education for all young people.
As we commence the work of the 48th session of the International Conference on Education, I
would like to compliment IBE and UNESCO for choosing a significant and timely theme Inclusive
Education: The way of the future for this session.
The concept of inclusive education has evolved over time from a narrow view to a broader perspective
in terms of definition and scope. This broader & nuanced understanding has been expressed in the
message of Shri Arjun Singh, Union Minister of Human Resource Development of India for the
Conference and I quote, It would be important for this conference to expand the vision of inclusion
beyond the traditional objective of poverty alleviation, to encompass equality of opportunity, as well as
economic and social mobility for all sections of society, with affirmative action for all disadvantaged
groups. I strongly feel that there must be equality of opportunity to all, with freedom and dignity,
and without social or political obstacles. In particular, individuals belonging to disadvantaged groups
should be provided special opportunities to develop their skills and participate in the growth process
as education is the only hope to create inclusive society, which means an inclusive world.
Our national policy and strategies aim at building not merely an inclusive education system but
creating an inclusive society. Our policies stem from our unique historical experiences of a society
faced with challenges of social problems like caste inequities, gender discrimination, socio-economic
inequalities and existence of many ethnic groups and minorities. Thus, several groups have been focal
point for the interventions in the sector of education viz. Scheduled Castes (SCs), Scheduled Tribes
(STs), Educationally Other Backward Classes (OBCs), minorities and girls. Focus has also been on
children with disabilities, migrant backgrounds, and those displaced under development projects and
due to calamities. This is a recognition of special categories of children and youth who face exclusion
both within education and outside in general. Thus, all policies and programmes have a common
objective to bring education and better opportunities for the children and youth from these sections.
Recognizing the central role of government in reducing inequality and poverty through inter-sectoral
approach, the XIth Five Year Plan of India for the period 2007-2012 lays particular emphasis on
Inclusive Growth.
The commitment of the Government of India for promotion of Inclusive Education is firmly backed
with substantial increase in financial outlays for this sector.
Like all international conferences, we have come here to articulate our different national positions,
our achievements and our hopes and above all, we have assembled here to strike a common platform
to discover common human destiny as well as to learn from each others experiences.
We look forward to a healthy discussion of the question of inclusive education at this Session. At
this juncture, I recall the talisman that the Father of the Nation, Mahatma Gandhi gave to us. This is of
particular relevance for policy makers and delegates present today if we wish to translate our common
goal of creating an inclusive society that cares for the last man. And I quote,
I will give you a talisman. Whenever you are in doubt or when the self becomes too much with you,
apply the following test:

Anexo I - pgina 25

Recall the face of the poorest and the weakest man whom you may have seen and ask yourself if the
step you contemplate is going to be of any use to him.
Will he gain anything by it? Will it restore him to a control over his own life and destiny? In other
words, will it lead to Swaraj for the hungry and spiritually starving millions? Then you will find your
doubts and yourself melting away.
With these words, I request Mr. Matsuura, Director-General, UNESCO to take the floor. I wish the
Conference a grand success.
Thank you.

Anexo I - pgina 26

ANNEXE I
Discours douverture de S.E. Mme D. Purandeswari,
Ministre dtat pour le dveloppement des ressources humaines,
Chef de la dlgation indienne la CIE, Prsidente de la 47e session de la CIE
Excellence, Monsieur Charles Beer, Conseiller dtat de la Rpublique et canton de Genve, en
charge de linstruction publique,
Excellence, Monsieur Raul Vallejo Corral, Ministre de lducation de lquateur et Prsident du
Conseil du BIE,
Chers collgues Ministres de lducation,
Monsieur le Prsident du Conseil excutif de lUNESCO,
Le Directeur gnral de lUNESCO, Monsieur Kochiro Matsuura,
Madame la Directrice du BIE,
Mesdames et Messieurs les membres du corps diplomatique,
Mesdames et Messieurs les reprsentants des organisations internationales et non gouvernementales,
Chers dlgus,
Mesdames et Messieurs,
Permettez-moi tout dabord de vous souhaiter tous la bienvenue cette 48e session de la
Confrence internationale de lducation. En acceptant, il y a quatre ans, la nomination de lInde
la prsidence de la 47e session de la CIE, la communaut internationale a fait mon estim collgue
M. Arjun Singh un honneur extraordinaire. Cest avec un sentiment de profonde gratitude que je
reprsente M. Arjun Singh, prsident sortant de cette confrence et qui ne peut tre parmi nous
aujourdhui en raison dengagements pralables dans son pays. Alors que nous entamons nos travaux
et au nom de mon estim collgue, je mapprte passer le flambeau au nouveau prsident qui sera
choisi au cours de la prsente session. Je tiens ritrer nos sincres remerciements la communaut
internationale pour lhonneur quelle a confr lInde et la rgion de lAsie et du Pacifique. Nous
nous sommes efforcs dassumer les responsabilits de cette charge avec votre concours tous.
Jaimerais citer quelques lignes du grand pote et laurat du prix Nobel Rabindra Nath Tagore,
tires de son pome Gitanjali :
L o lesprit est sans crainte et o la tte est haut porte,
L o la connaissance est libre,
L o le monde na pas t morcel entre dtroites parois mitoyennes,
L o les mots manent des profondeurs de la sincrit,
L o leffort infatigu tend les bras vers la perfection;
L o le clair courant de la raison ne sest pas mortellement gar dans laride et
morne dsert de la coutume,
L o lesprit guid par toi savance dans llargissement continu
de la pense et de laction
Dans ce paradis de libert,
Mon pre, permets que ma patrie sveille.
Je suis sre que nous travaillerons tous ensemble pour faire de ce monde une socit de la
connaissance o lesprit de chaque individu est sans crainte et o tous peuvent vivre la tte haute.
Pendant la 47e session, la Confrence a reflt la riche diversit des cultures et les discussions
se sont droules de manire ouverte et constructive. Les participants sont parvenus une quasi-

Anexo I - pgina 27

unanimit dans les dbats prliminaires ainsi que dans les ateliers. Je flicite le BIE et lUNESCO
pour les ateliers thmatiques et le choix des modrateurs et des intervenants dans les panels.
La 47e session de la CIE a raffirm limportance essentielle de lducation pour le dveloppement et son rle comme mcanisme essentiel de lutte contre lexclusion sociale. Elle a mis en
lumire les priorits proposes pour laction en vue damliorer la qualit de lducation pour tous
les jeunes.
Alors que nous commenons les travaux de la 48e session de la Confrence internationale de
lducation, jaimerais complimenter le BIE et lUNESCO pour avoir choisi un thme aussi digne
dintrt et aussi opportun que Lducation pour linclusion : la voie de lavenir .
Le concept de lducation pour linclusion a volu au fil du temps. Dune ide restrictive, lon
est pass une perspective largie de sa dfinition et de sa porte. Dans le message que Shri Arjun
Singh, Ministre de lUnion indienne charg du dveloppement des ressources humaines, a adress la
Confrence, il a voqu cette notion plus large et plus nuance : Cette confrence aurait tout intrt
porter la vision de linclusion au-del de lobjectif traditionnel de la lutte contre la pauvret, pour
englober lgalit des chances, ainsi que la mobilit conomique et sociale de tous les secteurs de la
socit, avec des mesures correctives en faveur de tous les groupes dfavoriss. Je crois fermement
quil est ncessaire de garantir tous lgalit des chances, avec la libert et la dignit, et de lever les
obstacles sociaux ou politiques. En particulier, les individus appartenant des groupes dfavoriss
doivent bnficier doccasions spciales de dvelopper leurs aptitudes et de participer au processus
de croissance, puisque lducation est le seul espoir de crer une socit intgratrice, ce qui signifie
un monde intgrateur.
Notre politique nationale et nos stratgies visent construire un systme dducation pour
linclusion, mais aussi crer une socit intgratrice. Nos politiques sont le fruit de notre histoire et
de notre exprience unique dune socit marque par les problmes sociaux tels que les ingalits de
castes, la discrimination sexuelle, les carts socio-conomiques et lexistence de nombreux groupes
ethniques et de minorits. Plusieurs groupes ont donc t viss par les interventions dans le secteur de
lducation, savoir les castes et tribus rpertories, les autres classes arrires (other backward
classes, OBC) du point de vue de lducation, les minorits et les filles. La priorit a aussi t donne
aux enfants handicaps, aux migrants et aux personnes dplaces par des projets de dveloppement
ou en raison de catastrophes. Ces politiques reconnaissent des catgories spciales denfants et de
jeunes qui sont en butte lexclusion aussi bien lintrieur du secteur de lducation que dans la
socit en gnral. Par consquent, tous les programmes et les politiques ont un objectif commun
qui est dapporter lducation et de meilleures chances aux enfants et aux jeunes appartenant ces
groupes.
Prenant acte du rle central du Gouvernement pour rduire les ingalits et la pauvret par une
approche intersectorielle, le XIe Plan quinquennal de lInde pour la priode 2007-2012 fait une place
prpondrante la croissance pour linclusion .
Lengagement du Gouvernement indien en faveur de la promotion de lducation pour
linclusion est fermement soutenu par des hausses sensibles des dpenses dans ce secteur.
Comme toutes les confrences internationales, la CIE est loccasion pour nous darticuler
nos diffrentes positions nationales, nos succs et nos espoirs et, surtout, de trouver une plateforme
commune do dcouvrir la destine commune de lhumanit et apprendre partir des expriences
dautres pays.

Anexo I - pgina 28

Nous nous rjouissons de participer une franche discussion sur la question de lducation
pour linclusion au cours de la prsente session. En ce moment, je me prends penser au talisman
que le pre de la nation, le Mahatma Gandhi, nous a lgu. Cest particulirement important pour les
dcideurs et les dlgus prsents aujourdhui, si nous voulons traduire notre objectif commun de
cration dune socit intgratrice qui sinquite du sort du dernier homme . Je cite :
Je vais vous donner un talisman. Lorsque vous doutez de tout, y compris de vous, faites le
test suivant :
Souvenez-vous du visage de lhomme le plus pauvre et le plus faible que vous ayez rencontr
et interrogez-vous pour savoir si ce que vous allez entreprendre pourrait lui tre dune quelconque
utilit.
En bnficiera-t-il de quelque faon que ce soit ? Cela laidera-t-il retrouver la matrise de
sa propre vie et de sa destine ? En dautres termes, cela conduira-t-il au Swaraj (autonomie) des
millions de personnes physiquement et spirituellement affames ? En rpondant ces questions, vous
verrez vos doutes svanouir.
Sur ces mots, je donne la parole M. Matsuura, Directeur gnral de lUNESCO. Je souhaite
un grand succs la Confrence.
Merci.

Anexo II - pgina 29

ANNEX II
Opening address by Mr Kochiro Matsuura
Director-General of UNESCO
Madam Chairperson,
Honourable Ministers of Education,
Honourable Heads of Delegations,
Ladies and Gentlemen,
I am delighted to welcome you all to the 48th session of the International Conference on Education
(ICE).
I wish, first of all, to thank you Madam Chair for your stimulating opening address. Let me once
again congratulate India for having presided so successfully the 47th ICE session, focused on quality
education, which I had the pleasure to attend in September 2004.
I would also like to express my warmest thanks to the Swiss Federal authorities and to the Republic
and Canton of Geneva for the generous hospitality they have always offered to this Conference and
to the International Bureau of Education (IBE), which has been organizing the ICE sessions since
1934.
Let me take this opportunity to wish the IBE an early happy 80th birthday for next year. The IBE was
the first intergovernmental body specialized in education to be born, and has been an integral part of
UNESCO for 40 years.
The ICE sessions are a necessity in our globalized world, where it is crucial to have platforms that
enable genuine dialogue on the future course of education. The theme of this 48th session, Inclusive
Education, The Way of the Future, is more than timely. All ministers of education know that lack
of knowledge, skills and competences is increasingly a cause of exclusion and of social tension.
The presence of so many important stakeholders here today further reflects the fact that education
is a societal project that cannot be achieved without broad partnerships. So let me warmly welcome
ministers of education along with all the partners present today.
Time does not allow me to thank each and everyone who has contributed to this Conference. Let me at
least thank the governments of Ecuador, India, Kuwait, Spain and Switzerland, all other governments
and institutions that have collaborated in producing a series of videos, as well as UNICEF and the
Fund of the Project of Prince Sultan bin Abdulaziz of Saudi Arabia.
We can say that this conference actually began nearly two years ago, with thirteen preparatory meetings
that drew more than 900 participants from 128 countries. I would like to express my gratitude to all
those who collaborated in the organization of these meetings, whose outcomes will shape debates over
the next days. Let me also thank the private sponsors, NGOs and UN agencies that have contributed
to the Conference exhibit.
I wish to express my gratitude to the IBE Council and its President, Mr Ral Vallejo Corral, Minister
of Education of Ecuador, for all the efforts they have made in preparing this years Conference.
Last, but not least, my thanks to the UNESCO staff, in particular Clementina Acedo and her team at
IBE, whose hard work has enabled us to be here today.

Anexo II - pgina 30

Honourable Ministers,
Ladies and Gentlemen,
We come together at a particularly challenging time. Education is not an island. It is affected by forces
as diverse as urbanization, migration, health, demography and political and economic systems. Most
recently, the financial crisis has brought into sharp focus the fragility and interdependence of our
world. As always, the poor are likely to be hardest hit. This calls for the firm resolve of all partners
here today to ensure that no country reneges on its commitment to education.
Education is a fundamental human right, as stated in the Universal Declaration of Human Rights that
celebrates its 60th anniversary this year. A number of important treaties and normative instruments have
since reaffirmed this right most recently, the Convention on the Rights of Persons with Disabilities,
which came into force in May this year. All these instruments are rooted in the same principle of nondiscrimination on any basis whatsoever.
This is the essence of inclusion: the right to learn for everyone, no matter what ones background and
circumstances might be.
Although a majority of countries have legislation making six to nine years of education compulsory,
about 10 percent of the worlds primary school-age population is excluded 75 million children. The
2009 Education for All Global Monitoring Report, that will be launched here later today, shows that
children from the poorest households are those most likely to be excluded or to drop out of school
early. Girls still have a higher chance of being out of school than boys. Living in a rural area or an
urban slum, being disabled, belonging to a minority group or speaking a minority language all raise
the likelihood of being excluded. Education is failing the most disadvantaged when education is the
most powerful weapon for escaping poverty.
So the first challenge for education to become inclusive is to develop policies that make learning
accessible for the most marginalized and vulnerable. Public policies exist that have made an enormous
difference since 2000, when countries adopted the Millennium Development Goals and those of
Education for All. We have seen historic progress across sub-Saharan Africa and in a number of South
Asian countries towards universal primary education.
But there is a second and equally important dimension to inclusion. Are all children learning and in
what conditions? How do you manage large classrooms with students from diverse backgrounds who
do not share the same mother tongue? How do you promote citizenship and social responsibility,
environmental awareness and knowledge about HIV prevention?
Learning assessments conducted at international, regional and national levels are rich sources of
information on the extent to which education systems are succeeding or not in giving students basic
knowledge in literacy, maths and science. Results show that large proportions of students in developing
countries do not reach desirable levels of reading. Once again, student background comes heavily into
play. In order to respond to the diversity of student needs, backgrounds and learning abilities, we need
to give more attention to how schools and classrooms are organized, how teachers are trained and
supported, and how curricula are developed.
High quality education systems promote excellence and equity. They have a vested interest in every
student. The principles of inclusion challenge us to think in terms of diversity, openness and flexibility
without losing sight of the basics required to make quality learning possible, most importantly
teachers.

Anexo II - pgina 31

Finally, as I said, education is not an island. The Millennium Development Goals represent a global
commitment to improve the lives of the worlds poorest people. Education is crucial for reaching each
of these goals. To improve health and livelihoods developing countries need to vastly expand early
childhood care and education programmes because large numbers of children suffer from malnutrition
when they reach primary school. Youth and adult literacy and skills programmes play a central role
in opening up new opportunities and promoting social cohesion. We cannot speak about inclusive
education systems when 776 million adults live without basic literacy skills. This is a source of
marginalization and poverty, not inclusion and empowerment.
Excellencies,
Ladies and Gentlemen,
The ICE opens a conference cycle organized by UNESCO in 2008-2009 focusing, after this event, on
basic education for all, education for sustainable development, adult education and higher education.
All these conferences are based on the conviction that education is a right and a foundation for
development, and that learning takes place throughout life. They aim to encourage a shift towards
more flexible, innovative education systems grounded in a concern for equity, inclusion and quality.
Inclusion paves the way to a better shared future. It is crucial that the outcomes of this Conference
translate into policies and practices aimed at attaining high-quality education for all learners. It is first
and foremost a matter of political will based on a vision of society in which learning opportunities are
within everyones reach.
Thank you.

Anexo II - pgina 32

ANNEXE II
Discours douverture de M. Kochiro Matsuura,
Directeur gnral de lUNESCO
Madame la Prsidente,
Mesdames et Messieurs les Ministres de lducation,
Mesdames et Messieurs les chefs de dlgation,
Mesdames et Messieurs,
Je suis ravi de vous accueillir cette 48e session de la Confrence internationale de lducation
(CIE).
Avant tout, je souhaite vous remercier, Madame la Prsidente, pour votre allocution douverture
stimulante. Et permettez-moi une fois encore de fliciter lInde, qui a prsid avec un tel succs la
47e session de la CIE, centre sur lducation de qualit, laquelle jai eu le plaisir dassister en
septembre 2004.
Jaimerais aussi exprimer mes plus vifs remerciements aux autorits fdrales suisses et
la Rpublique et canton de Genve, pour lhospitalit gnreuse quils rservent toujours cette
Confrence, ainsi quau Bureau international dducation (BIE), qui organise les sessions de la CIE
depuis 1934.
Permettez-moi de saisir cette occasion de souhaiter au BIE un heureux 80e anniversaire, avec un
peu davance puisquil le clbrera lan prochain. Le BIE a t le premier organe intergouvernemental
spcialis dans lducation voir le jour et il fait partie intgrante de lUNESCO depuis 40 ans.
lheure de la mondialisation, les sessions de la CIE sont une ncessit : il est en effet crucial
de disposer de tribunes o puisse sengager un vritable dialogue sur les orientations futures en matire
dducation. Le thme de cette 48e session, Lducation pour linclusion : la voie de lavenir , est
on ne peut plus dactualit. Tous les ministres de lducation le savent, le manque de connaissances,
daptitudes et de comptences est de plus en plus frquemment une cause dexclusion et de tension
sociale. La venue en si grand nombre dimportantes personnalits directement concernes confirme,
sil en tait besoin, que lducation est un projet de socit qui ne pourra tre excut en labsence de
partenariats les plus larges possible. Permettez-moi donc daccueillir chaleureusement les ministres
de lducation et tous nos partenaires ici prsents.
Je ne dispose pas du temps ncessaire pour remercier chacun de ceux qui ont contribu
cette Confrence. Mais quil me soit au moins permis dexprimer ma gratitude aux Gouvernements
de lquateur, de lEspagne, de lInde, du Kowet et de la Suisse, tous les autres gouvernements
et institutions qui ont collabor la production dune srie de vidos, mais aussi lUNICEF et au
Fonds du projet du Prince Sultan bin Abdulaziz dArabie saoudite.
On peut dire que cette Confrence a rellement dbut il y a prs de deux ans, avec la premire
des 13 runions prparatoires qui ont rassembl plus de 900 participants venus de 128 pays. Jaimerais
remercier tous ceux qui ont particip lorganisation de ces runions, dont les conclusions faonneront
vos dbats de ces prochains jours. Permettez-moi aussi de saluer les donateurs privs, les ONG et les
organismes des Nations Unies qui ont apport leur contribution lexposition organise dans le cadre
de la Confrence.

Anexo II - pgina 33

Je souhaite exprimer ma gratitude au Conseil du BIE et son Prsident, Ral Vallejo Corral,
ministre de lducation de lquateur, pour tous les efforts quils ont dploys en prparation de la
Confrence de cette anne.
Enfin, mais ce nest pas le moins important, je remercie le personnel de lUNESCO, en
particulier Clementina Acedo et son quipe au BIE, dont lardeur au travail nous a permis dtre ici
aujourdhui.
Mesdames et Messieurs les Ministres,
Mesdames et Messieurs,
Nous nous runissons un moment particulirement critique. Lducation nest pas une le.
Des forces aussi diverses que lurbanisation, les migrations, la sant, la dmographie et les systmes
politiques et conomiques agissent sur elle. Tout rcemment, la crise financire a mis en vidence la
fragilit de notre monde et les effets de linterdpendance. Comme toujours, il est probable que ce
sont les pauvres qui seront le plus durement touchs. Une telle situation rclame de la part de tous
les partenaires prsents ici aujourdhui une ferme dtermination faire en sorte quaucun pays ne
revienne sur son engagement envers lducation.
Lducation est un droit humain fondamental, comme on peut le lire dans la Dclaration
universelle des droits de lhomme, dont on clbre cette anne le 60e anniversaire. Depuis son
adoption, un certain nombre de traits et dinstruments normatifs importants ont raffirm ce droit
tout rcemment, la Convention relative aux droits des personnes handicapes, entre en vigueur en mai
dernier. Lensemble de ces instruments repose sur le mme principe : celui de la non-discrimination,
pour quelque motif que ce soit.
Cest lessence mme de linclusion : chacun a le droit dapprendre, quelles que soient ses
origines et sa situation.
Bien quune majorit de pays se soient dots dune lgislation rendant la scolarit obligatoire
pendant une priode de six neuf ans, quelque 10 % de la population mondiale en ge dtre scolarise
dans le primaire en est exclu, soit 75 millions denfants. Ldition 2009 du Rapport mondial de suivi
sur lducation pour tous, qui sera rendue publique ici-mme dans la journe, montre que ce sont les
enfants des mnages les plus pauvres qui sont le plus susceptibles dtre exclus de lcole ou de la
quitter prmaturment. Les filles demeurent plus menaces de ne pas tre scolarises que les garons.
Habiter une zone rurale ou un taudis urbain, tre handicap, appartenir un groupe minoritaire ou
parler une langue minoritaire, ce sont autant de facteurs qui augmentent la probabilit dtre exclus.
Lducation ne vient pas en aide aux plus dfavoriss, alors que cest loutil le plus efficace pour
chapper la pauvret.
Pour que lducation devienne un vecteur dinclusion, il faut donc en premier lieu concevoir
des politiques qui rendent lapprentissage accessible aux plus marginaliss et aux plus vulnrables.
Certaines politiques publiques ont entran des changements spectaculaires depuis 2000, date
laquelle les pays ont adopt les Objectifs du Millnaire pour le dveloppement et ceux de lducation
pour tous. Dans toute lAfrique subsaharienne et dans un certain nombre de pays dAsie du Sud, nous
avons constat des progrs historiques sur la voie de lducation primaire universelle.
Mais linclusion comporte une seconde dimension, toute aussi importante. Tous les enfants
apprennent-ils, et dans quelles conditions ? Comment gre-t-on des classes comportant de nombreux
lves dorigines trs diverses et de langues maternelles diffrentes ? Comment promouvoir la
citoyennet et la responsabilit sociale, la prise de conscience des problmes environnementaux et les
connaissances en matire de prvention du VIH ?

Anexo II - pgina 34

Les valuations des acquis scolaires menes aux plans international, rgional et national sont de
riches sources dinformation en ce quelles permettent de dterminer dans quelle mesure les systmes
ducatifs parviennent ou non inculquer aux lves des connaissances de base en matire de lecture,
de mathmatiques et de sciences. Les rsultats montrent quune forte proportion des lves de pays
en dveloppement natteint pas le niveau souhaitable en lecture. Une fois encore, le milieu dorigine
des lves joue un rle dterminant. Afin dadapter notre action la diversit de leurs besoins, de
leurs origines et de leurs facults intellectuelles, nous devons accorder une attention plus grande
lorganisation des coles et des classes, la manire dont les enseignants sont forms et appuys et
aux modalits de la conception des programmes.
Les systmes ducatifs de haute qualit favorisent lexcellence et lquit. Leur succs se
mesure laune du succs de chaque lve. Les principes inhrents linclusion nous incitent
penser en termes de diversit, douverture et de flexibilit, sans pour autant perdre de vue les
lments fondamentaux qui rendent possible un apprentissage de qualit, au premier rang desquels
les enseignants.
Enfin, comme je lai dit, lducation nest pas une le. Les Objectifs du Millnaire reprsentent
lengagement pris lchelle mondiale damliorer la vie des plus pauvres de la plante. Lducation
est dune importance cruciale pour la ralisation de chacun de ces objectifs. Afin damliorer
la sant et les moyens de subsistance de leurs populations, les pays en dveloppement doivent
considrablement dvelopper les programmes dducation et de protection de la petite enfance,
car un grand nombre denfants souffrent de malnutrition lorsquils arrivent dans le primaire. Les
programmes dalphabtisation et de dveloppement personnel lintention des jeunes et des adultes
jouent un rle central en ce quils leur ouvrent de nouvelles perspectives et assurent la promotion
de la cohsion sociale. Mais on ne saurait parler de systme ducatif ax sur linclusion lorsque
776 millions dadultes sont dpourvus de comptences de base en lecture et en criture. Cest un
facteur de marginalisation et de pauvret, non dinclusion et dmancipation.
Excellences,
Mesdames et Messieurs,
La CIE entame un cycle de confrences organis par lUNESCO en 2008-2009. Les suivantes
seront centres sur lducation de base pour tous, lducation pour le dveloppement durable,
lducation des adultes et lenseignement suprieur. Toutes ces confrences procdent de la conviction
selon laquelle lducation est un droit, le fondement mme du dveloppement, et lapprentissage se
poursuit tout au long de la vie. Elles ont pour but dencourager une volution vers des systmes
ducatifs plus flexibles et novateurs, inspirs par un souci dquit, dinclusion et de qualit.
Linclusion ouvre la voie un avenir commun meilleur. Il est indispensable que les documents
issus de cette Confrence se traduisent par des politiques et des pratiques visant assurer une ducation
de haute qualit tous ceux qui apprennent. Cest dabord et avant tout une question de volont
politique, mue par une ambition : faire de la socit un lieu o les possibilits dapprentissage soient
la porte de chaque individu.
Je vous remercie.

Anexo III - pgina 35

ANNEX III
Opening address by H.E. Mr Charles Beer
State Counsellor, Head of the Swiss Delegation
Chairman,
Excellencies,
Honourable Ministers,
Distinguished Heads of Delegations,
Director-General of UNESCO,
Madam Director of the IBE,
Ladies and gentlemen representing the world of teachers, science and civil society,
Dear friends and conference guests,
On behalf of the Swiss Confederation and the Canton of Geneva, I wish to welcome you to Geneva. It
is both a pleasure and a great honour for me to be able to welcome you here every four years for the
sessions of the International Conference on Education, the principal ministerial meeting in this field
at the global level. I thank you very sincerely for having made the journey, sometimes from very far
away, and coming to Geneva in order to discuss inclusive education as the way of the future.
Geneva, the seat of the International Bureau of Education, the place where Jean Piaget decided to
carry out his most important work, is thus honoured and ready once more to fulfil its role as host and
venue open to all those working to improve the way of life of our planets inhabitants.
We shall have the opportunity during the four days of this Conference to become more fully acquainted,
whether in the various discussion workshops or, more informally, during the different events organized
alongside the ICE.
Indeed, I believe that personal contacts are of paramount importance for the complete success of this
Conference. In this respect, I would like to congratulate the Secretariat of the IBE in organizing the
work in such a way as to promote and encourage such contacts. I think it would be very difficult to
initiate an international dialogue and an exchange of experiences on educational policies without
knowing one another if only a little.
This 48th session of the ICE is devoted to inclusive education, that is to say the challenge of developing
an education that takes into account pupils in all their diversity, wherever they come from, whatever
their handicap and whatever their particular needs. The stakes are high in guaranteeing access to
and the quality of Education for All. I would like to share with you my expectations and my main
objectives for this Conference:
1.

First, I am mindful that this 48th session is consistent with UNESCOs far-reaching goal
of achieving Education for All by 2015. Education for All: for girls and boys regardless of
culture, language or religion. Education for All, the necessary precondition for sustainable
development.
Switzerland, in its policy of development co-operation, places great importance on the theme
of inclusive education. It particularly supports access to education for groups that are often
excluded by society (such as cultural and linguistic minorities, nomads, people living in remote
areas, girls and women), as well as the qualitative improvement of these systems, thanks to a
better alignment of educational supply with the diversity of learners and their needs. It also
pays close attention to equity by encouraging links and equivalences between different types

Anexo III - pgina 36

of educational provisions, both formal and non-formal, so as to avoid a two-track education

system, leaving the most vulnerable with access to an inadequate service.
In Switzerland, significant work is being carried out at this moment on this subject at the
cantonal level. In fact, each canton must adopt a concept of specialized education, designed for
children with handicaps and with special needs. This concept is based on the new division of
tasks between the cantons and the Confederation, on cantonal and inter-cantonal arrangements
so as to arrive at an agreed terminology, uniform quality standards on the level of services and
a homogenous procedure for diagnostic evaluation.
In Geneva, a law has just been adopted on the integration of handicapped children and young
people with special needs. Its entry into force will therefore mark a profound change in the
organization, functioning and interaction between regular teaching, the provision of special
needs and special education in a context of integration.
Furthermore, in Geneva, the implementation of an inclusive education system is involving
those concerned with compulsory education in such a way as to postpone early selection for
special teaching, special education, socio-cultural activities and the services responsible for the
educational, health and social follow-up of children and adolescents experiencing difficulties.
This programme, which is undergoing development, is also based on a discriminatory system
that grants greater means to those schools taking action in the most disadvantaged sectors so
that they may be successful in their activities. This takes the form of educational support and
corresponds to a more general plan for the development of these districts.
Indeed, we think that success in the challenge of achieving inclusive schools also depends on
the mobilization of all public policies, particularly those concerned with education, so as to
support the functioning of educational establishments.
2.

Next, I believe that one of the major roles of the ICE is to promote policy dialogue, and to
work towards the introduction of a common reference framework directly implicating the role
of governments in developing and executing educational policies. This is a priority objective
for the IBEs programme: to encourage, to facilitate, to promote and to provide the intellectual
framework for the comparison of education systems and the solutions adopted, to compare
innovative ideas and avant-garde projects, to seek to focus the various needs expressed, to
accept and respect the different approaches adopted. This aspiration implies the adoption of
conclusions and recommendations that are relevant for everybody.

3.

This should not be a one-way dialogue to speak frankly, from the North to the South. Over
the last decades of the twentieth century, Europe has become a destination for immigration,
and this process is likely to intensify over the coming years. This continent is welcoming more
and more young people from different cultures with different backgrounds. Policy dialogue
should therefore also take place in the other direction from the South to the North. This is in
everyones interests.

4.

Finally, and reflecting the need to promote policy dialogue on education, I would like to recall
that UNESCO intends to make the IBE a world centre for competence and excellence on
curricula. This objective is essential in the perspective of guaranteeing quality education open
to everyone in societies that are increasingly diverse and heterogeneous. The most important
thing, then, is to bring together the powers and the means necessary to achieve it.

These are my three objectives. I have no doubt that we will achieve them together.

Anexo III - pgina 37

I should like here to congratulate the IBE Director and her collaborators for all the preparatory work
carried out prior to the Conference, as well as for the quality of the documents provided to us. They
present us with valuable background information contributing to our debates. In this way, we are
invited to compare our ideas and to assume our responsibilities.
It remains to thank the International Bureau of Education, which has been able to organize our work
so as to facilitate the discussions and those more relaxed moments intended to strengthen our ties with
those responsible for education worldwide.
I thank you for your attention and wish you very fruitful exchanges.

Anexo III - pgina 38

ANNEXE III
Discours douverture de S.E. M. Charles Beer,
Conseiller dEtat, Chef de la dlgation suisse
Monsieur le Prsident,
Excellences,
Mesdames et Messieurs les Ministres,
Mesdames et Messieurs les chefs de dlgations,
Monsieur le Directeur de lUnesco,
Madame la Directrice du BIE,
Mesdames et Messieurs les reprsentants du monde du corps enseignant, du monde scientifique et de
toute la socit civile,
Chers amis et invits de la Confrence,
Au nom de la Confdration suisse ainsi que du canton de Genve, je tiens vous souhaiter la
bienvenue Genve. Cest pour moi un plaisir, ainsi quun grand honneur, de pouvoir vous accueillir
ici, chaque 4 ans, pour la session de la Confrence internationale de lducation, la principale runion
ministrielle dans le domaine au niveau mondial. Je vous remercie trs sincrement davoir fait le
voyage, parfois de trs loin, jusqu Genve, pour venir dbattre de lducation pour linclusion
comme voie pour lavenir.
Sige du Bureau international dducation, lieu privilgi o Jean Piaget a choisi de conduire
ses travaux les plus importants, Genve se trouve ainsi honore et prte assumer une nouvelle fois
sa vocation de terre daccueil et douverture pour toutes celles et ceux qui travaillent lamlioration
des conditions de vie des habitants de notre plante.
Nous aurons loccasion, durant les quatre jours de la Confrence, de faire plus ample
connaissance, que ce soit dans les diffrents ateliers de discussion, ou de manire plus informelle lors
des manifestations organises en marge de la CIE.
Je pense en effet que les contacts personnels sont dune importance primordiale pour la bonne
russite de cette Confrence. Je tiens cet gard fliciter le Secrtariat du BIE qui a su organiser
les travaux de manire permettre et faciliter de tels contacts. Il serait, me semble-t-il, bien difficile
dentamer un dialogue international, un change dexpriences sur les politiques de lducation, sans
nous connatre, ne serait-ce quun petit peu.
Cette 48e session de la CIE est consacre lducation inclusive, cest dire au dfi du
dveloppement dune ducation prenant en compte les lves dans leur diversit, cest--dire quels
que soient leur provenance, leur handicap ou leurs besoins particuliers. Garantir laccs et la qualit
de lenseignement pour tous, est un enjeu de taille. Je voudrais vous faire part ici de mes attentes et
de mes principaux objectifs pour cette Confrence :
1.

Tout dabord, je noublie pas que cette 48e Confrence internationale de lducation sinscrit
dans la ralisation du vaste objectif de lUNESCO de raliser lEducation pour tous dici 2015.
Education pour tous : pour les filles et les garons sans distinction de culture, de langue ou de
religion. Education pour tous, la condition pralable au dveloppement durable.
La Suisse, dans sa politique de coopration au dveloppement, accorde une grande importance
au thme de lducation inclusive. Elle soutient tout particulirement laccs lducation

Anexo III - pgina 39

de groupes trop souvent marginaliss par la socit (tels que les minorits culturelles et
linguistiques, les nomades, les habitants de rgions recules, les filles et les femmes) ainsi
quune transformation qualitative de ces systmes, grce une meilleure adaptation de loffre
ducative la diversit des apprenants et de leurs besoins. Elle accorde galement une attention
particulire lquit en favorisant les liens et les quivalences entre diffrents types doffres
ducatives, formelles ou non formelles, de manire viter le systme ducatif 2 vitesses,
laissant aux plus vulnrables laccs un service inadquat.
En Suisse, dimportants travaux en la matire sont actuellement en cours au niveau cantonal.
En effet, chaque canton doit mettre en place un concept de pdagogie spcialise, sadressant
aux enfants en situation de handicap et besoins particuliers. Ce concept sappuie sur la
nouvelle rpartition des tches entre cantons et Confdration, sur les dispositions cantonales et
intercantonales afin dlaborer une terminologie commune, des standards de qualit uniformes
en matire de prestations et une procdure dvaluation diagnostique homogne.
A Genve, une loi sur lintgration des enfants handicaps et des mineurs besoins particuliers
vient dtre adopte. Son entre en vigueur signifiera donc un changement en profondeur de
lorganisation, du fonctionnement et de linteraction entre enseignement ordinaire, prise en
charge des besoins spcifiques et enseignement spcialis dans une perspective dintgration.
De plus Genve, la mise en place dun systme ducatif inclusif mobilise actuellement les
acteurs de lcole obligatoire, de manire refuser la slection prcoce de lenseignement
spcialis, de lducation spcialise, de lanimation socioculturelle et des services ayant
la responsabilit du suivi ducatif, sanitaire et social des enfants et adolescents en situation
difficile. Ce programme en cours de dveloppement, repose galement la mise sur pieds
dun rseau prioritaire accordant aux tablissements qui agissent dans les secteurs les plus
dfavoriss, davantage de moyens pour mener bien leur mission. Ces moyens sont scolaires et
sinsrent galement dans une conception plus gnrale du dveloppement de ces quartiers.
Nous pensons en effet que la russite du dfi de lcole inclusive repose galement sur la
mobilisation de toutes les politiques publiques, particulirement celles qui ont trait lducation
pour soutenir la mission des tablissements scolaires.
2.

Ensuite, je considre quun des rles majeurs de la CIE est de promouvoir le dialogue
politique, et de travailler la mise sur pieds dun cadre commun de rfrences interpellant
trs directement le rle des gouvernements dans le dveloppement et la mise en uvre des
politiques dducation. Il sagit dun objectif prioritaire du programme du BIE : favoriser,
faciliter, promouvoir et encadrer la comparaison des systmes ducatifs et des solutions
adoptes, confronter les ides novatrices et les projets davant-garde, rechercher la convergence
des besoins exprims, reconnatre et respecter la diffrence des approches choisies. Cette
volont implique ladoption de conclusions et de recommandations sadressant tous.

3.

Ce dialogue ne doit pas tre sens unique du Nord vers le Sud pour dire les choses sans
dtour. LEurope est devenue, au cours des dernires dcennies du XXe sicle, une vritable terre
dimmigration, et cela ira encore en saccentuant durant les prochaines annes. Ce Continent
accueille de plus en plus de jeunes de culture et de formation diffrentes. Le dialogue politique
doit donc aussi se drouler dans lautre sens du Sud vers le Nord. Il en va de lintrt de
tous.

4.

Enfin, et en fonction de cette ncessit de promouvoir le dialogue politique en ducation,

jaimerais rappeler que lUNESCO envisage de faire du BIE un centre de comptence et
dexcellence au niveau mondial en matire de curricula. Cet objectif est indispensable en vue

Anexo III - pgina 40

de garantir une ducation de qualit ouverte toutes et tous dans des socits de plus en plus
diverses et htrognes. Il importe donc de rassembler les forces et les moyens ncessaires
cette ralisation.
Voil donc mes trois objectifs. Je ne doute pas que nous les atteignions ensemble.
Jaimerais rendre ici hommage la Directrice et aux collaborateurs et collaboratrices du BIE
pour tout le travail de prparation effectu en amont de la Confrence, ainsi que pour la qualit
des documents qui nous sont remis. Ceux-ci nous fournissent en effet de prcieux lments de
rflexion en vue de nos dbats. Nous sommes ainsi invits confronter nos ides et mis en face de
nos responsabilits.
Nous ne pouvons donc que remercier le Bureau international dducation, qui a su organiser
nos travaux de faon permettre les changes et les moments de convivialit destins renforcer nos
liens de responsables de lducation travers le monde.
Je vous remercie de votre attention et vous souhaite de trs fructueux changes.

Anexo IV - pgina 41

ANNEX IV
Opening address by H.E. Mr Abdulsalam M. Al-Joufi
Minister of Education of Yemen, Chair of the 48th session of the ICE
Madam Chairperson of the 47th session,
Director-General of UNESCO,
Madam Director of the International Bureau of Education,
Excellencies, Ministers of Education,
Excellencies, Ambassadors of the participating countries,
Gentlemen, Members of the delegations participating in the Conference,
All of the distinguished attendants,
At the outset, I would like to thank you all for attending and participating in the activities of the 48th
session of the conference, and I greatly appreciate the confidence you have placed in me to preside
over this session and direct the dialogues and discussions thereof with my deputy colleagues.
I have come from the land of civilizations, Yemen, where the first dialogue of civilizations took place
between Queen Belquis and Prophet Solomon. There, the Yemeni people were able, thanks to the
language of dialogue, to spread Islam to Southeast Asia; todays democracy and political pluralism
were considered as essential features of governance; womens rights and human rights were respected;
and there we strove to make school as a lead by example microcosm for democratic exercises, along
with many other activities, such as the Parliament of children, respect for new values in society and
refusal of the culture of violence, extremism and terrorism.
As you all know, education is a human right guaranteed by constitutions, laws and regulations,
as well as a long-term human investment. Given the importance of education as a key factor to
comprehensive, integrated and sustainable human development, educational systems have worked
on expanding education and improving quality, and provided for all, whether male or female, equal
opportunities of learning and social progress. Since the Dakar Forum in 2000, great efforts have been
made towards achieving the objectives of Education for All (EfA), particularly through developing
and implementing national plans on Education for All. Considerable successes and achievements
have been attained, as many states went ahead towards achieving the Millennium Development Goals
(MDG) and the objectives of Education for All, however, the international community could not unfortunately - achieve justice and equality, supposed to have been materialized by 2005.
As indicated in the documents of the conference, there are more than 77 million children who are not
yet enrolled in school, in addition to more than 781 million illiterate adults.
This exclusion is particularly more serious among persons with disabilities, of whom approximately
97% do not have the basic reading and writing skills. Estimates on disabled children who attend
school in developing countries range from 1% to 5%; more than a third of those children not attending
schools are disabled. And obviously, we would not be able to achieve the objectives of Education for
All, or the Millennium Development Goals, unless we consider the special needs of persons with
disabilities, of whom there are around 650 million, or 10% of the worlds population. Added to those
excluded from access to education, there are many marginalized learners within the school system.
Faced with such a situation, the desired educational objectives could sometimes be hampered by
the traditional models of education that fail to respond to the needs of young people in our rapidly
changing world. There is also a fear that many states in Africa, Asia and Latin America, still outside
the track, will not be able to achieve Education for All by 2015, and that some of the problems those

Anexo IV - pgina 42

states are faced with are of technical nature, and many others are due to funding gaps. In fact, it is
evident that these states have potential capacities and talents (as human gifts), and could be global if
given the opportunity.
In this context, reference may be made to the financial crisis currently plaguing the world, the cost of
which has so far been a trillion and five hundred billion dollars. In addition to the wars waged since
2000, which have globally cost some three trillion dollars up to now, whereas the global improvement
of education requires additional budgets of less than 50 billion dollars a year, which can be provided,
if the developed countries fulfil their human commitments.
This Conference, held every four years, serves as a compass to guide the states educational policies
and practices in developing their future strategies and plans, and is an indication of direct support from
the developed countries. Its focus is on an important issue closely linked to achieving the Millennium
Development Goals and the objectives of Education for All, through a concept which may seem to
many educational systems as new, however, references to which are multiple and have accumulated
over decades, since this theme has been chosen to support Member States in their efforts to meet
the educational needs of excluded groups as a contribution to the attainment of the Millennium
Development Goals and the objectives of Education for All. This is based on the grounds that quality
education aims to engage all students fully, regardless of gender, socio-economic status, ethnicity,
geographical location, special educational needs, age and religion, leading to build an inclusive
society which does not recognize any differences and provides equal opportunities for members of
the community to serve.
The conference is also an excellent opportunity to globally exchange expertise and experiences, in
a manner facilitating and contributing to the use of available resources effectively, to work to create
effective visions and policies to address the issue through a responsible dialogue and an effective
participation in the work of the conference, and to concert efforts in achieving the following envisaged
targets:
-

To stimulate and promote dialogue on educational policies and practices;

To build a common reference framework;
To identify issues in conformity or in controversy, and lessons learned;
To adopt conclusions and recommendations.

We will not be able to achieve the objectives of Education for All and the Millennium Development
Goals, and overcome the obstacles and challenges facing education, unless appropriate attention is
given to comprehensive (inclusive) education, both in terms of policies, laws and regulations, and
to prepare realistic plans and feasible actions, to appropriately and adequately allocate resources to
provide comprehensive and high-quality education and training for educational staff, and teach them
the skills required, enabling them to properly deal with the educated, and to provide all facilities and
equipment that help learners to access an education of quality.
In the end, I can only express my thanks and appreciation to UNESCO and the administration of the
International Bureau of Education for the outstanding preparations for this conference, and I wish our
conference success and prosperity.
May Gods peace, mercy and blessings be upon you.

Anexo IV - pgina 43

ANNEXE IV
Discours douverture de S.E. M. Abdulsalam M. Al-Joufi,
Ministre de lducation du Ymen, Prsident de la 48e session de la CIE
Madame la Prsidente de la 47e session de la CIE,
Monsieur le Directeur gnral de lUNESCO,
Madame la Directrice du Bureau international dducation,
Mesdames et Messieurs les Ministres de lducation,
Mesdames et Messieurs les Ambassadeurs des pays participants,
Mesdames et Messieurs les membres des dlgations,
Distingus participants,
Tout dabord, jaimerais vous remercier de prendre part aux activits de la 48e session de la
Confrence. Permettez-moi galement de vous dire que je suis extrmement sensible la confiance
que vous mavez accorde en me demandant de prsider cette session et de diriger le dialogue et les
discussions avec mes estims collgues.
Je viens du berceau des civilisations, le Ymen, o le premier dialogue des civilisations a eu
lieu entre Belquis, Reine de Saba, et le prophte Salomon. Cest de l que les Ymnites ont pu, grce
la langue du dialogue, diffuser lIslam en Asie du Sud-Est. La dmocratie et le pluralisme politique
daujourdhui y taient considrs comme des caractristiques essentielles de la gouvernance. Les
droits des femmes et les droits de lhomme taient respects. Et cest l que nous nous efforons
aujourdhui de faire de lcole, par lexemple , un microcosme qui illustre par la pratique lexercice
de la dmocratie, avec beaucoup dautres activits, comme le Parlement des enfants, le respect
des nouvelles valeurs dans la socit et le refus de la culture de la violence, de lextrmisme et du
terrorisme.
Comme vous le savez tous, lducation est un droit de lhomme garanti par les constitutions,
les lois et les rglements, ainsi quun investissement long terme. tant donne limportance de
lducation comme facteur cl dun dveloppement humain complet, intgr et durable, les systmes
ducatifs se sont employs en largir laccs et en amliorer la qualit, et donner tous, hommes
et femmes, des chances gales dapprentissage et de progrs social. Depuis le Forum mondial sur
lducation de Dakar en 2000, beaucoup a t fait pour atteindre les objectifs de lducation pour tous
(EPT), en particulier en prparant et en mettant en oeuvre des plans nationaux sur lEPT. Beaucoup
dtats ont remport des succs considrables et se sont rapprochs des objectifs du Millnaire pour le
dveloppement (OMD) et de lEPT, mme si la communaut internationale na malheureusement pas
pu raliser totalement ses objectifs de justice et dgalit avant 2005, comme elle sy tait engage.
Ainsi que lindiquent les documents de la Confrence, plus de 77 millions denfants ne sont
pas encore scolariss, et ils sajoutent aux 781 millions dadultes analphabtes.
Cette exclusion est nettement plus prononce parmi les personnes handicapes, dont prs
de 97% ne matrisent pas les comptences de base de la lecture et lcriture. Dans les pays en
dveloppement, on estime que de 1% 5% des enfants handicaps frquentent lcole ; plus dun
tiers des enfants non scolariss sont handicaps. Et bien videmment, nous ne raliserons pas les
objectifs de lducation pour tous, ni les OMD, si nous ne tenons pas compte des besoins spciaux
des personnes handicapes, qui sont prs de 650 millions, soit 10% de la population mondiale. Et aux
exclus de laccs lducation, il faut ajouter beaucoup dapprenants marginaliss au sein mme du
systme scolaire.

Anexo IV - pgina 44

Dans une telle situation, les rsultats escompts de lducation peuvent parfois tre contraris
par les modles traditionnels de lducation qui ne rpondent pas aux besoins des jeunes dans notre
monde en volution rapide. On craint aussi que beaucoup de pays dAfrique, dAsie et dAmrique
latine ne parviennent pas raliser lducation pour tous dici 2015. Certains des problmes que
ces pays rencontrent sont de nature technique alors que beaucoup dautres concernent des dficits
de financement. En fait, il est vident que ces tats possdent les capacits et les talents potentiels
(comme les ressources humaines) leur permettant de russir si on leur en donne les moyens.
cet gard, il faut mentionner la crise financire qui affecte actuellement le monde et qui se
chiffre dj mille cinq cent milliards de dollars. Les guerres livres depuis 2000 ont cot dans le
monde prs de trois mille milliards de dollars jusqu prsent, alors que lamlioration de lducation
dans le monde na besoin que de moins de 50 milliards de dollars supplmentaires par an, une somme
qui peut tre mobilise si les pays dvelopps honorent leurs engagements.
Cette confrence qui se tient tous les quatre ans est en quelque sorte une boussole qui guide
les politiques et les pratiques ducatives des pays et les aide prparer leurs stratgies et leurs plans
futurs. Elle rappelle aussi aux pays dvelopps quils doivent soutenir lducation. Elle a choisi un
thme important, li troitement la ralisation des objectifs du Millnaire pour le dveloppement et
des objectifs de lducation pour tous. Ce concept peut sembler nouveau dans de nombreux systmes
de lducation, mme si les rfrences cette notion sont multiples et se sont accumules ces dernires
dcennies. Ce thme a t choisi pour aider les tats membres rpondre aux besoins ducatifs
des groupes exclus, titre de contribution la ralisation des OMD et des objectifs de lEPT. En
effet, une ducation de qualit doit intgrer pleinement tous les apprenants, quel que soit leur sexe,
leur condition socio-conomique, leur origine ethnique, leur situation gographique, leurs besoins
ducatifs spciaux, leur ge et leur religion, pour construire une socit inclusive qui ne connat pas
de diffrences et donne des chances gales aux membres de la communaut.
La Confrence est aussi une excellente occasion dchanger des avis spcialiss et des
expriences, de manire faciliter et contribuer lutilisation satisfaisante des ressources disponibles,
travailler pour crer des projets et des politiques efficaces pour traiter la question par un dialogue
responsable et une participation vritable au travail de la Confrence, et pour coordonner des efforts
en vue datteindre les objectifs suivants :
-

stimuler et promouvoir le dialogue sur les politiques et les pratiques de lducation ;

crer un cadre commun de rfrence ;
identifier les questions suscitant laccord ou la controverse, et les leons tires ;
adopter des conclusions et des recommandations.

Nous natteindrons pas les objectifs de lducation pour tous et les objectifs du Millnaire
pour le dveloppement, et nous ne surmonterons pas les obstacles que rencontre lducation sans nous
proccuper de lducation pour linclusion, aussi bien du point de vue des politiques, des lois et des
rglementations que pour prparer des plans ralistes et des actions envisageables. Il sagira dallouer
de manire adquate les ressources pour assurer une ducation complte et de qualit et une bonne
formation des enseignants qui les dotera des comptences ncessaires pour bien soccuper des lves.
Il faudra aussi mettre disposition tous les quipements et les matriels qui aideront les apprenants
avoir accs une ducation de qualit.
Avant de conclure, il ne me reste plus qu remercier lUNESCO et ladministration du Bureau
international dducation pour les prparatifs remarquables de cette confrence et souhaiter succs
et prosprit notre confrence.
Que la paix, la clmence et la bndiction de Dieu soient avec vous.

Anexo V - pgina 45

ANEXO V
Presentacin de los trabajos de la Conferencia por la Sra. Clementina Acedo,
Directora de la OIE y Secretaria de la CIE
Seor Presidente,
Sus Excelencias, Seoras y Seores Ministros,
Seor Presidente del Consejo de la Oficina Internacional de Educacin,
Seor Director General de la UNESCO,
Seoras y Seores invitados,
Seoras y Seores delegados, representantes y observadores,
Seoras, Seores,
De mi parte y en nombre de todos los colegas de la Secretara, quiero darles la bienvenida a esta
cuadragsima octava sesin de la Conferencia Internacional de Educacin, cuya organizacin y cuyo
desarrollo tengo el honor y el placer de presentarles brevemente.
Como ya habrn visto al leer los documentos de trabajo, la estructura y la organizacin de la Conferencia
son bastante complejas y nuestro programa, para estos tres das y medio, sumamente denso. Sin
embargo no voy a entrar en todos los detalles, ya que figuran en el documento CONFINTED 48/2 y
en la Gua de los Delegados. Por otra parte, esta maana se les ha distribuido en esta misma sala un
documento donde se presenta la organizacin de los talleres y la lista de todos los expositores.
Los trabajos comenzarn en breve con un debate introductorio titulado De la educacin inclusiva a
una sociedad inclusiva. Esta primera sesin plenaria estar presidida por el Director General de la
UNESCO, quien presentar a las eminentes personalidades invitadas a tomar la palabra. Al concluir
los panelistas, seis Ministros de Educacin, uno por cada regin geogrfica, han sido invitados a
intervenir en el curso de este debate.
El debate inicial ser seguido de una sesin sobre La educacin inclusiva: resultados de los trabajos
de investigacin e implicaciones polticas.
Esta tarde tendr lugar el Taller 1 sobre el tema Educacin inclusiva: enfoques, alcance y contenido.
El taller estar subdividido en cuatro grupos de discusin simultneos para que el mayor nmero
posible de participantes pueda intervenir. Al respecto quiero dejar bien claro que el tema tratado
ser el mismo en todas las salas; slo la composicin del panel ser diferente y esperamos que la
reparticin de los participantes ser equilibrada en cada una de las salas.
Maana por la maana tendr lugar el Taller 2 sobre el tema Educacin inclusiva: polticas pblicas,
organizado de la misma manera que el Taller 1, es decir, en cuatro salas diferentes. Para servir de
introduccin y de estmulo a la discusin, cada uno de los temas de los talleres ser introducido con
un breve video de gran inters preparado para esta ocasin.
Maana por la tarde, inmediatamente despus de la ceremonia de entrega de la Medalla Comenius,
tendr lugar en esta sala la sesin plenaria de sntesis de los Talleres 1 y 2, en cuyo transcurso los
relatores presentarn los resultados de las discusiones, que sern seguidos de un debate.
El jueves por la maana se desarrollarn en forma paralela los Talleres 3 y 4, cada uno subdividido
en dos. El Taller 3, sobre el tema Educacin inclusiva: sistemas, interfaces y transiciones, tendr
lugar en las salas 1 y 3 y el Taller 4, sobre el tema Educacin inclusiva: educandos y docentes, en
las salas 2 y 4.

Anexo V - pgina 46

El jueves por la tarde nos reuniremos nuevamente en sesin plenaria para la sntesis de los Talleres
3 y 4. A esta sesin seguir un debate de conclusin titulado: La educacin inclusiva: de la visin
a la prctica, en cuyo transcurso tomarn la palabra los seis Ministros de Educacin invitados a
intervenir, uno por cada regin geogrfica.
Para terminar la jornada, a las 6 de la tarde tendr lugar una mesa redonda que reunir ministros,
jvenes y expertos.
El viernes por la maana, a las 10:00, se celebrar la sesin plenaria de clausura de nuestros trabajos
con el Informe oral del Relator y la presentacin y adopcin por la Conferencia de las Conclusiones y
recomendaciones de la 48 CIE preparadas por el Grupo de Redaccin que acaba de ser constituido hace
unos minutos. Por ltimo, la ceremonia de clausura marcar el punto final de nuestra Conferencia.
Quiero llamarles la atencin tambin sobre las ocho sesiones especiales que se desarrollarn hoy
durante la pausa del medioda, as como el mircoles a las 6:00 de la tarde y el jueves a la hora del
almuerzo. Sobre esto ya se les ha transmitido la informacin especfica y los invito cordialmente a
tomar parte en ellos, segn sus intereses. De la misma manera, me permito recomendarles tambin
que visiten las exposiciones organizadas en la planta baja y en el primer piso de este edificio.
Por otra parte, quiero informarles que el jueves se distribuir un formulario de evaluacin de la
Conferencia. A todas y a todos los invito a tomarse unos minutos para llenarlo, de modo que pueda
servirnos de referente para introducir todas las mejoras necesarias en la organizacin de la prxima
CIE.
Antes de terminar, quisiera insistir nuevamente sobre un punto muy importante: la CIE debe ser la
Conferencia de cada uno de ustedes. La estructura y la metodologa elegidas por el Consejo de la
OIE tienen, un solo objetivo: permitir un debate dinmico, una participacin activa y un dilogo
franco y abierto hecho de intercambios enriquecedores. Los invitamos entonces a aprovechar sus
intervenciones para hacer conocer no slo sus experiencias, sino tambin las dificultades encontradas
en sus actividades cotidianas. Gracias a la estructura establecida, cada delegacin tendr la posibilidad
de intervenir varias veces, para lo cual bastar con inscribirse en la secretara de cada sala, al comienzo
de cada sesin plenaria o de cada taller.
Mis colegas y yo estamos por lo dems a su entera disposicin para prestarles ayuda si fuera
necesario.
Como deca al comienzo, nos espera un programa muy denso, pero tambin muy estimulante y
enriquecedor. Por mi parte, me alegro profundamente de la presencia de todos ustedes, ya que estoy
convencida de que durante estos tres das vamos a avanzar juntos hacia una educacin de mejor
calidad, hacia sociedades ms justas y ms respetuosas de la diversidad: en suma, hacia un mundo
mejor, gracias a la voluntad y el empeo de todos. Se lo debemos a todos los nios y jvenes del
mundo.
Dentro de un rato, como apertura del debate introductorio, vamos a ver juntos un breve video que
trata distintos aspectos de la temtica de la educacin inclusiva, valindose de entrevistas y reportajes
filmados en diversos lugares del mundo. Este documento debera ayudarnos a entrar de manera muy
concreta en la problemtica de conjunto de nuestra Conferencia y estoy segura de que va a interesarles
vivamente.
Con el deseo de un pleno xito para nuestros trabajos, les agradezco su presencia y su valiosa
contribucin.

Anexo VI - pgina 47

ANNEXE VI / ANNEX VI / ANEXO VI

LISTE DES PRINCIPAUX ORATEURS
LIST OF KEYNOTE SPEAKERS
LISTA DE ORADORES PRINCIPALES
DBAT INTRODUCTIF / INTRODUCTORY DEBATE / DEBATE DE INTRODUCCIN
De lducation pour linclusion une socit inclusive /
From inclusive education to inclusive society /
De la educacin inclusiva a una sociedad inclusiva
Modrateur / Moderator / Moderador

Mr. Kochiro MATSUURA

Director-General
UNESCO

Assistant / Assistant / Asistente

Mr. Firmin Edouard MATOKO

Director, UNESCO Quito Office
REPUBLIC OF ECUADOR

Principaux Orateurs / Keynote speakers / Oradores principales

H.E. Ms. Liu YANDONG

State Councillor
PEOPLES REPUBLIC OF CHINA

H.E. Mr. Xavier DARCOS

Minister of National Education
FRENCH REPUBLIC

H.E. Ms. Naledi PANDOR

Minister of Education
Chair of the Conference of Ministers of Education of the African Union (COMEDAF)
REPUBLIC OF SOUTH AFRICA

Ms. Navanethem PILLAY

United Nations High Commissioner for Human Rights
Office of the United Nations High Commissioner for Human Rights (OHCHR)

H.E. Mr. Lenn Voltaire MORENO GARCS

Vice President
REPUBLIC OF ECUADOR

Anexo VI - pgina 48

LISTE DES PRINCIPAUX ORATEURS

LIST OF KEYNOTE SPEAKERS
LISTA DE ORADORES PRINCIPALES
Rsultats des travaux de recherche et problmes politiques /
Research findings and policy challenges for inclusive education /
Resultados de la investigacin y desafos de poltica
que plantea la educacin inclusiva
Modrateur / Moderator/ Moderador

Mr. Nicholas BURNETT

Assistant Director-General for Education
UNESCO

Assistant modrateur / Moderator Assistant / Asistente Moderador

Mr. Firmin Edouard MATOKO

Director, UNESCO Quito Office
REPUBLIC OF ECUADOR

Principaux Orateurs / Keynote speakers / Oradores principales

Mr. Kevin WATKINS

Director, EFA Global Monitoring Report
UNESCO

Mr. Andreas SCHLEICHER

Coordinator, Organisation for Economic Co-Operation and Development (OECD) Programme for
International Student Assessment (PISA)
FRENCH REPUBLIC

Ms. Clementina ACEDO MACHADO

Director
UNESCO International Bureau of Education (IBE)

Anexo VIIa - pgina 49

ANNEX VIIa
Keynote speech by H.E. Ms Liu Yandong
State Councillor, Peoples Republic of China
Respected Director-General, Mr. Kochiro Matsuura,
Distinguished Guests,
Ladies and Gentlemen,
Good Morning! Thank you, Mr. Director-General, for inviting me to the International Conference
on Education. Please allow me, on behalf of the Chinese government, to extend our warmest
congratulations on the convocation of the session, and our sincere greetings and good wishes to all
the friends present on this occasion!
With the 60th anniversary of the proclamation of the United Nations Universal Declaration of Human
Rights just around the corner, it is of no little significance for this conference to address Inclusive
Education: The Way of the Future as its central theme. The introduction of inclusive education
embodies our respect for all citizens and protection of human rights, has answered an urgent
contemporary call and set the trend for the future.
Ladies and Gentlemen,
More than 2,500 years ago, the celebrated Chinese educator and philosopher, Confucius (551~479
BCE), had already come up with the ideas of education for everyone, irrespective of background
and teaching students according to their abilities. Both ideas are consonant with the concept of
inclusive education, a noble ideal that is being gradually translated into reality thanks to the Chinese
peoples unremitting efforts over the 60 years since the founding of the Peoples Republic, particularly
over the last three decades of reform and opening up to the outside world.
With 260 million in school at all levels, China is running the largest education system in the world.
Over the last few decades, the Chinese government has guaranteed the right to education for all citizens
with legislation and policies, and promoted equality in education. In this way, we have explored a
distinctly Chinese trail for developing education.
The illiteracy rate in my country has dropped from 80% in 1949, the year the Peoples Republic was
founded, to 3.58% today. Over the same period, the gross junior secondary school enrollment rate
has risen from 6% to 98%. Over the last 30 years, enrollment in higher education and vocational
education in my country has grown by 21 times. Citizens in China today receive an average of over
8.5 years of education, and the term of schooling averages 11 years for the newly employed people
of the Chinese labor force.
In our endeavor to develop education in an all-round way, we always make a point of safeguarding
the right to education for the excluded in special need of education, especially those who tend to be
neglected.
Firstly, providing nine-year compulsory education for free, and taking forceful steps to boost
education in rural areas. The rural area is home to 800 million people. With free and compulsory
education firstly initiated in rural areas, 150 million rural students go to school with tuition-free, with
textbooks provided free of charge. A whopping sum of money has been earmarked to build 8,300
boarding schools and grant living allowances to 11 million boarding students from families with

Anexo VIIa - pgina 50

financial difficulties. A modern distance-education network covering 360,000 rural schools provides
country children with easy access to the nations quality educational resources.
Secondly, carrying out the basic national policy of equality between men and women, and striving
to eradicate gender disparity in education. The Chinese government has promulgated the Law on
the Protection of Womens Rights and the Law on the Protection of Minors to guarantee the equal
right of men and women to education. In 2000, China honored its commitment to the United Nations
Millennium Development Goals by attaining, ahead of schedule, its 2015 target of ensuring that all
school-age boys and girls can go through primary education. As a result, primary schools across the
land have registered a 99.5% net enrollment rate for girls, and the number of female students accounts
for close to 50% of Chinas total student body of junior and senior secondary schools and colleges.
Thirdly, safeguarding ethnic equality, and guaranteeing the right to education for children
of ethnic minority backgrounds. The 55 ethnic minorities make up 8.4% of the total population
of China. The minority peoples right to education and schooling opportunities is guaranteed by
legislation, and their right to use their mother tongues duly respected. The government has also issued
a series of special policies on school running, funding, teaching resources, and school admission to
effectively support education development in minority-inhabited areas.
Fourthly, combating poverty by developing education, and raising the ability of the povertystricken areas and population to pursue development by empowerment. Over the last 30 years,
the poverty-stricken population in my country has shrunk from 250 million to 15 million. Education
has played no small part in that process. Basic education and vocational education have gained ground,
and developed regions are aiding less developed regions on a one-on-one basis. Our government has
dispensed scholarships, grants-in-aid and loans to 20 million college and vocational school students
from impoverished families.
Fifthly, setting great store by the rights and interests of the migrant population, and making
schooling opportunities equally available for children of farmer-workers in cities. Large-scale
urbanization is proceeding apace in China today, and about 100 million farmers have quit farming to
take up jobs in cities. To put the children who have come to the cities with their farmer-worker parents
through compulsory education, a state policy assigns the task for local authorities in the receiving
areas to enroll most of them in local public primary and secondary schools. All the while, no time
is lost in building a framework that pools the efforts of schools, families and communities to educate
and protect the 16 million children left behind in the villages.
Sixth, setting no child be left out, and adopting a policy in favor of individuals in special need
of education. There are 83 million people with disabilities in my country. Their right to education is
protected by law. China has established 19,000 rehabilitation facilities for the disabled, and 583,000
blind, deaf-mute and mentally retarded students are receiving special education at 1,667 schools. In
the meantime, the government encourages the disabled children to study in the ordinary schools. Over
1.4 million disabled people in urban areas have received vocational training, while in the countryside,
3.968 million disabled people have finished training in applied technology. The government has also
adopted a special policy to guarantee the right to education for AIDS patients and their children.
The May 12 earthquake that hit Wenchuan, Sichuan Province, China, destroyed school buildings for
some 3 million local children. I went to the stricken areas shortly after the disaster struck to see the
local school pupils and students. In the hospitals I saw them still studying even though they are bedridden. Their thirst for knowledge touched me deeply. All the students in the stricken areas have gone
back to school since the new school year began on September 1st. I would like to take this opportunity

Anexo VIIa - pgina 51

to express my heartfelt gratitude to all those who have unstintingly aided the earthquake victims in
my country.
We owe our accomplishments in education to our policy of reform and opening up to the outside world.
During the 30 years since this policy was adopted, my country has recorded an average GDP growth
rate of 9.8%, which has laid the material groundwork to speed up education development. We owe our
accomplishments in education to our policy of running the country by law. Our legislation provides all
citizens with an equal right to education regardless of ethnic status, race, gender, occupation, property
status and religious belief. We owe our accomplishments in education to our strategy to accord top
priority to development in this field. Our outline program for national socio-economic development
always puts a premium on education, our financial arrangements always give due preference to
education, and our public resources are always allocated by putting the needs of education above
anything else. We owe our accomplishments in education to our humanitarian principle of insisting on
valuing human beings above all else. Human development in this nation always holds center stage in
our social development, and no effort is spared to meet the peoples need for developing education.
Ladies and Gentlemen,
China accounts for one fifth of the world population. For this reason, our proper handling of all issues
associated with education is in itself a significant contribution to the progressive cause of humanity.
Ours is a large developing nation. Our education development level is still low, and disequilibrium
is still a problem in this context. To address both problems, the Chinese government is working on
medium- and long-term programs for education development for the 2008-2020 period.
Our goals are:
Promoting equality in education for all citizens;
Developing quality education in which resources are shared by all;
Providing lifelong education for all.
Our dream is to have every child enjoy equal right and opportunity to be educated, empower themselves
with knowledge and create a decent life. May the light of civilization shine brightly over every childs
path to the future.
Ladies and Gentlemen,
We live in an age of profound changes, an age that is also full of opportunities and challenges. The
current international financial crisis is unprecedented in recent few decades as for its scale and degree
of impact, and consequently the global problems such as energy, grain, environment, natural disasters
and poverty demand for prompt solution. It is humanitys shared ideal to maintain lasting peace and
build a world of harmony and common prosperity. The concept of inclusive education goes beyond
history and culture as well as social system and development stage of a country. It reflects the desire
of people from different countries with varied races and beliefs for an education without exclusion
and discrimination. The ideal means a great deal to develop education vigorously, promote inclusive
education, ensure everybodys basic human rights, and enhance character building in all citizens. Let
me put forward three proposals in this regard:

Firstly, promoting a consensus while emphasizing action;

Secondly, blazing a new trail for innovation while stepping up collaboration;
Thirdly, shaping policies while providing guidance.

Anexo VIIa - pgina 52

We wish UNESCO could play an indispensable role in this regard. China will, while pushing inclusive
education at home, honor our international commitment by doing our share for the global cause of
inclusive education. The Chinese government will, firstly, deliver its promise to train 1,500 teachers,
school principals and education managers for African countries; secondly, set aside a certain amount
from its annual Government Scholarship Fund for over 10,000 international students who come to
China for academic pursuits, and use it to train teachers from other developing countries; and thirdly,
continue to support UNESCO, the UNESCO International Center for Rural Education Research and
Training in China, and the UNESCO Institute for Capacity-building in Africa to play a bigger role in
the study of inclusive education and personnel training.
It is my conviction that the promotion of inclusive education is bound to speed up the building of a
harmonious world. I conclude by wishing this conference every success.
Thank you!

Anexo VIIa - pgina 53

ANNEXE VIIa
Expos liminaire de S.E. Mme Liu Yandong,
Conseillre dtat, Rpublique populaire de Chine
Monsieur le Directeur gnral, Kochiro Matsuura,
Chers invits de la Confrence,
Mesdames et Messieurs,
Je tiens vous remercier, Monsieur le Directeur gnral, de mavoir invite la Confrence
internationale de lducation. Permettez-moi de transmettre, au nom du Gouvernement chinois, nos
plus chaleureuses flicitations pour lorganisation de cette session ainsi que nos sincres salutations
et nos meilleurs vux tous les amis prsents cette occasion !
la veille du 60e anniversaire de ladoption par lAssemble gnrale des Nations Unies de la
Dclaration universelle des droits de lhomme, il est rvlateur que cette confrence ait pour thme
central Lducation pour linclusion : la voie de lavenir . Lintroduction de lducation pour
linclusion concrtise notre respect de tous les citoyens et la protection des droits de lhomme. Elle
rpond une requte contemporaine urgente et fixe les tendances pour lavenir.
Mesdames et Messieurs,
Il y a plus de 2500 ans, le clbre ducateur et philosophe chinois Confucius (551~479 av.
J.-C.) avait dj mis lide de lducation pour tous, quelle que soit lorigine et lenseignement
des tudiants selon leurs capacits . Ces deux ides correspondent au concept de lducation pour
linclusion, un noble idal qui a t progressivement mis en uvre grce aux efforts inlassables du
peuple chinois au cours des soixante annes qui ont suivi la fondation de la Rpublique populaire, et
particulirement pendant les trois dernires dcennies de rforme et douverture au monde extrieur.
Avec 260 millions denfants scolariss tous les niveaux de lenseignement, la Chine gre le
plus grand systme ducatif du monde. Ces dernires dcennies, le Gouvernement chinois a adopt des
lgislations et des politiques pour garantir le droit lducation de tous les citoyens et il a encourag
lgalit dans lducation. De cette manire, nous avons explor une voie typiquement chinoise pour
dvelopper lducation.
Dans mon pays, le taux danalphabtisme a pass de 80% en 1949, anne de la fondation de la
Rpublique populaire, 3,58% actuellement. Pendant la mme priode, le taux brut de scolarisation
dans lenseignement secondaire a fait un bond de 6% 98%. Ces trente dernires annes, les
inscriptions dans lenseignement suprieur et lenseignement professionnel ont t multiplies par
21. Aujourdhui, les citoyens chinois suivent en moyenne 8,5 annes dtudes, et les personnes qui
entrent pour la premire fois sur le march de lemploi chinois ont suivi en moyenne 11 annes de
scolarit.
Dans nos efforts pour dvelopper lducation de manire exhaustive, nous prenons toujours
soin de protger le droit lducation des exclus qui ont des besoins ducatifs spciaux, tout
particulirement ceux qui tendent tre laisss de ct.
Premirement, nous assurons un enseignement gratuit et obligatoire de neuf annes et nous
agissons nergiquement pour stimuler lducation dans les zones rurales. Quelque 800 millions
de personnes vivent dans les campagnes. Nous avons ainsi commenc par lancer lenseignement

Anexo VIIa - pgina 54

gratuit et obligatoire dans les zones rurales. Par consquent, 150 millions dlves ruraux vont
lcole sans frais de scolarit et reoivent des manuels gratuits. Une somme considrable a t
attribue la construction de 8300 pensionnats et loctroi dindemnits de subsistance 11 millions
dlves internes issus de familles qui rencontrent des difficults financires. Un rseau moderne
denseignement distance, qui dessert 360 000 coles rurales, permet aux enfants des campagnes
davoir facilement accs aux ressources ducatives de qualit du pays.
Deuximement, nous appliquons la politique nationale de base en matire dgalit
entre hommes et femmes, et nous nous attachons radiquer lingalit entre les sexes dans
lducation. Le Gouvernement chinois a promulgu la loi sur la protection des droits de la femme
et la loi sur la protection des mineurs pour garantir lgalit des droits des hommes et des femmes
lducation. En 2000, la Chine a honor lengagement souscrit dans le cadre des objectifs du
Millnaire pour le dveloppement en atteignant, bien avant lheure, son objectif de 2015 consistant
scolariser dans le primaire tous les garons et toutes les filles en ge de frquenter lcole. De ce
fait, les coles primaires de tout le pays ont enregistr un taux net de scolarisation de 99,5% pour les
filles et le nombre dtudiantes reprsente prs de 50% des effectifs totaux des coles secondaires du
premier et du deuxime cycle.
Troisimement, nous protgeons lgalit ethnique et nous garantissons le droit
lducation des enfants issus de minorits ethniques. Les 55 minorits ethniques reprsentent 8,4%
de la population totale de la Chine. Le droit des peuples minoritaires lducation et la scolarisation
est garanti par la lgislation et leur droit pratiquer leur langue maternelle est dment respect. Le
Gouvernement a aussi publi une srie de recommandations politiques sur la gestion des coles,
leur financement, les ressources didactiques et ladmission lcole pour soutenir efficacement le
dveloppement ducatif dans les zones peuples par des minorits.
Quatrimement, nous luttons contre la pauvret en dveloppant lducation et en relevant
la capacit des zones de peuplement frappes par la pauvret poursuivre leur dveloppement
par lautonomisation. Ces 30 dernires annes, le nombre de personnes touches par la pauvret
dans mon pays est pass de 250 millions 15 millions. Lducation a jou un rle non ngligeable
dans ce processus. Lducation de base et lenseignement professionnel ont gagn du terrain, et les
rgions dveloppes paulent les rgions moins dveloppes dans le cadre dune assistance bilatrale.
Notre gouvernement a octroy des bourses, des prts et des subventions 20 millions dtudiants de
lenseignement suprieur et professionnel issus de familles dshrites.
Cinquimement, nous faisons grand cas des droits et des intrts de la population
migrante et nous veillons ce que les enfants des travailleurs agricoles dans les villes aient
accs sur un pied dgalit aux possibilits de scolarisation. Actuellement, la Chine surbanise
grande chelle, un rythme rapide, et prs de 100 millions de fermiers ont abandonn les champs
pour prendre un emploi en ville. Pour que les enfants qui ont accompagn leurs parents travailleurs
agricoles suivent la scolarit obligatoire, une politique publique charge les autorits locales des
zones daccueil dinscrire la plus grande partie dentre eux dans les coles primaires et secondaires
publiques sur place . Paralllement, les autorits sactivent pour construire un cadre mettant en
commun les efforts des coles, des familles et des communauts pour instruire et protger les 16
millions denfants rests dans les villages.
Siximement, nous veillons ce quaucun enfant ne soit laiss pour compte et nous avons
adopt une politique en faveur des individus qui ont des besoins ducatifs spciaux. Mon pays
compte 83 millions de personnes handicapes dont le droit lducation est protg par la loi. La Chine
a cr 19 000 centres de rducation pour les handicaps et 583 000 tudiants aveugles, sourds-muets
ou prsentant des retards mentaux suivent une ducation spciale dans 1667 coles. Paralllement,

Anexo VIIa - pgina 55

le Gouvernement encourage les enfants handicaps tudier dans les coles ordinaires. Plus de 1,4
million de personnes handicapes dans les zones urbaines ont suivi une formation professionnelle,
alors que dans les campagnes, 3,968 millions de personnes handicapes ont achev une formation
la technologie applique. Le Gouvernement a galement adopt une politique spciale qui garantit le
droit lducation des patients atteints du sida et de leurs enfants.
Le sisme qui a ravag Wenchuan, dans la province chinoise du Sichuan, le 12 mai dernier, a
dtruit des tablissements scolaires frquents par prs de 3 millions denfants. Peu aprs la catastrophe,
je me suis rendue dans les zones touches pour y rencontrer des lves. Je les ai vus qui tudiaient,
alors mme quils devaient garder le lit lhpital. Leur soif de connaissance ma profondment
mue. Tous les tudiants dans les zones affectes sont retourns lcole depuis la rentre des classes
le 1er septembre. Jaimerais saisir cette occasion pour exprimer ma sincre gratitude tous ceux qui
ont gnreusement aid les victimes de ce tremblement de terre.
Nos succs dans lducation doivent beaucoup notre politique de rforme et douverture
au monde extrieur. Depuis 30 ans que cette politique a t adopte, la Chine affiche un taux de
croissance moyen du produit intrieur brut (PIB) de 9,8%, qui lui a permis de jeter les fondements
matriels requis pour acclrer le dveloppement de lducation. Ces succs sont aussi le rsultat de
notre politique qui consiste fonder la gouvernance sur le droit. Notre lgislation garantit tous les
citoyens un droit gal lducation, quels que soient leur origine ethnique, leur race, leur sexe, leur
profession, leur situation patrimoniale ou leur croyance religieuse. Nos progrs sont galement le
fruit de notre stratgie qui accorde la plus haute priorit au dveloppement dans ce domaine. Notre
programme gnral de dveloppement socio-conomique met toujours lducation au premier plan,
nos dispositions financires donnent toujours la prfrence lducation et nos ressources publiques
sont toujours alloues en plaant les besoins de lducation au-dessus de tout autre poste de dpense.
Enfin, notre russite dans lducation peut tre attribue notre principe humanitaire qui insiste pardessus tout sur la valeur de ltre humain. Le dveloppement humain dans notre nation est toujours au
centre de notre dveloppement social et nous ne mnageons pas nos efforts pour rpondre aux besoins
de la population en matire de dveloppement de lducation.
Mesdames et Messieurs,
La Chine abrite un cinquime de la population mondiale. Cest pourquoi notre manire de
rsoudre toutes les questions associes lducation est en soi une contribution de poids la cause du
progrs de lhumanit. Nous sommes un grand pays en dveloppement. Notre niveau de dveloppement
de lducation est encore modeste et les dsquilibres demeurent problmatiques dans ce contexte.
Pour sattaquer ces deux difficults, le Gouvernement chinois travaille des programmes moyen
et long terme de dveloppement de lducation pour la priode 2008-2020.
Nos objectifs sont les suivants :
y
y
y

promouvoir lgalit dans lducation pour tous les citoyens ;

dvelopper une ducation de qualit dans laquelle les ressources sont partages par tous ;
dispenser une ducation permanente tous.

Notre rve est que chaque enfant jouisse dun droit gal et des mmes possibilits de sinstruire,
de sautonomiser par la connaissance et de se crer une vie dcente. Puisse la lumire de la civilisation
rayonner brillamment sur la voie de chaque enfant vers lavenir.

Anexo VIIa - pgina 56

Mesdames et Messieurs,
Nous vivons une poque de profonds changements, qui est aussi fertile en possibilits et en
difficults. La crise financire internationale actuelle est la plus grave des dernires dcennies de par
son ampleur et ses consquences. Il faut donc trouver une solution rapide aux problmes mondiaux
tels que lnergie, la production cralire, lenvironnement, les catastrophes naturelles et la pauvret.
Cest lidal collectif de lhumanit que de conserver une paix durable et de construire un monde
dharmonie et de prosprit commune. Le concept de lducation pour linclusion dpasse lhistoire
et la culture ainsi que le systme social et le stade de dveloppement dun pays. Il traduit laspiration
des peuples de pays divers, de races et de croyances diffrentes, une ducation sans exclusion et
sans discrimination. Lidal est trs important pour dvelopper lducation, promouvoir lducation
pour linclusion, garantir les droits fondamentaux de chacun et former des citoyens au caractre bien
tremp. Permettez-moi de dgager trois propositions cet gard :
y

Premirement, promouvoir un consensus tout en privilgiant laction ;

Deuximement, faire uvre de pionnier en innovant tout en renforant la collaboration ;

Troisimement, dfinir les politiques tout en prodiguant des conseils.

Nous souhaitons que lUNESCO joue un rle important cet gard. Tout en favorisant
lducation pour linclusion chez elle, la Chine honorera son engagement international en faisant sa
part pour la cause mondiale de lducation pour linclusion. En premier lieu, le Gouvernement chinois
concrtisera sa promesse de former 1500 enseignants, directeurs dtablissements et administrateurs
scolaires pour les pays africains ; deuximement, il rservera une certaine somme de son fonds annuel
de bourses dtudes publiques lintention de plus de 10 000 tudiants internationaux qui viennent
en Chine pour poursuivre leurs tudes, et lutilisera pour former des enseignants dautres pays en
dveloppement ; et troisimement, il continuera de soutenir lUNESCO, le Centre international
de formation et de recherche pour lenseignement rural en Chine et lInstitut international pour le
renforcement des capacits en Afrique, afin de jouer un plus grand rle dans ltude de lducation
pour linclusion et dans le domaine de la formation personnelle.
Je suis convaincue que la promotion de lducation pour linclusion acclrera lavnement
dun monde harmonieux. Je conclus mon intervention en adressant tous mes vux de russite cette
confrence. Merci !

Anexo VIIb - pgina 57

ANNEX VIIb
Keynote speech by H.E. Mr Xavier Darcos
Minister of National Education, French Republic
Madam High Commissioner,
Director-General,
Honourable Ministers,
Madam Director,
Ladies and Gentlemen,
Allow me, first of all, to thank the Director-General of UNESCO for having invited me to participate
in this 48th session of the International Conference on Education, organized by the International
Bureau of Education.
I am very happy and honoured to be able to express myself today in this arena, where all continents
are represented, to evoke with you the selected theme: inclusive education: the way of the future.
We all have the same expectations on this subject. Whatever our region of the world, we are all faced
with the same problems. For my part, I think that there are two of them.
How to bring forth a more just school, one that is more open and more ambitious for all
young people, irrespective of their gender, ethnic or religious origins, or even the economic
or social situation in which they find themselves?
Additionally, how can education systems contribute to making our economies more
competitive? This raises the question of the studies and training that we must develop to
facilitate economic and social integration throughout life.
Today, I am convinced that investment in education and training is essential to prepare our societies
to confront the challenges of the future and so that each person can find their place:
To make an educational choice is first an ethical aspiration, because education forms
part of a human beings fundamental rights, as is stressed in Article 26 of the Universal
Declaration of Human Rights, of which we are celebrating the sixtieth anniversary.
To make an educational choice is also a strategic decision in favour of sustainable growth,
the fight against poverty and the improvement of peoples health. Indeed, education
increases individuals competencies, contributes to a rise in living standards and facilitates
openness to the global economy.
It is for these two reasons that, since the 1990s, the international community has clearly adopted the
policy of Education for All. This was reasserted with force at Dakar in 2000 and echoed again in the
same year by the United Nations with the ambition, as expressed in the Millennium Development
Goals, of achieving universal primary education by 2015 and equal access to education for boys and
girls.
Today, it is clear that progress has been achieved in all regions of the world. However, reaching the
stated objective implies prolonging and stepping up this process. It is for this reason that France
and Europe will continue to take action to support the efforts of developing countries in the field of
education.

Anexo VIIb - pgina 58

While we are all convinced of the absolute priority of primary education in the world, I do not think
that we should overlook secondary education either. It really does form a vital link in the chain of any
education system because it plays a major role in the growth of human capital in every country and
therefore in the collective effort in favour of sustainable development.
We should therefore congratulate ourselves that the countries of the South are experiencing an
explosion in the number of pupils enrolled at the secondary level. This is progress that must be
underlined, but also maintained so that an increasing proportion of young people have access to
secondary education.
Additionally, the modernization of secondary education is not only of importance for the countries of
the South but also for those of the North.
In truth, I cannot accept that every year 150,000 pupils leave our education system without any form
of qualification; I cannot accept that 15% of high-school pupils redouble their first year; I cannot
accept that half of high-school graduates fail to obtain a first degree after three years at university. It
is because I consider these failures to be an appalling waste and because I want French high-school
pupils to succeed that I have carried out a thorough reform of vocational training and I am, at this
moment, reforming general and technical high school.
Whether primary or secondary, education is absolutely unavoidable in implementing the process of
inclusion, to which this conference is devoted. Indeed, if we look at it from the point of view of
rejecting exclusion, of the effort in favour of integrating the most disadvantaged, or even the feeling
of belonging to the nation, the process of inclusion is inseparable from the school.
Accordingly, it is first at school that inequalities linked at birth can and must be corrected.
Of course, we are talking here of a vast undertaking, but I believe that it is absolutely necessary to give
more to those who have less. Indeed, I am convinced that an intentional policy of equal opportunities
conducted in favour of disadvantaged pupils can contribute to providing all pupils with the means to
successfully complete their schooling and, thereafter, their social integration.
It is also the school that must transmit this shared knowledge and common culture which by
themselves can support the fight against social delinquency and create the feeling of belonging to
a single national, and beyond that global, society. Of course, cultural diversity exists in the school,
but it should be understood as an opportunity for discovery of the other and his/her richness rather
than a pretext for withdrawal into ones own identity.
Finally, it is at school that one faces up to the future, whether preparing for the integration of all
children or building the knowledge society that the European Union has been calling for since the
European Council meeting in Lisbon in 2000.
I know, from having already spoken with many of you at the ministerial meeting of CONFEMEN
in Caraquet (Canada), that a large number of countries are concerned about developing vocational
training in parallel with the economy so as to facilitate the entry of young people into the job market.
This is something that I too am concerned about and it is for this reason that I wanted to reform the
French system of vocational training so as to make it more efficient and more attractive. However,
emphasizing inclusion also means directing more young people into higher education and preparing
them better to succeed there, and the general and technical high school reform that I have launched is
intended to respond to this challenge.

Anexo VIIb - pgina 59

As you see, Ladies and Gentlemen, France is today convinced that the balance and cohesion of
modern societies is achieved by all children having access to knowledge, by raising the general level
of qualification and, thus, by a determined effort in favour of the school at both primary and secondary
levels.
To construct a more just school and to offer the same opportunity for success to everyone, that is
Frances ambition. More profoundly, I am convinced that this is a project upon which we can all
agree, because it is at once resolutely humane, strongly universal and perfectly in tune with the
challenges of our time.
Thank you very much.

Anexo VIIb - pgina 60

ANNEXE VIIb
Expos liminaire de S.E. M. Xavier Darcos,
Ministre de lducation nationale, Rpublique franaise
Madame le Haut-Commissaire,
Monsieur le Directeur gnral,
Mesdames et Messieurs les Ministres,
Madame la Directrice,
Mesdames et Messieurs,
Permettez-moi dabord de remercier le directeur gnral de lUNESCO de mavoir invit
participer cette 48 e session de la Confrence internationale de lducation, organise par le Bureau
international de lducation.
Je suis trs heureux et honor de pouvoir mexprimer aujourdhui dans cette enceinte, o
tous les continents sont reprsents, pour voquer avec vous le thme retenu : lducation pour
linclusion : la voie de lavenir.
Sur ce sujet, nous avons des attentes communes. Quelles que soient les rgions du monde, nous
sommes tous confronts aux mmes dfis. Je crois pour ma part quils sont au nombre de deux :
y Comment faire merger une cole plus juste, plus ouverte et plus ambitieuse pour tous
les jeunes, quel que soit leur genre, leur appartenance ethnique ou religieuse ou encore la
situation conomique ou sociale dans laquelle ils se trouvent ?
y Comment, par ailleurs, les systmes ducatifs peuvent-ils contribuer accrotre la
comptitivit de nos conomies ? Cela pose la question des tudes et des formations que
nous devons dvelopper, pour favoriser linsertion conomique et sociale tout au long de la
vie.
Aujourdhui, je suis convaincu que linvestissement dans lducation et la formation est
essentiel pour prparer nos socits affronter les dfis de lavenir et pour que chacun puisse y
prendre sa place :
y Faire le choix de lducation, cest dabord une aspiration thique, car lducation fait
partie des droits fondamentaux de la personne humaine comme le souligne larticle 26
de la dclaration universelle des Droits de lHomme et du citoyen dont nous clbrons le
60me anniversaire.
y Faire le choix de lducation, cest aussi une dcision stratgique en faveur dune croissance
durable, de la lutte contre la pauvret et de lamlioration de la sant des populations.
En effet, lducation augmente les comptences des individus, contribue accrotre les
niveaux de vie et facilite louverture sur lconomie mondiale.
Cest pour cette double raison que la communaut internationale a clairement pris position
pour lducation pour tous partir des annes 1990. Elle la raffirm avec force Dakar en 2000 et
repris la mme anne aux Nations unies avec lambition, affiche dans les Objectifs du millnaire,
dune scolarisation primaire universelle dici 2015 et dune parit dans laccs lducation entre
les garons et les filles.

Anexo VIIb - pgina 61

Aujourdhui, il est certain que des progrs ont t accomplis dans toutes les rgions du monde.
Pourtant, atteindre lobjectif affich suppose de prolonger et mme damplifier cette dynamique.
Cest pourquoi, la France et lEurope continueront se mobiliser pour soutenir leffort des pays en
dveloppement dans le secteur de lducation.
Si nous sommes tous convaincus de la priorit absolue que reprsente la scolarisation primaire
partout dans le monde, je ne crois pas pour autant quil faille ngliger lenseignement secondaire.
Il sagit en effet dun maillon dcisif de tous systmes ducatifs car il joue un rle majeur dans
le dveloppement du capital humain de chaque pays, et partant dans leffort collectif engag en faveur
du dveloppement durable.
Il faut donc se rjouir que les pays du sud connaissent actuellement une explosion du nombre
de leurs lves scolariss dans le secondaire. Cest une volution quil faut souligner, mais aussi
soutenir afin quune part croissante des jeunes gnrations accde lenseignement secondaire.
Dailleurs, la modernisation de lenseignement secondaire nest pas seulement un enjeu pour
les pays du Sud mais aussi pour ceux du Nord.
En effet, je ne puis accepter quen France 150.000 lves quittent chaque anne le systme
ducatif sans aucune qualification, je ne puis accepter que 15% des lycens redoublent la classe de
seconde, je ne puis accepter que la moiti des lycens qui entrent luniversit choue obtenir une
licence au bout de trois ans. Cest parce que je considre que ces checs sont un vritable gchis
et parce que je veux que les lycens franais russissent que jai rform en profondeur la voie
professionnelle et que je rforme actuellement le lyce gnral et technologique.
Quelle soit primaire ou plus encore secondaire, lducation est absolument incontournable
pour favoriser le processus dinclusion auquel cette confrence est consacre. En effet, quil
soit considr sous langle du refus de lexclusion, de leffort en faveur de lintgration des plus
dmunis, ou mme du sentiment dappartenance la nation, le processus dinclusion est insparable
de lcole.
De fait, cest dabord lcole que peuvent et doivent se corriger les ingalits lies la
naissance.
Bien entendu, il sagit l dun chantier immense mais je crois quil est absolument ncessaire
de donner plus ceux qui ont moins. En effet, je suis convaincu quune politique volontariste dgalit
des chances mene en direction des lves dfavoriss peut contribuer offrir tous les lves les
moyens de russir leur scolarit et terme leur intgration sociale.
Cest aussi lcole que doivent se transmettre ces savoirs partags et cette culture commune
qui seuls peuvent permettre de lutter contre les drives communautaires et fonder le sentiment
dappartenance une mme socit nationale et, au-del, mondiale. Bien entendu, la diversit
culturelle a toute sa place lcole, mais elle doit tre comprise comme loccasion dune dcouverte
de lautre et de sa richesse et non pas devenir le prtexte dun repli identitaire.
Cest enfin lcole que se jouent les dfis de lavenir quil sagisse de prparer lintgration
de tous les enfants ou de btir cette socit de la connaissance que lUnion europenne appelle de ses
vux depuis le Conseil europen de Lisbonne en 2000.
Je sais, pour en avoir parl avec plusieurs dentre vous la runion des ministres de la
CONFEMEN au mois de juin dernier Caraquet, que de trs nombreux pays ont le souci de dvelopper

Anexo VIIb - pgina 62

les formations professionnelles en relation avec le monde conomique pour faciliter linsertion de la
jeunesse sur le march de lemploi. Cest un souci que je partage et jai dailleurs souhait rformer
lenseignement professionnel franais pour le rendre plus efficace et plus attractif. Mais favoriser
linclusion, cest aussi amener davantage de jeunes dans le suprieur et mieux les prparer y
russir et la rforme du lyce gnral et technologique que jai engage a pour ambition de rpondre
ce dfi.
Vous le voyez Mesdames et Messieurs, la France est aujourdhui convaincue que lquilibre
et la cohsion des socits contemporaines passent par laccs de tous les enfants la connaissance,
par llvation du niveau gnral de qualification et donc par un effort rsolu en faveur de lcole, tant
dans le domaine du primaire que du secondaire.
Btir une cole plus juste et offrir tous les mmes chances de russite, telle est lambition
de la France. Plus profondment, je suis convaincu que cest un projet sur lequel nous pouvons tous
nous accorder, car il est la fois rsolument humain, profondment universel et parfaitement en
phase avec les dfis de notre temps.
Je vous remercie.

Anexo VIIc - pgina 63

ANNEX VIIc
Keynote speech by H.E. Ms Naledi Pandor
Minister of Education, Republic of South Africa,
Chair of the Conference of Ministers of Education of the African Union
Inclusive societies can only emerge from policies and practices that promote the creation of a just
and equitable society in which the rights and interests for all vulnerable groups are protected and
advanced by government and all institutions. Such an approach is dependent on the existence of an
open and democratic society that has enshrined key principles of inclusion in law.
For post apartheid South Africa action to promote inclusion has taken several forms in education.
Firstly, the most important instrument of education inclusion is the bill of rights in our Constitution
which includes the right of all persons to education, the right to equality for all, and a duty for the state
to develop active measures to ensure redress and increased equity for all marginalised people.
This right has been addressed through national policies that provide for 10 years of compulsory
education for all. Our policy seeks to ensure that all children have access to education.
The early years of this policy change had massive growth in enrolment in the early grades of schooling.
Various challenges arose as a result large classes, inadequate resources, and problems such as
repetition and poor learning outcomes.
Second, access has required attention to issues such as language policy, curriculum reform and
programmes that address the needs of poor children such as nutrition programmes, free education
and the provision of proper-schools, qualified teachers and learning resources.
Third, specific attention had to be given to community inclusion in managing education through
creating democratic and inclusive structures of governance that have real power in their local schools.
Such rights for parents have also required attention to training and development for school governors
and local communities.
Forth and most important, policy attention also focussed on including learners and communities that
have been invisible to in our society. Open access has led to millions of girls accessing school for
the first time. To-day girls equal boys in most of our primary and secondary schools. Children with
disabilities have also benefited from our education policy.
The inclusion of children with special needs has been a slower process than the universal access
achieved for other children. Nevertheless our policy on Inclusive Education and the compulsory
education laws have led to thousands of parents seeking schooling for their children with special
education needs.
A fifth feature of a system that promises equity and opportunity for all children is that learning needs
must be provided for. Children with learning disabilities must be supported by professional teachers
and support staff who can address their needs.
One of the failings of our open education system is our inability to provide quality learning outcomes
for all children. Poor children tend to school in the most deprived communities with little access to
intellectual capital such as libraries, computers and highly qualified motivated teachers.

Anexo VIIc - pgina 64

South Africa has had to give direct attention to improving quality in schooling. Strategies aimed at
supporting teaching and learning have been developed with a strong focus on community mobilisation
for quality learning and teaching. A more concentrated focus on assessment, on key skills and on
redress measures for infrastructure etc. has also been adopted.
Promotion of gender equity
Values in education to address negative values of exclusion
These are some of the key features of our attempt at promoting inclusion in education. Of course
issues of diversity and desegregation also form part of the features of inclusion that we address in
South Africa. All these actions are primarily directed at creating a more just, humane and inclusive
society wherein a person has the opportunity to realise their fullest potential.
In conclusion, the lessons from our brief experience of democracy indicate that while formal legal
instruments are important, it is the less overt aspects of exclusion that require determined attention.
For example, religion has proven to be a curriculum matter that had to be addressed to ensure that
all religious groups experience equal treatment in education as fields of knowledge rather than as the
recognition or imposition of one religion on millions of learners.
If education systems pay attention to some or all of these key drivers of inclusion, it is possible for us
to use education as a means of building an inclusive society.

Anexo VIIc - pgina 65

ANNEXE VIIc
Expos liminaire de S.E. Mme Naledi Pandor,
Ministre de lducation, Rpublique sud-africaine,
Prsidente de la Confrence des ministres de lducation de lUnion africaine

Seules des politiques et des pratiques qui encouragent linstauration dune socit juste et
quitable, dans laquelle le gouvernement et toutes les institutions protgent et favorisent les droits et
les intrts de tous les groupes vulnrables, peuvent engendrer des socits intgratrices. De telles
approches sont tributaires de lexistence dune socit ouverte et dmocratique, qui a inscrit les
principes fondamentaux de linclusion dans ses lois.
Pour lAfrique du Sud daprs lapartheid, laction pour promouvoir linclusion dans lducation
a pris plusieurs formes.
Premirement, linstrument le plus important est la charte des droits dans notre Constitution,
qui reconnat le droit de toutes les personnes lducation et lgalit, ainsi que lobligation pour
ltat de prendre des mesures en vue de corriger les ingalits et daccrotre lquit pour tous les
marginaliss.
Ce droit a t mis en uvre grce des politiques nationales qui prvoient dix annes
denseignement obligatoire pour tous. Notre politique vise ainsi garantir laccs de tous les enfants
lducation.
Pendant les premires annes de ce changement politique, nous avons assist une hausse
massive des inscriptions dans les premiers niveaux de lenseignement, ce qui a provoqu plusieurs
difficults : classes surcharges, ressources insuffisantes et problmes tels que le redoublement et les
mdiocres rsultats de lapprentissage.
Deuximement, laccs a ncessit de porter attention des questions comme la politique
linguistique, la rforme du curriculum et des programmes lcoute des besoins des enfants pauvres,
par exemple des programmes de nutrition, denseignement gratuit, et la mise disposition dcoles
en bon tat, denseignants qualifis et de ressources dapprentissage.
Troisimement, il a fallu promouvoir linclusion communautaire dans la gestion de lducation,
en crant des structures dmocratiques et intgratrices de gouvernance qui ont un pouvoir rel
dans les coles locales. Les droits des parents ont aussi oblig agir en matire de formation et de
dveloppement des directeurs dtablissement et des communauts locales.
Quatrime point, le plus important : lattention politique sest aussi porte sur linclusion des
apprenants et des communauts qui taient invisibles dans notre socit. Laccs ouvert a incit des
millions de filles se rendre pour la premire fois lcole. Aujourdhui, le taux de scolarisation
des filles est le mme que celui des garons dans la plupart des coles primaires et secondaires. Les
enfants handicaps ont aussi bnfici de notre politique ducative.
Linclusion denfants prsentant des besoins spciaux sest faite plus lentement que laccs
universel des autres enfants. Nanmoins, notre politique dducation pour linclusion et les lois sur
lenseignement obligatoire ont pouss des milliers de parents demander que leurs enfants aux
besoins ducatifs spciaux soient aussi scolariss.

Anexo VIIc - pgina 66

Une cinquime caractristique dun systme qui promet lquit et des chances pour tous
les enfants est lobligation de satisfaire les besoins dapprentissage. Les enfants qui se heurtent
des difficults dapprentissage doivent recevoir laide denseignants professionnels et de personnels
dappui capables de rpondre leurs besoins.
Lune des faiblesses de notre systme ducatif ouvert est quil ne peut assurer des rsultats
scolaires de qualit pour tous les enfants. Les enfants pauvres vont en gnral lcole dans les
communauts les plus dshrites, avec peu daccs au capital intellectuel comme les bibliothques,
les ordinateurs et des enseignants trs qualifis et motivs.
LAfrique du Sud a d prendre des mesures directes pour amliorer la qualit de lenseignement.
Elle a formul des stratgies destines soutenir lenseignement et lapprentissage, avec une priorit
la mobilisation communautaire pour un enseignement et un apprentissage de qualit. Elle a aussi
adopt des mesures mettant laccent plus prcisment sur lvaluation, sur les aptitudes essentielles et
sur lamlioration des infrastructures, etc.
y

Promotion de lquit entre hommes et femmes

y Valeurs dans lducation pour sattaquer aux valeurs ngatives de lexclusion

Telles sont quelques-unes des principales caractristiques de notre tentative de promouvoir
linclusion dans lducation. Bien sr, les questions de la diversit et de la dsgrgation forment
aussi partie des caractristiques de linclusion sur lesquelles nous travaillons en Afrique du Sud. Toutes
ces activits ont pour but premier de crer une socit plus juste, plus humaine et plus intgratrice o
tout individu a la possibilit de se raliser au mieux de son potentiel.
En conclusion, les leons de notre brve exprience de la dmocratie indiquent que si les
instruments juridiques formels sont importants, ce sont les aspects les moins vidents de linclusion
qui exigent le plus dattention. Par exemple, nous avons constat quil fallait aborder la question de
lenseignement religieux qui fait partie du curriculum en tant que domaine de connaissance, afin
que tous les groupes religieux jouissent dun traitement gal dans lducation, de prfrence la
reconnaissance ou limposition dune religion des millions dapprenants.
Si les systmes ducatifs sintressent certains de ces moteurs principaux de linclusion,
nous pourrons utiliser lducation comme un moyen ddifier une socit inclusive.

Anexo VIId - pgina 67

ANNEX VIId
Keynote speech by Ms Navanethem Pillay
United Nations High Commissioner for Human Rights
Chairperson,
Director-General of UNESCO,
Excellencies,
Distinguished Participants,
It is a pleasure to be here with you today at such an important forum which addresses issues of
high relevance to the promotion and protection of the human right to education. I am particularly
pleased with the choice of this years theme, that is: Inclusive Education. This is an approach that
underscores the centrality of non-discrimination in access to education for all, as well as its potential
to empower individuals and improve the welfare of whole communities.
I know first hand the benefits of access to education, as well as the effects that obstacles to such
access produce. I was sixteen when I wrote an essay which dealt with the role of South African
women in educating children on human rights. When the essay was published, my community raised
funds in order to send this promising, but impecunious, young woman to university. Despite their
efforts and good will, I almost didnt make it as a lawyer, because when I entered university during
the apartheid regime everything and everyone was segregated. The registrar actually discouraged
me from becoming a lawyer. He argued that I could not expect white secretaries to take instructions
from a person of my background. However, I persevered. After my graduation, I sought an internship,
which was mandatory under the law; but then as a black woman, I had to fight against multi-layered
forms of discrimination and barriers. Finally, it was a black lawyer who agreed to take me on board,
but first he made me promise that I would not become pregnant. And when I started a law practice on
my own it was not out of choice, but because nobody would employ a black woman lawyer.
In short, it is personal experience as much as conviction that prompts me to reaffirm that education is
both a human right in itself, as well as an indispensable instrument for achieving many other rights,
whether civil, cultural, economic, political, or social. Let us simply reflect on the value of education in
securing work, the positive impact of education on health, or the decisive role which education plays
in achieving equality between women and men.
On the eve of the 60th anniversary of the Universal Declaration of Human Rights this December 10, let
us celebrate the fact thatat least in principle and laweducation has become universally accepted
as a fundamental human right. The International Covenant on Economic, Social and Cultural Rights
provides the most comprehensive articulation of the substantive contents of the right to education
for all. Its normative framework finds a powerful echo in the Convention on the Rights of the Child.
Moreover, the right to education is recognized as such also in regional instruments, as well as national
constitutions.
Such legal architecture imposes precise obligations on States. It also offers well defined crosscutting principles which the international human rights protection machinery further developed and
clarified.
Allow me, therefore, to refer to some of the substantive contents of Article 13 of the International
Covenant on Economic, Social and Cultural Rights which outlines the responsibilities of States in
relation to primary, secondary and higher education as well as fundamental education. The Committee
on Economic, Social and Cultural Rights has clearly enunciated that education in all its forms and at

Anexo VIId - pgina 68

all levels shall exhibit the following interrelated and essential features: availability, accessibility (that
is, physical, economic and non-discriminatory access), acceptability and adaptability.
When considering the appropriate application of these interrelated and essential features, the best
interests of the student shall be a primary consideration. This also means that education must be
available and accessible to all without discrimination based on gender, age, ethnic origin, social status,
nationality, disability, or illness, including HIV/AIDS. In this inclusive perspective, the real priority
of education focuses on the needs of the students.
To transform these principles into a reality for all, we must never lower our guard in ensuring that a
human rights lens informs the crafting and enforcing of educational laws, policies and programs at
the national level at all times. Applying human rights standards and principles to education helps us
to overcome or remove the barriers that cause exclusion and discriminatory practices.
Thus, let me point out that, when focusing on realizing the right to education for all, more attention
should be devoted Article 13 (1) of the Covenant on Economic, Social and Cultural Rights. This
article defines States obligation of realizing the core purpose of education, that is, the achievement
of the full development of the human personality and sense of dignity. Its objective is to enable
everyones participation in a free society, while promoting understanding, tolerance and friendship
among all nations and all racial, ethnic or religious groups.
The United Nations Committee on the Rights of the Child, which monitors the Convention on the
Rights of the Child, used similar words when it stated in one of its General Comments that the
education of the child shall be aimed at developing the childs personality and talents, cultural identity,
language and values, and to prepare the child for a responsible life in a free society, in the spirit of
understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national
and religious groups and persons of indigenous origin. CRC, General Comment No.1 of 2001
Ladies and Gentlemen,
Yet despite this clear articulation of the right to educations content and its global endorsement, a large
part of the worlds population still remains excluded from enjoying the right to education. According
to UNESCO, more than 70 million children and almost 800 millions adults are the victims of such
exclusion. The actual fact that a majority of them are women and girls starkly illustrates gender
inequality, together with the fact that the global community has failed to achieve the third Millennium
development goal of having an equal proportion of boys and girls in school by 2005.
Persons with disabilities also disproportionally suffer the brunt of educational exclusion. The situation
of persons belonging to ethnic, linguistic and religious minorities, as well as of indigenous people is
also of serious concern.
In the face of such challenges, we need to rethink the way in which we conceive education and how
we implement learning programs. We need to change the way we plan and deliver them. We need
to transform our education systems, schools and learning centres and make them accessible to, and
equipped for, persons with special needs and those who face societal obstacles and prejudices.
In the case of women and girls, for example, discrimination and violence are the main obstacles
hindering their access to the education system, and often leading to their early drop-out from the
system. In fact, it is recognized that the school is the most common place where sexual harassment
and coercion are experienced and where violence against girls is a global, multi-faceted phenomenon.
WHO, World Report on Violence and Health, 2002 and Amnesty International, Safe Schools: Every
girls right report (March 2008) UNESCO has found that rates of abuse are even higher for girls with

Anexo VIId - pgina 69

disabilities. UNESCO, Education for All, Global Monitoring Report, 2003/4, Gender and Education
for All: The Leap to Equality, p. 134 Other aspects of girls identity, including whether they are
migrants, orphans or refugees, as well as their HIV status, caste, ethnicity and race, also increase
the risk of abuse and shape the nature of the violence they experience. Policies excluding pregnant
adolescents from the regular school system are also regrettably common in many countries.
Yet, time and again it has been proven that investing in girls education is not only a way to ensuring
respect for their human rights, but also one of the most effective approaches to achieve equality,
and thus reduce poverty, and contribute to the welfare and betterment of whole communities and
nations.
Let me now go back to the issue of persons with disabilities. As is all too often the case, even when
these persons gain access to education, they not only face an inadequate physical environment, but
also segregationist educational policies steeped in prejudice.
In light of these considerations, I cannot overemphasize that the Convention on the Rights of Persons
with Disabilities, which entered into force last May, recognizes the right of persons with disabilities to
be included in the general education system, to have access to free and compulsory primary education,
as well as to secondary and higher education without discrimination. Furthermore, the convention
provides guidance to States and other actors on how to make their educational system inclusive. For
example, under the convention, States are required to take measures to facilitate the learning of sign
language, of Braille, and other alternative modes, means and forms of communication. It affirms the
obligation of training and employing qualified teachers and of providing all the support required to
facilitate persons with disabilities effective education.
In the same vein, allow me also to bring to your attention the distinct challenges that people belonging
to ethnic, linguistic and religious minorities and indigenous groups have to confront as groups least
integrated into national education systems. Their levels of access to adequate education services
are well below national averages. Minorities and indigenous peoples all over the world face several
barriers in accessing education equally, including a lack of mother-tongue education; poor provision
of schools and qualified teachers in the regions where they live; prohibitive costs of school fees that
disproportionately affect them as the poorest groups; and curricula that do not reflect community
priorities for learning; and discrimination by teachers and/or pupils.
Let me underscore that the concept of inclusive education goes well beyond the issues of access.
Educational measures should make it possible for minorities and indigenous peoples to appreciate and
further develop their culture, language, customs and traditions and for majorities to obtain knowledge
of the history, traditions, language and culture of the minorities and indigenous peoples. States
need to promote the right of minorities and indigenous peoples to active participation in the design,
implementation and development of educational systems and programs. They must also respect the
right of minorities and indigenous peoples, if they so wish, to establish their own education systems
and institutions which provide education in their own languages and in a manner appropriate to
indigenous and minority cultures and learning methods.
Distinguished Participants,
Access to education is a right, and education in human rights is a collective endeavour which requires
our constant attention and efforts. There is no doubt that human rights education promotes participatory
teaching and learning, and thus an inclusive and non discriminatory environment for all. In turn,
respect for diversity fosters social cohesion and accommodation of different views and experiences,
thereby preventing communal strife.

Anexo VIId - pgina 70

I am pleased to report that the central role played by human rights education has found substantive echo
in various intergovernmental frameworks aiming at the development of sustainable national strategies
and programmes. In December 2004, the United Nations General Assembly launched a multi-phased
World Programme for Human Rights Education. The first phase, covering the period 2005-2009,
focuses on the primary and secondary school systems. A related Plan of Action proposes a concrete
strategy and practical ideas for integrating human rights education in the national education system
and touches upon its various components, including policy development, policy implementation
measures, teaching and learning processes and tools, education and professional development of
personnel and the learning environment.
As we approach the end of the first phase of the World Programme, we need to take stock of what has
been achieved in each country. We especially need to identify which areas need to be tackled more
vigorously, and with commensurate determination, to close promotion and protection gaps in access
to learning and to human rights education.
In concluding, I would like to take this opportunity to urge all authorities and institutions to take
concrete steps in the area of inclusive education, as an indispensible precondition to the realization
of human rights. This is our common responsibility. Its achievement will depend entirely on the
contribution that each and every one of us is willing to make.
Thank you.

Anexo VIId - pgina 71

ANNEXE VIId
Expos liminaire de Mme Navanethem Pillay,
Haut-commissaire des Nations Unies pour les droits de lhomme
Monsieur le Prsident,
Monsieur le Directeur gnral de lUNESCO,
Excellences,
Chers participants,
Je suis trs heureuse dtre ici avec vous aujourdhui loccasion de ce forum si important
qui aborde des questions primordiales ayant trait la promotion et la protection du droit humain
lducation. Je suis particulirement heureuse du choix du thme de cette anne, lducation pour
linclusion . Cest une approche qui souligne le rle central de la non-discrimination dans laccs
lducation pour tous, ainsi que son potentiel rendre les individus plus forts et amliorer le bientre de communauts entires.
Je connais tout particulirement les bnfices de laccs lducation, ainsi que les effets que
les obstacles un tel accs produisent. Javais seize ans lorsque jai crit un essai qui traitait du rle
des femmes sud-africaines dans lducation des enfants aux droits de lhomme. Quand lessai a t
publi, ma communaut a lev des fonds afin denvoyer cette jeune femme prometteuse mais sans-lesou luniversit. Malgr leurs efforts et leur bienveillance, je suis presque passe ct du mtier
davocat, car lorsque je suis entre luniversit pendant le rgime de lapartheid, chaque chose et
chaque personne taient soumises la sgrgation. Le chef du service des inscriptions ma en ralit
dcourage de devenir avocate. Il a soutenu que je ne pouvais pas mattendre ce que des secrtaires
blanches obissent aux instructions dune personne de mon milieu. Cependant, jai persvr. Aprs
avoir obtenu mon diplme, je me suis mise la recherche dun stage, ce qui tait obligatoire selon la
loi; mais en tant que femme noire, jai d me battre contre diffrentes formes de discriminations et de
barrires plusieurs niveaux. Finalement, cest un avocat noir qui a consenti me prendre dans son
quipe, mais dabord il ma fait promettre de ne pas tomber enceinte. Et lorsque je me suis installe
mon compte ce ntait pas un choix, mais parce que personne ne voulait employer une avocate noire.
Pour rsumer, cest lexprience personnelle autant que la conviction qui mincitent raffirmer
que lducation est la fois un droit humain en soi et un instrument indispensable pour parvenir
de nombreux autres droits, quils soient civils, culturels, conomiques, politiques ou sociaux.
Rflchissons simplement la valeur de lducation dans la garantie du travail, limpact positif de
lducation sur la sant ou le rle dcisif que lducation joue lorsquil sagit dobtenir lgalit entre
les femmes et les hommes.
A la veille du 60e anniversaire de la Dclaration universelle des droits de lhomme, qui aura lieu
le 10 dcembre prochain, clbrons le fait quedu moins en principe et dans le droitlducation
a t accepte universellement en tant que droit humain fondamental. Le Pacte international relatif
aux droits conomiques, sociaux et culturels fournit larticulation la plus complte de la substance
du droit lducation pour tous. Sa structure normative trouve un cho puissant dans la Convention
internationale des droits de lenfant. De plus, le droit lducation est galement reconnu comme tel
dans des instruments rgionaux ainsi que dans des constitutions nationales.
Une telle architecture lgale impose des obligations prcises sur les tats. Elle offre galement
des principes transversaux bien dfinis que les mcanismes de protection internationale des droits de
lhomme ont davantage dvelopps et clarifis.

Anexo VIId - pgina 72

Permettez-moi donc de me rfrer une partie de la substance de larticle 13 du Pacte

international relatif aux droits conomiques, sociaux et culturels, qui dcrit les responsabilits des
tats par rapport lenseignement primaire, secondaire et suprieur ainsi que lducation de base.
Le Comit des droits conomiques, sociaux et culturels a clairement nonc que lducation sous
toutes ses formes et tous les niveaux prsentera les caractristiques troitement lies et essentielles
suivantes : la disponibilit, laccessibilit (cest--dire laccs physique, conomique et nondiscriminatoire), lacceptabilit et ladaptabilit.
En considrant lapplication approprie de ces caractristiques troitement lies et essentielles,
les intrts de lapprenant sont lune des principales considrations. Cela signifie galement que
lducation doit tre disponible et accessible tous sans discrimination base sur le sexe, lge,
lorigine ethnique, le statut social, la nationalit, le handicap ou la maladie, y compris le VIH&sida.
Dans cette perspective dinclusion, la vraie priorit de lducation porte donc sur les besoins des
lves.
Afin de transformer ces principes en une ralit pour tous, nous ne devons jamais baisser notre
garde qui consiste ce que, tout moment, le point de vue des droits de lhomme fonde llaboration
et la mise en application de lois, de politiques et de programmes ducatifs au niveau national.
Lapplication des normes et des principes des droits de lhomme lducation nous aide surmonter
ou briser les barrires qui causent lexclusion, ainsi que les pratiques discriminatoires.
Ainsi, permettez-moi de vous faire remarquer que, lorsque nous nous concentrons sur la
ralisation du droit lducation pour tous, nous devrions accorder plus dattention larticle 13
(1) du Pacte International relatif aux droits conomiques, sociaux et culturels. Cet article dfinit
les obligations des tats concernant latteinte de lobjectif principal de lducation, savoir
laccomplissement du dveloppement complet de la personnalit humaine et du sentiment de dignit.
Son objectif est de permettre la participation de chacun dans une socit libre, tout en promouvant
la comprhension, la tolrance et lamiti entre les nations et les groupes raciaux, ethniques ou
religieux.
Le Comit des Nations Unies sur les Droits de lenfant, qui suit de prs la Convention sur
les Droits de lenfant, a utilis des mots similaires lorsquil a dclar dans une de ses Observations
gnrales que lducation de lenfant doit viser favoriser le dveloppement de sa personnalit et
de ses dons, de son identit culturelle, de sa langue et de ses valeurs et prparer lenfant assumer
les responsabilits de la vie dans une socit libre, dans un esprit de comprhension, de paix, de
tolrance, dgalit entre les sexes et damiti entre tous les peuples et groupes ethniques, nationaux
et religieux, ainsi quavec les personnes dorigine autochtone. (CRC, Observation gnrale No.1 de
2001).

Mesdames et Messieurs,
Nanmoins, malgr cette articulation claire du contenu du droit lducation et son approbation
au niveau mondial, une grande partie de la population du monde na toujours pas accs au droit
lducation. Selon lUNESCO, plus de 70 millions denfants et presque 800 millions dadultes sont
les victimes dune telle exclusion. Le fait quune majorit dentre eux sont des femmes et des jeunes
filles illustre de manire frappante lingalit entre les sexes, ainsi que lchec de la communaut
internationale atteindre le troisime Objectif du Millnaire pour le dveloppement qui consistait
atteindre une proportion gale de garons et de filles lcole dici 2005.

Anexo VIId - pgina 73

Les personnes handicapes subissent galement de manire disproportionne le poids de

lexclusion ducative. La situation des personnes appartenant aux minorits ethniques, linguistiques
et religieuses, ainsi quaux peuples autochtones est galement un souci majeur.
Face de tels dfis, nous devons repenser la manire dont nous concevons lducation et
comment nous mettons en uvre les programmes denseignement. Nous devons changer la faon
de les planifier et de les mettre en uvre. Nous devons transformer nos systmes ducatifs, nos
coles et centres dapprentissage en les quipant en consquence, afin de les rendre accessibles aux
personnes ayant des besoins spcifiques ou faisant face des obstacles et des prjugs sociaux.
Dans le cas des femmes et des jeunes filles, par exemple, la discrimination et la violence sont
les obstacles principaux empchant leur accs au systme ducatif et menant souvent un abandon
des tudes. En fait, il est reconnu que lcole est lendroit o le harclement sexuel et la contrainte
sont le plus frquemment subis et o la violence contre les filles est un phnomne global, facettes
multiples. (OMS, Rapport mondial sur la violence et la sant , 2002 et Amnesty International,
rapport intitul Des coles plus sres : un droit pour toutes les filles - mars 2008). LUNESCO a
constat que les taux de maltraitance sont encore plus levs pour les filles handicapes. (UNESCO,
ducation pour tous, Rapport mondial de suivi, 2003/4, Genre et ducation pour tous: Le pari
de lgalit , p. 135.) Dautres aspects de lidentit des filles, savoir si elles sont migrantes,
orphelines ou rfugies, leur statut face au VIH&sida, leur caste, leur appartenance ethnique et
raciale, augmentent aussi le risque de maltraitance et dterminent la nature de la violence quelles
subissent. La politique excluant des adolescentes enceintes du systme scolaire rgulier est galement
une fcheuse tendance dans beaucoup de pays.
Cependant, maintes et maintes fois il a t prouv quinvestir dans lducation des filles
est non seulement un moyen dassurer le respect de leurs droits humains, mais galement une des
approches les plus efficaces pour atteindre lgalit et rduire ainsi la pauvret et contribuer au bientre et lamlioration de communauts entires et de nations.
Permettez-moi de revenir maintenant la question des personnes handicapes. Comme cela
est souvent le cas, mme quand ces personnes parviennent accder une ducation, elles font non
seulement face un environnement physique inadquat, mais galement une politique ducative
sgrgationniste fonde sur des prjugs.
Compte tenu de ces considrations, on ne soulignera jamais assez que la Convention relative
aux droits des personnes handicapes, qui est entre en vigueur en mai dernier, reconnait le droit
des personnes handicapes tre incluses dans le systme ducatif gnral, avoir accs un
enseignement primaire gratuit et obligatoire, ainsi qu un enseignement secondaire et suprieur
sans discrimination. En outre, la Convention fournit des conseils aux tats ainsi quaux autres
acteurs sur la faon de rendre leur systme ducatif plus inclusif. Par exemple, conformment la
Convention, il est exig des tats quils prennent des mesures pour faciliter ltude de la langue des
signes, du Braille et dautres modes, moyens et formes alternatifs de communication. Elle proclame
lobligation de former et demployer des enseignants qualifis et de fournir tout lappui ncessaire
afin de favoriser une ducation efficace pour les personnes handicapes.
Dans le mme ordre dide, permettez-moi de porter galement votre attention les dfis
spcifiques auxquels les personnes appartenant aux minorits ethniques, linguistiques et religieuses
et aux groupes autochtones sont confrontes en tant que groupes les moins intgrs dans les systmes
ducatifs nationaux. Leurs niveaux daccs des services dducation adquats sont bien en dessous
des moyennes nationales. Dans le monde entier, les minorits et les peuples autochtones font face
plusieurs difficults concernant laccs galitaire lducation, parmi lesquelles un manque

Anexo VIId - pgina 74

denseignement de la langue maternelle; une offre insuffisante dcoles et denseignants qualifis

dans les rgions o ils vivent; des cots prohibitifs de frais scolaires qui, en tant que groupes les plus
pauvres, les touchent dune faon disproportionne; les curricula qui ne refltent pas les priorits de
la communaut concernant lapprentissage; et la discrimination de la part des enseignants et/ou des
lves.
Je voudrais galement souligner que le concept de lducation pour linclusion va au-del
des questions concernant laccs. Les Etats doivent prendre des mesures ducatives permettant
aux minorits et aux peuples autochtones dapprcier et de dvelopper davantage leur culture,
leur langue, leurs coutumes et leurs traditions et permettre galement la majorit dacqurir la
connaissance de lhistoire, des traditions, de la langue et de la culture de ces minorits et peuples
autochtones. Les Etats doivent galement respecter le droit des minorits et des peuples autochtones
mettre en place, sils le souhaitent, leurs propres systmes ducatifs et des institutions fournissant
un enseignement et des mthodes dapprentissage adapts aux propres langues et cultures de ces
populations autochtones et minoritaires.
Chers participants,
Laccs lducation est un droit et lducation en tant que droit de lhomme est un travail
collectif qui exige une attention et des efforts constants. Il ny a aucun doute que lducation aux
droits de lhomme favorise lenseignement et lapprentissage participatifs et ainsi un environnement
inclusif et non-discriminatoire pour tous. son tour, le respect pour la diversit favorise la
cohsion sociale et ladaptation diffrents points de vue et expriences, prvenant ainsi les conflits
communautaires.
Jai le plaisir de vous annoncer que le rle central jou par lducation aux droits de lhomme a
trouv un cho substantiel dans des structures intergouvernementales diverses visant au dveloppement
de stratgies et de programmes nationaux durables. En dcembre 2004, lAssemble Gnrale des
Nations Unies a lanc un Programme mondial en faveur de lducation aux droits de lhomme. La
premire phase, couvrant la priode 2005-2009, se concentre sur les systmes scolaires primaires et
secondaires. Un Plan daction de mme ordre propose une stratgie concrte et des ides pratiques pour
lintgration de lducation en faveur des droits de lhomme dans les systmes ducatif nationaux et
aborde ses divers composantes, y compris le dveloppement de politiques, les mesures de leur mise en
uvre, les processus et les outils denseignement et dapprentissage, lducation et le dveloppement
professionnel du personnel, ainsi que lenvironnement pdagogique.
Alors que nous nous approchons de la fin de la premire phase du Programme mondial, nous
devons examiner ce qui a t ralis dans chaque pays. Nous devons particulirement identifier les
domaines qui doivent tre abords plus nergiquement et avec une dtermination gale, rduire les
carts de promotion et de garantie daccs lapprentissage et lducation aux droits de lhomme.
En conclusion, je voudrais saisir cette occasion et insister vivement auprs de toutes les autorits
et les institutions afin quelles prennent des mesures concrtes dans le domaine de lducation pour
linclusion, en tant que condition pralable indispensable la ralisation des droits de lhomme. Cela
est notre responsabilit commune. Son accomplissement dpendra entirement de la contribution que
chacun dentre nous est prt y apporter.
Merci.

Anexo VIIe - pgina 75

ANEXO VIIe
Discurso principal del Excmo. Sr. Lenn Moreno Garcs
Vicepresidente de la Repblica del Ecuador
Seora y seores:
La educacin no se circunscribe nicamente al aula, es un concepto mucho ms amplio que involucra
el accionar de toda una sociedad en su conjunto en mltiples dimensiones.
Los seres humanos somos sujetos con igualdad de derechos y oportunidades, sin embargo la sociedad
se ha constituido en una barrera permanente que no ha permitido a todos los ciudadanos del mundo
desarrollarse en las mismas condiciones.
Y precisamente, el modelo neoliberal aplicado en los pases latinoamericanos durante las ltimas tres
dcadas, dio como resultado el aumento de estas desigualdades, la segmentacin y la fragmentacin
cultural de la poblacin.
Se ampli gradualmente la brecha social y se foment la exclusin social, una exclusin que va
ms all de la pobreza y que tiene que ver con la ausencia de participacin en la construccin de la
sociedad y la falta de acceso a servicios bsicos.
Es as que en mi pas y en muchos pases hermanos, las personas con discapacidad hemos permanecido
en un plano marcado por la excepcionalidad negativa, segregadas por la sociedad y consideradas
invisibles para el resto de la comunidad.
As, se daba por hecho que las personas mal llamadas especiales, tenan incapacidad para aprender,
por lo que se crea que era innecesario invertir tiempo y atencin y se ofreca exclusivamente asistencia
mdica, alimenticia y de albergue, es decir, una atencin asistencial basada en la caridad pblica.
Sin embargo, gracias al esfuerzo de organismos multilaterales comprometidos, y en concreto, gracias
a la conciencia social impulsada desde la UNESCO, as como acciones relevantes de organizaciones
de y para personas con discapacidad y polticas emprendidas por gobiernos solidarios y responsables;
en el momento actual, el gobierno del Ecuador y, seguramente quienes estamos hoy aqu presentes, nos
encontramos seriamente comprometidos con el pago de la deuda social bajo un enfoque de derechos
humanos e inclusin.
Quienes experimentamos y convivimos con una discapacidad, debemos enfrentar en nuestra
cotidianeidad, un trato discriminatorio por parte de la sociedad y de nuestras propias comunidades.
Deben saber, ante todo, que somos seres humanos, que tenemos el mismo valor, por lo tanto, reclamamos
iguales derechos porque son consustanciales con nuestra naturaleza, universales e indivisibles.
La comunidad internacional, debe saber que no podemos continuar con esta situacin de injusticia y
exclusin social. Los gobiernos del mundo, deben estar concientes de la necesidad impostergable de
dejar atrs ese pasado de oprobio y vergenza, e iniciar la construccin de una sociedad inclusiva, en
la que sea posible la verdadera integracin, la cohesin social anhelada.
Para ello, existen la doctrina y los instrumentos legales fundamentales. Pero tambin, la voluntad
y decisin para hacerlo. Este ao precisamente, en el que celebramos 60 aos de la Declaracin
Universal de los Derechos Humanos, los valiosos esfuerzos de la comunidad mundial, han permitido
la entrada en vigor de la Convencin sobre los Derechos de las Personas con Discapacidad.

Anexo VIIe - pgina 76

En este proceso, Ecuador, que asiste internamente a una jornada histrica para lograr la transformacin
social, ha dado pasos importantes y decisivos para consolidar y procurar la vigencia de los derechos
humanos, as como de los mandatos de la Convencin.
En marzo del ao 2007, Ecuador se constituy en el primer pas latinoamericano en suscribir la
convencin. En abril de este ao, al ser el vigsimo Estado en el mundo en ratificar este instrumento
internacional, permiti su vigencia y aplicacin.
Movidos por estas acciones y por los ideales del Gobierno de la Revolucin Ciudadana que represento,
el pueblo ecuatoriano elabor y aprob recientemente una Constitucin que busca construir una nueva
forma de convivencia ciudadana, en diversidad y armona, con respeto absoluto a la dignidad de las
personas, para alcanzar el buen vivir.
Esta Constitucin, a la que nuestro Presidente Rafael Correa la ha calificado con mucho acierto como
un canto a la vida, tiene una concepcin social inclusiva, una visin de desarrollo que garantiza
polticas de prevencin de las discapacidades, la equiparacin de oportunidades, su integracin social
y su efectiva participacin.
La Constitucin ecuatoriana, en el tema especfico que hoy nos convoca, reconoce el derecho a
una educacin que permita el desarrollo de las potencialidades y habilidades de las personas con
discapacidad, para asegurar su integracin y participacin en igualdad de condiciones.
El gobierno ecuatoriano est comprometido en un proceso educativo inclusivo con responsabilidad,
por lo tanto, los organismos estatales cuentan con todo el apoyo poltico y econmico para impulsar
en el pas una trasformacin del sistema educativo vigente hacia un sistema inclusivo.
Bien sabemos que la educacin es la puerta hacia una sociedad ms equitativa, pues sin acceso a la
educacin no existe, por ejemplo, habilitacin para inserciones laborales de xito; es decir, las personas
excluidas del sistema educativo, estn siendo marginadas del mercado de trabajo. Tan sencillo como,
quienes no reciben educacin tienen escasas posibilidades de ejercer todos sus derechos.
El compromiso que tenemos como seres humanos y ms an como representantes de las poblaciones
ms vulnerables y desposedas, es concebir a la educacin como estrategia fundamental para el
desarrollo, tanto del individuo como de nuestra sociedad.
Justamente, en el informe de la Comisin Internacional sobre Educacin para el siglo XXI, se comenz
a desarrollar una visin diferente de la educacin, en la que se sostiene que la educacin no es un
simple mecanismo mediante el cual los individuos adquieren un determinado rango de habilidades
bsicas.
Es ms que eso, es un factor crucial del desarrollo social y personal, un activo indispensable en
el intento de la humanidad de lograr los ideales de la paz, la libertad y la justicia y, uno de los
principales medios disponibles para fomentar una forma ms profunda y armoniosa del desarrollo
humano y de ese modo, reducir la pobreza, la exclusin, la ignorancia y la guerra.
Seoras y seores, atender a la diversidad no es hablar de alumnos con necesidades educativas
especiales ni es hablar de alumnos con problemas, de alumnos inmigrantes o de alumnos con altas
capacidades; no es hablar solamente de profesores de apoyo, sino de un sistema de apoyos, no
es hablar de un programa especial para el centro, sino de un currculo flexible que responda a la
diversidad.

Anexo VIIe - pgina 77

Es por esto que en el 2006, mi pas defini la agenda educativa a mediano y largo plazo en ocho
polticas del Plan Decenal que tienen un enfoque inclusivo; stas polticas que se transformaron en
polticas de Estado, luego de que fueron aceptadas en un referndum nacional, nos obliga al desarrollo
de la inclusin educativa en todos los niveles reconocidos del sistema y, aquellos que se considere
necesario modificarlos, adaptarlos o crearlos, para garantizar el mejoramiento de las condiciones de
vida de las personas con discapacidad y as garantizar su inclusin plena.
Los escenarios descritos, enfatizan el derecho de las personas con discapacidad a una educacin
inclusiva, que implica la posibilidad de que todos los nios, nias y adolescentes, independientemente
de sus condiciones o diferencias, aprendan juntos en entornos favorables con calidad y calidez,
sin olvidar la responsabilidad de brindar una atencin educativa especfica a las discapacidades
mltiples, generando redes de trabajo interinstitucionales, para solucionar los problemas de salud y
bienestar social de la poblacin en riesgo.
Pasar de una cultura altamente discriminatoria a una cultura inclusiva es un cambio paulatino, por
lo tanto, los servicios de educacin especial, estn llamados a reorientar su vocacin, a modificar
inmediatamente su rol para transformarse en centros de apoyo especializado que brinden servicios
para viabilizar de manera efectiva la inclusin.
El Sistema Educativo Ecuatoriano asume el concepto propuesto por la UNESCO. Entendemos y
ratificamos nuestro compromiso para brindar respuestas integrales, reconociendo siempre las
particularidades de nios y jvenes de la calle, con VIHSIDA, con enfermedades terminales,
hospitalizados, con discapacidad, desplazados, entre otros.
Podemos concluir en que la diversidad es consustancial al ser humano, es positiva, es el soporte para
el aprendizaje y el desarrollo, pues se crece a medida que se aprecian las diferencias y la necesidad de
generar empata para trabajar en una escuela ms justa y de esta manera construir una sociedad ms
equitativa, pues la diversidad enfatiza el papel de la escuela como agente de transformacin social.
Para asegurar la inclusin educativa y social tenemos que trabajar desde las esferas centrales del
gobierno, fomentando una cultura inclusiva y garantizando la eliminacin de las barreras fsicas,
arquitectnicas, urbansticas y mentales, seoras y seores la discapacidad no est en el cuerpo sino
en el espritu.
En el Ecuador trabajamos el tema de la discapacidad en el marco de un programa global al que
le hemos denominado Ecuador Sin Barreras, cuyo objetivo es precisamente establecer las bases
necesarias para acceder en igualdad de condiciones a todos los servicios como educacin, salud,
vivienda, recreacin, trabajo. En definitiva, buscamos con este programa el ejercicio pleno de los
derechos humanos de las personas con discapacidad.
Ecuador Sin Barreras aborda la discapacidad como una poltica de Estado para garantizar continuidad
y sostenibilidad, para trascender la temporalidad y abrir espacios reales de participacin. En mi
pas hemos ido ms all, la atencin a las personas con discapacidad ha sido declarada como una
emergencia nacional, sin escatimar recursos, tiempo ni decisiones.
Quiero terminar mi intervencin, dejando para su reflexin lo que escribi Felipe Guamn Poma de
Ayala, en su libro Nueva Crnica y Buen Gobierno en el ao 1583, y que se refiere a una descripcin
de la sociedad Inca, en el Tahuantinsuyo, en la que las mujeres, enfermos, viudas y a las personas
con discapacidad, nombre que utilizamos en la actualidad, se les asignaba tierras, sementeras, casas y
pastos con los cuales se sustentaban y alimentaban, de esta manera no tenan que recurrir a la limosna

Anexo VIIe - pgina 78

ni se sentan excluidos y cuando la discapacidad era severa, se le asignaba una persona para que
trabajara la tierra para su alimentacin y sustento, al morir la persona la tierra se redistribua.
Este texto, que tiene ms de 400 aos de vigencia, nos hace reflexionar sobre el compromiso de
nuestros antepasados de rescatar polticas sociales ancestrales que den respuestas actuales a la
poblacin en situacin de riesgo. Hagamos de nuestros pases, de nuestras ciudades, espacios de
solidaridad, justicia, equidad y amor al prjimo.
Muchas gracias.

Anexo VIIIa - pgina 79

ANNEX VIIIa
SYNTHESIS REPORT OF WORKSHOPS 1
Sub-theme: Inclusive Education: Approaches, Scope and Content
Rapporteur: Mr Sheldon Shaeffer, Director, UNESCO Asia and Pacific Regional Bureau for
Education, and of the UNESCO Bangkok Office
Assistant:
Ms Leana Duncombe, IBE
Reporting team for Workshops 1:
Ms. Gordana Miljevic, Senior Program Manager, Education Support Program, Open Society
Institute;
Mr. Manuel Bello, Dean of Faculty of Education, Peruvian University Cayetano Heredia and
Community of Practice (COP) Focal Point for the Andean Region, Peru;
Ms. Silvina Gvirtz, Director of the Master in Education, School of Education, University of
San Andres, Buenos Aires and COP Focal Point for the Southern Cone of the Latin America
Region, Argentina;
Mr. Iouri Zagoumennov, Director of the Institute of Comparative Education, Ministry of
Education and COP Focal Point Coordinator for the CIS Region, Belarus;
Ms. Helen Abadzi, Senior Evaluation Officer, Independent Evaluation Group, World Bank,
Washington DC, USA;
Mr. Paul Mushi, Director of the Tanzania Institute of Education (TIE), Tanzania;
Mr. Kenneth Eklindh, Senior Programme Specialist, Section for Inclusion and Quality
Enhancement, Division for Promotion of Basic Education, UNESCO;
Mr. Hegazi Idris, Programme Specialist, UNESCO Regional Bureau for Education in the Arab
States, Beirut, Lebanon.
Goal of the Workshops
To broaden the understanding of the theory and the practice of inclusive education
Commonly heard expressions

Equity
The right to education
Democratisation and participation
Removing barriers
Individualisation/personalisation
Transformation and reform
Comprehensive, diverse and flexible
Social inclusion makes possible inclusive education; inclusive education makes possible
social inclusion
Inclusive education as both means and goal
Quality requires inclusion; inclusion requires quality

Anexo VIIIa - pgina 80

Definitions
A process of addressing and responding to the diversity of needs of all learners through increasing
participation in learning, cultures, and communities and reducing exclusion within and from education.
It involves changes and modifications in content, approaches, structures,
and strategies (UNESCO Guidelines)
Inclusive education is as a holistic process of addressing and responding to the diversity of needs of
all learners through creating conditions for successful learning and social inclusion, eliminating any
forms of childrens segregation. (Workshop B)
Social inclusion contextualises, sustains and legitimates inclusive education; at the same time,
inclusive education is seen as laying the foundation for social inclusion.
Inclusive education is the opposite of exclusion but also to segregation and social selection; it is a
condition for social harmony and cohesion. (Workshop A)
Integration vs. Inclusion: who adapts to whom?
The integration of different learners into the mainstream the child adapting to the school can too
often lead to assimilation, uniformity, and the loss of difference.
Inclusion the school adapting to the child celebrates diversity and meets the demands of the
different.
The importance of data
Neither governments nor schools know enough about who is not in school (the net non-enrolment
rate), where they live, and why they are not enrolled:
Learners genuinely needing special education
Learners out of school and never to be enrolled (3 million) but might have been with a
more welcoming and flexible school system
Learners in school but not learning and likely to drop out (18 million in 2006)
Education systems and individual schools need to develop mechanisms for finding children not in
school, getting them into school, and keeping them there.
Diversity and difference
These must be:
tolerated to start with, but then moving to:
respected;
valued;
welcomed;
celebrated;
seen as an opportunity rather than as a problem;
part of the culture of the school.
And systems and schools must know how to respond to, and meet the needs of, different learners.

Anexo VIIIa - pgina 81

The governments responsibility

Governments have obligations to fulfil the right to education through:
Adherence to relevant conventions e.g., Convention on the Rights of the Child, Convention Against Discrimination in Education, Convention on the Rights of Persons with Disabilities, Declaration on the Rights of Indigenous People;
National constitutions, laws, and regulations;
The provision of education, which is available, accessible, acceptable, and adaptable (the
4 As);
Adequate and equitably distributed resource to find and educate that last, expensive
percentage of excluded learners;
Multi-sectoral, multi-ministerial approaches (but one Ministry, one school);
Broad consultation with all stakeholders;
New attitudes and priorities and consistent policies.
The needed response
The factors causing exclusion are complex
There is wide variety of excluded learners, many with multiple disadvantages
The needed response is also complex, depending on the context, both at the top of the system and the bottom, through:
Strong political will;
A comprehensive programme, strategy, and approach throughout the Education sector
and beyond;
Appropriate teacher training, including attitudes and values;
Flexible and non-traditional pedagogical approaches;
Adaptation and localisation of curricula and content;
Management structures (e.g., head teachers, supervisors) supportive of inclusive
education and the active participation of the family, the community, and the excluded
themselves;
Infrastructure and materials adequate to achieve inclusion;
An appropriate learner/learning assessment system, both national and school-based;
Awareness-raising at all levels;
More work on effectiveness, feasibility and cost!
And things can be done
Rural people (4 out of 5 of the excluded) and other excluded groups (nomads, fishermen, migrants):
Mobile/boarding schools;
Flexible timetables;
Incentive programmes for teacher deployment;
Girls (60% of the excluded):
More female teachers as role models
Removal of gender bias from textbooks
Safe, separate sanitary facilities
Learners with disabilities (1/3 of out-of-school children):
Early diagnosis of disabilities

Anexo VIIIa - pgina 82

Teacher assistants with special skills

An adapted school building and materials
Language: an important issue
Many children do not enrol in school or drop out because their language is not the language of
official education. The lack of support for minority-ethnic-indigenous/migrant languages threatens
their survival.
Initial literacy in mother tongue can increase school enrolment and achievement and serve
as a bridge to mastery of national and international languages
It can also help preserve, develop, and revitalise these languages
But great care must be taken to respect cultural differences and uniqueness; traditional
knowledge and teaching methods must be valued; and inclusion of such minorities should
not be an excuse for assimilation
Two neglected issues
1)

Early Childhood Care and Education (ECCE)

2)

The importance of Inclusive ECCE programmes to promote inclusion leading to higher

enrolment, lower drop out rates, and higher achievement
Early interventions related to health, nutrition, and cognitive stimulation to make the
child ready for school and the school ready for the child
The use of ICT in promoting inclusion
Greater access (e.g., to remote areas)
Better learning (e.g., in areas of disability)

Anexo VIIIa - pgina 83

ANNEXE VIIIa
RAPPORT DE SYNTHSE DES ATELIERS 1
Sous-thme : Lducation pour linclusion : approches, orientations et contenu
Rapporteur : M. Sheldon Shaeffer, directeur du Bureau rgional de lUNESCO pour lducation en
Asie et dans le Pacifique, et du Bureau de lUNESCO Bangkok
Assistante : Mme Leana Duncombe, BIE
quipe charge du rapport sur les ateliers 1 :
Mme Gordana Miljevic, administratrice principale de programme, Programme dappui
lducation, Open Society Institute ;
M. Manuel Bello, doyen de la Facult dducation, Universit pruvienne Cayetano Heredia et
point focal de la Communaut de pratique (COP) pour la rgion andine, Prou ;
Mme Silvina Gvirtz, directrice de la matrise en ducation de lcole dducation de lUniversit
de San Andres, Buenos Aires, et point focal pour le Cne Sud de la rgion de lAmrique
latine, Argentine ;
M. Iouri Zagoumennov, directeur de lInstitut dducation compare du Ministre de lducation
et coordonnateur des points focaux de la COP pour la rgion de la CEI, Blarus ;
Mme Helen Abadzi, responsable principale de lvaluation, Groupe dvaluation indpendant,
Banque mondiale, Washington, tats-Unis dAmrique ;
M. Paul Mushi, directeur de lInstitut tanzanien dducation (TIE), Rpublique-Unie de
Tanzanie ;
M. Kenneth Eklindh, spcialiste principal des programmes, Section pour linclusion et le
renforcement de la qualit, Division de la promotion de lducation de base, UNESCO ;
M. Hegazi Idris, spcialiste des programmes, Bureau rgional de lUNESCO pour lducation
dans les tats arabes, Beyrouth, Liban.
Objectif des ateliers
largir la comprhension de la thorie et de la pratique de lducation pour linclusion.
Expressions frquemment entendues
y
y
y
y
y
y
y
y

quit
Droit lducation
Dmocratisation et participation
Lever les obstacles
Individualisation/personnalisation
Transformation et rforme
Globalit, diversit et souplesse
Linclusion sociale rend possible linclusion dans lducation ; linclusion dans lducation
rend possible linclusion sociale
y Lducation pour linclusion est la fois un moyen et une fin
y La qualit exige linclusion ; linclusion exige la qualit

Anexo VIIIa - pgina 84

Dfinitions
un processus visant tenir compte de la diversit des besoins de tous les apprenants et y
rpondre par une participation croissante lapprentissage, aux cultures et aux collectivits, et rduire
lexclusion qui se manifeste dans lducation. Elle suppose la transformation et la modification des
contenus, des approches, des structures et des stratgies (Principes directeurs de lUNESCO)
Lducation pour linclusion est un processus global qui consiste rpondre la diversit
des besoins de tous les apprenants en crant les conditions dun apprentissage russi et de linclusion
sociale, et en liminant toute forme de sgrgation des enfants. (Atelier B)
Linclusion sociale place lducation pour linclusion dans son contexte, elle la soutient et la
lgitime ; en mme temps, on considre que lducation pour linclusion jette les bases de linclusion
sociale.
Lducation pour linclusion est le contraire de lexclusion, mais aussi de la sgrgation et de
la slection sociale ; cest une condition de lharmonie sociale et de la cohsion. (Atelier A)
Intgration ou inclusion : qui sadapte qui ?
Lintgration dapprenants diffrents dans lenseignement ordinaire signifie que cest
lenfant qui sadapte lcole et elle peut souvent aboutir lassimilation, luniformit et la perte de
la diffrence .
Linclusion signifie que cest lcole qui sadapte lenfant, clbre la diversit et rpond aux
besoins des apprenants diffrents .
Limportance des informations
Les gouvernements aussi bien que les coles manquent de renseignements leur permettant de
savoir qui nest pas scolaris (le taux net de non-scolarisation), o vivent ces apprenants et pourquoi
ils ne vont pas lcole :
y les apprenants qui ont vraiment besoin dune ducation spciale ;
y les apprenants non scolariss et qui ne seront jamais inscrits lcole (3 millions). mais qui
auraient pu ltre si le systme scolaire avait t plus accueillant et plus souple ;
y les apprenants qui frquentent lcole mais ny apprennent pas et qui risquent dabandonner
leurs tudes (18 millions en 2006).
Les systmes ducatifs et les tablissements scolaires individuels doivent mettre au point des
mcanismes pour trouver les enfants non scolariss, les amener lcole et les y maintenir.
Diversit et diffrence
Ces enfants doivent tre :
y
y
y
y
y
y
y

tolrs pour commencer, mais ensuite :

respects
apprcis
bien accueillis
valoriss
jugs comme une chance plutt que comme un problme
considrs comme faisant partie de la culture de lcole

Anexo VIIIa - pgina 85

Les systmes et les coles doivent savoir comment rpondre aux besoins des apprenants
diffrents et comment les satisfaire.
Les responsabilits du gouvernement
Les gouvernements ont lobligation de raliser le droit lducation et cet effet, ils
doivent :
y respecter les conventions pertinentes, par exemple la Convention relative aux droits de
lenfant, la Convention concernant la lutte contre la discrimination dans le domaine de
lenseignement, la Convention relative aux droits des personnes handicapes, la Dclaration
des Nations Unies sur les droits des peuples autochtones ;
y se doter dune constitution, de lois et de rglementations nationales ;
y assurer une ducation disponible, accessible, acceptable et adaptable pour tous ;
y mobiliser des ressources suffisantes et les rpartir quitablement pour trouver et duquer le
dernier pourcentage dapprenants exclus, ce qui est lobjectif le plus onreux ;
y appliquer des approches multisectorielles associant plusieurs ministres (mais avec un seul
ministre responsable, une seule cole) ;
y mener une vaste consultation avec toutes les parties prenantes ;
y adopter de nouvelles attitudes et priorits, assorties des politiques correspondantes.
La rponse requise
y Les facteurs causant lexclusion sont complexes.
y Les apprenants exclus sont trs diffrents, et beaucoup prsentent des dsavantages
multiples.
y La rponse requise est elle aussi complexe, et elle dpend du contexte, aussi bien au sommet
du systme qu la base : elle passe par :
une forte volont politique ;
un programme, une stratgie et une approche densemble par le biais du Secteur de
lducation et au-del ;
une formation adapte des enseignants, incluant les attitudes et les valeurs ;
des approches pdagogiques souples et non traditionnelles ;
ladaptation et la contextualisation locale des curricula et du contenu ;
des structures de gestion (par exemple professeurs principaux, superviseurs) qui
soutiennent lducation pour linclusion et la participation active de la famille, de la
communaut et des exclus eux-mmes ;
des infrastructures et des matriels adapts pour parvenir linclusion ;
un systme appropri dvaluation des apprenants/de lapprentissage, au niveau
national et des tablissements ;
des activits de sensibilisation tous les niveaux ;
davantage de travail sur lefficacit, la faisabilit et le cot !

Anexo VIIIa - pgina 86

Il est possible de faire quelque chose pour

Les populations rurales (qui reprsentent les quatre cinquimes des exclus) et dautres groupes
exclus (nomades, pcheurs, migrants) :
y crer des coles mobiles/des internats ;
y organiser des emplois du temps souples ;
y fournir des mesures dincitation pour le dploiement des enseignants.
Les filles (60% des exclus) :
y former davantage denseignantes qui serviront de modles ;
y dbarrasser les manuels scolaires des prjugs lis au genre ;
y doter les coles dinstallations sanitaires sres et spares.
Les apprenants handicaps (un tiers des enfants non scolariss) :
y procder au diagnostic prcoce des handicaps ;
y nommer des auxiliaires avec des comptences spciales auprs des enseignants ;
y adapter les btiments et le matriel scolaire.
La langue : un point important
Beaucoup denfants ne frquentent pas lcole ou labandonnent parce que leur langue nest
pas celle de lenseignement officiel. Le manque dappui accord aux langues des minorits-ethniespeuples autochtones/migrants menace leur survie.
y Lalphabtisation initiale dans la langue maternelle peut accrotre linscription lcole
et amliorer les rsultats des enfants, et elle sert de passerelle vers la matrise de langues
nationales et internationales ;
y Elle peut aussi aider protger, dvelopper et revitaliser ces langues ;
y Il faut nanmoins sattacher respecter les diffrences et les particularits culturelles ; les
connaissances traditionnelles et les mthodes denseignement doivent tre values ; et
linclusion de ces minorits ne devrait pas servir de prtexte lassimilation.
Deux questions ngliges
1) Protection et ducation de la petite enfance (PEPE)
y Importance des programmes inclusifs de PEPE afin de promouvoir linclusion ce qui
conduit une hausse de la scolarisation, un recul des taux dabandon et de meilleurs
rsultats ;
y Des interventions prcoces lies la sant, la nutrition et la stimulation cognitive pour
prparer lenfant lcole, et lcole lenfant.
2) Lutilisation des TIC pour promouvoir linclusion
y Accs largi (par exemple dans les zones isoles) ;
y Meilleur apprentissage (par exemple en cas de handicap).

Anexo VIIIb - pgina 87

ANNEX VIIIb
SYNTHESIS REPORT OF WORKSHOPS 2
Sub-theme: Inclusive Education: Public Policies
Rapporteur: Ms Irmeli Halinen, Director, Early Childhood and Basic Education Development,
National Board of Education, Finland and Community of Practice (COP) Focal Point
for the Nordic Region.
Assistant:
Ms. Lili Ji, IBE
Reporting team for Workshops 2:
Mr. Godswill Obioma, Executive Secretary, National Education Research and Development
Council (NERDC), Nigeria;
Mr. Teeluck Bhuwanee, Programme Specialist of Secondary and Technical Education,
UNESCO Regional Bureau for Education in Africa, Dakar, Senegal;
Ms. Susan Nkinyangi, Senior Education Adviser, UNESCO Nairobi Office, Kenya;
Ms. Mara Ins Aguerrondo, Consultant, Training Unit, UNESCO International Institute for
Educational Planning, Buenos Aires Office, Argentina;
Ms. Vivian Heung, Head, Centre for Special Needs and Studies in Inclusive Education, Hong
Kong, China;
Mr. Paolo Fontani, Programme Specialist, UNESCO Kingston Office, Jamaica;
Mr. Min Bahadur Bista, Programme Specialist, UNESCO Beijing Office, China.
Different Perspectives
Public policies addressing issues of poverty, marginality, inequality and child labour
Implementation of public policies on inclusive education from an international comparative
perspective
Interfaces and synergies between policies on social inclusion, social protection and inclusive
education, with special focus on the attainment of EFA goals
The role of government and its partnerships with civil society and the private sector in
implementing long-term public policies to broaden the concept of inclusive education
Key Messages
Public policy on inclusive education should go hand in hand with policies on social services,
culture, language, health etc. Inclusion is not confined only to education. It should cut
across other policies.
While public policies should recognise the role of government as the main provider, parents
and civil society should also be empowered to play the role.

Anexo VIIIb - pgina 88

Inclusion should be grounded on human rights, supported by appropriate legislation that

should recognise diversity both in the formal and non-formal sectors. We should work
simultaneously on different levels on education and guarantee good legislation and
national policy guidelines for inclusive education but at the same time take care of their
implementation at regional, local and school level.
Policies on inclusive education are not static or time-bound; they should be formulated and
legislated within a comprehensive, holistic and long-term perspective. Moving towards
inclusive education is a gradual process that will take its time both in developed and in
developing countries. This process must be based on a sound and consistent policy. The
way forward for inclusive education should be directed towards a rights based approach and
a clear and strong vision. The rights based approach should include at least six principles:

social protection;
accessibility, not only physical accessibility but social awareness;
participatory decision making;
control/capacity building;
consciousness raising
accountability: two-way accountability including school and society.

Policies should recognise that diversity and respect for differences can and should improve
quality of education. Policies should provide a basis for building the capacity of schools
and educational institutions to be able to adapt to the range of learning needs, motivation
and styles of all learners. Public policies should also provide for quality assurance in both
public and private schools and learning institutions.
Inclusion needs to be grounded in basic education and start as early as possible in the life
of the child, especially in the context of increasing child labour. But we need to take care
of the continuity of education at different levels as well.
Attitudes are often the prime barrier, not resources. Public policies on inclusive education
need wide support and input from all sectors of society government, civil society, private
sector, universities and research institutions, stakeholders and partners in development.
These policies should be formulated through broad consultation processes and consensusbuilding engaging multi-sectoral/multi-stakeholder dialogue and participation. We also
need to mobilise parent to parent network, teacher to teacher network and student to student
network. We should foster a culture of dialogue in all our societies, thus creating more and
better partnerships in the formulation and implementation of responsive inclusive education
policies.
While local control over financing education is considered desirable, there is a need
to balance it by national policy that guarantees basic rights. The issue of competition,
privatisation and decentralisation can be challenging. The impact of market-based education
was discussed and challenging issues such as competition and tracking were raised.
Public policies on inclusive education should commit the resources required to prepare and
professionally support teachers and other education professionals who are key to quality
education. Public policies on inclusive education should focus on common abilities and
cognitive similarities, realistic ways of measuring achievement. This is especially important
in poorer countries where teachers are in short supply, class sizes are large, school facilities
and conditions lacking.

Anexo VIIIb - pgina 89

Disaster risk reduction should be recognised as a crucial component of inclusive systems

in that disasters are a main cause of exclusion, and disrupt the education process.
Elements critical in promoting inclusion at the country level

Legislation and policy

Flexible systems and structures that cater for the most vulnerable
Suitable infrastructure
Curricula that promote multiple competencies and diversity
Adapted pedagogy which includes customised teaching and tutoring
Professional development of teachers
Sufficient resources

Issues of poverty, marginality, inequality and child labour as excluding factors to inclusive
education
As we face a new world, that is emerging gradually with the present economic crisis, a better hope of
a new society is also emerging as a result of our ability to be resilient in the face of new challenges
and in the face of the enormous damage that a non-inclusive education can cause.
Implementation of public policies on inclusive education from an international comparative
perspective
Public policies on inclusive education should respect and embrace human rights and diversity of
individuals, groups and communities; these polices should provide foundation and structure for
meeting the learning needs of all learners at all ages irrespective of race, indigenous, ethnic, linguistic,
or religious origins, gender, health, social or economic status. Schools and learning institutions should
welcome all learners and be places where values, respect, tolerance and solidarity are shaped.
Interfaces and synergies between policies on social inclusion, social protection and inclusive
education
There is evidence in research and practice that there is no tension between equity and quality; inclusive
education is not a threat to quality education. Research studies consistently show that inclusion does
not have negative impact on learning and intervention methods for children with special needs will
benefit all children. Experiences of countries like Finland prove the same too. Research has also
shown that teacher is crucial for inclusive education; Teacher effectiveness is more important than
other factors, such as class size, in achieving quality inclusive education.
The role of government and its partnerships with civil society and the private sector in
implementing long-term public policies to broaden the concept of inclusive education
The interventions highlighted the central role of the state in the promotion of inclusive education.
It was emphasised that governments should maintain or pursue their regulatory function, with
clear articulation of the responsibilities of the various stakeholders. Many participants expressed
dissatisfaction over the current trend to commercialise educational services, and stressed that education
is a public good and therefore should not be considered as any other sector of the economy. It was
also noted that education has a fundamental cultural role that helps shape national and local identities,
and thus cannot be regarded as a mere transactional good. There were doubts on the potential of
unregulated decentralisation and privatisation in increasing equal access to education, particularly
having regard to the poorest and most vulnerable groups. Massification does not necessarily ensure
democratisation of education: access does not always lead to success.

Anexo VIIIb - pgina 90

Inclusive education systems entail a paradigm shift that, while led by a strong government leadership,
calls for broad participation and involvement of all stakeholders- including civil society and the private
sector- at all stages of the process.
Public policies on inclusive education should be shared widely to create a global society committed to
inclusive education, and supporting educators, schools and educational institutions in creating more
effective education systems in more inclusive and democratic societies.
UNESCO has a leading role in developing better structured ways of addressing partnerships between
the rich and poor countries, of its role of providing a clearing house for the different research papers
and documents, for EFA to address the needs of education for all, including those that have special
needs.

Anexo VIIIb - pgina 91

ANNEXE VIIIb
RAPPORT DE SYNTHSE DES ATELIERS 2
Sous-thme : Lducation pour linclusion : politiques du secteur public
Rapporteur : Mme Irmeli Halinen, directrice pour le dveloppement de lducation de base et de la
petite enfance, Conseil national dducation, Finlande, et point focal de la Communaut
de pratique (COP) pour les pays nordiques.
Assistante : Mme Lili Ji, BIE
quipe charge du rapport sur les ateliers 2 :
M. Godswill Obioma, secrtaire excutif du Conseil national de recherche et de dveloppement
dans lducation (NERDC), Nigria ;
M. Teeluck Bhuwanee, spcialiste des programmes denseignement secondaire et technique,
Bureau rgional de lUNESCO pour lducation en Afrique, Dakar, Sngal ;
Mme Susan Nkinyangi, conseillre principale en ducation, Bureau de lUNESCO Nairobi,
Kenya ;
Mme Mara Ins Aguerrondo, consultante, Service de la formation, Institut International de
planification de lducation/UNESCO, Bureau de Buenos Aires, Argentine ;
Mme. Vivian Heung, chef du Centre pour les besoins spciaux et les tudes sur lducation
pour linclusion, Hong Kong, Chine ;
M. Paolo Fontani, spcialiste des programmes, Bureau de lUNESCO Kingston, Jamaque ;
M. Min Bahadur Bista, spcialiste des programmes, Bureau de lUNESCO Beijing, Chine.
Diffrentes perspectives
y Les politiques du secteur public qui sattaquent la pauvret, la marginalit, lingalit
et au travail des enfants.
y Mise en uvre de politiques publiques sur lducation pour linclusion dans une perspective
internationale compare.
y Interfaces et synergies entre les politiques sur linclusion sociale, la protection sociale et
lducation pour linclusion, en se centrant particulirement sur la ralisation des objectifs
de lEPT.
y Rle du gouvernement et ses partenariats avec la socit civile et le secteur priv pour
appliquer les politiques du secteur public long terme afin dlargir le concept de lducation
pour linclusion.
Principaux messages
y Les politiques du secteur public sur lducation pour linclusion devraient aller de pair
avec des politiques sur les services sociaux, la culture, la langue, la sant, etc. Linclusion
nest pas circonscrite lducation. Elle devrait stendre dautres politiques.

Anexo VIIIb - pgina 92

y Si les politiques du secteur public doivent tenir compte de la responsabilit du gouvernement

comme principal prestataire, elles doivent aussi donner aux parents et la socit civile les
moyens de jouer leur rle.
y Linclusion doit tre ancre dans les droits de lhomme, taye par une lgislation adapte qui
admet la diversit dans les secteurs formels et non formels. Il faut travailler simultanment
diffrents niveaux de lducation et garantir une lgislation bien conue et des directives
politiques nationales sur lducation pour linclusion, tout en encadrant leur application
aux niveaux rgional, local et de ltablissement.
y Les politiques sur lducation pour linclusion ne sont ni statiques ni ponctuelles ; elles doivent
tre formules et adoptes par des procdures lgislatives dans une perspective long terme
et globale. Avancer vers lducation pour linclusion est une dmarche graduelle qui prendra
du temps, dans les pays dvelopps comme dans les pays en dveloppement. Ce processus
doit tre fond sur une politique solide et cohrente. La voie du progrs pour lducation
inclusive doit tre oriente vers une approche fonde sur les droits et une perspective claire
et ferme. Lapproche fonde sur les droits doit inclure au moins six principes :
la protection sociale ;
laccessibilit, non seulement laccessibilit physique, mais aussi la sensibilisation
sociale ;
une prise de dcision participative ;
le renforcement des capacits ;
la sensibilisation ;
lobligation de rendre des comptes : une obligation double sens qui concerne lcole
et la socit.
y Il faut que les politiques reconnaissent que la qualit de lducation peut et doit tre
amliore par la diversit et le respect des diffrences. Ces politiques devraient reprsenter
une base qui renforcera la capacit des coles et des tablissements ducatifs sadapter
lventail des besoins dapprentissage, des motivations et des styles de tous les apprenants.
Elles doivent aussi prvoir une assurance qualit dans les coles et les tablissements
ducatifs publics et privs.
y Linclusion doit tre fonde sur lducation de base et commencer ds le plus jeune ge,
particulirement alors que le travail des enfants stend. Mais nous devons aussi nous
proccuper de la continuit de lducation diffrents niveaux.
y Le principal obstacle se rapporte souvent aux attitudes plutt quaux ressources. Les
politiques du secteur public sur lducation pour linclusion ncessitent un large appui
et des apports de tous les secteurs de la socit : gouvernement, socit civile, secteur
priv, universits et institutions de recherche, acteurs et partenaires du dveloppement.
Ces politiques devraient tre formules au moyen de vastes consultations et la recherche
dun consensus par le dialogue et la participation de plusieurs secteurs et de multiples
acteurs. Nous devons aussi mobiliser le rseau de parent parent, le rseau denseignant
enseignant et le rseau dtudiant tudiant. Il faut galement favoriser une culture
du dialogue dans toutes nos socits, crant ainsi des partenariats plus nombreux et de
meilleure qualit dans la formulation et la mise en uvre de politiques ractives dducation
pour linclusion.
y Un contrle local sur le financement de lducation est jug souhaitable, mais il est ncessaire

Anexo VIIIb - pgina 93

de lquilibrer avec une politique nationale qui garantira les droits fondamentaux. La
question de la concurrence, de la privatisation et de la dcentralisation peut tre pineuse.
Les participants ont voqu les rpercussions de la mercantilisation de lducation et ils
ont soulev des points importants comme la concurrence et le regroupement des lves
selon leurs aptitudes.
y Les politiques du secteur public sur lducation pour linclusion doivent engager les
ressources requises afin de prparer et de soutenir les enseignants et dautres professionnels
de lducation dont laction est dterminante pour une ducation de qualit. Ces politiques
doivent se centrer sur les capacits communes et les similarits cognitives, ainsi que sur
des manires ralistes de mesurer les rsultats. Cest particulirement important dans
les pays les plus pauvres o les enseignants sont peu nombreux, les classes charges, les
tablissements scolaires en petit nombre et les conditions mdiocres.
y Il faut admettre que la rduction du risque de catastrophe est un volet capital des systmes
dinclusion puisque les catastrophes sont une cause premire dexclusion et quelles
bouleversent le processus ducatif.
lments essentiels pour promouvoir linclusion au niveau national :
y la lgislation et les politiques ;
y des systmes et des structures souples capables de rpondre aux besoins des plus vulnrables ;
y une infrastructure adapte ;
y des curricula qui encouragent les comptences multiples et la diversit ;
y une pdagogie adapte prvoyant un enseignement et un tutorat sur mesure ;
y le perfectionnement professionnel des enseignants ;
y des ressources suffisantes.
La pauvret, la marginalit, lingalit et le travail des enfants, autant de facteurs qui excluent
de lducation pour linclusion
Alors quun monde nouveau merge progressivement de la prsente crise conomique, lespoir
dune autre socit se dessine comme rsultat de notre persvrance face aux nouveaux obstacles et
aux terribles dommages quune ducation non inclusive peut causer.
Mise en uvre des politiques du secteur public sur lducation pour linclusion dans une
perspective internationale compare
Les politiques du secteur public sur lducation pour linclusion doivent respecter et englober
les droits de lhomme et la diversit des individus, des groupes et des communauts ; ces politiques
constitueront le fondement et la structure de la rponse aux besoins dapprentissage de tous les
apprenants tous les ges, quel que soit leur race, leur appartenance un peuple autochtone, leur
origine ethnique, linguistique ou religieuse, leur sexe, leur sant ou leur condition conomique ou
sociale. Les coles et les tablissements ducatifs doivent accueillir tous les apprenants et devenir des
lieux o se faonnent les valeurs, le respect, la tolrance et la solidarit.
Interfaces et synergies entre les politiques et linclusion sociale, la protection sociale et
lducation pour linclusion
La recherche et la pratique rvlent quil ny a pas de tensions entre lquit et la qualit ;
lducation pour linclusion ne compromet pas la qualit de lducation. Les travaux de recherche
concordent pour dmontrer que linclusion na pas de rpercussions ngatives sur lapprentissage

Anexo VIIIb - pgina 94

et que les mthodes dintervention pour les enfants qui ont des besoins spciaux sont bnfiques
pour tous les enfants. Les expriences de pays comme la Finlande le prouvent aussi. La recherche a
galement indiqu que lenseignant est capital dans lducation pour linclusion. Pour parvenir une
ducation inclusive de qualit, lefficacit du travail de lenseignant se rvle plus importante que
dautres facteurs, tels que la taille de la classe.
Rle du gouvernement et de ses partenariats avec la socit civile et le secteur priv dans la
mise en uvre des politiques publiques long terme pour largir le concept de lducation
pour linclusion
Les intervenants ont mis en lumire le rle central de ltat dans la promotion de lducation
pour linclusion. Ils ont indiqu quil tait important que les gouvernements assument ou conservent
leur fonction rgulatrice, avec une claire articulation des responsabilits des diffrents acteurs.
Beaucoup de participants se sont dclars insatisfaits de la tendance actuelle qui consiste
commercialiser les services ducatifs et ils ont soulign que lducation est un bien collectif et ne peut
donc pas tre compare un secteur ordinaire de lconomie. Ils ont aussi not que lducation a une
mission culturelle fondamentale qui faonne les identits nationales et locales, et ne saurait donc tre
considre comme une simple transaction. Les participants ont mis des doutes quant au potentiel de
la dcentralisation non rgule et la privatisation pour largir laccs lducation, en particulier pour
les groupes les plus pauvres et les plus vulnrables. La massification ne garantit pas ncessairement
la dmocratisation de lducation : laccs ne dbouche pas toujours sur la russite.
Les systmes dducation pour linclusion supposent un changement dorientation qui, sil
doit tre dirig fermement par le gouvernement, appelle une large participation de toutes les parties
prenantes, notamment de la socit civile et du secteur priv, tous les stades du processus.
Les politiques du secteur public sur lducation pour linclusion doivent tre mises largement
en commun pour crer une socit mondiale attache lducation pour linclusion, qui aidera les
ducateurs, les coles et les institutions ducatives crer des systmes ducatifs plus satisfaisants
dans des socits plus intgratrices et plus dmocratiques.
LUNESCO a un rle de premier plan jouer pour dfinir des moyens mieux structurs
daborder les partenariats entre pays riches et pays pauvres, pour sacquitter de sa mission de centre
dchange des diffrents documents et travaux de recherche, afin que lEPT rponde aux besoins
ducatifs de tous, y compris de ceux qui prsentent des besoins spciaux.

Anexo VIIIc - pgina 95

ANNEX VIIIc
SYNTHESIS REPORT OF WORKSHOP 3
Sub-theme: Inclusive education: systems, links and transitions
Rapporteur: Ms Denise Vaillant, Co-ordinator of the GTD-PREAL Network (Working Group on
Teacher Professionalization in Latin America)
Assistant:
Ms Alison Leon, IBE
Team of Rapporteurs for Workshop 3:
Mr Rolands Ozols, Adviser, Education Programmes, National Commission for UNESCO and
the ICE, Latvia;
Mr Alexandru Crisan, Executive Chairman, Centre Education 2000+, Bucharest, Community
of Practices (COP) Focal Point for East and South-East Europe, Romania;
Ms Dakmara Georgescu, Programme Coordinator, Technical Assistance to Member States,
IBE.
Themes presented in the debate:
Inclusive education forms part of a specific economic and social context and should be
understood on the basis of holistic approaches that allow the complexities of national
situations to be comprehended.
The establishment of links between formal and non-formal education. The organization of
inclusion for all learners and research for efficient methods to recognize the competences
acquired by the learners in formal and non-formal education.
The internal linkage of the education system, as well as the transition of the education
system to the real world.
The priority objectives for inclusive education and the challenges of preparing curricula
capable of catering to the situation of all learners. Equitable access to different levels of
education and to different types of schools that would favour an improvement in retention
rates and success at school. The identification of appropriate strategies for the specific needs
of target groups.
Access to education and to care from early childhood and acquisition of the basic
fundamentals so that children may then proceed successfully through the different stages
of basic education and higher education.
Partnerships between the various educational actors in order to promote inclusion and the
co-ordination of existing services within a country, within international organizations and
within civil society as a first step towards inclusive education.
The concept of inclusive education as a vehicle enabling progress to be made towards
Education for All and Education throughout Life. The need to clarify the various concepts
linked to the ideas of Inclusive Education, Education for All and Education for Children
with Special Needs.

Anexo VIIIc - pgina 96

Good practices:
Examples are presented showing that civil society and international organizations can
play a role in the transition towards inclusion by contributing to the alignment of national
developments with contemporary international trends.
The cases examined show that international organizations and civil society can collaborate
at the national level with ministries to prepare inclusive educational policies through the
promotion of inclusive education projects.
During the two workshops, different experiences were presented from Cambodia, the
Republic of Congo, the Syrian Arab Republic, Colombia, the United Arab Emirates, Spain
and Venezuela. Moreover, the workshops benefited from the presence of a representative
of the Aga Khan Foundation and a specialist in the field of technical and vocational
education.
Examples of good practices:

Intersectoral and inter-ministerial co-operation;

A new regulatory and legislative framework;
Teacher training based on the principles and practices of inclusive education;
National campaigns accompanying the introduction of inclusive education projects;
Use of the mother-tongue as a learning language;
Improving basic education through the use of a flexible curriculum, new materials and
appropriate teaching practices;
Better linkages between general and technical education;
Various types of support for learners in their personal development;
The creation of a consultative group on care and development during early childhood
devoted to the improvement of the situation of young children at risk. This group
consists of a wide network of organizations and people all with the desire to work for
the well-being and all-round development of young children.

Policy Recommendations:
It is necessary to create education systems that allow each person to learn throughout life.
These systems can increase inclusion in different ways, particularly by offering learners
equal access throughout the different stages and different levels of learning, as well as
establishing linkages and open and flexible channels of transition between formal and nonformal education, and between the different types of schools and streams.
A necessary balance should be maintained between educational supply and demand,
between access and quality, and between what is common for all and what is different.
To strengthen the role of their educational structures in promoting inclusion, countries
should overcome a certain number of problems and difficulties, such as rigid legislation
and restrictive administrative regulations, a lack of policy dialogue between the different
partners concerned, and a lack of coherent public policies and co-ordination between the
different social partners.
Since the curriculum is the main means of applying the principal of inclusion in an education
system, it has to be sufficiently flexible to respond to the wide range of characteristics among

Anexo VIIIc - pgina 97

learners. It is necessary to align education systems with the various contexts and realities
operating in each country.
It is absolutely necessary to set up partnerships between the principal partners in order
to speed up the transition process towards inclusive education. These partners are the
parents, the teachers and other educational professionals, people working in other types
of service, teacher trainers and researchers, administrators and managers at the national,
local and school level, the world of associations, and members of minority groups at risk
of exclusion.
It is necessary to improve co-operation and co-ordination between international
organizations.

Anexo VIIIc - pgina 98

ANNEXE VIIIc
RAPPORT DE SYNTHESE DES ATELIERS 3
Sous-thme : Lducation pour linclusion : systmes, liens et transitions
Rapporteur : Mme Denise Vaillant, Coordinatrice du Rseau GTD-PREAL (Groupe de travail pour
le dveloppement professionnel des enseignants en Amrique latine)
Assistante : Mme Alison Leon, BIE
quipe de rapport des ateliers 3 :
M. Rolands Ozols, Conseiller, programmes dducation, Commission nationale pour
lUNESCO et le CIE, Lettonie ;
M. Alexandru Crisan, Prsident Excutif, Center Education 2000+, Bucarest, Communaut
de pratique (COP) Point focal pour lEst et du Sud-est de lEurope, Roumanie ;
Mme Dakmara Georgescu, Coordinatrice de programme, Assistance technique aux Etats
membres, BIE.
Thmes prsents au dbat :
y Lducation pour linclusion sinscrit dans un contexte conomique et social particulier est
doit tre comprise partir dapproches holistiques qui permettent de saisir les complexits
des situations nationales.
y Ltablissement de liens entre lducation formelle et non formelle. Lorganisation de
linclusion pour tous les apprenants et la recherche de mthodes efficaces pour reconnatre
les comptences acquises par les apprenants dans lducation formelle et lducation non
formelle.
y La transition interne dans le systme ducatif et aussi la transition du systme ducatif au
monde rel.
y Les objectifs prioritaires en matire dducation inclusive et les dfis dlaboration des
programmes pouvant tenir compte de la situation de tous les apprenants. Laccs quitable
aux diffrents niveaux de lducation et aux diffrents types dcoles pour favoriser
laugmentation des taux de rtention et de russite scolaire. Lidentification de stratgies
appropries aux besoins spcifiques des groupes cibles.
y Laccs lducation et aux soins ds la prime enfance et les fondements indispensables
pour que les enfants puissent passer ensuite avec succs les diffrentes tapes de lducation
de base et de lducation suprieure.
y Les partenariats entre les divers acteurs de lducation afin dappuyer linclusion et la
coordination des services existants dans les pays, les organisations internationales et la
socit civile comme premire tape sur la voie de lducation inclusive.
y La notion de lducation pour linclusion comme une notion permettant daccomplir des
progrs sur la voie de lducation pour tous et ducation tout au long de la vie. Ncessit

Anexo VIIIc - pgina 99

de clarifier les divers concepts lis aux notions de lducation pour linclusion, lducation
pour tous et lducation des enfants ayant des besoins spciaux.
Bonnes pratiques :
y Des exemples sont prsents montrant que la socit civile et les organisations internationales
peuvent jouer un rle dans la transition vers linclusion en contribuant aligner les
dveloppements nationaux sur les tendances internationales actuelles.
y Des cas examins montrent que les organismes internationaux et la socit civile peuvent
collaborer au niveau national, avec les ministres afin dlaborer des politiques dducation
inclusive, en soutenant les projets dducation inclusive.
y Dans les deux ateliers, diffrentes expriences furent prsentes provenant du Cambodge,
Rpublique du Congo, Rpublique Arabe Syrienne, Colombie, Emirats Arabes Unis,
Espagne et Venezuela. Dautre les ateliers on compt avec la prsence dun reprsentant
de la Fondation Aga Khan et un Spcialiste dans le domaine de lducation technique et
professionnelle.
y Exemples de bonnes pratiques :
coopration inter-sectoriale et interministrielle
un nouveau cadre normatif et lgislatif
une formation pour enseignants qui tient des principes et des pratiques de lducation
pour linclusion
des campagnes nationales pour mise en place des projets dducation pour
linclusion
lemploi de la langue maternelle comme langue dapprentissage
amlioration de lducation de base travers dun curriculum flexible, des nouveaux
matriaux et des pratiques pdagogiques appropries
meilleures articulations entre lenseignement gnral et lenseignement technique
divers appuis aux apprenants dans leur formation personnelle.
cration du Groupe Consultatif sur les soins et le dveloppement de la petite enfance
consacr lamlioration de la condition des jeunes enfants exposs des risques.
Ce Groupe se compose dun vaste rseau dorganisations et de personnes ayant en
commun la volont doeuvrer pour le bien-tre et le dveloppement harmonieux des
jeunes enfants.
Recommandations de politique :
y Il convient de mettre sur pied des systmes ducatifs permettant chacun dapprendre tout
au long de la vie. Ces systmes peuvent renforcer linclusion de diffrentes faons, plus
particulirement en offrant un accs quitable aux apprenants tout au long des diffrentes
tapes et des diffrents niveaux de lapprentissage, ainsi quen tablissant des liens et des
systmes de transition ouverts et flexibles entre lducation formelle et lducation non
formelle, et entre les diffrents types dcoles et de filires.
y Il faut respecter un ncessaire quilibre entre la demande et loffre ducatives, entre laccs
et la qualit et entre ce qui est commun pour chacun et ce qui est diffrent.

Anexo VIIIc - pgina 100

y Pour renforcer le rle de leurs structures ducatives dans la promotion de linclusion,

les pays devraient rsoudre un certain nombre de problmes et difficults, tels quune
lgislation rigide et des dispositions administratives contraignantes, labsence de dialogue
politique entre les parties prenantes et le manque de politiques publiques cohrentes et de
coordination entre les diffrents partenaires sociaux.
y Le curriculum tant le principal moyen dappliquer le principe de linclusion dans un
systme ducatif, il faut quil soit suffisamment flexible pour rpondre aux diverses
caractristiques des apprenants. Il est ncessaire dadapter les systmes scolaires diverses
contextes et ralits de chaque pays.
y Il est essentiel dtablir des partenariats entre les principaux acteurs pour faciliter le
processus de transition vers lducation inclusive. Ces acteurs sont notamment les parents,
les enseignants et autres professionnels de lducation, les personnes travaillant dans dautres
types de services, les formateurs des enseignants et les chercheurs, les administrateurs et
gestionnaires aux niveaux national, local et des coles, le milieu associatif, les membres
des groupes minoritaires exposs au risque dexclusion.
y Il est ncessaire damliorer la coopration et la coordination entre les organismes
internationaux.

Anexo VIIId - pgina 101

ANNEX VIIId
SYNTHESIS REPORT OF WORKSHOPS 4
Sub-theme: Inclusive Education: Learners and Teachers
Rapporteur: Ms. Lani Florian, Professor and Researcher, University of Aberdeen, Scotland
Assistant:
Ms. Carolina Belalcazar, IBE
Reporting team for Workshops 4:
Mr. Ali Bubshait, Researcher, Gulf Arab States Educational Research Centre and Community
of Practice (COP) Focal Point for the Gulf Arab States Region, Bahrain;
Ms. Anna Lucia DEmilio, Senior Advisor Education, UNICEF Regional Office for the
Americas and the Caribbean, Panama City, Republic of Panama;
Mr. Johan Lindeberg, Associate Expert, UNESCO Regional Bureau for Education in Asia and
the Pacific, Bangkok, Thailand.
Definition
Inclusive education defined as education that fits for child. Education that fits does not mean one
size fits all solutions. Education must fit the diversity of learners we find in every classroom, in every
country.
Questions
What new approaches to teaching, learning and assessment can be implemented to foster
inclusiveness, improve learning outcomes and reduce inequality?
How can schools and communities/families co-operate more closely and more effectively
in support of inclusion?
How can teachers be trained to meet learners diverse expectations and needs?
Key messages
Inclusive Education is an evolving concept and a process
It does not just happen, we make it through our own choices
Must provide teachers with the skills to face the challenges of Inclusive Education
Reforms in teacher education are needed
Dialogue between a learner and teacher
Using diverse teaching strategies (e.g., cooperative group teaching, peer tutoring, classroom
climate, behavioural approaches, etc)
ICT as a tool to engage teachers and learners (e.g., Mauritius has incorporated ICT in its
education strategy)
The real test of inclusion is whether children learn what a country deems necessary

Anexo VIIId - pgina 102

Inclusive Education depends on what happens in the classroom every day every
minute
Inclusive Education should be evidence-based, and so should teacher education
Empowerment of schools to achieve inclusive education three elements of strong schools
are essential: leadership, institutional climate and participatory school plans
Involvement of civil society and NGOs, as well as the community and the home
Great benefits of sharing research, lessons and good practices and UNESCO should be a
clearing house of such information
Importance of Early Childhood Education to develop a childs mental health
Inclusive Education is necessary but not sufficient, as we need inclusive society and
inclusive public policies
We know a lot, BUT:
There are gaps between what we know and what we do
Lack of links between international and national research.
There is still more to learn from pilot projects and research on
Learning and development in different contexts
Multi-professional collaboration
Uses of ICT the greatest challenge with e-learning/ICT is the capacity of teachers
as well as infrastructure limitations of school systems, and the cost of internet.
Teacher education and professional development
Particular and substantial challenges for particular groups remain.

Anexo VIIId - pgina 103

ANNEXE VIIId
RAPPORT DE SYNTHSE DES ATELIERS 4
Sous-thme : Lducation pour linclusion : apprenants et enseignants
Rapporteur : Mme Lani Florian, professeur et chercheur, Universit dAberdeen, cosse
Assistante : Mme Carolina Belalcazar, BIE
quipe charge du rapport sur les ateliers 4 :
M. Ali Bubshait, chercheur, Centre de recherche en ducation des tats arabes du Golfe et
point focal de la Communaut de pratique (COP) pour la rgion des tats arabes du Golfe,
Bahren ;
Mme Anna Lucia DEmilio, conseillre principale en ducation, Bureau rgional de lUNICEF
pour les Amriques et les Carabes, Panama, Rpublique du Panama ;
M. Johan Lindeberg, expert associ, Bureau rgional de lUNESCO pour lducation en Asie
et dans le Pacifique, Bangkok, Thalande.
Dfinition
Lducation pour linclusion est dfinie comme une ducation qui est adapte lenfant .
Une ducation adapte ne veut pas dire une solution unique qui convient tout le monde. Lducation
doit correspondre la diversit des apprenants que lon trouve dans toutes les classes, dans tous les
pays.
Questions
y Quelles nouvelles mthodes denseignement, dapprentissage et dvaluation peut-on
appliquer pour encourager linclusion, amliorer les rsultats de lapprentissage et rduire
les ingalits ?
y Comment les coles et les communauts/familles peuvent-elles cooprer plus troitement
et plus efficacement pour soutenir linclusion ?
y Comment peut-on former les enseignants rpondre aux attentes et aux besoins divers des
apprenants ?
Messages cls
y Lducation pour linclusion est un concept et un processus en volution.
y Elle ne se produit pas toute seule, cest nous qui la faisons par nos propres choix.
y Les enseignants doivent tre dots des comptences requises pour faire face aux dfis de
lducation pour linclusion.
y La formation des enseignants doit tre rforme.
y Dialogue entre lapprenant et lenseignant.

Anexo VIIId - pgina 104

y Utiliser diffrentes stratgies denseignement (par exemple lenseignement en collaboration

dans un groupe, le tutorat entre pairs, le climat de la classe, les approches comportementales,
etc.).
y Les TIC comme outils pour recruter les enseignants et les apprenants (par exemple, Maurice
a inclus les TIC dans sa stratgie ducative).
y Le vrai critre de linclusion est de savoir si les enfants apprennent ce quun pays juge
ncessaire quils sachent.
y Lducation pour linclusion dpend de ce qui se passe dans la classe, tous les jours, tout
instant.
y Lducation pour linclusion doit reposer sur une base factuelle, au mme titre que la
formation des enseignants.
y Donner aux coles les moyens de parvenir lducation pour linclusion trois lments
dune cole forte sont essentiels : le leadership, le climat de ltablissement et des
programmes scolaires participatifs.
y Participation de la socit civile et des ONG, ainsi que de la communaut et de la famille.
y De grands avantages peuvent tre retirs de la mise en commun des recherches, des leons et
des bonnes pratiques ; lUNESCO devrait servir de centre dchange de ces informations.
y Importance de lducation dans la petite enfance pour dvelopper la sant mentale de
lenfant.
y Lducation pour linclusion est ncessaire, mais non suffisante, car nous avons besoin
dune socit inclusive et de politiques publiques inclusives.
y Nous savons beaucoup de choses, MAIS :
Il existe des lacunes entre ce que nous savons et ce que nous faisons :

manque de liens entre les recherches nationales et internationales.

Il faut en savoir davantage sur les projets pilotes et la recherche sur :

lapprentissage et le dveloppement dans diffrents contextes ;

la collaboration multiprofessionnelle ;

les utilisations des TIC : le dfi le plus ambitieux dans lapprentissage en ligne/les
TIC concerne la capacit des enseignants ainsi que les limites des structures des
systmes scolaires, et le cot dInternet ;

la formation des enseignants et leur dveloppement professionnel.

y Des obstacles de taille demeurent pour des groupes particuliers.

Anexo IX - pgina 105

ANNEXE IX / ANNEX IX / ANEXO IX

LISTE DES INTERVENANTS
LIST OF SPEAKERS
LISTA DE ORADORES
DEBAT FINAL / FINAL DEBATE / DEBATE FINAL
Lducation pour linclusion : de la vision aux pratiques /
Inclusive education: from vision to practice /
La educacin inclusiva: de la visin a la prctica
Modrateur / Moderator / Moderador

H.E. Mr. Kelly LAMROCK

Minister of Education for New Brunswick
Chair of the Council of Ministers of Education
CANADA

Assistant / Assistant / Asistente

Mr. Firmin Edouard MATOKO

Director, UNESCO Quito Office
REPUBLIC OF ECUADOR

Intervenants principaux / Speakers / Oradores principales

Mr. Ahlin BYLL-CATARIA

Executive Secretary, Association for the Development of Education in Africa (ADEA)
Paris, FRENCH REPUBLIC

Mr. Mel AINSCOW

Professor, Centre for Equity in Education, University of Manchester
UNITED KINGDOM

Ms. Codou DIAW

Executive Director, Forum for African Women Educationalists (FAWE)
KENYA

Mr. Gaston DE LA HAYE

Deputy General Secretary, Education International
BELGIUM

Mr. Nicholas BURNETT

Assistant Director-General for Education
UNESCO

Anexo Xa - pgina 106

ANNEX Xa
Speech by Mr Ahlin Byll-Cataria
Executive Secretary, Association for the Development of Education in Africa (ADEA)
In order to take account of both the reference document for this Conference and the various presentations
and discussions of the last three days, I did not want not to write this text before arriving in Geneva.
Imagine how I felt last night faced with a blank page. What, I asked myself, can I thoughtfully and
usefully say that has not already been said and said again during all of the previous presentations?
So as to avoid spending a sleepless night in front of a blank sheet of paper, I decided to proceed
in the following way, namely to mention to you the points that are still causing me problems with
regard to what has been said about inclusive education and an inclusive society, to share with you
my profound views and feelings on inclusive education, and also to list some programmes that stress
relevant approaches concerning inclusive education that are being carried out now in various African
countries.
First, I will begin with something that is still not entirely clear to me after three days of discussion.
When we speak of inclusive education, what education are we talking about in the African
context? Is it the education that children receive at home or is it that provided by the school,
or is it both of them together?
Another observation: if we agree that the entire education system is a reflection of the
society that conceived it and that its ultimate purpose is the social, cultural and economic
integration of learners in their societies, then what societies do our African education
systems reflect and what types of inclusion are they aimed at? To me, this seems just
as important since the majority of our African societies are multi-ethnic, multi-cultural,
multi-religious and exhibit extremely varied economic activities and production methods.
Under these circumstances, would it be an exaggeration to think that the development
model followed today in our countries and the education systems that are connected with it
are themselves contributing to social exclusion? To be sure, thanks to the enormous efforts
made by parents, communities, governments and foreign partners, access to education has
considerably progressed in the majority of African countries. Nevertheless, the same could
not be said about quality, for 50% of children leave primary school without acquiring
even basic knowledge. Moreover, formal education systems do not satisfy the concerns of
parents and the community, particularly in rural areas, because they do not reflect the local
social, economic and cultural situation, with the result that parents sometimes withdraw
their children from school.
We have also spoken a great deal about integration in the context of inclusive education.
Once again, what sort of integration are we talking about in our multi-cultural African
societies? Is it an education that standardizes and blurs differences and casts all children
into a single mould, or is it rather a school that adapts to the variety of cultures making up
society and integrates this diversity as much as possible into its curricula.
Do the development policies that are being followed today in our countries really encourage
the emergence of inclusive societies?

Anexo Xa - pgina 107

How do we respond to all of these challenges?

Let us start with a few fundamental beliefs:
Cultural diversity that is well accepted and valued is the true factor of social cohesion and
national unity in our countries. In fact, by accepting and valuing the cultural identity of
people in society, we allow them to maintain contact with others, since the latter no longer
represent a threat to their identity.
This is a source of enrichment, of greater creativity and the channelling of a wide variety
of competencies.
Rather than stressing the need to accept and respect differences, perhaps it would be
more appropriate to talk about recognizing and valuing cultural diversity for an inclusive
education and an inclusive society? Indeed, if I see the other person as different because he
is not like me, is there not a risk of rejecting him and shutting him off with his difference
and not opening up to him? On the other hand, putting the stress on diversity makes it
easier to exploit the associated advantages, such as the enrichment and creativity that I
have already mentioned.
Various current experiments being undertaken in different African countries give me confidence about
this. I am talking about educational programmes in Chad, Mali, Burkina Faso, Nigeria, Mozambique,
Rwanda, Zambia, Uganda, Tanzania, Kenya, Congo, Botswana and certainly in other countries as
well.
What are these programmes like?
A dialogue with pupils parents, the community, officials from the administration, district
governments, teachers, educational specialists, etc. ; a dialogue about the childrens
educational expectations, curricular content, choosing teachers and ensuring their
financial arrangements, endogenous knowledge and recourse to accepted skills within the
community.
The use of the mother-tongue as a teaching and learning language, combined with
the learning of a foreign language and a second national language for communication
purposes.
The link between the classroom and the home: the childrens social, economic and cultural
activities make learning in the classroom more advantageous and what is learned in the
classroom is reinvested in the learners family life.
References to the values of the childrens society.
A curricular approach with a common core at the national level and the possibility of
introducing aspects connected with the regional social, economic and cultural circumstances
at the local level.
These experiments have resulted in very satisfactory outcomes, not only in purely educational terms,
but also in terms of the local community taking possession of the educational content conveyed by
the education system and their assumption of the financial management. There are examples in Chad
and in Burkina Faso.

Anexo Xa - pgina 108

What lessons can we learn?

They are the ones that have been presented over the last few days and in which it seems we all believe.
I will list a few of them:
To advance from a fragmented vision of the African school to a more holistic vision from
a cross-cutting perspective.
Equality means not only access for all, but success for all.
Education should be a force for change for everybody.
To bring forth a school that is fairer and more ambitious for everybody.
To create a just and fair society.
To change peoples attitudes so as to bring forth an inclusive education system and an
inclusive society.
To change the language policy.
Different, meditative teaching approaches; participation in school management; partnership
with many actors; multi-sectoral collaboration.
Curricular reform, etc.
We have all agreed on these points.
Personally, I have noted that, to create an inclusive society, intercultural dialogue is very important
because it allows us to discover what we have in common and to rally us around shared values and
approaches, and joint social projects.
In conclusion, allow me to abandon a purely intellectual and technical language, and to share with
you the dream of a parent, an educator and a citizen of the world that today we say has become a great
village.
If the world has become a global village, with all those possibilities of receiving information about
what is happening everywhere and therefore an improvement in knowledge concerning the worlds
various social, economic, cultural and political realities, we should be in a position to understand and
appreciate better our cultural diversity.
Nonetheless, there have never been so many conflicts, which are rather an indication of the systematic
exclusion of others.
Why, then, on the subject of inclusive education and inclusive societies, do we not, as parents, educators
and citizens of the world, dream of a more inclusive world which transcends all these racial, ethnic,
social, economic, linguistic and religious barriers that we do our utmost to maintain?
What is the remedy? For me, there is only one word in this world on which everyone agrees. It exists
in all languages, in all cultures, in all philosophies, in all religious beliefs, and it is understood by men
and women, children, youth, adults, the elderly in short, by everybody.
What is this word? Who would like to guess?

Anexo Xa - pgina 109

It is Love with a capital L. It is the love of oneself and the love of others. If, through education, we
succeed in instilling this notion in the hearts of human beings, we could then live in a more inclusive
world that is able to build upon the diversity of cultures and to develop a spirit of peaceful coexistence,
the unique condition for the survival of our planet.
Thank you very much.

Anexo Xa - pgina 110

ANNEXE Xa
Discours de M. Ahlin Byll-Cataria,
Secrtaire excutif, Association pour le Dveloppement de lEducation en Afrique
(ADEA)

Afin de tenir compte aussi bien du document de rfrence de cette confrence que des diverses
prsentations et discussions de ces trois jours, je nai pas voulu crire ce texte avant de venir
Genve. Mal men a pris hier soir devant la feuille blanche. En effet, je me suis demand : que vais-je
pouvoir dire de sens et dutile qui nai pas t dj dit et redit au cours de toutes les prsentations
prcdentes ?
Pour ne pas passer toute une nuit blanche devant une feuille blanche aussi, je me suis rsolu
procder de la faon suivante, savoir voquer avec vous des points qui me posent encore problme
par rapport au discours sur lducation inclusive, la socit inclusive, partager avec vous ma perception
et mes convictions profondes sur lducation inclusive, et enfin numrer quelques programmes en
cours dans diffrents pays africains et favorisant des approches pertinentes en matire de dducation
pour linclusion.
Je commence tout dabord par ce qui nest toujours pas trs clair pour moi aprs trois jours de
discussion.
y Lorsque nous parlons dducation inclusive, de quelle ducation parlons-nous dans les
contextes africains ? De lducation que les enfants reoivent la maison ou bien de celle
dispense lcole, ou alors des deux la fois ?
y Autre observation : si nous sommes daccord que tout systme ducatif est le reflet de la
socit qui la conu et quil a aussi pour finalit linsertion sociale, culturel et conomique
des apprenants dans leur socit, alors de quelles socits nos systmes ducatifs
africains sont-ils le reflet, et quel type dinsertion visent-ils ? Cela me parat dautant plus
important que la plupart de nos socits africaines sont multiethniques, multiculturelles,
multiconfessionnelles et sont caractrises par des activits conomiques et des modes de
production trs diversifis.
y Dans ces conditions serait-il exagr de penser que le modle de dveloppement adopt
aujourdhui dans nos pays et le systme ducatif qui lui est li est en lui-mme un facteur
dexclusion social ? En effet, grce aux efforts normes consentis par les parents, les
communauts, les gouvernements et les partenaires trangers, laccs lducation a
fortement augment dans la majorit des pays africains. Par contre, il nen est pas de mme
en ce qui concerne la qualit et 50% des enfants quittent lcole primaire sans matriser les
connaissances fondamentales. Dautre part, les systmes ducatifs formels ne rpondent
pas aux proccupations des parents et des communauts, notamment dans les zones rurales,
car mal adapts aux ralits sociales, conomiques et culturelles locales, ce qui amne des
parents retirer parfois leurs enfants de lcole.
y Enfin, nous avons beaucoup parl dintgration propos dducation inclusive. De quelle
intgration sagit-il, encore une fois dans les socits multiculturelles africaines ? Celle
dune cole uniformisatrice, qui gomme les diffrences et moule tous les enfants dans
un format unique, ou bien plutt celle dune cole qui prend en considration la diversit

Anexo Xa - pgina 111

des cultures caractrisant les socits et intgre au maximum cette diversit dans ses
programmes.
y Les politiques de dveloppement qui sont mises en uvre aujourdhui dans nos pays
favorisent-elles rellement lmergence de socits inclusives ?
Comment rpondre tous ces dfis ?
Tout dabord quelques convictions profondes :
y La diversit cultuelle bien comprise et valorise est le vritable facteur de cohsion sociale
et dunit nationale pour nos pays. En effet, en reconnaissant et en valorisant lidentit
culturelle des personnes dans la socit, nous leur permettons de souvrir aux autres, car
ces derniers ne reprsentent plus de menace pour leur identit.
y Elle est source denrichissement, de plus grande crativit et de canalisation de comptences
diverses.
y Plutt que de mettre laccent sur la ncessit daccepter et de respecter les diffrences,
ne serait-il pas peut-tre plus opportun de parler de reconnaissance et de valorisation de
la diversit culturelle pour une ducation et une socit inclusive ? En effet, si je perois
lautre comme diffrent parce quil nest pas comme moi, ny a-t-il pas un risque de le
rejeter et de lenfermer dans sa diffrence, et de ne pas souvrir lui ? Par contre laccent
sur la diversit permet plus facilement dexploiter les avantages qui y sont lies tels que
lenrichissement, la crativit que jai voqus.
Diverses expriences en cours dans diffrents pays africains me rconfortent dans ce sens. Il
sagit de programmes dducation au Tchad, au Mali, au Burkina Faso, au Nigria, au Mozambique,
au Rwanda, en Zambie, en Ouganda, Tanzanie, au Kenya, au Congo, au Botswana et certainement
dans dautres pays encore.
Quels sont leurs caractristiques ?
y Le dialogue avec les parents dlves, les communauts, les responsables de ladministration,
les collectivits territoriales, les enseignants, les spcialistes de lducation, etc, dialogue
sur les attentes par rapport lducation des enfants, le contenu du programme, le choix et
la prise en charge financire de lenseignant, les connaissances endognes et lutilisation
de comptences reconnues au sein des communauts.
y Lutilisation des langues maternelles comme langues denseignement et dapprentissage,
couple avec lapprentissage dune langue trangre et dune deuxime langue nationale
de communication.
y Le lien entre la classe et la maison : les activits sociales, conomiques et culturelles de
lenfant enrichissent lapprentissage au sein de la classe, et les connaissances apprises au
sein de la classe sont rinvesties dans la vie de famille de lapprenant.
y Les rfrences aux valeurs de la socit de provenance des lves.
y Lapproche curriculaire avec un programme comportant un tronc commun au niveau
national et la possibilit au niveau local dintroduire une dimension lie aux spcificits
sociales, conomiques et culturelles locales.

Anexo Xa - pgina 112

Ces expriences ont donn des rsultats trs satisfaisants, non seulement sur le plan purement
scolaire, mais aussi en termes dadhsion des communauts aux contenus ducatifs proposs par ces
systmes ducatifs et par rapport leur prise en charge financire. Exemples du Tchad et du Burkina
Faso
Quelles leons pourrions-nous en tirer ?
Ce sont celles qui ont t rptes ces derniers jours et auxquelles nous avons tous sembl
adhrer. Jen numre quelques unes.
y Passer dune vision fragmente de lcole en Afrique une vision holistique et de manire
transversale.
y Egalit ne veut pas dire seulement accs pour tous, mais russite pour tous.
y Education comme pouvoir de transformation pour tous.
y Faire merger une cole plus juste et plus ambitieuse pour tous.
y Crer une socit juste et quitable.
y Changement des mentalits pour construire un systme ducatif inclusif et une socit
inclusive.
y Changer la politique linguistique.
y Pdagogies diffrencies, rflexives, gouvernance participative des coles, partenariat
multi-acteurs, collaboration multisectorielle.
y Rforme curriculaire, etc
Nous sommes tous daccord sur ces points.
Je retiens personnellement que pour crer une socit inclusive, le dialogue interculturel est
trs important, car il nous permet de dcouvrir ce que nous avons en commun et nous mobiliser autour
de valeurs et de visions partages et de projets communs de socit.
Pour conclure, permettez-moi de sortir du discours purement intellectuel et technique, et de
partager avec vous un rve de parent, dducateur, et de citoyen dun monde dont on dit aujourdhui
quil est devenu un grand village.
Si le monde est devenu un village plantaire, avec toutes ces possibilits dinformation sur
ce qui se passe partout et donc une amlioration des connaissances sur les diverses ralits sociales,
conomiques, culturelles et politiques de la plante, nous devrions tre en mesure de connatre et de
mieux dapprcier les diversits culturelles qui nous caractrisent.
Or il ny a jamais eu autant de conflits qui sont plutt le signe dune exclusion systmatique
des autres.
Alors, ducation inclusive, socits inclusives, pourquoi ne pas rver en tant que parents,
ducateurs, citoyens dun monde plus inclusif qui transcende toutes ces barrires raciales,
ethniques, sociales, conomiques, linguistiques et religieuses que nous nous vertuons continuer
entretenir ?

Anexo Xa - pgina 113

Quelle recette appliquer ?

Pour moi, il y a un mot qui fait lunanimit dans ce monde. Il est dans toutes les langues, dans
toutes les cultures, toutes les philosophies, toutes les croyances religieuses, et il est apprci par les
hommes et les femmes, les enfants, les jeunes, les adultes, les vieux, bref par tout le monde.
Quel est ce mot ? Qui veut deviner ?
Cest lAmour avec A majuscule. Cest lamour de soi et lamour des autres. Si nous arrivons
travers lducation ancrer cette notion dans le cur des tres humains, alors nous pourrons vivre
dans un monde plus inclusif capable de construire sur la diversit des cultures et de dvelopper un
esprit de coexistence pacifique, seul garant pour la survie de notre plante.
Je vous remercie.

Anexo Xb - pgina 114

ANNEX Xb
Speech by Mr Mel Ainscow
Professor, Centre for Equity in Education, University of Manchester
Developing inclusive education systems: what are the levers for change?
Education systems throughout the world are faced with the challenge of providing an effective
education for all children and young people. In economically poorer countries this is mainly about the
estimated 72 million children who are not in school. Meanwhile, in wealthier countries many young
people leave school with no worthwhile qualifications, others are placed in various forms of special
provision away from mainstream educational experiences, and some simply choose to drop out since
the lessons seem irrelevant to their lives.
Faced with these challenges, there is an increased interest in the idea of inclusive education. However,
the field remains confused as to what this means. In some countries, inclusion is still thought of as
an approach to serving children with disabilities within general education settings. Internationally,
however, it is increasingly seen more broadly as a reform that supports and welcomes diversity
amongst all learners. It presumes that the aim of inclusive education is to eliminate social exclusion
that is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion,
gender and ability. As such, it starts from the belief that education is a basic human right and the
foundation for a more just society.
Developing inclusive education systems
Through our collaborative action research in school systems in various countries, my colleagues and I
have tried to map factors that have the potential to either facilitate or inhibit the promotion of inclusive
practices in schools. These are all variables which national and, to varying degrees, local district
administrations, either control directly, or over which they can at least exert considerable influence.
Some of these factors seem to be potentially more potent; in other words, they are levers for change
(see Figure 1).
Our research suggests that two factors, particularly when they are closely linked, seem to be
superordinate to all others. These are: the principles that inform actions in the field, particularly in
relation to the idea of inclusion, and the forms of evaluation that are used to measure educational
performance.
Inclusive Education:
What are the levers for change?
Principles

Education Department

School
development

Forms of evaluation

Figure 1

Community

Anexo Xb - pgina 115

This being the case, we have supported a number of education systems as they have attempted to
develop a definition of inclusion that can be used to guide policy moves. Predictably, the exact detail
of each systems definition is unique, because of the need to take account of local circumstances,
cultures and history. Nevertheless, four key elements have tended to feature strongly, and these
are commended to those in any education system who are intending to review their own working
definition. The four elements are as follows:
Inclusion is a process. That is to say, inclusion has to be seen as a never-ending search to
find better ways of responding to diversity. It is about learning how to live with difference,
and, learning how to learn from difference. In this way differences come to be seen more
positively as a stimulus for fostering learning, amongst children and adults.
Inclusion is concerned with the identification and removal of barriers. Consequently, it
involves collecting, collating and evaluating information from a wide variety of sources in
order to plan for improvements in policy and practice. It is about using evidence of various
kinds to stimulate creativity and problem-solving,
Inclusion is about the presence, participation and achievement of all students. Here
presence is concerned with where children are educated, and how reliably and punctually
they attend; participation relates to the quality of their experiences whilst they are there
and, therefore, must incorporate the views of the learners themselves; and achievement
is about the outcomes of learning across the curriculum, not merely test or examination
results.
Inclusion involves a particular emphasis on those groups of learners who may be at risk of
marginalisation, exclusion or underachievement. This indicates the moral responsibility to
ensure that those groups that are statistically most at risk are carefully monitored, and that,
where necessary, steps are taken to ensure their presence, participation and achievement
within the education system.
Our experience has been that a well-orchestrated debate about these elements can lead to a wider
understanding of the principle of inclusion. We are also finding that such a debate, though by its nature
slow and, possibly, never ending, can have leverage in respect to fostering the conditions within which
schools can feel encouraged to move in a more inclusive direction. Such a debate must involve all
stakeholders within the local community, including families, political and religious leaders, and the
media. It must also involve those within the local education district office.
Our search for levers has also led us to acknowledge the importance of evaluation. In essence, it
leads us to conclude that, within education systems, what gets measured gets done. However, this
is a double-edged sword precisely because it is such a potent lever for change. On the one hand, data
are required in order to monitor the progress of children, evaluate the impact of interventions, review
the effectiveness of policies and processes, plan new initiatives, and so on. In these senses, data can,
justifiably, be seen as the life-blood of continuous improvement. On the other hand, if effectiveness
is evaluated on the basis of narrow, even inappropriate, performance indicators, then the impact can
be deeply damaging. Whilst appearing to promote the causes of accountability and transparency, the
use of data can, in practice: conceal more than they reveal; invite misinterpretation; and, worse of all,
have a perverse effect on the behaviour of professionals.
This is arguably the most troubling aspect of our own research. It has revealed, how, within contexts
that value narrowly conceived criteria for determining success, such moves can act as a barrier to the

Anexo Xb - pgina 116

development of a more inclusive education system. All of this suggests that great care needs to be
exercised in deciding what evidence is collected and, indeed, how it is used.
Our work suggests that the starting point for making decisions about the evidence to collect should
be with an agreed definition of inclusion. In other words, we must measure what we value, rather
than is often the case, valuing what we can measure. In line with the suggestions made earlier, then,
I argue that the evidence collected at the systems level needs to relate to the presence, participation
and achievement of all students, with an emphasis placed on those groups of learners regarded to be
at risk of marginalisation, exclusion or underachievement.
Developing a framework
Such an approach is more likely to be successful in contexts where there is a culture of collaboration
that encourages and supports problem-solving. It involves those within a particular context in working
together, using evidence to address barriers to education experienced by some learners. What, then,
does this mean for policy? What needs to be done so that education systems that can encourage
practices that reach out effectively to all children and young people, whatever their circumstances
and personal characteristics?
In order to offer some direction as to how this agenda might be addressed, we have been developing a
framework based on what international research suggests are features of educations systems that are
successful in moving in an inclusive direction. The items in the framework should be seen as ideals,
i.e. aspirations against which existing arrangements can be compared in order to pinpoint areas for
development.
The framework consists of four overlapping themes, as follows:

1.
Concepts

2.
Policy
Inclusive
Education
as a process

3.
Structures
and systems

4.
Practice

For each of the four themes in the framework I suggest four performance indicators, as follows:
Theme 1: Concepts
In an education system that is becoming inclusive:
1.1
1.2

Inclusion is seen as an overall principle that guides all educational policies and practices.
The curriculum and its associated assessment systems are designed to take account of all
learners.

Anexo Xb - pgina 117

1.3
1.4

All agencies that work with children, including the health and social services, understand and
support the policy aspirations for promoting inclusive education.
Systems are in place to monitor the presence, participation and achievement of all learners.

Theme 2: Policy
In an education system that is becoming inclusive:
2.1
2.2
2.3
2.4

The promotion of inclusive education is strongly featured in important policy documents.

Senior staff provide clear leadership on inclusive education.
Leaders at all levels articulate consistent policy aspirations for the development of inclusive
practices in schools.
Leaders at all levels challenge non-inclusive practices in schools.

Theme 3: Structures and systems

In an education system that is becoming inclusive:
3.1
3.2
3.3
3.4

There is high quality support for vulnerable groups of learners.

All services and institutions involved with children work together in coordinating inclusive
policies and practices.
Resources, both human and financial, are distributed in ways that benefit vulnerable groups of
learners.
There is a clear role for specialist provision, such as special schools and units, in promoting
inclusive education.

Theme 4: Practice
In an education system that is becoming inclusive:
4.1
4.2
4.3
4.4

Schools have strategies for encouraging the presence, participation and achievement of all
learners from their local communities.
Schools provide support for learners who are vulnerable to marginalisation, exclusion and
underachievement.
Trainee teachers are prepared for dealing with learner diversity.
Teachers have opportunities to take part in continuing professional development regarding
inclusive practices.

The framework can be used to review the stage of development within a national or district education
system. This requires an engagement with statistical and qualitative data, not least the views of
students and their families. In this way, evidence can be used to formulate plans for moving policy
and practice forward.
Correspondence
Mel Ainscow, Centre for Equity in Education, University of Manchester, Oxford Road, Manchester M13
9PL, United Kingdom. Email: Mel.Ainscow@manchester.ac.uk

Anexo Xb - pgina 118

ANNEXE Xb
Discours de M. Mel Ainscow,
Professeur, Centre for Equity in Education, Universit de Manchester
Dvelopper des systmes dducation pour linclusion : quels sont les leviers du changement ?
Les systmes dducation dans le monde doivent assurer une ducation de qualit tous les
enfants et les jeunes. Dans les pays conomiquement les plus pauvres, ce dfi concerne principalement
les quelque 72 millions denfants non scolariss. Par contre, dans les pays plus aiss, beaucoup de
jeunes quittent lcole sans qualifications valables, dautres sont placs dans divers tablissements
spciaux, loin des expriences ducatives ordinaires, et dautres choisissent tout simplement
dabandonner leurs tudes car les leons semblent sans rapport avec leur vie.
Face ces tches, lide de lducation pour linclusion suscite de plus en plus dintrt.
Nanmoins, on ne sait pas trs bien ce quelle signifie. Dans certains pays, linclusion est encore
considre comme une mthode pour instruire les enfants handicaps au sein de lcole ordinaire. Au
niveau international, toutefois, on tend la concevoir plus largement comme une rforme qui soutient et
apprcie la diversit entre apprenants. Cette dmarche suppose que le but de lducation pour linclusion
est dliminer lexclusion sociale qui est une consquence dattitudes et de ractions la diversit de
race, de classe sociale, de religion, de sexe et daptitude. Ainsi dfinie, lducation pour linclusion part
du principe que lducation est un droit de lhomme fondamental et le socle dune socit plus juste.
Dvelopper des systmes ducatifs pour linclusion
Grce notre recherche collective oriente vers laction dans les systmes scolaires de plusieurs
pays, mes collgues et moi-mme avons tent de recenser les facteurs qui ont le potentiel de faciliter
ou dinhiber la promotion de pratiques inclusives dans les coles. Il sagit chaque fois de variables
que les administrations lchelon national et, des degrs divers, lchelon du district, contrlent
directement ou sur lesquelles elles peuvent du moins exercer une influence considrable. Certains de
ces facteurs semblent tre potentiellement plus puissants ; en dautres termes, ce sont les leviers du
changement (voir figure 1).
Lducation pour linclusion :
Quels sont les leviers du changement ?
Principes

Dpartement de lducation

Dveloppement
scolaire

Principes

Formes dvaluation

Figure 1
Daprs notre recherche, deux facteurs, en particulier quand ils sont troitement lis, semblent
lemporter sur tous les autres : les principes qui influencent les actions sur le terrain, particulirement
en rapport avec lide de linclusion, et les formes de lvaluation qui sont utilises pour mesurer les
rsultats ducatifs.

Anexo Xb - pgina 119

Cela tant, nous avons aid plusieurs systmes ducatifs dfinir linclusion dune manire
susceptible de guider les mesures politiques. Comme on pouvait sy attendre, les modalits exactes de
la dfinition de chaque systme sont uniques, car cette dfinition doit tenir compte des circonstances,
des cultures et de lhistoire locales. Cependant, quatre lments cls tendent tre fortement prsents
et ils sont recommands dans nimporte quel systme dducation tous ceux qui souhaitent rviser
leur propre dfinition de travail. Ces quatre lments sont les suivants :
y Linclusion est un processus. Cest--dire que linclusion doit tre vue comme une qute
permanente de meilleures faons de rpondre la diversit. Il sagit dapprendre vivre
avec la diffrence et dapprendre comment apprendre de la diffrence. De cette manire,
les diffrences sont considres de manire plus positive comme une stimulation pour
favoriser lapprentissage, parmi les enfants et les adultes.
y Linclusion se rapporte lidentification et la leve des obstacles. Par consquent, elle
comporte le recueil, le classement et lvaluation de linformation issue dune vaste
gamme de sources, afin de planifier des amliorations dans les politiques et les pratiques.
Elle concerne lutilisation de donnes de diffrentes sortes pour stimuler la crativit et la
rsolution de problmes.
y Linclusion concerne la prsence, la participation et la russite de tous les tudiants. Ici,
la prsence se rapporte au lieu o les enfants sont instruits et dans quelle mesure ils
sy rendent ponctuellement et de manire fiable ; la participation a trait la qualit
de leurs expriences quand ils sont lcole et doit par consquent inclure les avis des
apprenants eux-mmes ; et la russite englobe les produits de lapprentissage travers
le curriculum, et non pas seulement les rsultats obtenus aux tests ou aux examens.
y Linclusion met un accent particulier sur les groupes dapprenants qui courent un risque
de marginalisation, dexclusion ou de mauvais rsultats. Cela indique la responsabilit
morale de garantir une surveillance attentive des groupes qui courent statistiquement le
plus de risques et de prendre, si ncessaire, des mesures pour assurer leur prsence, leur
participation et leur russite au sein du systme ducatif.
Notre exprience nous a enseign quun dbat bien conduit sur ces lments peut aboutir une
meilleure comprhension du principe de linclusion. Nous constatons aussi quun tel dbat, mme
sil est par nature lent, voire mme perptuel, peut faire pression pour instaurer des conditions dans
lesquelles les coles se sentiront encourages aller dans un sens plus intgrateur. Un tel dbat doit
associer tous les acteurs de la communaut locale, notamment les familles, les responsables politiques
et religieux ainsi que les mdias. Il doit aussi faire participer les personnes qui travaillent dans le
bureau charg de lducation au niveau du district.
Notre recherche de leviers nous a aussi permis de reconnatre limportance de lvaluation.
Fondamentalement, elle nous a conduits conclure que, dans les systmes dducation, on obtient
des rsultats quand on les mesure . Pourtant, cest l une pe double tranchant, prcisment parce
que cest un levier si puissant du changement. Dune part, des donnes sont requises pour surveiller
les progrs des enfants, valuer les retombes des interventions, examiner lefficacit des politiques et
des procdures, planifier de nouvelles initiatives et ainsi de suite. Dans ce sens, les donnes peuvent
juste titre tre considres comme linstrument indispensable de lamlioration permanente. Dautre
part, si lon value lefficacit sur la base dindicateurs troits et mme inadapts de performance,
alors les consquences peuvent tre profondment nfastes. Tout en semblant promouvoir les causes
de la responsabilit et de la transparence, dans la pratique, lutilisation des donnes peut cacher plus

Anexo Xb - pgina 120

quelle ne rvle, induire des interprtations errones et, consquence la plus grave, avoir un effet
pervers sur le comportement des professionnels.
Cest probablement laspect le plus troublant de notre recherche. Elle a montr comment, dans
des contextes qui se basent sur des critres prcis pour dterminer le succs, ces initiatives peuvent
faire obstacle au dveloppement dun systme ducatif plus ax sur linclusion. Tout cela prouve quil
faut faire trs attention lorsquon dcide quelles donnes recueillir et, plus forte raison, comment
les utiliser.
Notre travail indique que le point de dpart pour dcider quelles donnes recueillir doit tre une
dfinition partage de linclusion. En dautres termes, nous devons mesurer ce quoi nous attachons
de la valeur , au lieu, comme cest souvent le cas, de donner de la valeur ce que nous pouvons
mesurer . Dans le sens des suggestions faites plus haut, je peux donc avancer que les donnes
recueillies au niveau des systmes doivent tre en liaison avec la prsence, la participation et la
russite de tous les tudiants, en mettant laccent sur les groupes dapprenants dont on considre
quils courent un risque de marginalisation, dexclusion ou de mauvais rsultats .
laborer un cadre de travail
Une telle optique a plus de chances de russir dans des contextes o une culture de
collaboration encourage et soutient la rsolution des problmes. Ce processus permet aux personnes
places dans un contexte particulier de travailler ensemble, en utilisant les donnes pour sattaquer
aux obstacles de lducation que rencontrent certains apprenants. Quelles en sont les consquences
pour les politiques ? Que faut-il faire pour que les systmes ducatifs encouragent les pratiques qui
atteignent vraiment tous les enfants et les jeunes, quelles que soient leurs circonstances et leurs
caractristiques personnelles ?
Afin de donner quelques conseils pour aborder cette tche, nous avons mis au point un cadre
de travail fond sur les lments qui, daprs la recherche internationale, caractrisent les systmes
ducatifs qui parviennent aller dans le sens de linclusion. Les lments du cadre de travail doivent
tre considrs comme des idaux, cest--dire des aspirations avec lesquelles on peut comparer les
dispositions existantes afin de dceler les domaines de dveloppement.
Le cadre de travail consiste en quatre thmes qui se recoupent :

1. Concepts

2. Politiques

Lducation
pour linclusion
en tant que
processus

3.
Structures
et systmes

4.
Pratiques

Anexo Xb - pgina 121

Pour chacun des quatre thmes du cadre de travail, je suggre quatre indicateurs de
rsultats :
Thme 1 : Concepts
Dans un systme dducation qui devient inclusif :
1.1
1.2
1.3

1.4

Linclusion est considre comme un principe global qui guide toutes les politiques et les
pratiques ducatives.
Le curriculum et ses systmes associs dvaluation sont conus pour tenir compte de tous les
apprenants.
Tous les organismes qui travaillent avec les enfants, y compris les services sanitaires et
sociaux, comprennent et appuient les aspirations politiques de promotion de lducation pour
linclusion.
Des systmes ont t tablis pour surveiller la prsence, la participation et la russite de tous
les apprenants.

Thme 2 : Politiques
Dans un systme ducatif qui devient inclusif :
2.1
2.2
2.3
2.4

La promotion de lducation pour linclusion ressort clairement dans les documents directeurs
importants.
Les cadres suprieurs assurent un leadership clair sur lducation pour linclusion.
Les responsables tous les niveaux formulent des aspirations politiques cohrentes pour le
dveloppement de pratiques dinclusion lcole.
Les responsables tous les niveaux remettent en question les pratiques non inclusives
lcole.

Thme 3 : Structures et systmes

Dans un systme ducatif qui devient inclusif :
3.1
3.2
3.3
3.4

Il existe un soutien de qualit pour les groupes dapprenants vulnrables.

Tous les services et les institutions travaillant avec les enfants collaborent pour coordonner les
politiques et les pratiques dinclusion.
Les ressources, humaines et financires, sont rparties de faon bnficier aux groupes
dapprenants vulnrables.
Les prestations spcialises, par exemple les coles et units spciales, ont un rle clair dans
la promotion de lducation pour linclusion.

Thme 4 : Pratiques
Dans un systme ducatif qui devient inclusif :
4.1
4.2
4.3
4.4

Les coles ont des stratgies pour encourager la prsence, la participation et la russite de tous
les apprenants issus de leur communaut locale.
Les coles soutiennent les apprenants qui sont vulnrables la marginalisation, lexclusion et
les mauvais rsultats scolaires.
Les formateurs denseignants sont prpars prendre en charge la diversit des apprenants.
Les enseignants ont loccasion de prendre part une formation professionnelle continue autour
des pratiques de linclusion.

Anexo Xb - pgina 122

Le cadre de travail peut tre utilis pour examiner le stade de dveloppement dans un systme
ducatif national ou de district. Cela exige de collecter des donnes statistiques et qualitatives, en
particulier les opinions des tudiants et de leur famille. De cette manire, les informations peuvent
tre exploites pour formuler des plans en vue de faire avancer les politiques et les pratiques.

Correspondance
Mel Ainscow, Centre for Equity in Education, Universit de Manchester, Oxford Road,
Manchester M13 9PL, Royaume-Uni. Courriel : Mel.Ainscow@manchester.ac.uk

Anexo Xc - pgina 123

ANNEX Xc
Speech by Dr. Codou Diaw
Executive Director, Forum for African Women Educationalists (FAWE)
Excellencies, distinguished participants, ladies and gentlemen, good evening!
It is a pleasure and an honor to be invited to speak at this timely and important conference in the
landscape of education worldwide. Id like to salute IBE for its organization.
There is little one can add about the theme of this conference that has not already been discussed
through and through by participants in the preceding days. One thing I would like to touch upon,
however, is the gender dimension of inclusion because it has not been systematically addressed. When
speaking of inclusion, we must go beyond generalities about the excluded and think of inclusion from
a gender equity, equality and rights perspective. We must ask ourselves who are the excluded? What
gender are they? Why are they out of education systems? We must put a face on the excluded before
we can respond adequately to their education and learning needs. Most often than not, we will find
that after all obstacles and factors of exclusion have been identified, girls and women will form the
group that suffers the most from exclusion in the education system and in society, be it because of
poverty, ethnicity, language, religion, disability and the list goes on and on.
It has been established and is commonly recognized today that gender inequality exacerbates all other
forms of inequalities and exclusion. Therefore espousing a gender equity approach to inclusion is an
important starting point for meaningful inclusion for ALL, regardless of the litany of compounding
factors I just mentioned. Id like to submit that adopting systematically a gender approach to inclusive
education solves half of the inclusion equation. As one speaker mentioned during yesterdays plenary,
the excluded have a gender too! Orphans, minorities, the disadvantaged, the disabled, those living
with HIV and AIDS, are men and women, boys and girls, whose gender, when interacting with other
factors, determines whether they enjoy their right to a quality and empowering education or not.
Gender is an overarching element and that is why it is crucial to add a gender dimension to any
discussion or approach to inclusion. The millions of girls and women who are excluded from
education systems worldwide, and who have no alternative to formal education face multiple forms
of discrimination which are compounded and exacerbated by gender, a factor that cuts across all of
them. Subscribing to inclusive education from a gender perspective shows an intention to approach
education as right, and a commitment to fulfilling that right for all members of society (boys and girls,
women and men).
Pointing this out is not an attempt to create a hierarchy among forms of exclusion. We simply cannot
continue to act as if a wholesale, gender-blind approach to inclusion can lead to the eradication
of inequalities that keep the excluded out. Inclusion from a gender perspective means that we
systematically pay attention to how schools and learning systems disenfranchise the many and how
schooling conditions and environments most often do not provide girls and women, and the poor or
the disabled safety and a relevant education. This has led to higher rates of drop out which signals
getting the excluded in is not enough. The nature and quality (or lack thereof) of what they encounter
in the system often reproduces gender inequalities found in the society at large. We must also draw
lessons from the EFA process which, by considering gender equality as an afterthought, even when
gender parity in enrollment was a key milestone, ended up missing on both, at least in Sub-Saharan
Africa.

Anexo Xc - pgina 124

Meaningful inclusion is gender-fair and democratic. And these are not just abstract notions or ideals.
Meaningful inclusion goes beyond the provision of special services, which tend to ghettoize
recipients, often perceived as beneficiaries of charity, for something that is a fundamental right.
If we really mean business by making education inclusive, we must strive to create educational
environments that transform unequal gender and socio-economic relations in society at large.
Practically, meaningful inclusion would require investments in the removal of obstacles that reduce
or prevent physical mobility, access to basic social services, participation in educational processes,
transition to gainful employment and participation in social cultural and political life which truncate
blind citizens life chances.
Mainstreaming gender in education is central to the full attainment of inclusion. I would even say that
it is a sine qua non condition.
Engendering the inclusion movement as well as policies and learning processes will ensure that women
and girls concerns are mainstreamed into education policies and are translated into all institutions of
learning that are respectful and responsive to the specific needs of excluded men and women.
Thank you for your attention.

Anexo Xc - pgina 125

ANNEXE Xc
Discours de Mme Codou Diaw,
Directrice excutive, Forum des femmes ducatrices africaines (FAWE)
Chers participants,
Mesdames et Messieurs,
Cest pour moi un honneur et un plaisir davoir t invite mexprimer dans cette importante
confrence de lducation qui arrive point nomm. Jaimerais dailleurs rendre hommage au BIE
pour son organisation.
Le thme de cette confrence a dj t tudi en dtail par les participants ces derniers jours et
il me reste peu de choses ajouter. Jaimerais cependant voquer la dimension fminine de linclusion
car elle na pas t aborde de manire systmatique. Quand on parle de linclusion, on doit dpasser
les gnralits sur les exclus et penser linclusion dans une perspective dgalit des genres, dquit
et de droits des hommes et des femmes. Nous devons nous demander qui sont les exclus ? Sagit-il
dhommes ou de femmes ? Pourquoi sont-ils en marge du systme de lducation ? Nous devons
mettre un visage sur les exclus avant de pouvoir rpondre correctement leurs besoins ducatifs.
Le plus souvent, nous constatons que lorsque tous les obstacles et les facteurs de lexclusion ont t
identifis, les filles et les femmes forment le groupe qui souffre le plus de lexclusion dans le systme
de lducation et dans la socit en gnral, du fait de la pauvret, de lorigine ethnique, de la langue,
de la religion, du handicap, et ainsi de suite.
Il est aujourdhui gnralement admis que les disparits entre les genres exacerbent toutes les
autres formes dingalit et dexclusion. Par consquent, adopter une perspective de parit des sexes
est un point de dpart pour parvenir linclusion de TOUS les individus, quels que soient les facteurs
aggravants que je viens de mentionner. mon sens, appliquer une telle approche lducation pour
linclusion permet de rsoudre la moiti de lquation de linclusion. Ainsi que la not un orateur
pendant la sance plnire dhier, les exclus ont eux aussi une identit sexuelle ! Les orphelins, les
minorits, les dfavoriss, les handicaps, ceux qui vivent avec le VIH et le sida sont des hommes
et des femmes, des garons et des filles, dont le genre, quand il interagit avec dautres facteurs,
dtermine sils exercent ou non leur droit une ducation de qualit qui leur donnera les moyens de
devenir autonomes.
Lidentit sexuelle est un lment capital et cest pourquoi il est aussi essentiel de tenir compte
de la condition fminine dans toute discussion ou mthode dinclusion. Les millions de filles et de
femmes qui sont exclues des systmes ducatifs dans le monde et qui nont pas de solution susceptible
de remplacer lenseignement scolaire font face de multiples formes de discrimination qui sont
exacerbes par lappartenance sexuelle, un facteur qui touche toutes ces formes de discrimination.
Adhrer lducation pour linclusion dans une optique dgalit des genres montre que lon veut
aborder lducation comme un droit et que lon sengage respecter ce droit pour tous les membres
de la socit (garons et filles, femmes et hommes).
En insistant sur ce point, je ne souhaite pas hirarchiser les formes dexclusion. Il est tout
simplement impossible de continuer dagir comme si une approche globale, ignorant la situation des
femmes, pouvait radiquer les ingalits qui empchent les exclus dentrer dans le systme. Considrer
linclusion dans une optique dgalit des genres suppose de se demander systmatiquement pourquoi
les coles et les systmes dapprentissage fabriquent de nombreux laisss pour compte et pour quelles
raisons les conditions de lenseignement et lenvironnement scolaires sont le plus souvent incapables

Anexo Xc - pgina 126

de donner aux filles et aux femmes, aux pauvres ou aux handicaps, la scurit et une ducation
pertinente. Ces dfaillances ont conduit des taux levs dabandon qui montrent bien quil ne suffit
pas de faire entrer les exclus lcole. La nature et la qualit (ou le manque de qualit) de ce quils
trouvent dans le systme reproduisent souvent les ingalits sexuelles observes dans lensemble
de la socit. Nous devons aussi tirer les leons du processus de lducation pour tous. En tenant
compte aprs coup de lgalit sexuelle, mme si la parit des taux de scolarisation des filles et des
garons reprsentait un objectif primordial, lEPT a fini par chouer sur les deux tableaux, du moins
en Afrique subsaharienne.
Une inclusion bien conue est dmocratique et juste lgard des femmes. Et ce ne sont pas
l simplement des notions abstraites ou des idaux thoriques. La vritable inclusion doit aller audel de la prestation de services spciaux, qui tendent ghettoser les bnficiaires, souvent jugs
comme des assists , alors mme quil sagit pour eux dexercer lun de leurs droits fondamentaux.
Si nous voulons vraiment que lducation pour linclusion porte ses fruits, il faut nous employer
crer des environnements ducatifs qui corrigeront les ingalits des relations socio-conomiques et
les disparits entre hommes et femmes dans lensemble de la socit.
Dans la pratique, une inclusion bien conue exigera des investissements pour lever les obstacles
qui rduisent ou empchent la mobilit physique, laccs aux services sociaux de base, la participation
aux processus ducatifs, la transition vers un emploi rmunr et la participation la vie politique,
sociale et culturelle qui tronquent les chances des citoyens laisss pour compte.
Intgrer la condition des femmes dans lducation est au centre de la pleine ralisation de
linclusion. Je dirais mme que cest une condition sine qua non.
Prendre en considration la dimension de lgalit des genres dans le mouvement en faveur
de linclusion ainsi que dans les politiques et les processus dapprentissage garantira lintgration
des proccupations des femmes et des filles dans les politiques de lducation et leur traduction dans
toutes les institutions dapprentissage qui respectent les besoins des exclus, hommes ou femmes, et
prennent la responsabilit dy rpondre.
Merci de votre attention.

Anexo Xd - pgina 127

ANNEX Xd
Speech by Mr Gaston De la Haye
Deputy General Secretary, Education International (EI)
Excellencies Ministers of Education,
Heads of delegation and member of delegations,
Representatives of Civil Society Organizations,
Ladies and gentlemen,
In this final debate before drawing the conclusions of this 48th International Conference on Education
allow me to share with you some reflections and considerations that came across my mind while
preparing this conference and during the sessions and that we share in Education International (EI).
Education International is global organisation grouping teachers unions and organizations all over
the world. EI speaks up for over 30 million education staff. Education International stands for quality
Education for All (EFA), and provides quality and qualified teachers with the decent working and
teaching conditions that are essential to achieve that goal.
I would like to address 5 items:
1.
2.
3.
4.
5.

The concept of inclusive education

Financial resources
The role of public authorities
The central role of teachers
The way forward

As I said before Education International stands for quality education for all and is committed to
contribute to achieving the EFA goals and the MDG.
EI is supportive of the new concept, this new paradigm of inclusive education because it has developed
from the concept of integration to the concept of inclusion. That is a very noble evolution but we
need to be vigilant that this noble objective does not rub out differences and lead to assimilation. It
is pedagogically a very interesting new concept because it is comprehensive, pursuing horizontal
inclusion, (including all children whatever their origin, their differences, wherever they live) and
vertical inclusion, in a Life Long Learning (LLL) perspective taking on board Early Childhood
Care (ECC), basic education, secondary education, vocational education, higher education and adult
education. It is a concept that has a strong link and reference to the Universal Declaration of Human
Rights, the Convention on the rights of the child and the convention on the rights of handicapped
persons. This is important as the concept of inclusive education needs to be carried universally. It is a
concept that opens the way for new pedagogical methods that are more multipolar (involving different
actors in the classroom: peers, parents, social workers ...) instead of bipolar (teacher-student) as it too
long used to be. It is a positive approach as inclusive education is presented as a value added, win-win
operation for all partners. Inclusive education is also the better way to educate young people about
interculturalism and tolerance, appreciating diversity and to prepare young people to live positively in
a multicultural society. But inclusive education will only be possible if it is supported by an inclusive
society and this might be the biggest obstacle to inclusive education.
Inclusive education is an ambitious project in terms of change, in terms of teacher education and
thus also in terms of financial resources. Sure some resources can be redirected, but if we want the
inclusive project to really create inclusion and not generate greater exclusion, we need to be aware
that this will cost money, if it only were because teachers represent on average 70% or more of the

Anexo Xd - pgina 128

education budget. In 2000 the idea of a benchmark of 6% GDP for education was tabled without
really being taken up in the Dakar global framework for action. Very few countries reach 6% of GDP
for education and OECD studies show that in many countries the percentage of GDP for education
is being reduced. It is also necessary to realize that decentralization aiming at reducing inequalities
does in some cases lead to greater inequalities because financial means are not properly distributed
and channelled as it appears from the 2009 GMR. The marketing and commercialisation of education,
privatisation of or in education are conceptually in opposition with inclusive education. Competition
and research of profit will never lead to inclusion.
We are all aware of the financial crisis that is in full development and it could be even worse than
we think. This will affect education budgets but also levels of public aid. This could have a double
negative effect on the education of the recipient countries. This while considering that today already
only 1/3 of the promised aid to basic education is made available and that if nothing is done the
Catalytic fund of the FTI will face a shortfall of more than 2 billion US dollars.
Today education is multi-stakeholder, and in many countries non formal education is gaining in
importance. In many cases the non formal education circuit is developed with support from the public
national or local authorities. All teachers whether in formal or non formal education are working
towards the same goal to achieve quality education for all? It is therefore crucial to build bridges
and that governments take the lead in coordinating efforts. In some countries unqualified teachers
are becoming the norm, certainly when they represent more than 50% of the teachers. This evolution
is really putting at risk all the efforts made so far to achieve the EFA goals. Several speakers in
the workshops insisted that inclusive education will only be possible with high quality teachers.
Recruiting even more unqualified teachers to address the teacher gap will give the illusion of solving
the problem in the short term but will create an immense problem for later. We need to call this
evolution to a halt and there should be a commitment to totally stop recruiting unqualified teachers
and to develop programmes to help unqualified teachers to get the required qualifications.
In 1966 UNESCO and ILO Member States adopted the Recommendation on the status of teachers. The
same was done in 1997 for Higher Education. Many of the problems we are facing today would not exist
if these Recommendations would be better and more largely applied also in industrialised countries.
In fact it would be much easier to progress towards inclusive education if these Recommendations
were better considered.
Privatisation and commercialisation are more and more nested in education. The belief that competition
is the better drive to reach quality, that is translated into ranking (Shanghai ranking!), evaluation
based on outcomes, merit pay practices and all kind of incentives for so called better teachers ...
destroying the team spirit in schools and cooperative collegiality that are the foundations of inclusive
education.
Teachers are essential to achieving quality education. That is the central message that should be
conveyed at international, national and local levels. That message should also be translated into acts.
If we want to care for those 75 million kids out of school, if we want to address the teacher gap of 18
million we need to give a strong signal and to act now. Teachers need to have decent salaries, paid on
time and regularly, that allow them and their families to have a decent life. How can a teacher who
needs two or three jobs to survive, even think of professional development. According to a study by
the Pole of Dakar, teachers salaries over the last 30 years have been reduced to 1/3 in sub-Saharan
Africa. Besides decent salaries and decent working and teaching conditions are the condition sine qua
non to envisage professional development and motivation.

Anexo Xd - pgina 129

Training teacher cannot be a matter of a two weeks course, certainly not if you want teachers to be able
to cope with the diversity of students in the classroom already today and certainly in a pedagogical
context of inclusive education. Teachers need to be trained and recognized as professionals and their
professional development throughout their career should be a priority.
If we want to maintain and increase teachers motivation and also keep attrition as low as possible we
need to give them a high level initial training, a training that would allow them to act as professionals.
That high level of professionalism should be kept up by regular possibilities of professional
development. That high level of qualification will allow them to build up teams with their colleagues
to the benefit of the students. These professionals should also have the freedom and the space to
be creative and develop collectively and, where appropriate, with other stakeholders, tailor-made
pedagogies for their students. That professionalism should be recognised via institutional support, not
only by school leadership but also by the highest national authorities.
What on the contrary will kill real, professional motivation is competition and individualism, practices
that may be effective in economic or financial sectors, but not in education.
It is encouraging to see that there is a lot of convergence between the Global Monitoring Report
(GMR) and the recommendations of the Working Group and High-Level Group on EFA. Certainly
when it comes to horizontal and vertical inclusion, quality and equity and the link between education
and poverty reduction programmes.
Inclusive education goes a step further, but at least we are working in the same direction.
The financial crisis that is the evidence of the failure of the neo-liberal policies should be taken as an
opportunity for change to reaffirm the central role of public authorities in achieving the EFA goals and
that investing in inclusive education is the better way to social inclusion and sustainable economic
and social development.
Inclusive education is also an opportunity to develop better democratic governance at all levels and
to make schools centres of dialogue and tolerance. School leadership should develop a spirit of team
building and participation along the same lines.
The key message of this conference is that quality teachers, qualified and motivated, are essential if
we want to progress towards inclusive quality education for all.

Anexo Xd - pgina 130

ANNEXE Xd
Discours de M. Gaston De la Haye,
Secrtaire gnral adjoint, Internationale de lducation
Mesdames et Messieurs les Ministres de lducation,
Mesdames et Messieurs les chefs et membres des dlgations,
Mesdames et Messieurs les reprsentants des organisations de la socit civile,
Mesdames et Messieurs,
Dans ce dbat final et avant de tirer les conclusions de la 48e session de la Confrence
internationale de lducation, permettez-moi de partager avec vous quelques ides que la prparation
de cette confrence et ses sances mont inspires et que nous partageons lInternationale de
lducation. LInternationale de lducation (IE) est une organisation mondiale groupant des syndicats
et des organisations denseignants dans le monde. LIE reprsente plus de 30 millions denseignants et
autres personnels de lducation. Elle soutient lEducation pour tous (EPT) de qualit, et uvre pour
que des enseignants comptents et de qualit bnficient des conditions de travail et denseignement
dcentes qui sont capitales pour atteindre ce but.
Je voudrais aborder cinq points :
1.
2.
3.
4.
5.

Le concept de lducation pour linclusion

Les ressources financires
Le rle des autorits publiques
Le rle central des enseignants
La voie du progrs

Ainsi que je lai dit, lInternationale de lducation soutient une ducation de qualit pour tous
et elle sest engage contribuer la ralisation des objectifs de lEPT et des objectifs du Millnaire
pour le dveloppement (OMD).
LIE adhre au nouveau concept, ce nouveau paradigme de lducation inclusive parce quil
est pass du concept de lintgration au concept de linclusion. Cest l une volution trs positive, mais
nous devons tre vigilants et faire en sorte que ce noble objectif ne gomme pas les diffrences et ne
dbouche pas sur lassimilation. Du point de vue pdagogique, ce nouveau concept est trs intressant
car il est complet, il vise linclusion horizontale (inclure tous les enfants quelle que soit leur origine,
leur diffrence et o quils vivent) et linclusion verticale, dans une optique dapprentissage tout au
long de la vie qui englobe la protection de la petite enfance, lducation de base, lenseignement
secondaire, la formation professionnelle, lenseignement suprieur et lducation des adultes. Le
concept de lducation pour linclusion fait rfrence et est troitement li la Dclaration universelle
des droits de lhomme, la Convention relative aux droits de lenfant et la Convention relative
aux droits des personnes handicapes, ce qui est important car il doit tre appliqu universellement.
Cest un concept qui ouvre la voie de nouvelles mthodes pdagogiques qui sont plus multipolaires
(faisant appel diffrents acteurs dans la classe : pairs, parents, travailleurs sociaux) que bipolaires
(enseignant-tudiant) comme cela a trop longtemps t le cas. Cest une approche positive puisque
lducation pour linclusion est prsente comme une valeur ajoute, une opration dont toutes les
parties sortent gagnantes. Lducation pour linclusion est aussi la meilleure manire denseigner
linterculturalisme et la tolrance aux jeunes, de leur apprendre apprcier la diversit et de les
prparer vivre de manire positive dans une socit multiculturelle. Mais lducation pour linclusion
ne sera possible que si elle est taye par une socit inclusive. Cest peut-tre l que rside le plus
grand obstacle.

Anexo Xd - pgina 131

Lducation pour linclusion est un projet ambitieux par les changements quelle suppose, par
la formation des enseignants quelle ncessite et donc par le financement dont elle a besoin. Bien sr,
il est possible de rorienter certaines ressources, mais si nous voulons que le projet cre rellement
linclusion et non quil accentue encore lexclusion, nous devons comprendre quil en cotera de
largent, ne serait-ce que parce que les enseignants reprsentent en moyenne 70% ou plus du budget
de lducation. En 2000, lide dune enveloppe minimale de 6% du PIB alloue lducation avait
t voque sans tre vraiment reprise dans le Cadre daction de Dakar. Trs peu de pays consacrent
6% de leur PIB lducation et les tudes de lOCDE montrent que, dans beaucoup de pays, le
pourcentage de PIB accord lducation diminue. Il faut aussi comprendre que la dcentralisation
creuse parfois les ingalits quelle tait suppose rduire en raison dune mauvaise rpartition et
distribution des moyens financiers, ainsi que le rvle le Rapport mondial de suivi sur lEPT 2009.
Le marketing et la commercialisation de lducation, la privatisation de ou dans lducation sont
conceptuellement en opposition avec lducation pour linclusion. La concurrence et la recherche du
profit ne produiront jamais linclusion.
Nous sommes tous conscients de la crise financire qui stend et qui pourrait mme tre plus
srieuse que nous ne le craignons. Elle grvera le budget de lducation, mais aussi laide publique
et pourrait avoir un effet doublement ngatif sur lducation des pays bnficiaires. Actuellement, un
tiers seulement de laide promise lducation de base est disponible et, si rien nest fait, le fonds
catalytique (IMOA) de la Banque mondiale connatra un dficit de plus de 2 milliards de dollars.
Aujourdhui, lducation est le fait de multiples acteurs, et dans beaucoup de pays lducation
non formelle prend de limportance. Dans bien des cas, le secteur de lducation non formelle se
dveloppe avec lappui des autorits publiques nationales ou locales. Tous les enseignants, quils
soient dans lducation formelle ou non formelle, uvrent vers un mme but qui est de dispenser
une ducation de qualit pour tous. Il est donc capital de jeter des passerelles et de placer les
gouvernements la tte des efforts de coordination. Dans certains pays, les enseignants non qualifis
deviennent la norme, puisquils reprsentent plus de 50% de la profession. Cette volution compromet
vritablement tous les efforts accomplis jusqu prsent pour atteindre les objectifs de lEPT. Dans les
ateliers, plusieurs orateurs ont soulign que lducation pour linclusion ne sera possible quavec des
enseignants de qualit. Recruter encore plus denseignants non qualifis pour combler le manque de
personnel donnera lillusion de rsoudre le problme court terme, mais plus longue chance, cette
mesure crera un problme grave. Nous devons demander larrt de cette tendance ; il faut prendre
lengagement de cesser totalement de recruter des enseignants non qualifis et mettre au point des
programmes pour aider les enseignants non qualifis obtenir les titres requis.
En 1966, lUNESCO et les tats membres de lOIT ont adopt la Recommandation concernant
la condition du personnel enseignant, puis, en 1997 la Recommandation concernant la condition
du personnel enseignant de lenseignement suprieur. Nombre des problmes que nous connaissons
aujourdhui nexisteraient pas si ces recommandations taient mieux et plus largement appliques,
y compris dans les pays industrialiss. En fait, il serait beaucoup plus facile de progresser vers
lducation pour linclusion si lon tenait davantage compte de ces textes.
La privatisation et la commercialisation sont de plus en plus prsentes dans lducation. Lide
selon laquelle la concurrence est le meilleur aiguillon pour parvenir une ducation de qualit, qui
se traduit par un classement (le classement de Shanghai !), lvaluation fonde sur les rsultats, les
pratiques de rmunration au mrite et tous les types de mesures dincitation pour de meilleurs
enseignants dtruisent en ralit lesprit dquipe dans les coles et la collgialit cooprative qui sont
les fondements de lducation pour linclusion.
Les enseignants sont essentiels pour dispenser une ducation de qualit. Tel est le message
central qui devrait tre diffus aux niveaux international, national et local. Ce message devrait aussi

Anexo Xd - pgina 132

tre traduit dans les actes. Si nous voulons nous occuper de ces 75 millions denfants non scolariss,
si nous voulons combler le manque denseignants, chiffr 18 millions, nous devons donner un
signal clair et agir sans attendre. Les enseignants doivent recevoir des salaires convenables, pays
ponctuellement et rgulirement, qui leur permettront de mener une vie dcente avec leur famille.
Comment un enseignant qui doit occuper deux ou trois emplois pour survivre pourrait-il ne seraitce que penser son dveloppement professionnel ? Daprs une tude du Ple de Dakar, ces 30
dernires annes, les salaires des enseignants ont t minors dun tiers en Afrique subsaharienne. De
plus, des salaires corrects et un bon environnement de travail et denseignement sont les conditions
indispensables pour envisager le perfectionnement professionnel et la motivation.
Il est impossible de former un enseignant dans un cours de deux semaines, en tout cas, pas si
lon veut des enseignants capables de faire face la diversit des tudiants telle quelle se manifeste
dj aujourdhui dans la classe et certainement pas dans un contexte pdagogique dducation pour
linclusion. Les enseignants doivent tre forms et reconnus comme des professionnels et leur
perfectionnement tout au long de leur carrire doit tre une priorit.
Pour maintenir et accrotre la motivation des enseignants et aussi contenir autant que possible
lusure professionnelle, il faut leur prodiguer une formation initiale de haut niveau, qui leur permettra
dagir en tant que professionnels. Ce degr lev de professionnalisme sera entretenu par des occasions
rgulires de perfectionnement. Leurs solides qualifications leur permettront de former des quipes
avec leurs collgues, ce qui sera bnfique pour leurs tudiants. Ces professionnels devraient aussi
jouir de la libert et de lespace pour tre cratifs et mettre au point collectivement et, le cas chant,
avec dautres acteurs, des pdagogies sur mesure pour leurs tudiants. Ce professionnalisme doit tre
reconnu par le biais du soutien institutionnel, non seulement par les responsables de lcole, mais
aussi par les plus hautes autorits nationales.
Au contraire, la vritable motivation professionnelle sera anantie par la concurrence et
lindividualisme, des pratiques qui sont peut-tre efficaces dans les secteurs conomiques ou financiers,
mais pas dans lducation.
Il est encourageant de noter les nombreuses convergences entre le Rapport mondial de suivi sur
lEPT et les recommandations du groupe de travail et du groupe de haut niveau sur lEPT, notamment
au sujet de linclusion horizontale et verticale, de la qualit et de lquit et du lien entre lducation
et les programmes de lutte contre la pauvret.
Lducation pour linclusion va un peu plus loin, mais nous travaillons au moins dans la mme
direction.
La crise financire qui est la manifestation de lchec des politiques nolibrales devrait tre
loccasion de changer pour raffirmer le rle central des autorits publiques dans la ralisation des
objectifs de lEPT et souligner que linvestissement en faveur de lducation pour linclusion est la
meilleure voie vers linclusion sociale et un dveloppement conomique et social durable.
Lducation pour linclusion est aussi une occasion de mettre en place une gouvernance plus
dmocratique tous les niveaux et de faire de lcole un centre de dialogue et de tolrance. La direction
des coles devrait dvelopper lesprit dquipe et la participation selon ces mmes principes.
Le message central de cette confrence est que des enseignants de qualit, qualifis et motivs,
sont essentiels si nous voulons progresser vers une ducation inclusive de qualit pour tous.

Anexo XI - pgina 133

ANNEX XI
Resolution adopted by the
48th session of the International Conference on Education (ICE):
Message of Peace and Goodwill to the Government and People of India;
and vote of thanks by H.E. Mrs. D. Purandeswari,
Minister of State for Human Resource Development, India
Resolution
Humanity is capable of great acts of kindness and capable of great acts of depravity.
It is thus with great sadness that the international community acknowledges the tragedy which
occurred November 26, in Mumbai.
Our thoughts are with the families of those who were lost in this senseless act.
Geneva, 28 November 2008
________________oOo_______________

Vote of thanks by MoS (Higher Education), Smt. D. Purandeswari, Minister of State

for Human Resource Development, India, at the plenary of the 48th International
Conference on Education (ICE) in response to the resolution adopted by the 48th ICE
expressing solidarity with the people of India in the aftermath of the terror attacks in
Mumbai on 26 November 2008.
Mr Chairman,
The barbaric and cowardly attacks of terrorists were indeed and attack on the democracy and democratic
processes and our efforts for ushering a world order based on universal brotherhood. Mahatma Gandhi,
our Father of Nation, always reiterated that the world is my family. Our Upanishads said
AYAM NIJAH PAROVETI,
GANANA LAGHUCHETSAM,
UDARCHARITA NAAM TU,
VASUDHAIVA KUTUMBAKAM.
This means: For the narrow minded people there are notions of mine and thine, but for a large hearted
good human being, the entire world is his/her family.
India appreciates this spontaneous outpouring of sympathy for the victims of these barbaric terrorist
acts, which were aimed to undermine the democratic, pluralistic and multicultural fabric of our
society. We can never bow our heads or stand silent in such a situation. We stand committed to the
international campaign against terrorism. City of Mumbai, the symbol of these traditions, has always
refused to be cowed down by dastardly acts of terrorism.
I thank you for this message which will be immediately conveyed to our Prime Minister.

Anexo XI - pgina 134

ANNEXE XI
Rsolution adopte par la
48e session de la Confrence internationale de lducation (CIE):
Message de paix et despoir adress au gouvernement et au peuple indien ;
et remerciements de S.E. Mme D. Purandeswari,
Ministre dtat pour le dveloppement des ressources humaines, Inde
Rsolution
Lhumanit est capable dactes de grande bont mais aussi capable dactes de barbarie.
Cest par consquent avec une immense tristesse que la communaut internationale prend acte
de cette tragdie survenue Bombay le 26 novembre.
Toutes nos penses vont aux familles de tous ceux qui ont perdu la vie dans ces terribles
attentats.
Genve, le 28 novembre 2008
____________________oOo____________________
Remerciements de S.E. Mme D. Purandeswari, Ministre dtat pour le
dveloppement des ressources humaines, Inde, la sance plnire de la
48e session de la Confrence internationale de lducation (CIE) en rponse la
rsolution adopte par la 48e session de la CIE pour exprimer sa solidarit avec le
peuple indien au lendemain des attaques terroristes de Mumbai le
26 novembre 2008.
Monsieur le Prsident,
Les attaques lches et barbares des terroristes visaient vraiment la dmocratie et les rgles
dmocratiques et elles souhaitaient rduire nant nos efforts pour instaurer un monde fond sur la
fraternit universelle. Le Mahatma Gandhi, pre de notre nation, a toujours rpt que lhumanit
tait sa famille. Nos Upanishads ont dit :
AYAM NIJAH PAROVETI,
GANANA LAGHUCHETSAM,
UDARCHARITA NAAM TU,
VASUDHAIVA KUTUMBAKAM
Cela signifie: Les personnes lesprit troit pensent quil y a des notions du mien et du tien,
mais pour un tre humain bon et au grand cur, lhumanit est sa famille .
LInde apprcie leur juste valeur les manifestations spontanes de sympathie qui affluent
pour les victimes de ces actes terroristes odieux, dont lobjectif tait de dtruire le tissu dmocratique,
pluraliste et multiculturel de notre socit. Dans une telle situation, nous ne pouvons baisser la tte
ou demeurer silencieux. Nous sommes engags dans la campagne internationale contre le terrorisme.
La ville de Mumbai, symbole de ces traditions, a toujours refus de cder la menace dactes de
terrorisme indignes.
Je vous remercie pour ce message que je transmettrai immdiatement notre Premier
Ministre.

Anexo XII - pgina 135

ANEXO XII
Agradecimientos de la Sra. Clementina Acedo,
Directora de la OIE y Secretaria de la Conferencia
Excelencias,
Seor Presidente,
Seoras y seores miembros de la Mesa de la Conferencia,
Seoras y seores Ministros, Viceministros y Jefes de delegacin,
Seoras y seores delegados,
Seoras y seores representantes de organizaciones del sistema de las Naciones Unidas,
Seoras y seores observadores de organizaciones intergubernamentales, de organizaciones no
gubernamentales y de fundaciones,
Seoras y seores invitados y expertos,
Seoras, seores, queridos colegas,
Cuando un acontecimiento tan excepcional como el que hemos compartido llega a su fin,
experimentamos sentimientos opuestos. En primer lugar, sentimos el alivio y la alegra de haber
vivido momentos muy intensos de dilogo y enriquecimiento, tanto personal como profesional. Pero
tambin sentimos nostalgia. En efecto, la 48 CIE ha terminado, pero no cabe duda de que nos queda
an mucho por y que compartir
Al trmino de nuestros trabajos, es para m, en calidad de Secretaria de esta 48 reunin, un honor y
un placer dedicarles estas palabras de agradecimiento.
Quisiera dar las gracias, en primer lugar, a la Conferencia General de la UNESCO, que encomend
a la Oficina Internacional de Educacin la tarea de organizar la presente Conferencia sobre el tema
La Educacin Inclusiva: el camino hacia el futuro. Deseo tambin mostrar mi gratitud al Consejo
Ejecutivo de la UNESCO por el constante inters y el firme compromiso que ha mostrado respecto a
la presente reunin de la CIE.
Quisiera expresar asimismo todo mi agradecimiento a los Estados Miembros de la UNESCO por la
confianza con que nos han honrado y por su magnfico compromiso en la fase de preparacin de la
conferencia, durante la cual se han podido organizar 9 seminarios internacionales y 4 conferencias
regionales en todo el mundo.
Deseo dedicar tambin un agradecimiento especial a los Estados Miembros del Consejo de la OIE,
que han trabajado sin descanso para hacer de esta conferencia un acontecimiento de calidad, en un
principio bajo la presidencia de S.E. Sra. Embajadora de la India hasta finales del ao pasado y a
continuacin bajo la presidencia de S.E. Sr. Ministro de Educacin de Ecuador, a partir del mes de
enero de 2008. Asimismo, el Consejo pudo contar con la excelente labor efectuada por su Grupo de
Trabajo, encargado de asistir a la Directora de la OIE en la preparacin de la CIE. Quisiera dar las
gracias a todos sus miembros, y en especial a su Presidente, S.E. Sr. Embajador de Nigeria, que ha
presidido tambin el Grupo de Redaccin del documento final de esta 48 reunin.
Quisiera dedicar un sincero agradecimiento al Sr. Director General de la UNESCO, as como al
Subdirector General de Educacin y a su Subdirectora General Adjunta por su inquebrantable apoyo
personal e institucional. Desde hace meses hemos tenido la suerte de contar tambin con la eficaz y
amable colaboracin de nuestros amigos los Directores Regionales y los Directores de otros institutos
de la UNESCO para la educacin, as como de numerosos colegas de la Sede de la UNESCO en Pars.
Su contribucin ha sido muy valiosa, especialmente en la elaboracin de los documentos de trabajo y

Anexo XII - pgina 136

en la organizacin y la gestin de los debates. Deseo tambin expresar toda mi gratitud a las oficinas
de la UNESCO en el terreno, pues nos han ayudado durante la fase de preparacin y han hecho todo lo
posible para estar presentes aqu en Ginebra. Tambin un sincero agradecimiento a nuestros servicios
generales, que han garantizado las infraestructuras necesarias para el buen funcionamiento de nuestro
trabajo, en especial los intrpretes, pues sin ellos el dilogo sera evidentemente imposible. Y gracias
a la prensa, que nos ha ayudado a difundir el contenido de nuestro debate. Estoy convencida de que
continuar esta tarea en el futuro.
Dedico un agradecimiento especial a los Pases Miembros del Grupo de Redaccin. Las Conclusiones
y Recomendaciones de esta Conferencia, adoptadas hace unos momentos por unanimidad, reflejan la
calidad de la ardua tarea que han cumplido durante los ltimos das, trabajando hasta altas horas de
la noche.
Deseo expresar un sincero agradecimiento a las autoridades suizas, as como a la Repblica y al
Cantn de Ginebra, por habernos acogido con tanta generosidad en esta ciudad internacional y por
habernos respaldado durante todo el proceso de preparacin. Muchsimas gracias tambin a todos los
Estados Miembros por haber aportado su valiosa contribucin financiera e intelectual.
Sin duda alguna son ustedes conscientes del inmenso trabajo que representa la organizacin de
semejante conferencia, tanto desde el punto de vista intelectual como logstico. Tengo la suerte de
poder contar en la OIE con un equipo competente y generoso. Por ello quisiera dedicar un clido
agradecimiento a todos los colegas por su enorme compromiso y por su profesionalidad.
Esta tarde, el Consejo de la OIE se reunir para evaluar la organizacin y el desarrollo de la 48
reunin de la CIE. Asumimos la responsabilidad de eventuales insuficiencias y, contando con su
comprensin, les pedimos de antemano nos disculpen por cualquier inconveniente causado.
Me he guardado para el final un enorme AGRA DECIMIENTO que quisiera expresar:
a usted, Sr. Ministro de Yemen, Presidente de esta reunin, por la manera magistral con que
ha dirigido nuestro debate,
a usted, Sra. Viceministra de Venezuela, por su excelente informe,
a ustedes, seoras y seores Ministros y Viceministros de Educacin, por habernos honrado
con su presencia,
y a todos ustedes, seoras y seores jefes de delegacin, delegados, representantes,
observadores y expertos por haber contribuido a la riqueza de nuestros debates, durante los
que se ha podido establecer un dilogo sincero, abierto y fructfero en los ltimos cuatro
das.
Como ya declar en la ceremonia de inauguracin, esperamos que esta 48 CIE haya sido la conferencia
DE CADA UNO DE USTEDES; espero que realmente lo hayan sentido as y que vuelvan a casa con el
nimo y el entusiasmo renovados para afrontar este desafo al tiempo difcil y fascinante, la mejora de
la calidad de la educacin, con el fin de construir un mundo ms justo y ms pacfico, en el que nadie
sea ni se sienta vctima de la exclusin. Gracias una vez ms. Gracias a todos por su presencia.

Anexo XIII - pgina 137

ANNEX XIII
Closing address by Mr Nicholas Burnett
Assistant Director-General, on behalf of
Mr. Kochiro Matsuura, Director-General of UNESCO
Mr Chair,
Honourable Ministers of Education,
Honourable Heads of Delegations,
Ladies and Gentlemen,
Friends (for surely we are after 4 days of inclusion together),
On behalf of the DG, I am honored to address you briefly at this closing of the 48th session of the
International Conference on Education.
Mr Matsuura also wishes to associate himself personally with this conferences acknowledgement
of the terrible events in Mumbai, India and the Conferences Message of Peace and Goodwill to the
Government and People of India.
I wish now to add the DGs and my own name to the words of thanks to all those whom the Director of
the International Bureau of Education has just mentioned, including especially yourself, Mr Chairman.
In addition, as she could not do so herself, I also add our words of thanks to her and the entire staff of
the IBE for all their contributions before and during this conference.
I want to touch briefly on the formal Conclusions and Recommendations of this conference, and
also to touch on the feelings it has engendered. Because inclusion is not only a matter of policy and
process, as we have discussed for four days, but also one of values and attitudes, of emotional literacy,
as we have also had several occasions to feel deeply.
First, on the Conclusions and Recommendations:
You will recall that, in his opening remarks, the DG observed: It is crucial that the outcomes of
this Conference translate into policies and practices aimed at attaining high-quality education for all
learners. It is first and foremost a matter of political will based on a vision of society in which learning
opportunities are within everyones reach.
Well, I think this Conference has moved very far in that direction. The 24 Recommendations represent
a clear set of steps that Member States can adopt in order to make inclusion a central aspect of their
educational systems. They represent, as many have said, a paradigm shift in which diversity is welcomed
and valued, and is no longer seen as some sort of problem that needs addressing. The political will
that the DG called for is becoming apparent in your Ministerial approval of the document.
As the DGs representative, I also want to assure you that we shall be diligent in pursuing the measures
that UNESCO is called upon to deliver in Recommendation 22. We shall also bring them forward into
other relevant fora, starting in December with the HLG on EFA.
Now, on the heart:
I will not soon forget the honour I had to participate yesterday in the innovative roundtable between
young people who had been excluded and several ministers of Education. The eloquence of the young
peoples direct appeals to the ministers clearly struck a chord in those ministers hearts and reminded

Anexo XIII - pgina 138

us all that inclusion must start with respect for all individuals and peoples and that the community
must be involved in the process. These values are at the core of UNESCO and it is a wonderful thing
that we have been able not only to discuss them but also to feel them here directly.
UNESCO is proud to have organized this important Conference and proud to carry inclusive education
forward. Inclusive Education is indeed the Way of the Future.
Thank you very much.

Anexo XIII - pgina 139

ANNEXE XIII
Discours de clture de M. Nicholas Burnett,
Sous-directeur gnral pour lducation, au nom de
M. Kochiro Matsuura, Directeur gnral de lUNESCO
Monsieur le Prsident,
Mesdames et Messieurs les Ministres de lducation,
Mesdames et Messieurs les Chefs de dlgation,
Mesdames, Messieurs et chers amis (ce que nous sommes certainement aprs quatre jours d inclusion
ensemble ),
Au nom du Directeur gnral de lUNESCO, jai lhonneur de madresser vous brivement
alors que sachve la 48e session de la Confrence internationale de lducation.
M. Matsuura souhaite sassocier personnellement la prise de position de la Confrence face
aux terribles vnements de Mumbai, en Inde, et au Message de paix et despoir que la CIE a adress
au Gouvernement et au peuple indien.
Je voudrais maintenant joindre le nom du Directeur gnral et le mien aux remerciements que
la Directrice du Bureau international dducation vient dadresser, en particulier vous Monsieur le
Prsident. De plus, puisquelle na pu le faire elle-mme, jexprime notre gratitude la Directrice
du BIE et lensemble de ses collaborateurs pour toutes leurs contributions avant et pendant cette
confrence.
Jaimerais voquer rapidement les conclusions et recommandations formelles issues de la
Confrence, et aussi me pencher sur les sentiments que la CIE a engendrs, parce que linclusion nest
pas seulement une affaire de politiques et de procdures, ainsi que nous lavons vu pendant quatre
jours. Elle touche galement les valeurs et les attitudes, l alphabtisme motionnel , comme nous
avons eu plusieurs occasions de le percevoir au plus profond de nous-mmes.
Commenons par les Conclusions et les recommandations :
Vous vous souvenez certainement que, dans son allocution douverture, le Directeur gnral
a not : Il est indispensable que les documents issus de cette Confrence se traduisent par des
politiques et des pratiques visant assurer une ducation de haute qualit tous ceux qui apprennent.
Cest dabord et avant tout une question de volont politique, mue par une ambition : faire de la
socit un lieu o des possibilits dapprentissage soient la porte de chaque individu.
Je pense quant moi que cette confrence est alle trs loin dans cette direction. Les 24
recommandations constituent un ensemble clair de mesures que les tats membres peuvent adopter
pour faire de linclusion un aspect central de leur systme ducatif. Elles reprsentent, comme
beaucoup lont affirm, un changement de conception, dans laquelle la diversit sera apprcie et
mise en valeur et cessera ainsi dtre un problme rsoudre. La volont politique que le Directeur
gnral a appele de ses vux se dessine dans lapprobation du document par les Ministres.
En tant que reprsentant du Directeur gnral, je tiens aussi vous assurer que nous ferons
preuve de diligence pour appliquer les mesures que la recommandation 22 demande lUNESCO.
Nous mettrons galement en avant ces activits dans dautres forums pertinents, ds le mois de
dcembre avec la runion du Groupe de haut niveau sur lEPT.

Anexo XIII - pgina 140

Parlons maintenant du cur :

Je ne suis pas prs doublier que jai eu lhonneur de participer hier une table ronde innovante
entre des jeunes qui avaient t exclus et plusieurs ministres de lducation. Lloquence des jeunes
qui en appelaient directement aux ministres a de toute vidence touch une corde sensible dans le
cur de ces responsables et nous a rappel que linclusion doit commencer par le respect de tous
les individus et tous les peuples, en associant la communaut ce processus. Ces valeurs sont au
centre de la mission de lUNESCO et cest merveilleux davoir pu non seulement en parler, mais les
ressentir ici directement.
LUNESCO est fire davoir organis cette importante confrence et de faire avancer la cause
de lducation pour linclusion. Celle-ci est effectivement la voie de lavenir.
Merci beaucoup.

Anexo XIV - pgina 141

ANNEX XIV
Closing address by H.E. Mr Charles Beer
State Counsellor, Head of the Swiss Delegation
Chairman,
Excellencies,
Ladies and Gentlemen,
Before anything, I wish to express my sympathy and that of the Swiss people for the victims of the
attacks in Mumbai and to assure the Government and people of India of our support in this tragedy.
Reaching the end of this 48th session of the ICE, I would like personally to express my gratitude to
you all for having accepted to come to Geneva to discuss this major undertaking for education the
inclusion of all pupils.
As a number of speakers have already remarked, at a time when we are living through an unprecedented
economic and financial crisis, when irreversible damage is being done to our environment and when
solidarity and alliances are being questioned, the role of education becomes even more vital.
On this subject, the ICE has once again fulfilled its pre-emptive function by tackling this difficult and
delicate matter of inclusive education as the way of the future. If we still have far to go, we can at least
take comfort from the fact that, after a week of workshops and plenary sessions, it is an undertaking
not only shared by all, but which concerns us all both in the South and North.
On this subject, if the words used and the responses differ according to the various regions of the
world, the global challenge remains the same for all: everywhere the right to attend school should
be guaranteed, to which inclusive education adds the necessity of finding the means for each
person to complete their training. In finding a place in school and combating failure, each society
is experiencing the challenge of inclusion in relation to its specific situation. There is, therefore,
no universal remedy, no magic formula enabling the problem to be overcome: it is the fable of the
shepherd and the international adviser, as was so agreeably related to us by the Vice-President of
Ecuador in his introductory remarks.
We have to admit that we have not yet found all the right, suitable, relevant and effective answers.
There could be no other way if we take into consideration all the transformations that societies have
undergone in the last decade, evolving towards an increasingly diverse structure both in the North
as well as in the South. And it is precisely here that the true challenge can be found: to include in the
education system each and every one according to their specific characteristics. In other words, equity
must keep pace with the right to education: not simply for each person according to his/her merits, but
also to each person according to his/her needs whether the latter arise from a physical or mental
handicap, or from socio-cultural or socio-economic reasons.
The universal recognition of this undertaking will require resources. And it is our joint task as political
decision-makers to struggle to obtain the allocation of these means, both structural and financial. The
bleak future outlook promises long hours of work and sleepless nights on this topic, and it will require
incessant energy and willpower on our part. This is our challenge! Let us bear in mind, nevertheless,
that only a tiny fraction of the billions of dollars invested over recent weeks to save major global
businesses would suffice to reach the objectives of EFA by 2015. Nor let us forget that education is
also an investment in the future.

Anexo XIV - pgina 142

But let us get back to the ICE and its events. If, once more, it has been able to anticipate future debates,
we owe this success to its organizers. I am thinking here in the first place of the Director-General
of UNESCO, Mr Matsuura, and particularly of the IBE Director, Mrs Clementina Acedo, as well as
all the members of her marvellous team. I am pleased to congratulate them and thank them warmly
in the name of the Canton and Republic of Geneva and in the name of the Swiss Confederation for
the immense amount of work carried out in sometimes difficult conditions. Please be assured of
our complete support. This success also bears witness to the capacity and competence of the IBE to
assume, in the future, this task of being a global centre of excellence in curriculum-related matters:
diverse curricula for global diversity with a common objective: inclusion!
Finally, I would like to express the wish that our recommendations can be turned into reality and
contribute to enriching the important rounds of international conferences that the ICE has set in
motion, beginning with the World Conference on Education for Sustainable Development which will
take place in Bonn (Germany) next spring.
I thank you for your attention.

Anexo XIV - pgina 143

ANNEXE XIV
Discours de clture de S.E. M. Charles Beer,
Conseiller dEtat, Chef de la dlgation suisse
Monsieur le Prsident,
Excellences,
Mesdames, Messieurs,
Avant toute chose, je tiens exprimer ma sympathie et celle du peuple suisse pour les victimes
des attentats de Bombay et assurer le gouvernement et le peuple de lInde de notre soutien dans cette
tragdie.
Arrivs au terme de cette 48e session de la CIE, jaimerais vous tmoigner personnellement
toute ma reconnaissance pour avoir accept de venir ici Genve dbattre de cet enjeu majeur pour
lducation quest linclusion de tous les lves.
Comme lont relev de nombreux intervenants, au moment o nous vivons une crise conomique
et financire sans prcdent, des atteintes irrmdiables notre environnement, et au moment o
sont mises en cause les solidarits et la redistribution, le rle de lducation devient de plus en plus
crucial.
A ce sujet, une fois de plus, la CIE a rempli sa fonction danticipation en abordant cette
difficile et dlicate question de lducation inclusive comme voie de lavenir. Si le chemin est encore
long, on peut au moins se rjouir de constater, aprs une semaine dateliers et de plenums, que cest
un enjeu non seulement partag mais qui nous proccupe tous, au Sud comme au Nord.
En la matire, si les termes et les rponses diffrent suivant les rgions du monde, le dfi global
reste partout le mme: il faudrait que partout soit garanti le droit daller lcole auquel lducation
inclusive ajoute la ncessit de trouver les moyens pour que chacun puisse achever sa formation.
Accder lcole et lutter contre lchec scolaire, chaque socit vit le dfi de linclusion aussi
en fonction de sa situation spcifique. Il ny a donc pas de remde universel, de formule magique
permettant de rsoudre le problme : cest la fable du berger et du conseiller international que nous a
si joliment racont le Vice-prsident de lEquateur dans son expos introductif.
En effet, nous devons ladmettre, nous navons pas encore trouv toutes les rponses adquates,
adaptes, pertinentes, efficaces. Il ne peut en tre autrement si lon considre les transformations
que les socits ont subi en lespace dune dcennie, voluant vers une composition de plus en plus
diverse au Nord comme au Sud. Et cest bien l que rside tout le dfi: inclure dans le systme
ducatif chacune et chacun en fonction de ses spcificits propres. Autrement dit, lquit doit
accompagner le droit lducation : non plus seulement chacun-e selon ses mrites mais galement
chacun-e selon ses besoins que ces derniers proviennent dun handicap physique ou mental, de
lorigine socio-culturelle ou socio-conomique.
La reconnaissance commune de cet enjeu ncessite des ressources. Et cest notre tche
commune en tant que responsable politique de lutter pour obtenir lattribution de ces moyens, quils
soient structurels ou financiers. Le sombre avenir qui se dessine nous rserve cet gard de longues
heures de travail, des nuits sans sommeil et va rclamer de notre part une nergie et une volont
sans cesse renouveles. Tel est notre dfi! Gardons cependant dores et dj lesprit quune petite
fraction des milliards investis ces dernires semaines pour sauver les grandes entreprises mondiales

Anexo XIV - pgina 144

suffirait atteindre les objectifs de lEPT en 2015. Noublions pas non plus quduquer, cest aussi
un investissement pour le futur.
Revenons la CIE et son droulement. Si une fois de plus, elle a su anticiper les dbats
venir, nous devons ce succs ses organisateurs. Je pense ici tout dabord au Directeur gnral de
lUNESCO, M. Matsuura, et surtout la Directrice du BIE, Mme Clementina Acedo, ainsi qu
toute sa merveilleuse quipe. Je tiens les fliciter et les remercier chaleureusement au nom de
la Rpublique et Canton de Genve et au nom de la Confdration suisse, pour limmense travail
accompli dans des conditions parfois difficiles. Soyez assurs de tout notre soutien. Ce succs
tmoigne dailleurs de la capacit et de la comptence du BIE dassumer, lavenir, cette fonction de
centre dexcellence mondial en matire de curricula : des curricula divers pour un monde de diversit
mais pour un objectif commun, linclusion !
Enfin, jaimerais formuler le vux que nos recommandations puissent tre valorises et viennent
enrichir le cycle dimportantes confrences internationales que la CIE a inaugur, commencer par
la Confrence mondiale pour lducation pour le dveloppement durable qui aura lieu Bonn ce
printemps.
Merci de votre attention.

Anexo XV - pgina 145

ANNEX XV
Closing address by H.E. Mr Abdulsalam M. Al-Joufi
Minister of Education of Yemen, Chair of the 48th session of the ICE
Assistant Director-General of UNESCO,
Madam Director of the International Bureau of Education,
Excellencies, Ministers of Education,
Excellencies, Ambassadors of the participating countries,
Ladies and Gentlemen, Members of the delegations participating in the Conference,
All of the distinguished attendants,
May Gods peace, mercy and blessings be upon you.
Four days ago, we were faced with a major challenge and were concerned for the success of the
various activities of the Conference and the realization of its objectives. Today, we reap the benefits
of all the activities that have been prepared. And thanks to the efforts and effective participation of all,
we have been able to attain this success, of which we can all be proud.
Ladies and gentlemen, please allow me to express my gratitude and appreciation to the Secretariat
of the International Bureau of Education, to all those who contributed in the preparation of this
Conference, the Chairs and members of various committees and workshops, workshop rapporteurs,
moderators, persons involved in various experiences and interventions made and all people who have
been working behind the scenes, including the Secretariat, translators and technical and logistics
support staff.
Effective participation in this Conference has resulted in serious discussions and achieved excellent
results at different levels, and I could say the Conference has achieved its highest objectives and
expected results. Whether through workshops, plenary meetings or other events, the discussions
and interventions played a vital role in enriching the theme of the Conference. They examined the
challenges and constraints faced by inclusive education, reflected views and experiences of various
countries and educational systems and provided opportunities to exchange expertise and experience
that can be utilized at the national level.
Ladies and Gentlemen, I would not be wrong to say that the presence of ministers, educational leaders,
international and non-governmental organizations in such large numbers is strong evidence of their
responsibility and willingness to progressively bring about appropriate educational reforms, in order
to create an inclusive education which accommodates all members of society without exception,
exclusion or marginalization in view of advancing towards an inclusive society.
The Conference has obtained very important results that constitute a common ground for numerous
measures that can be taken to develop national policies, legislations and visions for inclusive education,
to eliminate various forms of deprivation and inequality and to meet the needs of members of the entire
community. These results respond to the diversity of learners, regardless of gender, religion, age,
social or cultural origin or personal characteristics, with a view to achieving sustainable development,
to making it a reality through the elaboration of strategies and plans, and by mobilizing material and
human resources for its implementation.

Anexo XV - pgina 146

Ladies and Gentlemen, this is an opportunity to emphasize some of the following issues:
1.

To pay attention to the evaluation, monitoring and follow-up processes of national achievements
with regard to inclusive education, through the establishment of a follow-up committee, and to
encourage governments to set up their own national committees for follow-up and evaluation,
in addition to global annual reports issued to monitor progress.

2.

To call upon UNESCO to develop and disseminate successful experiences, and provide the
national committees on education with the technical expertise necessary to assess, monitor and
evaluate the results.

3.

Excluding children from school constitutes a threat to society, international peace and security
and relations between peoples and nations. Therefore, the financial crisis should not affect the
priorities of the international community in supporting education.

4.

To create effective partnerships among all key stakeholders that can support the process of
transition towards inclusive education and that enable communities to interact to support this
trend.

5.

To invite donors and development partners, especially those involved in the fast-track
initiative, to allocate part of their grant to inclusive education, and to make the existence of
plans and programmes for inclusive education one of the conditions for governments to be
entitled to the grant.

6.

To call Saudi Arabia and the Dubai Cares initiative to allocate at least 20% of the funds
for supporting inclusive education in developing countries, and particularly for children in
Palestine, Somalia, the Golan Heights, Djibouti and Afghanistan.

7.

To invite UNESCO and relevant international organizations to mobilize key players in order
to facilitate potential active participation of education leaders, and ensure the coherence and
complementarity of their actions.

8.

The concept of inclusive education is incompatible with all types of deprivation, exclusion
and marginalization, whatever the reasons or justifications may be, including areas under
occupation and areas affected by armed conflict and natural disasters, among others.

9.

To send a message to the high-level meeting, to be held in Oslo next month, to address the
subject of inclusive education.

Ladies and Gentlemen, UNESCO is achieving magnificent work and making great efforts in the
interest of education. It is organizing different events, international and regional conferences, and is
taking care of the preparations required. UNESCO is arranging, creating, identifying and showing how
interdependent and mutually reinforcing the various issues and topics addressed by those activities
are. UNESCO is invited today, more than ever before, to guide and coordinate efforts, and mobilize
resources to achieve the objectives of Education for All and the Millennium Development Goals
through the mechanisms of inclusive education.
In conclusion, I would like to congratulate everyone for the success of the Conference and for
achieving its objectives.
May Gods peace, mercy and blessings be upon you.

Anexo XV - pgina 147

ANNEXE XV
Discours de clture de S.E. M. Abdulsalam M. Al-Joufi,
Ministre de lducation du Ymen, Prsident de la 48e session de la CIE
Monsieur le Sous-directeur gnral de lUNESCO,
Madame la Directrice du Bureau international dducation,
Mesdames et Messieurs les Ministres de lducation,
Mesdames et Messieurs les Ambassadeurs des pays participants,
Mesdames et Messieurs membres des dlgations participant la Confrence,
Chers participants,
Que la paix, la clmence et la bndiction de Dieu soient avec vous.
Il y a quatre jours, nous tions placs devant un dfi ambitieux relever et nous nous proccupions
du succs des diverses activits de la Confrence et de latteinte de ses objectifs. Aujourdhui, voici
que nous rcoltons les fruits de tous ces prparatifs. Et grce aux efforts et la participation efficace
de tous, nous avons pu parvenir cette russite, dont nous pouvons tirer une lgitime fiert.
Mesdames et Messieurs, permettez-moi dexprimer ma gratitude et de rendre hommage au
Secrtariat du Bureau international dducation, tous ceux qui ont contribu aux prparatifs de cette
confrence, aux prsidents et aux intervenants des diffrents dbats et ateliers, aux rapporteurs des
ateliers, aux modrateurs, aux personnes qui ont partag diffrentes expriences , ceux qui se sont
exprims et tous ceux qui ont travaill dans les coulisses, notamment le secrtariat, les traducteurs
et tous les responsables du travail technique et logistique.
La qualit de la participation cette confrence a permis de tenir des discussions srieuses et
dobtenir dexcellents rsultats sur plusieurs niveaux. Je pourrais dire que la Confrence a atteint ses
ambitieux objectifs et ses rsultats escompts. Que ce soit au cours des ateliers, des sances plnires
et dautres vnements, les discussions et les interventions ont profondment enrichi le thme de
la Confrence. Elles ont examin tous les dfis et les obstacles auxquels se heurte lducation pour
linclusion, et se sont fait lcho des opinions et des expriences de diffrents pays et systmes
ducatifs. Enfin, elles ont t loccasion dchanger des ides et des donnes dexprience qui peuvent
tre utilises au niveau national.
Mesdames et Messieurs,
Je ne pense pas me tromper en affirmant que la prsence en si grand nombre de ministres, de
responsables de lducation, dorganisations internationales et non gouvernementales est la preuve
loquente de leur responsabilit et de leur volont de procder progressivement des rformes ducatives
satisfaisantes, afin de crer une ducation pour linclusion qui englobera tous les membres de la socit
sans exception, sans exclusion et sans marginalisation en vue dinstaurer une socit inclusive.
La Confrence a obtenu de trs importants rsultats, qui constituent une base commune pour les
multiples mesures pouvant tre prises pour formuler des politiques, des lgislations et des programmes
nationaux dducation pour linclusion, pour liminer les diffrentes formes de privation et dingalit
et pour satisfaire les besoins des membres de lensemble de la communaut. Ces rsultats rpondent
la diversit des apprenants, quel que soit leur genre, leur religion, leur ge, leur origine sociale et
culturelle ou leurs caractristiques personnelles, en vue de parvenir un dveloppement durable et
den faire une ralit grce la dfinition de stratgies et de plans et la mobilisation des ressources
humaines et matrielles pour leur mise en oeuvre.

Anexo XV - pgina 148

Mesdames et Messieurs,
1.

2.

3.

4.

5.

6.

7.

8.

9.

Cest loccasion de mettre laccent sur certaines des questions suivantes :

Prter attention au processus dvaluation et de suivi des ralisations des pays dans le domaine
de lducation pour linclusion en crant un comit de suivi, et encourager les tats instaurer
leur propre comit de suivi et dvaluation, en plus des rapports annuels mondiaux publis
pour suivre les progrs.
Demander lUNESCO de recueillir et de diffuser les expriences russies et doter les
comits nationaux dducation des comptences spcialises ncessaires pour faire avancer
les expriences, les suivre et en valuer les rsultats.
La non-scolarisation des enfants est un phnomne qui menace la socit, la paix et la scurit
internationales, ainsi que les relations entre les peuples et les nations. Par consquent, la crise
financire ne doit pas affecter les priorits de la communaut internationale dans leur soutien
de lducation.
Crer un partenariat efficace entre tous les principaux acteurs de manire soutenir le processus
de transition vers lducation pour linclusion, et permettre aux communauts dinteragir pour
faciliter cette tendance.
Inviter les donateurs et les partenaires au dveloppement, particulirement ceux qui participent
lInitiative de mise en uvre acclre (fast track), allouer une partie des fonds lducation
pour linclusion, et subordonner loctroi de ce financement lexistence de plans et de
programmes dducation pour linclusion.
Demander lArabie saoudite et l Initiative Duba Cares dallouer au moins 20% des fonds
au soutien de lducation pour linclusion dans les pays en dveloppement et en particulier aux
enfants en Palestine, en Somalie, dans le plateau du Golan, Djibouti et en Afghanistan.
Inviter lUNESCO et les organisations internationales concernes mobiliser les acteurs cls
pour une participation active des leaders de lducation, et veiller ce que les acteurs cls
soient cohrents et complmentaires.
Le concept de lducation pour linclusion est incompatible avec tous les types de privation,
dexclusion et de marginalisation, quelles quen soient les raisons ou les justifications, y
compris dans les rgions sous occupation militaire ou de conflit arm, et les rgions ayant subi
une catastrophe naturelle ou autre.
Envoyer un message au Groupe de haut niveau qui se runira Oslo le mois prochain en lui
demandant de prendre en compte la question de lducation pour linclusion.

Mesdames et Messieurs, lUNESCO accomplit une uvre remarquable et travaille sans relche
dans lintrt de lducation. Elle organise diffrents vnements et confrences internationales ou
rgionales et assume les prparatifs requis. Elle organise, propose et slectionne des thmes qui seront
abords pendant ces runions et montre combien ces thmes sont interdpendants et se chevauchent.
LUNESCO est invite aujourdhui, plus que jamais auparavant, guider et coordonner les activits,
et mobiliser les ressources pour atteindre les objectifs de lducation pour tous et les objectifs du
Millnaire pour le dveloppement grce aux mcanismes de lducation pour linclusion.
En conclusion, jaimerais fliciter chacun pour le succs de cette confrence qui a atteint ses
objectifs.
Que la paix, la clmence et la bndiction de Dieu soient avec vous.

Anexo XVI - pgina 149

ANEXO XVI
Discurso del Excmo. Sr. Ral Vallejo Corral
Presidente de Consejo de la OIE
con ocasin de la entrega de la Medalla Comenius
Seora Viceministra de Educacin de la Repblica Checa,
Seor Director General de la UNESCO,
Queridos laureados,
Excelencias, Seoras y Seores Ministros,
Queridas amigas y queridos amigos,
El mercado suele confundir los significados de valor y precio. En esa mezcolanza pierde la tica que
nos invita a ser responsables por el Otro y gana la cnica moral que se basa en el tanto tienes, tanto te
aprecia el mundo. En esa confrontacin desigual, los educadores tenemos el imperativo de inclinar
la balanza hacia el sentido del valor de la vida, es decir, hacia aquella riqueza intangible del espritu,
esa que no tiene precio.
Jan Amos Komensky defina a la Naturaleza como el segundo libro de Dios en la medida en que el
ser humano era responsable de saber leer en ella. Nuestros pueblos andinos definen a la Naturaleza
como la Pachamama, la fuente de la que el ser humano se nutre, la madre con la debe convivir en
armona para la consecucin del sumak kawsay o buen vivir, es decir, ese tipo de comunidad en la que
el valor de ser es siempre preferible al precio de tener.
Hoy vamos a honrar a nueve personalidades del mundo educativo y una institucin. Ellos ha contribuido
a profundizar los ideales de Comenius: una educacin para hombres y mujeres destinada a crear una
cultura de paz, una educacin que considera al ser humano como un todo armnico con la Naturaleza,
con sus semejantes, consigo mismo.
La Medalla Comenius, como ustedes conocen, es una distincin prestigiosa; un proceso de seleccin
riguroso condujo al jurado a elegir a los laureados y al Director General de la UNESCO a ratificar esta
eleccin. Esto signific una tarea difcil ya que se presentaron numerosas candidaturas provenientes
de todas las regiones del mundo. Quisiera agradecer al doctor Said Al-Kitani, del Sultanato de Omn,
Vicepresidente del Consejo de la OIE, por haber dirigido la seleccin final de los laureados. Asimismo,
agradezco a los otros jurados: la seora Directora de la OIE, el representante del Ministerio de
Educacin, Cultura y Deportes de la Repblica Checa, as como el representante del Sector Educacin
de la UNESCO. Expreso mi gratitud al Sr. Matsuura, quien nos honra con su participacin en esta
ceremonia.
Ustedes han sido seleccionados entre 96 candidatos y el folleto publicado con ocasin de esta
ceremonia presenta su trayectoria personal y profesional, destacando algunos de sus mritos como
educadores. Ustedes, al igual que Comenius sealaba como condicin del aprendizaje de la ciencia
del mundo para los jvenes, han tenido limpios los ojos del entendimiento para ver al ser humano
y, a travs de la prctica educativa, contribuir a su transformacin permanente. Los felicito y les
agradezco en nombre de todos los participantes a esta 48 reunin de la CIE y en nombre de maestros
y estudiantes del mundo.
Jean Piaget era un gran admirador de Comenius. Ms all de las reflexiones visionarias, la profundidad
y la modernidad de las intuiciones psicolgicas, pedaggicas y didcticas, planteadas por Comenius,
Piaget estaba fascinado con la visin poltica de Comenius de un sistema de educacin universal por
su naturaleza misma, dirigido a todos los hombres sin tener en cuenta las diferencias de condicin

Anexo XVI - pgina 150

social, econmica, religin, raza o nacionalidad. No es una exageracin decir que Comenius fue un
precursor del concepto de una educacin considerada como un bien pblico puesto que postulaba
que toda la juventud de ambos sexos debe ser enviada a las escuelas pblicas. Y Piaget aade que:
el punto de partida de este aspecto sociolgico de su filosofa educativa es la afirmacin del derecho
a la educacin para todos y en plena igualdad. Se trata de un corolario de una audacia asombrosa si
contextualizamos este ideal de educacin democrtica en el siglo XVII.
Hoy estamos debatiendo sobre la educacin inclusiva. La validez de este concepto radica en la
consideracin del ser humano como el centro del hecho educativo, tal como lo pregonaba Comenius,
cuatrocientos aos atrs, tal como el eco de sus ideas educativas resuena en este saln. La inclusin
implica una tica fundamentada en el cuidado del prjimo, de la naturaleza, y de las relaciones
armnicas que debemos construir entre todos. tica del valor que carece de precio porque su medida
no es la moneda del mercader sino la realizacin plena del espritu.
Seoras, seores,
Al final de esta ceremonia, invito a todos a visitar el primer piso de este edificio, donde se realiza
la exposicin del Museo Comenius de Praga, que presenta la importante herencia legada al mundo
por Jan Amos Comenius. Tengo ahora el placer de dar la palabra al Sr. Kochiro Matsuura, Director
General de la UNESCO.

Anexo XVII - pgina 151

ANNEX XVII
Speech by Mr Kochiro Matsuura
Director-General of UNESCO
on the occasion of the Comenius Medal Award Ceremony
Mr President of the IBE Council,
Madam First Deputy Minister of Education, Youth and Sport of the Czech Republic,
Laureates,
Excellencies,
Ladies and Gentlemen,
I am very pleased to join you at this ceremony to award the 2008 Comenius Medals. It is a special
moment not just for the ten laureates who we are here to honour, but for everyone committed to
educational improvement as the key to a rewarding and sustainable future.
Allow me first to thank you, Madam First Deputy Minister for Education, Youth and Sport of the
Czech Republic, for your countrys continued support for the Comenius Medal programme since
its creation in 1992. This has allowed us to celebrate the work of over 60 outstanding educators,
researchers and initiatives around the world. We are most grateful to you and your Government for
making this possible.
Special thanks also go to Dr Said Al-Kitani, Deputy Permanent Delegate of the Sultanate of Oman to
UNESCO, who, as Vice President of the IBE Council, chaired the Jury appointed to select the 2008
candidates for the Comenius awards. As the President said, the high quality of all the candidates made
this a difficult task. But under your guidance, the Jury chose wisely.
As we can see from the exhibition about his lifes work, Comenius was convinced that international
cooperation and education were essential to resolving the difficulties facing seventeenth-century
Europe.
The parallels between his philosophy and that of UNESCO, which was itself created out of the
torment of war, are striking. The central principle of his educational theory universal and equal
access to quality education is carried forward today through the Education for All (EFA) movement
coordinated by UNESCO.
It is therefore fitting that the 2008 Comenius Medals should be awarded in association with this
conference dedicated to Inclusive Education. Inclusion lies at the heart of EFA. Achieving EFA
is about realizing the basic human right to education, regardless of age, gender, ability, ethnicity,
religion, class or economic status. To succeed, we must respond to the diversity of learners needs and
overcome the barriers faced by the poorest and most marginalized. In so doing, we will not only be
providing better and more inclusive education, we will be constructing more cohesive societies.
We have undoubtedly made progress since the Education for All goals were adopted in 2000. Yet, the
2009 EFA Global Monitoring Report launched yesterday shows that we are still not doing enough to
promote equity in education. We must step up our efforts to address the deep and persistent inequalities
that exist. If we do not, we are condemning millions of children to diminished opportunity.
While there is no off-the-peg solution, we can all learn and be inspired by programmes and policies
that have succeeded in breaking down the barriers of disadvantage.

Anexo XVII - pgina 152

This is why the Comenius awards are so important. Each of the laureates we are honouring today
has made an exemplary contribution to opening up the possibilities for everyone to fulfil their true
potential. In so doing, they have made the world a fairer and more enriching place. I am delighted to
present them with their Comenius medals.
Thank you for your attention.

Anexo XVII - pgina 153

ANNEXE XVII
Discours de M. Kochiro Matsuura,
Directeur gnral de lUNESCO,
loccasion de la crmonie de remise de la mdaille Comenius
Monsieur le Prsident du Conseil du BIE,
Madame la Premire vice-ministre de lducation, de la jeunesse et des sports de la Rpublique
tchque,
Mesdames et Monsieur le les Laurats,
Excellences,
Mesdames et Messieurs,
Cest avec un immense plaisir que je me joins vous loccasion de cette crmonie de
remise des mdailles Comenius 2008. Cest un moment unique non seulement pour les dix laurats
que nous nous apprtons honorer ici, mais galement pour toutes les personnes qui se sont engages
pour que lamlioration de lducation soit la cl dun avenir meilleur et durable.
Permettez-moi tout dabord de vous remercier, Madame la Premire vice-ministre de
lducation, de la jeunesse et des sports de la Rpublique tchque, pour lappui continu de votre
pays en faveur du Programme de la mdaille Comenius depuis sa cration en 1992. Cela nous a
permis de clbrer le travail de plus de 60 ducateurs, chercheurs et initiatives remarquables dans
le monde entier. Nous souhaitons exprimer notre plus grande reconnaissance envers vous et votre
Gouvernement pour avoir rendu tout cela possible.
Jaimerais galement remercier le Dr Said Al-Kitani, Dlgu permanent adjoint du Sultanat
dOman, qui, en tant que Vice-prsident du Conseil du BIE, a prsid le jury charg de slectionner
les candidats de 2008 pour lattribution des mdailles Comenius. Comme la soulign le Prsident, la
trs grande qualit de tous les candidats a rendu cette tche difficile. Mais sous votre direction, le jury
a fait preuve de sagesse dans ses choix.
Comme nous pouvons le constater dans lexposition qui retrace sa carrire, Comenius tait
convaincu que la coopration internationale et lducation taient essentielles pour rsoudre les
difficults auxquelles faisait face lEurope du dix-septime sicle.
Les parallles entre sa philosophie et celle de lUNESCO, qui a elle-mme t cre suite
aux tourments de la guerre, sont saisissants. Le principe central de sa thorie ducative laccs
universel et galitaire une ducation de qualit est toujours dactualit, notamment travers le
mouvement de lducation pour tous (EPT) coordonn par lUNESCO.
Il est par consquent tout fait opportun que les mdailles Comenius 2008 soient remises
loccasion de cette confrence consacre lducation pour linclusion. Linclusion se trouve au cur
de lEPT. La ralisation de lEPT reprsente laccomplissement du droit humain fondamental quest
le droit lducation, indpendamment de lge, du sexe, des capacits, de lappartenance ethnique,
de la religion, de la classe sociale ou du statut conomique. Afin de russir, nous devons rpondre la
diversit des besoins des apprenants et surmonter les obstacles auxquels les plus pauvres et les plus
marginaliss sont confronts. Ainsi, nous ne fournirons pas seulement une meilleure ducation plus
inclusive, mais nous construirons galement des socits plus cohsives .

Anexo XVII - pgina 154

Nous avons sans aucun doute fait des progrs depuis que les objectifs de lducation pour tous
ont t adopts en 2000. Cependant, le Rapport mondial de suivi sur lEPT 2009 lanc hier montre
que nous ne faisons toujours pas assez pour promouvoir lquit dans lducation. Nous devons
intensifier nos efforts afin de faire face aux ingalits profondes et persistantes qui existent. Si nous ne
le faisons pas, nous condamnons des millions denfants un amoindrissement de leurs opportunits
dapprentissage.
Bien quil ny ait aucune solution toute faite, nous pouvons tous apprendre et tre inspirs par
des programmes et des politiques qui ont russi briser les barrires de lexclusion.
Cest pourquoi les prix Comenius sont si importants. Chacun des laurats que nous honorons
aujourdhui a apport une contribution exemplaire en faveur de louverture des possibilits pour
chacun daccomplir son vritable potentiel. Ainsi, ces laurats ont fait du monde un endroit plus juste
et plus enrichissant. Je suis donc trs heureux de leur dcerner la mdaille Comenius.
Merci de votre attention.

Anexo XVIII - pgina 155

ANNEX XVIII
Speech by Ms Eva Bartonova
First Deputy Minister of Education, Youth and Sport of the Czech Republic,
on the occasion of the Comenius Medal Award Ceremony
Dear Director-General,
Distinguished Colleagues,
Ladies and Gentlemen,
I am deeply honoured to have the opportunity to represent the Czech Republic on such an important
occasion and to take part in the ceremony of awarding the Jan Amos Comenius Medal, the joint medal
of the Director - General, of UNESCO and the Minister of Education, Youth and Sports of the Czech
Republic. Personally, I am very happy to meet you - laureates of the medal. Your work and its results
are in fact the main reasons for our meeting today.
On behalf of the Czech Minister of Education and also on behalf of myself, I would like to express our
profound admiration and respect for what you have achieved. I am sure Jan Amos Comenius would
be proud of you. Comenius was one of the greatest sons of the country I am representing here. The
ideas of this famous pedagogue, Evangelical theologian and philosopher have their roots in the ideas
of Humanism, and they are, in many respects, very modern and very alive.
Comenius strove to unite all the knowledge of mankind on a single basis (pansophy). Having worked
out a self-contained system of school education, he was the first to come up with such didactic
principles as from the simple to the complex and from visual to abstract. His famous credo was school
through play. Comenius`s multiform work contains not only pedagogical works, theological treatises
and collections of prayers, but also encyclopaedic and historical works. Comenius was one of the first
who declared equal access to education. He stressed in his work that achieving good education is a
right that should be guaranteed to all children and young people. High quality preschool and basic
education is a prerequisite for setting on any educational path an individual chooses to pursue.
I am convinced that the Comenius medals could hardly have found better recipients than you are. It
gives the Czech Ministry of Education great pleasure to convey to you our sincerest congratulations.
We are also pleased that most of you have been able to accept our invitation to visit the Czech
Republic and to spend a few days in the land of Comenius.
Distinguished colleagues,
Laureates of the Comenius medal,
I am sure that you will go on taking inspiration from Comenius work and life and safeguarding
the principle to which our conference has been committed equal opportunities in education for all
people. I wish you a lot of success in this work.

Anexo XVIII - pgina 156

ANNEXE XVIII
Discours de Mme Eva Bartonova,
Premire vice-ministre de lducation, de la jeunesse et des sports de la
Rpublique tchque, loccasion de la crmonie de remise de la mdaille
Comenius
Monsieur le Directeur gnral,
Chers collgues,
Mesdames et Messieurs,
Je suis profondment honore davoir loccasion de reprsenter la Rpublique tchque
loccasion de cet vnement si important et de participer la crmonie de remise de la mdaille
Jan Amos Comenius, la mdaille conjointe du Directeur gnral de lUNESCO et du Ministre de
lducation, de la jeunesse et des Sports de la Rpublique tchque. Personnellement, je suis trs
heureuse de vous rencontrer- vous, les laurats de cette mdaille. Vos travaux et leurs rsultats sont en
fait les raisons principales de notre rencontre aujourdhui.
Au nom du Ministre tchque de lducation et en mon nom personnel, je voudrais exprimer
notre profonde admiration ainsi que notre respect pour ce que vous avez ralis. Je suis certaine
que Jan Amos Comenius serait fier de vous. Comenius a t lune des grandes personnalits du pays
que je reprsente ici. Les ides de ce clbre pdagogue, thologien vanglique et philosophe, ont
leurs racines dans les ides humanistes et elles sont, bien des gards, trs modernes et toujours
dactualit.
Comenius sest efforc dunir toute la connaissance de lhumanit sur une seule base (la
pansophie). Ayant mis au point un systme complet denseignement scolaire, il fut le premier
inventer des principes didactiques tels que la progression du simple au complexe et du visuel
labstrait. Son clbre credo tait lcole par le jeu. Luvre multiforme de Comenius contient des
travaux non seulement pdagogiques, des traits thologiques et des recueils de prires, mais aussi des
travaux encyclopdiques et historiques. Comenius fut lun des premiers dclarer laccs galitaire
lducation. Il a soulign dans son travail quobtenir une bonne ducation est un droit que lon devrait
garantir tous les enfants et aux jeunes. Une ducation prscolaire et de base de grande qualit est un
pralable pour tout parcours pdagogique quun individu souhaite poursuivre.
Je suis convaincue que les mdailles Comenius nauraient pas pu trouver meilleurs rcipiendaires
que vous. Cest avec un immense plaisir que le Ministre tchque de lducation vous transmet ses
flicitations les plus sincres. Nous sommes galement heureux que la plupart dentre vous soient en
mesure daccepter notre invitation visiter la Rpublique tchque et passer quelques jours au pays
de Comenius.
Chers collgues,
Mesdames et Messieurs les Laurats de la mdaille Comenius,
Je suis persuade que vous continuerez vous inspirer du travail et de la vie de Comenius et
sauvegarder le principe sur lequel notre confrence sest engage - lgalit des chances pour tous en
matire dducation. Je vous souhaite beaucoup de succs dans cette mission.

Anexo XIX - pgina 157

ANNEX XIX
Summary Conclusions by the Joint Expert Group
UNESCO (CR)/ECOSOC (CESCR) on the Monitoring of the Right to Education
Inclusive Dimensions of the Right to Education
Honourable Chairperson,
Honourable Ministers,
Distinguished Participants,
Ladies and gentlemen,
On behalf of members of the Joint Expert Group, it is a great honour and privilege for me to present
to the plenary of the ICE the work of the Joint Expert Group. We would like to express our deep
gratitude to the ICE for giving us this opportunity.
The Joint Expert Group is made up of two members of the UN Committee on Economic, Social
and Cultural Rights (CESCR) of the ECOSOC and two members of UNESCOs Committee on
Conventions and Recommendations (CR); it is presently composed of myself (Professor Eibe RIEDEL)
and Professor Virginia B. DANDAN, Members of CESCR; and Ambassador Jos Duarte Ramalho
ORTIGAO and Professor Brian FIGAJI, members of the CR. The Joint Expert Group was established
by the decision adopted by UNESCOs Executive Board in October 2001, and is entrusted with a
broad mandate of monitoring the right to education in all its dimensions. As a unique institutionalized
mechanism for UNESCOs collaboration with CESCR and with the OHCHR, it plays a valuable role
in monitoring the implementation of the right to education more effectively within the UN system.
The report(s) of the Joint Expert Group is presented annually to UNESCOs Executive Board for
examination as well as to the ECOSOC. The key areas of the work accomplished by the Joint Expert
Group include: strengthening the foundations of the right to education in national legal systems; the
enforcement of the right to education and its justiciability; universalizing access to primary education
free of costs for all, with emphasis on Member States core obligations; and promoting equality of
opportunities in education, both in law and in fact.
The Joint Expert Group held its ninth meeting yesterday, and in continuity with its eight meeting of
last May, addressed the theme: Inclusive Dimensions of the Right to Education. A Concept Paper
prepared for this purpose has been disseminated we would like to urge all Honourable Ministers and
distinguished participants in the ICE to give careful consideration to the text of the Concept Paper,
which sheds light on the inclusive dimensions of the right to education, and analyses legal and policy
issues involved. These dimensions are reflected in UNESCOs Convention against Discrimination in
Education, which has been recognized by UNESCOs Executive Board as a key pillar of EFA, and
in various other instruments adopted by UNESCO as well as in those adopted by the United Nations.
As the Universal Declaration of Human Rights provides in article 26, para 1 Everyone has the right
to education. The right to education as an internationally recognized right is universal, and does
not provide for any exclusion. The General Comment 13 on Article 13 (right to education) of the
International Covenant on Economic, Social and Cultural Rights, elaborated by CESCR in cooperation
with UNESCO states that education must be accessible to all, especially the most vulnerable groups,
in law and fact, without discrimination. The Joint Expert Group emphasizes the importance of action
by Governments pursuant to obligations - legal and political undertaken under the international
instruments. Respecting and fulfilling these obligations would enable all those who remain deprived
of education to receive it as a right, without any exclusion or discrimination. It is important to realise
that the right to education is essential for the exercise of all other human rights and therefore it

Anexo XIX - pgina 158

deserves priority consideration. The Optional Protocol to the International Covenant on Economic,
Social and Cultural Rights, to be adopted by the UN General Assembly on 10 December 2008, will
open new perspectives for the CR and the CESCR to collaborate in examining alleged violations of
the right to education and the enforcement of this right.
The Joint Expert Group will like to convey to the Honourable Ministers in the strongest possible
terms that the right to education, which is inviolable, is of paramount importance and its sanctity must
be maintained every where. The inclusive dimensions of the right to education are at the very heart of
the theme being addressed by the ICE: Inclusive Education: The way of the future. In order to give
fresh momentum to the Education for All (EFA), it is absolutely indispensable to guarantee universal
access to quality primary education free of charge for all and lay stress on full compliance of States
core obligations for this purpose; it is equally essential to promote continuing education, lifelong
learning and literacy as a right, as well as to ensure equitable access to quality secondary/technical
and vocational education. The inclusive dimensions of the right to education should remain central to
our endeavour for equity, inclusion and social cohesion in todays societies.
In strategies for implementing the right to education in all its inclusive dimensions, the Joint Expert
Group would like to underline the significance of how such dimensions are reflected in national
legal systems in constitutions and national legislation and how they are further translated into
policies and programmes, having regard to the recommendations by the Ministers at the Seventh
Meeting of the High-Level Group on EFA (Senegal, December 2007) to identify steps to strengthen
and harmonize, where necessary, the legislative framework within which the right to education is
guaranteed. Moreover, we urge Governments to accelerate national level action, including necessary
positive measures, as part of such legislative framework, aimed at overcoming inequalities in education,
and doing away with growing disparities and inequities, bearing in mind the EFA Global Monitoring
Reports 2008 and 2009, and guided by UNESCOs constitutional mandate of ensuring full and
equal opportunities for education for all.
In that spirit, our Group would like to make a fervent appeal to the Honorable Ministers and Delegates
participating in the ICE to give added impetus to the realization of the right to Education for All, in
a way that its inclusive dimensions remain at the centre stage in national level action and education
development strategies, and provide the basis for raising the profile of the Education for All initiative
and its realization as a fundamental human right. We:
1. underline the crucial importance of inclusive dimensions of the right to education which
constitute the very foundation of universalizing access to education without discrimination
or exclusion, for advancing the EFA agenda;
2. strongly recommend to the ICE to promote the inclusive dimensions of the right to
education, contained in human rights treaties adopted by the United Nations, and in the
conventions and recommendations in the field of education adopted by UNESCO, and
to appeal to Member States to reflect these dimensions in their legal systems, education
policies and strategies;
3. emphasize the legal obligations and political responsibility of Member States to give effect
to the inclusive dimensions of the right to education, with a view to promoting inclusive
education for all at the national level, and suggest to the ICE to encourage Member States
to increase necessary assistance to countries which need it most, cognizant of the fact that
Africa is UNESCOs top priority.

Anexo XIX - pgina 159

4. express our deep concern about the adverse impact that the global financial crisis may
have on the realisation of the right to quality education for all. As mentioned by the
South African Minister of Education in the introductory debate of 48th ICE, the financial
crisis should not be an excuse for Member States failing to fulfill their obligations. On
the contrary, Member States should provide the necessary resources to ensure the full
implementation of the right to quality education for all.
Thank you.

Anexo XIX - pgina 160

ANNEXE XIX
Conclusions sommaires par le Groupe conjoint dexperts
UNESCO (CR)/ECOSOC (CESCR) sur le suivi du droit lducation
Les dimensions inclusives du droit lducation
Monsieur le Prsident,
Mesdames et Messieurs les ministres,
Chers participants,
Mesdames et Messieurs,
Au nom des membres du Groupe conjoint dexperts, jai limmense honneur et privilge de
prsenter les travaux du Groupe la plnire de la CIE. Nous souhaiterions exprimer notre profonde
gratitude la CIE pour loccasion qui nous est ainsi donne.
Le Groupe conjoint dexperts est compos de deux membres du Comit des droits conomiques,
sociaux et culturels (CESCR) de lECOSOC et de deux membres du Comit sur les conventions et
recommandations (CR) de lUNESCO ; il se compose actuellement de moi-mme (M. Eibe RIEDEL)
et de Mme Virginia B. DANDAN, membres du CESCR, ainsi que de lAmbassadeur Jos Duarte
Ramalho ORTIGAO et de M. Brian FIGAJI, membres du Comit CR. Le Groupe conjoint dexperts
a t cr en application de la dcision adopte par le Conseil excutif de lUNESCO en octobre 2001
et a pour vaste mandat dassurer le suivi du droit lducation sous tous ses aspects. En tant que
mcanisme institutionnel unique pour la collaboration de lUNESCO avec le CESCR et le HCDH, il
joue un rle prcieux dans le suivi dune mise en uvre plus efficace du droit lducation au sein
du systme des Nations Unies. Le rapport, ou les rapports, du Groupe conjoint dexperts sont soumis
chaque anne lexamen du Conseil excutif de lUNESCO, ainsi que de lECOSOC. Les principaux
champs daction mene par le Groupe conjoint dexperts portent notamment sur limportance de :
renforcer les fondements du droit lducation dans les systmes lgislatifs des tats ; dassurer
le respect du droit lducation et sa justiciabilit ; universaliser laccs lenseignement primaire
gratuit pour tous, en mettant laccent sur les obligations fondamentales des tats ; de promouvoir
lgalit des chances dans le domaine de lducation, tant en droit quen fait.
Le Groupe conjoint dexperts a tenu hier sa neuvime runion, au cours de laquelle il a abord,
dans la droite ligne de sa huitime runion de mai dernier, le thme Dimensions inclusives du droit
lducation. Un Cadre conceptuel tabli cet effet a t diffus - nous invitons tous les honorables
ministres et distingus participants la CIE examiner attentivement le contenu de ce document,
qui claire sur les dimensions inclusives du droit lducation et analyse les aspects juridiques
et politiques qui entrent en jeu. Ces dimensions se retrouvent dans la Convention de lUNESCO
concernant la lutte contre la discrimination dans le domaine de lenseignement, reconnue par le Conseil
excutif de lUNESCO comme un pilier de lEPT, ainsi que dans divers autres instruments adopts
par lUNESCO et par lONU. Ainsi quil est inscrit larticle 26, paragraphe 1, de la Dclaration
universelle des droits de lhomme, toute personne a droit lducation . Le droit lducation, en
tant que droit internationalement reconnu, est universel et ne prvoit pas dexception. LObservation
gnrale sur lapplication de larticle 13 (droit lducation) du Pacte international relatif aux droits
conomiques, sociaux et culturels, labor par le CESCR en coopration avec lUNESCO, tablit que
lducation doit tre accessible tous en droit et en fait, notamment aux groupes les plus vulnrables,
sans discrimination [] . Le Groupe conjoint dexperts souligne limportance de laction mene
par les gouvernements en vertu des obligations - juridiques et politiques - contractes au titre des

Anexo XIX - pgina 161

instruments internationaux. Respecter et sacquitter de ces obligations permettrait tous ceux qui
demeurent privs dducation den bnficier comme un droit, sans exclusion ni discrimination. Il
est important de raliser que le droit lducation est indispensable lexercice de tous les droits de
lhomme et mrite, par consquent, une considration dordre prioritaire. Le Protocole facultatif se
rapportant au Pacte international relatif aux droits conomiques, sociaux et culturels, qui sera adopt
par lAssemble gnrale des Nations unies le 10 dcembre 2008, va ouvrir de nouvelles perspectives
de collaboration pour le CR et le CESCR en vue dexaminer des cas de violations allgues du droit
lducation et de la protection effective de ce droit.
Le Groupe conjoint dexperts souhaite vivement rappeler aux honorables ministres que le
droit lducation, qui est inviolable, revt une importance cruciale et que son inviolabilit doit tre
partout prserve. Les Dimensions inclusives du droit lducation sont au cur mme du thme
abord par la CIE : Lducation pour linclusion : la voie de lavenir. Afin de donner un nouvel
lan lEducation pour tous (EPT), il est absolument indispensable de garantir laccs universel
un enseignement primaire de qualit gratuit pour tous et de mettre laccent sur le plein respect par
les tats de leurs obligations fondamentales cet effet ; il est tout aussi essentiel de promouvoir
lducation permanente, lapprentissage tout au long de la vie et lalphabtisation en tant que droit,
ainsi que dassurer un accs quitable un enseignement secondaire/technique et professionnel de
qualit. Les dimensions inclusives du droit lducation doivent demeurer au cur de nos efforts en
faveur de lquit, de linclusion et de la cohsion sociale dans les socits daujourdhui.
En ce qui concerne les stratgies visant mettre en uvre le droit lducation dans toutes
ses dimensions inclusives, le Groupe conjoint dexperts souhaiterait souligner limportance de la
manire dont ces dimensions sont prises en compte dans les systmes lgislatifs des pays - dans les
textes constitutionnels et dans le droit national - et dont elles se traduisent, de faon plus approfondie,
en politiques et programmes, compte tenu des recommandations formules par les ministres la
septime runion du Groupe de haut niveau sur lEPT (Sngal, dcembre 2007) appelant dfinir
des mesures pour renforcer et harmoniser, le cas chant, le cadre lgislatif lintrieur duquel le droit
lducation est garanti . De plus, nous prions instamment les gouvernements dacclrer laction
mene au niveau national, y compris les mesures ncessaires cet effet, dans ce cadre lgislatif, en
vue den finir avec les ingalits en matire dducation et de supprimer les disparits et les injustices
croissantes, en ayant lesprit les Rapports mondiaux de suivi sur lEPT 2008 et 2009, et en sinspirant
du mandat assign lUNESCO dans son Acte constitutif, savoir assurer tous le plein et gal
accs lducation .
Dans cet esprit, notre Groupe souhaite adresser un vibrant appel aux honorables ministres et
dlgus participant la CIE pour quun nouvel lan soit donn la ralisation du droit lEducation
pour tous, de sorte que ses dimensions inclusives demeurent au cur de laction mene lchelon
national et des stratgies de dveloppement de lducation, et constituent le point de dpart des efforts
pour promouvoir lducation pour tous et sa ralisation en tant que droit fondamental. Nous :
1. Soulignons limportance capitale, pour faire avancer la cause de lEPT, des dimensions
inclusives du droit lducation, qui constituent le fondement mme de luniversalisation
de laccs lducation sans discrimination ni exclusion ;
2. Recommandons vivement la CIE de promouvoir les dimensions inclusives du droit
lducation, qui est inscrit dans les instruments relatifs aux droits de lhomme adopts
par les Nations Unies, ainsi que dans les conventions et recommandations adoptes
par lUNESCO dans le domaine de lducation, et de demander aux tats membres de
prendre en considration ces dimensions dans leurs systmes lgislatifs et leurs politiques
et stratgies ducatives ;

Anexo XIX - pgina 162

3. Insistons sur les obligations juridiques et la responsabilit politique des tats membres
en matire deffet donner aux Dimensions inclusives du droit lducation, en vue de
promouvoir lducation inclusive pour tous au niveau national, et suggrons la CIE
dencourager les tats membres accrotre lassistance ncessaire aux pays qui en ont le
plus besoin, sachant que lAfrique est la priorit absolue de lUNESCO.
4. exprimons notre profonde inquitude quant limpact ngatif que la crise financire
mondiale pourrait avoir sur la ralisation du droit une ducation de qualit pour
tous. Comme la mentionn la Ministre de lducation de lAfrique du Sud lors du dbat
introductive de la 48e CIE, la crise financire ne doit pas constituer un prtexte pour les
Etats membres manquant leurs obligations. Au contraire, les Etats membres devraient
fournir les ressources ncessaires la pleine ralisation du droit une ducation de
qualit pour tous.
Je vous remercie.

Anexo XX - pgina 163

ANNEXE XX / ANNEX XX / ANEXO XX

LISTE DES INTERVENANTS PRINCIPAUX DANS LES ATELIERS
LIST OF SPEAKERS IN THE WORKSHOPS
LISTA DE ORADORES PRINCIPALES EN LOS TALLERES
ATELIER 1 A / WORKSHOP 1 A / TALLER 1 A
Lducation pour linclusion : approches, orientations et contenu /
Inclusive education: approaches, scope and content /
La educacin inclusiva: enfoques, alcance y contenido
Contribuer raliser lducation pour linclusion travers une socit plus inclusive /
Contribute to achieve inclusive education through a more inclusive society /
Contribuir a alcanzar una educacin inclusiva a travs de una sociedad ms inclusiva

Modrateur / Moderator / Moderador

H.E. Mr. Luis GALLEGOS

Ambassador of Ecuador to United States
Former Chair of the Ad Hoc Committee on the Convention on the Rights of Persons with
Disabilities
REPUBLIC OF ECUADOR

Assistant modrateur / Moderator Assistant / Asistente Moderador

Ms. Ana Luiza MACHADO

Deputy Assistant Director-General for Education
UNESCO

Intervenants principaux / Speakers / Oradores principales

H.E. Mr. ZHOU Ji

Minister of Education
PEOPLES REPUBLIC OF CHINA

H.E. Ms. Hajiya Aishatu JIBRIL DUKKU

Minister of State for Education
NIGERIA

Mr. Juan Eduardo GARCA HUIDOBRO

Dean of the Faculty of Education, University Alberto Hurtado, Santiago de Chile
CHILE

Ms. Lavinia GASPERINI

Senior Agriculture Education Officer, Food and Agriculture Organization of the United Nations
(FAO), Chairperson of the Education for Rural People EFA flagship partnership and of the FAO,
Interdepartmental Working Group on Training
Rome, ITALY

Anexo XX - pgina 164

Rapporteur / Rapporteur / Relator

Ms. Gordana MILJEVIC

Senior Program Manager
Education Support Program
OPEN SOCIETY INSTITUTE

Assistant rapporteur / Rapporteur Assistant / Asistente Relator

Mr. Manuel BELLO

Dean of Faculty of Education
Peruvian University Cayetano Heredia, Lima
COP Focal Point Coordinator for the Andean Region (Latin America)
PERU

Anexo XX - pgina 165

ATELIER 1 B / WORKSHOP 1 B / TALLER 1 B

Lducation pour linclusion : approches, orientations et contenu /
Inclusive education: approaches, scope and content /
La educacin inclusiva: enfoques, alcance y contenido
Augmenter et dmocratiser les opportunits dapprentissage aux divers groupes selon le
paradigme de lducation en tant que droit / Enhance and democratize learning opportunities
to diverse groups within the paradigm of education as a right / Ampliar y democratizar las
oportunidades de aprendizaje de diversos grupos en el marco del paradigma
de la educacin como derecho

Modrateur / Moderator / Moderador

H.E. Mr. Don MACKAY

Ambassador Extraordinary and Plenipotentiary
Permanent Mission of New Zealand to the United Nations Office of Geneva
Chair of the Ad Hoc Committee on the Convention on the Rights of Persons with Disabilities
NEW ZEALAND

Assistant modrateur / Moderator Assistant / Asistente Moderador

Mr. Georges HADDAD

Director, Division of Higher Education
UNESCO

Intervenants principaux / Speakers / Oradores principales

H.E. Ms. Ishenkul BOLDJUROVA

Minister of Education and Science
Chairperson of the Conference of the Ministers of Education of the CIS Countries
REPUBLIC OF KYRGYZSTAN
H.E. Ms. Daggubati PURANDESWARI
Minister of State for Human Resource Development
INDIA
Ms. Penelope PRICE
Chair, Rehabilitation International Education Commission
AUSTRALIA
Ms. Diane RICHLER
President, International Inclusion
CANADA

Rapporteur / Rapporteur / Relator

Ms. Silvina GVIRTZ

Director of the Master in Education
School of Education, University of San Andres, Buenos Aires
COP Focal Point Coordinator for the Southern Cone of the Latin America Region
ARGENTINA

Assistant rapporteur / Rapporteur Assistant / Asistente Relator

Mr. Iouri ZAGOUMENNOV

Director of the Institute of Comparative Education
Ministry of Education
COP Focal Point Coordinator for the CIS Region
BELARUS

Anexo XX - pgina 166

ATELIER 1 C / WORKSHOP 1 C / TALLER 1 C

Lducation pour linclusion : approches, orientations et contenu / Inclusive education:
approaches, scope and content / La educacin inclusiva: enfoques, alcance y contenido
Une perspective comparative internationale sur llargissement du concept dducation pour
linclusion (liminer les obstacles, insrer dans le systme gnral, et fournir une ducation
interculturelle / bilingue) / An international comparative perspective on broadening the concept of
inclusive education (removing barriers, mainstreaming, and intercultural / bilingual education) /
Una perspectiva comparativa internacional acerca de la ampliacin del concepto de educacin
inclusiva (eliminacin de barreras, integracin en escuelas regulares,
y educacin intercultural/bilinge)

Modrateur / Moderator / Moderador

Ms. Helen PINNOCK

Education Advisor
SAVE THE CHILDREN, UK

Assistant modrateur / Moderator Assistant / Asistente Moderador

Ms. Linda KING

Director a.i., Division for Promotion of Basic Education
UNESCO

Intervenants principaux / Speakers / Oradores principales

H.E. Ms. Tatjana KOKE

Minister of Education and Science
LATVIA

Mr. Arief RACHMAN

Executive Chairman, Indonesian National Commission for UNESCO
INDONESIA

Mr. Nasser Ali AL-MOUSA

Education Consultant, Ministry of Education
KINGDOM OF SAUDI ARABIA

Mr. Luis Enrique LOPEZ

Coordinator, Programme of Support to the Quality of Education, German Technical Cooperation
Agency
GUATEMALA

Rapporteur / Rapporteur / Relator

Mrs. Helen ABADZI

Senior Evaluation Officer
Independent Evaluation Group World Bank
Washington DC, USA

Assistant rapporteur / Rapporteur Assistant / Asistente Relator

Mr. Paul MUSHI

Director of Education
TANZANIA

Anexo XX - pgina 167

ATELIER 1 D / WORKSHOP 1 D / TALLER 1 D

Lducation pour linclusion : approches, orientations et contenu / Inclusive education:
approaches, scope and content / La educacin inclusiva: enfoques, alcance y contenido
Comprendre, respecter et rpondre aux diversits culturelles, sociales et individuelles comme
lment cl de llargissement du concept de lducation pour linclusion / Understand, respect and
respond to cultural, social and individual diversities as key components in broadening the concept
of inclusive education / Comprensin, respeto y respuesta a las diversidades culturales, sociales e
individuales como componentes claves en la ampliacin del concepto de educacin inclusiva

Modrateur / Moderator / Moderador

Mr. Gabriele MAZZA

Directorate of School, Out-of-School and Higher Education
COUNCIL OF EUROPE

Assistant modrateur / Moderator Assistant / Asistente Moderador

Ms. Lene BUCHERT

Chief, Section for Inclusion and Quality Enhancement, Division for Promotion of Basic
Education
UNESCO

Intervenants principaux / Speakers / Oradores principales

H.E. Mr. Youssef BELQACEMI

Director of Strategy, Statistics and Planning
Ministry of Education
MOROCCO
H.E. Ms. Haman ADAMA
Minister of Basic Education
CAMEROON
Ms. Anna Lucia DEMILIO
Senior Advisor Education, UNICEF Regional Office for the Americas and the Caribbean
Panama City, REPUBLIC OF PANAMA
Mr. Sheldon SHAEFFER
Director, UNESCO Regional Bureau for Education in Asia and the Pacific
Bangkok, THAILAND
Ms. Rosa BLANCO
Programme Specialist in Special and Initial Education, UNESCO Regional Bureau for Education
in Latin America and the Caribbean
Santiago, CHILE

Rapporteur / Rapporteur / Relator

Mr. Kenneth EKLINDH

Senior Programme Specialist, Section for Inclusion and Quality Enhancement,
Division for Promotion of Basic Education
UNESCO

Assistant rapporteur / Rapporteur Assistant / Asistente Relator

Mr. Hegazi IDRIS

Programme Specialist, UNESCO Regional Bureau for Education in the Arab States
Beirut, LEBANON

Anexo XX - pgina 168

ATELIER 2 A / WORKSHOP 2 A / TALLER 2 A

Lducation pour linclusion : politiques du secteur public /
Inclusive education: public policies /
La educacin inclusiva: polticas pblicas
Des politiques publiques pour rpondre aux problmes de pauvret, de marginalisation, dingalit
et de travail des enfants / Public policies addressing issues of poverty, marginality, inequality
and child labour / Polticas pblicas orientadas a abordar los temas de pobreza, marginalidad,
desigualdad y trabajo infantil

Modrateur / Moderator / Moderador

Mr. Assane DIOP

Executive Director, Social Protection Sector, International Labour Organization (ILO)
Geneva, SWITZERLAND

Assistant modrateur / Moderator Assistant / Asistente Moderador

Mr. Steven OBEEGADOO

Director, Education for All Country Relations, Education Sector
ADEA Coordinator Working Group on Post-Primary education (WGPPE)
UNESCO

Intervenants principaux / Speakers / Oradores principales

H.E. Ms. Lisbet RUGTVEDT

State Secretary, Ministry of Education and Research
NORWAY

H.E. Ms. Bahia HARIRI

Minister of Education
LEBANON

Mr. Shantanu MUKHERJEE

Microeconomics Advisor, Poverty Group, United Nations Development Programme (UNDP)
New York, USA

Mr. Sergei ZELENEV

Chief, Social Integration Branch, Division for Social Policy and Development, United Nations
Department of Economic and Social Affairs (UN-DESA)
New York, USA

Rapporteur / Rapporteur / Relator

Mr. Godswill OBIOMA

Executive Secretary, National Education Research and Development Council (NERDC)
NIGERIA

Assistant rapporteur / Rapporteur Assistant / Asistente Relator

Mr. Teeluck BHUWANEE

Programme Specialist of Secondary and Technical Education, UNESCO Regional Bureau for
Education in Africa
Dakar, SENEGAL

Anexo XX - pgina 169

ATELIER 2 B / WORKSHOP 2 B / TALLER 2 B

Lducation pour linclusion : politiques du secteur public / Inclusive education: public
policies / La educacin inclusiva: polticas pblicas
La mise en oeuvre des politiques publiques dducation pour linclusion depuis une perspective
comparative internationale / Implementation of public policies on inclusive education from an
international comparative perspective / Implementacin de las polticas pblicas sobre educacin
inclusiva desde una perspectiva comparativa internacional

Modrateur / Moderator / Moderador

Mr. Mark BRAY

Director
UNESCO International Institute for Educational Planning (IIEP)

Assistant modrateur / Moderator Assistant / Asistente Moderador

Mr. Massimo AMADIO

Programme Specialist
UNESCO International Bureau of Education (IBE)

Intervenants principaux / Speakers / Oradores principales

H.E. Mr. Andr LAZARO

Vice-Minister of Education
BRAZIL

H.E. Ms. Desrey CAESAR FOX

Minister within the Ministry of Education
GUYANA

Mr. Naser ALSHAIKH

Assistant Under Secretary for Education
BAHRAIN

Ms. Denise NEWNHAM-FELLAY

Research Consultant
University of Bath
UNITED KINGDOM

Mr. Arquimedes Digenes CILONI

Rector, Federal University of Uberlandia
President of the National Association of Leaders of Federal Institutions of Higher Education
BRAZIL

Rapporteur / Rapporteur / Relator

Ms. Irmeli HALINEN

Director, Early Childhood and Basic Education Development
National Board of Education
COP Focal Point for the Nordic Region
FINLAND

Assistant rapporteur / Rapporteur Assistant / Asistente Relator

Ms. Susan NKINYANGI

Senior Education Adviser, UNESCO Nairobi Cluster Office
KENYA

Anexo XX - pgina 170

ATELIER 2 C / WORKSHOP 2 C / TALLER 2 C

Lducation pour linclusion : politiques du secteur public / Inclusive education: public
policies / La educacin inclusiva: polticas pblicas
Interfaces et synergies entre les politiques dinclusion sociale, la protection sociale et lducation
pour linclusion, avec une attention particulire la ralisation des objectifs de lEPT / Interfaces
and synergies between policies on social inclusion, social protection and inclusive education, with
a special focus on the attainment of EFA goals / Enlaces y sinergias entre las polticas de inclusin
social, proteccin social y educacin inclusiva, con nfasis en el logro de las metas de EPT

Modrateur / Moderator / Moderador

Mr. Cor MEIJER

Director, European Agency for Development in Special Needs Education
The Hague, NETHERLANDS

Assistant modrateur / Moderator Assistant / Asistente Moderador

Mr. Dendev BADARCH

Director, UNESCO Moscow Office
RUSSIAN FEDERATION

Intervenants principaux / Speakers / Oradores principales

H.E. Ms. Sidibe AMINATA DIALLO

Ministry of Basic Education, Alphabetization and National Languages
MALI

H.E. Ms. Ana ORDOOZ DE MOLINA

Minister of Education
GUATEMALA

Ms. Susan PETERS

Associate Professor, College of Education, Michigan State University
USA

Mr. Hannu SAVOLAINEN

Professor, Department of Special education, University of Joensuu
FINLAND

Rapporteur / Rapporteur / Relator

Ms. Mara Ins AGUERRONDO

Consultant, Training Unit, UNESCO International Institute for Educational Planning, Buenos
Aires Office
ARGENTINA

Assistant rapporteur / Rapporteur Assistant / Asistente Relator

Ms. Vivian HEUNG

Head, Centre for Special Needs and Studies in Inclusive Education
Hong Kong, CHINA

Anexo XX - pgina 171

ATELIER 2 D / WORKSHOP 2 D / TALLER 2 D

Lducation pour linclusion : politiques du secteur public /
Inclusive education: public policies / La educacin inclusiva: polticas pblicas
Le rle du gouvernement et ses partenariats avec la socit civile et le secteur priv dans la mise
en oeuvre des politiques publiques long terme pour llargissement du concept dducation pour
linclusion / The role of government and its partnerships with civil society and the private sector in
implementing long-term public policies to broaden the concept of inclusive education / El rol del
gobierno y sus alianzas con la sociedad civil y el sector privado en la implementacin de polticas
a largo plazo para la ampliacin del concepto de educacin inclusiva

Modrateur / Moderator / Moderador

Mr. Vernor Muoz VILLALOBOS

Special Rapporteur on the right to education
Office of the United Nations High Commissioner for Human Rights (OHCHR)
Geneva, SWITZERLAND

Assistant modrateur / Moderator Assistant / Asistente Moderador

Mr. Vincent DEFOURNY

Director, UNESCO Brasilia Office
BRASIL

Intervenants principaux / Speakers / Oradores principales

H.E. Mr. Christian DUPONT

Minister in charge of Compulsory Education, French Community
BELGIUM

H.E. Ms. Franka ALEXIS-BERNADINE

Minister of Education and Human Resources
GRENADA

H.E. Ms. Anna ZHVANIA

Deputy Minister, Ministry of Education and Science
GEORGIA

Mr. Mamadou NDOYE

Education Expert
SENEGAL

Mr. Salvano BRICEO

Director, United Nations International Strategy for Disaster Reduction (ISDR)
Geneva, SWITZERLAND

Rapporteur / Rapporteur / Relator

Mr. Paolo FONTANI

Programme Specialist, UNESCO Kingston Office
JAMAICA

Assistant rapporteur / Rapporteur Assistant / Asistente Relator

Mr. Min BAHADUR BISTA

Programme Specialist, UNESCO Beijing Office
CHINA

Anexo XX - pgina 172

SYNTHSE DES ATELIERS 1 ET 2

SYNTHESIS OF WORKSHOPS 1 AND 2
SNTESIS DE TALLERES 1 Y 2
Modrateur / Moderator / Moderador

H.E. Mr. Abdulsalam M. AL-JOUFI

Chair of the 48th session of ICE
Minister of Education
YEMEN

Assistant modrateur / Moderator assistant / Asistente Moderador

Mr. Firmin Edouard MATOKO

Director, UNESCO Quito Office
ECUADOR

Rapporteur / Rapporteur / Relator

Rapporteur, Workshop 1

Mr. Sheldon Shaeffer

Director, UNESCO Regional Bureau for Education in Asia and the Pacific
Bangkok, THAILAND

Rapporteur, Workshop 2

Ms. Irmeli HALINEN

Director, Early Childhood and Basic Education Development
National Board of Education
COP Focal Point for the Nordic Region
FINLAND

Joint Expert Group UNESCO (CR)/ECOSOC (CESCR)

Mr. Eibe RIEDEL

Member,
Joint Expert Group UNESCO (CR)/ECOSOC (CESCR) on the Monitoring of the Right to
Education

Anexo XX - pgina 173

ATELIER 3 A / WORKSHOP 3 A / TALLER 3 A

Lducation pour linclusion : systmes, liens et transitions / Inclusive education: systems,
links and transitions / La educacin inclusiva: sistemas, interfaces y transiciones
Les opportunits dapprentissage tout au long de la vie ds la petite enfance (systme formel et
non-formel) pour atteindre les groupes exclus / Life-long learning opportunities from childhood
onwards (formal/non formal provisions) in reaching out to the excluded groups / Oportunidades de
aprendizaje a lo largo de la vida desde la niez en adelante (ofertas formales/no formales) para
alcanzar a grupos excluidos

Modrateur / Moderator / Moderador

Mr. Rumyan RUSSINOV

Deputy Director, Roma Education Fund
HUNGARY

Assistant modrateur / Moderator Assistant / Asistente Moderador

Mr. Mark RICHMOND

Director, Division for the Coordination of UN Priorities in Education
UNESCO

Intervenants principaux / Speakers / Oradores principales

H.E. Im SETHY
Minister of Education
KINGDOM OF CAMBODIA
H.E. Ms. Rosalie KAMA-NIAMAYOUA
Minister of Primary and Secondary Education, Responsible for Literacy
Chairperson of the ADEA Bureau of African Ministers
REPUBLIC OF CONGO BRAZZAVILLE
H. E. Dr. Ali Al-Saad
Minister of Education
Syrian Arab Republic
Ms. Kathy BARTLETT
Co-Director, Education Programme, Aga Khan Foundation
SWITZERLAND
Mr. Adama OUANE
Director
UNESCO Institute for Lifelong Learning (UIL)

Rapporteur / Rapporteur / Relator

Ms. Denise VAILLANT

Coordinator of the Network GTD-PREAL
(Working Group on the Professional Development of Teachers in Latin America)
URUGUAY

Assistant rapporteur / Rapporteur Assistant / Asistente Relator

Mr. Rolands OZOLS

Consultant of Education Programmes of the Latvian National Commission
for UNESCO and for the ICE
LATVIA

Anexo XX - pgina 174

ATELIER 3 B / WORKSHOP 3 B / TALLER 3 B

Lducation pour linclusion : systmes, liens et transitions / Inclusive education: systems,
links and transitions / La educacin inclusiva: sistemas, interfaces y transiciones
Le rle dun curriculum flexible et pour le dveloppement des capacits
(systme formel et non-formel diffrents niveaux dducation) comme une transition vers le
monde du travail / Role of skills development and a flexible curriculum (formal/non formal provisions
at different educational levels) in the transition to work / Los roles atribuidos al desarrollo de
habilidades y a un currculo flexible (ofertas formales/no formales en los diferentes niveles
educativos) en la transicin hacia el trabajo

Modrateur / Moderator / Moderador

Ms. Rita BISSOONAUTH

Senior Policy Officer in Education
African Union Commission

Assistant modrateur / Moderator Assistant / Asistente Moderador

Mr. Rupert MAC LEAN

Director, International Centre for Technical and Vocational Education
and Training (UNEVOC-UNESCO)

Intervenants principaux / Speakers / Oradores principales

H.E. Mr. Hanif HASSAN

Minister of Education
UNITED ARAB EMIRATES (UAE)
H.E. Mr. Hctor NAVARRO
Minister of Education
VENEZUELA
H.E. Ms. Cecilia Mara VELEZ WHITE
Minister of National Education
COLOMBIA
Mr. Alejandro TIANA
Professor of Theory and History of Education, National University
of Distance Learning UNED,
Madrid
SPAIN
Mr. Kenneth KING
Consultant, Technical and Vocational Education and Training Strategy, UNESCO
Professor Emeritus of Comparative and International Education, University of Edinburgh
Scotland, UNITED KINGDOM

Rapporteur / Rapporteur / Relator

Mr. Alexandru CRISAN

Center Education 2000+ and Director - Education 2000+ Consulting
COP Focal Point Coordination for Eastern and South-Eastern Europe
ROMANIA

Assistant rapporteur / Rapporteur Assistant / Asistente Relator

Ms. Dakmara GEORGESCU

Programme Coordinator, Technical Assistance to Member States (Curriculum development)
UNESCO International Bureau of Education (IBE)

Anexo XX - pgina 175

ATELIER 4 A / WORKSHOP 4 A / TALLER 4 A

Lducation pour linclusion : apprenants et enseignants / Inclusive education: learners and
teachers / La educacin inclusiva: educandos y docentes
Le soutien et lengagement envers les apprenants et les enseignants et leur motivation comme
facteur dterminant pour atteindre lducation pour linclusion / Support to, engagement with
and motivation of learners and teachers as key factors to attain inclusive education / Apoyo,
compromiso y motivacin de estudiantes y maestros como factores clave en el logro de la
educacin inclusiva

Modrateur / Moderator / Moderador

Mr. Jorge SEQUEIRA

Director, UNESCO Regional Bureau for Education in Latin America and Caribbean
Santiago, CHILE

Assistant modrateur / Moderator Assistant / Asistente Moderador

Mr. Abdel MONEIM OSMAN

Director, UNESCO Regional Bureau for Education in the Arab States
Beirut, LEBANON

Intervenants principaux / Speakers / Oradores principales

H.E. Ms. Sengdeuane LACHANTHABOUN

Vice-Minister of Education
LAO PEOPLES DEMOCRATIC REPUBLIC

H.E. Ms. Helj MISUKKA

State Secretary in Education
Minister of Education and Science
FINLAND

Ms. Monique FOUILHOUX

Executive Secretary, International Education
Paris, FRANCE

Mr. Kentaro FUKUCHI

Officer, Red Cross Society
JAPAN

Rapporteur / Rapporteur / Relator

Ms. Lani FLORIAN

Professor and Researcher, University of Aberdeen
Scotland, UNITED KINGDOM

Assistant rapporteur / Rapporteur Assistant / Asistente Relator

Mr. Ali BUBSHAIT

Researcher, Gulf Arab States Educational Research Centre
COP Focal Coordinator for the Gulf Arab States Region
BAHRAIN

Anexo XX - pgina 176

ATELIER 4 B / WORKSHOP 4 B / TALLER 4 B

Lducation pour linclusion : apprenants et enseignants / Inclusive education: learners and
teachers / La educacin inclusiva: educandos y docentes
Les dfis de lducation pour linclusion lchelle de lcole et de la salle de classe (pratiques
fondes sur des exemples) / The challenges of inclusive education at the school and classroom
levels (evidence-based practices) / Los desafos de la educacin inclusiva a niveles de la escuela
y del aula (prcticas basadas en la evidencia)

Modrateur / Moderator / Moderador

Ms. Ann Therese NDONG JATTA

Director, UNESCO Regional Bureau of Education in Africa
Dakar, SENEGAL

Assistant modrateur / Moderator Assistant / Asistente Moderador

Ms. Beatriz MACEDO

Programme Specialist, Science Education, Education Sector
UNESCO

Intervenants principaux / Speakers / Oradores principales

H.E. Dr. Dharambeer GOKHOOL

Minister of Industry, Science and Research
Former Minister of Education, Culture and Human Resources
REPUBLIC OF MAURITIUS

H.E. Mr. Jos Luis GUZMAN

Vice Minister of Education
EL SALVADOR

Mr. Stan KUTCHER

Sun Life Financial Chair in Adolescent Mental Health
Collaborating Center, Dalhousie University, Halifax
CANADA

Mr. David MITCHELL

Inclusive Education Consultant
NEW ZEALAND

Rapporteur / Rapporteur / Relator

Ms. Anna Lucia DEMILIO

Senior Advisor Education, UNICEF Regional Office for the Americas and the Caribbean
Panama City, REPUBLIC OF PANAMA

Assistant rapporteur / Rapporteur Assistant / Asistente Relator

Mr. Johan LINDEBERG

Associate Expert, UNESCO Regional Bureau for Education in Asia and the Pacific
Bangkok, THAILAND

Anexo XX - pgina 177

SYNTHESE DES ATELIERS 3 ET 4

SYNTHESIS OF WORKSHOPS 3 AND 4
SNTESIS DE TALLERES 3 Y 4
Modrateur / Moderator / Moderador

H.E. Mr. Abdulsalam M. AL-JOUFI

Chair of the 48th session of ICE
Minister of Education
YEMEN

Assistant / Assistant / Asistente

Mr. Firmin Edouard MATOKO

Director, UNESCO Quito Office
ECUADOR

Rapporteur / Rapporteur / Relator

Rapporteur, Workshop 3

Ms. Denise VAILLANT

Coordinator of the Network GTD-PREAL
(Working Group on the Professional Development of Teachers in Latin America)
URUGUAY

Rapporteur, Workshop 4

Ms. Lani FLORIAN

Professor and Researcher, University of Aberdeen
Scotland, UNITED KINGDOM

Anexo XXI - pgina 178

ANNEX XXI
LIST OF SPONSORS AND DONORS
The organization of the 48th session of the International Conference on Education has benefited from
the support (in the form of intellectual and/or financial contributions) of a wide range of partners,
including governments, ministries of education, the UNESCO National Commissions, organizations
of the United Nations System, intergovernmental organizations, international non-governmental
organizations, foundations, the private sector as well as research and academic institutions in a number
of countries. UNESCO-IBE wishes to acknowledge all these valuable contributions. The UNESCOIBE would also like to express its sincere thanks to the authorities of Cameroon, Indonesia and Latvia
for having contributed to the organization of the regional preparatory conferences.
The UNESCO-IBE wishes to express its most sincere gratitude for the funding provided by the
following donors:
Ecuador, Ministry of Education
Government of India
Kenya, Ministry of Education
State of Kuwait
Spain, Ministry of Education
Switzerland
Saudi Arabian Fund of the Project of Prince Sultan bin Abdulaziz
UNICEF
Open Society Institute (Foundation)
and by the following sponsors:
Adobe, Avallain, ePals, European Agency for Development in Special Needs Education, Fronter
International, Gatlin International, MKFC Stockholm College, NComputing, Perkins School for the
Blind, Revolution - An Essence for Freedom, Smart Technologies, Young Digital Planet.

Anexo XXI - pgina 179

ANNEXE XXI
LISTE DES SPONSORS ET DONATEURS

Lorganisation de la 48e session de la Confrence internationale de lducation a pu compter

sur le soutien (sous forme de contributions intellectuelles et/ou financires) de nombreux partenaires,
notamment des gouvernements, des ministres de lducation, des Commissions nationales pour
lUNESCO, des organisations du systme des Nations Unies, des organisations intergouvernementales,
des organisations internationales non gouvernementales, des fondations, du secteur priv ainsi que
des institutions acadmiques et de recherche de plusieurs pays. LUNESCO-BIE souhaite manifester
sa reconnaissance pour toutes ces prcieuses contributions. Elle voudrait galement exprimer ses
sincres remerciements aux autorits du Cameroun, de lIndonsie et de la Lettonie pour avoir
contribu lorganisation des runions prparatoires rgionales.
LUNESCO-BIE souhaite exprimer ses remerciements pour les contributions financires
fournies par les donateurs suivants :
quateur, Ministre de lducation
Espagne, Ministre de lducation
Inde
Kenya, Ministre de lducation
Kowet
Suisse
Arabie saoudite, Fonds du projet du Prince Sultan bin Abdulaziz
UNICEF
Open Society Institute (Foundation)
ainsi que par les sponsors suivants :
Adobe, Avallain, ePals, European Agency for Development in Special Needs Education,
Fronter International, Gatlin International, MKFC Stockholm College, NComputing, Perkins School
for the Blind, RevolutionAn Essence for Freedom, Smart Technologies, Young Digital Planet.

Anexo XXII - pgina 180

ANNEX XXII
LIST OF DOCUMENTS FOR THE 48th SESSION
OF THE INTERNATIONAL CONFERENCE ON EDUCATION

Working documents
ED/BIE/CONFINTED 48/1

Provisional Agenda

ED/BIE/CONFINTED 48/2

Proposed Organization of the Work of the Conference

ED/BIE/CONFINTED 48/3

Reference Document: Inclusive Education: The Way of the

Future

ED/BIE/CONFINTED 48/4

General Presentation of the 48th session of the ICE

ED/BIE/CONFINTED 48/5

Conclusions and Recommendations of the 48th session

of the ICE

Information documents
ED/BIE/CONFINTED 48/Inf.1

Provisional List of Participants

ED/BIE/CONFINTED 48/Inf.2

Inclusive Education Issues: Contributions to the Workshops

Discussions

ED/BIE/CONFINTED 48/Inf.3

Outcomes and Trends in Inclusive Education at Regional and

Interregional Levels: Issues and Challenges. ICE Preparatory
Workshops and Conferences in Inclusive Education

ED/BIE/CONFINTED 48/Inf.4

A Typology of Out-of-school Children to Improve Policies that

Address Exclusion

Anexo XXII - pgina 181

ANNEXE XXII
LISTE DES DOCUMENTS PRPARS POUR LA 48e SESSION
DE LA CONFRENCE INTERNATIONALE DE LDUCATION

Documents de travail
ED/BIE/CONFINTED 48/1

Ordre du jour provisoire

ED/BIE/CONFINTED 48/2

Projet dorganisation des travaux de la Confrence

ED/BIE/CONFINTED 48/3

Document de rfrence sur : Lducation pour linclusion :

la voie de lavenir

ED/BIE/CONFINTED 48/4

Prsentation densemble de la 48e session de la CIE

ED/BIE/CONFINTED 48/5

Conclusions et recommandations de la 48e session de la CIE

Documents dinformation
ED/BIE/CONFINTED 48/Inf.1

Liste provisoire des participants

ED/BIE/CONFINTED 48/Inf.2

Bref aperu de la problmatique de lducation pour

linclusion : contributions aux dbats des ateliers

ED/BIE/CONFINTED 48/Inf.3

Rsultats et tendances de lducation pour linclusion aux

niveaux rgional et interrgional : problmatiques et enjeux.
Ateliers et confrences prparatoires sur lducation pour
linclusion

ED/BIE/CONFINTED 48/Inf.4

Typologie des enfants non scolariss au service de

lamlioration des politiques de lutte contre lexclusion.

Anexo XXIII - pgina 182

ANNEXE XXIII / ANNEX XXIII / ANEXO XXIII

Liste des participants / List of participants / Lista de los participantes
tats membres / Member States / Estados Miembros

Afghanistan / Afghanistan / Afganistn

H.E. Mr Ghulam Farooq WARDAK
Minister of Education
H.E. Mr Mohammad Zahir AZIZ
Ambassador, Permanent Delegate to UNESCO and
ISESCO
H.E. Mr Nanguyalai TARZI
Ambassador, Permanent Representative of
Afghanistan, Geneva
Mr. Assadullah ZAMIR
Senior Advisor to the Minister of Education
Mr. Obaid Khan NOORI
First Secretary, Permanent Mission, Geneva
Mr. Daoud HACHEMI
Second Secretary, Permanent Mission, Geneva

Mr. Johan VAN WYCK

Counsellor, Economic Development, Permanent
Mission to the United Nations
Mr. Simon QOBO
First Secretary, Economic Development, Permanent
Mission to the United Nations
Ms. Susanna CHUNG
First Secretary, Economic Development, Permanent
Mission to the United Nations
Ms. Cornia PRETORIUS
Editor, The Teacher, Mail & Guardian newspaper

Albanie / Albania / Albania

S.E. M. Sejdi QERIMAJ
Ambassadeur, Reprsentant permanent, Mission
permanente auprs de lONU

Mr. Ahsanudin TAHIRY

Secretary of the Ministers Office

M. Ervin NINA
Deuxime Secrtaire, Mission Permanente auprs de
lUNESCO

Afrique du Sud / South Africa / Sudfrica

Mme Nora VESELI

Stagiaire, Mission Permanente auprs de lONU

H.E. Ms Naledi PANDOR

Minister of Education
Mr. Duncan HINDLE
Director General, Education, Department of
Education

Algrie / Algeria / Argelia

S.E.M. Idriss JAZAIRY
Ambassadeur, Reprsentant Permanent

Ms. Palesa TYOBEKA

Deputy Director-General, General Education,
Department of Education

M. Boualem CHEBIHI
Ministre Conseiller, Reprsentant permanent Adjoint
auprs de la Mission permanente

Mr. Ghaleeb JEPPIE

Chief Director, International Relations, Department
of Education

M. Baghdad LAKHDAR
Charg dEtudes et de Synthses, Ministre de
lEducation nationale

Ms. Hersheela NARSEE

Director, Research Coordination, Monitoring and
Evaluation, Department of Education

Mme Selma Malika HENDEL

Secrtaire Diplomatique auprs de la Mission
permanente, Genve

Ms. Dandr JACOBS

Senior Administrative Officer, Ministerial Services

M. Mohamed Faiz BOUCHEDOUB

Secrtaire Diplomatique

H.E. Ms Claudine MTSHALI

Ambassador, Permanent Representative, Permanent
Mission to the United Nations

M. Kamel BOUGHABA
Dlgu Permanent Adjoint dAlgrie auprs de
lUNESCO

Anexo XXIII - pgina 183

Allemagne / Germany / Alemania

H.E. Ms Ute ERDSIEK-RAVE
Minister of Education and Womens Affairs, State of
Schleswig-Holstein
Ms. Christine PLUHAR
Ministerialraetin
Ms. Carolin BUSCH
Project Manager Education; German Commission
for UNESCO
Ms. Anke KONRAD
First Secretary, Human Rights Officer, Permanent
Mission of Germany, Geneva
Ms. Barbara MALINA
Head of the Section for Education and
Communication, German National Commission for
UNESCO
Ms. Reinhild OTTE
Head of Division for Europe, Interregional and
International Affairs, Federal Council
Mr. Hans-Heiner RUDOLPH
Deputy Director of Division Health, Education and
Social Protection, German Technical Cooperation
(GTZ)
Ms. K. Antje SCHARSICH
Head of Division Investment and Innovation in
Education, Federal Ministry of Education and
Research

Mr. Muhammad AL-RUWEISHID

Deputy Minister of Education for Boys Education
Mr. Muhammad AL-DUWEIAN
Director General of Research
Mr. Abdul Rahman ABU AMMAH
Adviser at the Research and Studies Centre of the
Ministry of Higher Education
Mr. Abdul Aziz AL-DUWEIS
Adviser to the Minister of Higher Education
Mr. Ziad ALDRESS
Permanent Delegate to UNESCO
Mr. Abdul Aziz AL-HATIM
Private Secretary to H.E. the Deputy Minister for
Girls Education
Mr. Abdelfattah ABDALLA KHMEY
Administrative Agent

Argentine / Argentina / Argentina

Sr. Daniel Fernando FILMUS
Senador de la Nacin, Comenius Medal Laureate
Sr. Miguel Angel ESTRELLA
Embajador de la Repblica Argentina ante la
UNESCO
Sr. Pablo L. PROSPERI
Secretario de la Delegacin Argentina ante la
UNESCO

Angola / Angola / Angola

Sr. Paulo CAVALERI

Consejero

Mme Luisa Maria Alues GRILO

Directrice de lEnseignement Gnral, Ministre de
lEducation

Australie / Australia / Australia

M. Pedro NSIANGENGO
Directeur Gnral de lInstitut National de
Recherche et Dveloppement de lEducation

Mr. Chris ROBINSON

South Australian Department of Education and
Childrens Services

M. Jaime PETELO BENGUE

Chef du Dpartement de la Commission nationale
pour lUNESCO

Ms. Carol NICOLL

Group manager, Australian Government
Department of Education, Employment and
Workplace Relations

Mme Neusa SARAIVA

Assistant Technique

Mr. Phillip HUGHES

Professor, Comenius Medal Laureate

Arabie saoudite / Saudi Arabia / Arabia

Saudita

Autriche / Austria / Austria

H.E. Mr Khaled AL-SAUD

Minister of Education for Girls Education
Mr. Ibrahim AL-SHADDI
Deputy Minister of Education for External Relations
and Secretary-General of the National
Commission on Education, Culture and Science

Ms. Lucie BAUER

Director of Department of SNE/Inclusive
Education, Federal Ministry of Education, Arts and
Culture
Ms. Christina KOKKINAKIS
Deputy Permanent Representative, Permanent
Mission of Austria, Geneva

Anexo XXIII - pgina 184

Ms. Elfie FLECK

Section for Migration and School, Federal Ministry
of Education, Arts and Culture

Mr. Nawal AL-KHATER

Acting President of Research Electronic
Content

Mr. Karl H. GRUBER

Professor, Institute of Educational Science,
University of Vienna

Ms. Laila AL-MULLA

Chief of the Unit Compulsory-Education Sector

Azerbadjan / Azerbaijan / Azerbaiyn

Ms. Fatma ABDULLAZADE
Head of Humanitarian Policy Department,
Office of the President of Azerbaijan Republic
Mr. Azad AKHUNDOV
Senior Advisor, International Relations
Department, Ministry of Education
Mr. Oqtay ALAKBAROV
Head of Department, National Academy
of Sciences
Mr. Habib HIKAYILLI
Third Secretary, Permanent Mission to the UN

Mr. Adnan AL HAMMADI

Deputy Permanent Delegate, Delegation of Bahrain
to UNESCO
H.E. Mr Abdullatif Abdulla ABDULLA
Ambassador, Permanent Representative,
Permanent Mission to the UN, Geneva
Ms. Muna RADHI
Second Secretary, Deputy Permanent
Representative, Permanent Mission to the UN,
Geneva
Mr. Ammar Ebrahim RAJAB
Third Secretary, Permanent Mission to the UN,
Geneva

Ms. Tunzala AYDAMIROVA

Third Secretary, Permanent Delegation to UNESCO

Ms. Budoor SALAH ABDULAZIZ

Third Secretary, Permanent Mission to the UN,
Geneva

Bahamas / Bahamas / Bahamas

Mr. Ebrahim JANAHI

President of the University of Bahrain

H.E. Mr Carl BETHEL

Minister of Education
Mr. Lionel K. SANDS
Acting Director of Education
Ms. Olly Mae KNOWLES
Assistant Director of Education
Mr. Haldane CHASE
Professor-Consultant
Ms. Belinda WILSON
President, Bahamas Union of Teachers
Ms. Bridgette SEYMOUR
Area Vice President, Bahamas Union
of Teachers
Mr. Philip STURRUP
Executive Member, Bahamas Union of Teachers

Bahrein / Bahrain / Bahrein

H.E. Mr Dr. Majed Bin Ali AL-NOAMI
Minister of Education

Mr. Jamil HILAL

Senior English Teacher, Member of the Advisory
Committee for Teachers

Bangladesh / Bangladesh / Bangladesh

Mr. Momotajul ISLAM
Secretary, Ministry of Education, Secretary
General, Bangladesh National Commission for
UNESCO
Mr. Debapriya BATTACHARYA
Head of Bangladesh Mission, Geneva
Mr. Abdullah Abu SAYEED
Chairman, Bishwo Shahitto Kendro, Comenius
Medal Laureate
Mr. Ekram Ali SHAIKH
Chairman, Board of Intermediate and
Secondary Education, Jessore,
Ministry of Education

Mr. Kamal AL-DHEEB

Ministers Media Adviser

Mr. Mohammad YUSUF

Chairman, Board of Intermediate and
Secondary Education, Chittagong,
Ministry of Education

Mr. Nasser AL-SHAIKH

Assistant Under-Secretary for General
and Technical Education

Mr. Mortaza Aliul KABIR

Chairman, Board of Intermediate and Secondary
Education, Barisal

Anexo XXIII - pgina 185

Barbade / Barbados / Barbados

Ms. Kaye SARGEANT
Education Officer

Blarus / Belarus / Belarrs

Ms. Antanina ZMUSHKO
Head of the Department of Special Education,
Candidate of Pedagogical Sciences,
Senior Lecturer
Mr. Andrei USOLTSEV
Counsellor

S.E. M. Olabiyi Babalola Joseph YA

Ambassadeur, Dlgu Permanent auprs de
lUNESCO
M. Maoudi Comlan JOHNSON
Point focal Education pour Tous, Ministre de
lEnseignement Maternel et Primaire
Mme Franoise MEDEGAN
Premier Conseiller en charge des dossiers ducation
la Dlgation permanente du Bnin auprs de
lUNESCO
Mme Rosemonde Dodji ADJANONHOUN
Premier secrtaire, Mission Permanente, Genve

Belgique / Belgium / Blgica

S.E. M. Christian DUPONT
Ministre de lEnseignement obligatoire,
Communaut franaise de Belgique
S.E. M. Philippe KRIDELKA
Ambassadeur, Dlgu permanent auprs de
lUNESCO
M. Marc CLAIRBOIS
Dlgu Wallonie-Bruxelles Genve
M. Dominique BARTHELEMY
Directeur gnral la Direction gnrale des
Affaires gnrales et dAudit budgtaire et financier
du Ministre de la Communaut franaise

Bhoutan / Bhutan / Bhutn

H.E. Mr Thakur S. POWDYEL
Minister of Education
Mr Sonam T. RABGYE
Ambassador, Permanent Representative
Ms. Doma TSHERING
Deputy Permanent Representative
Ms. Dechen ZAM
Chief Planning Officer
Mr. Phuntsho NORBU
Second Secretary

M. Kris DIERCKX
Reprsentant du gouvernement flamand auprs des
organisations multilatrales, Genve

Bosnie-Herzgovine / Bosnia and

Herzegovina/ Bosnia y Herzegovina

M. Roger DEHAYBE
Charg de mission gouvernemental

H.E. Ms Emina KECO ISAKOVIC

Ambassador, Permanent Representative to the UN,
Geneva

M. Etienne GILLIARD
Directeur la Direction des auxillaires de
lEnseignement, des Activits parascolaires et des
Centres de dpaysement en plein air

Ms. Dragana ANDELIC

Counsellor, Permanent Mission to the UN, Geneva

Mme Laurence ZANCHETTA

Attache au cabinet de M. le Ministre Christian
Dupont, Communaut franaise de Belgique

Mr. O. Rhee HETANANG

Counsellor, Permanent Mission to the United
Nations, Geneva

Mme Rosanna BALEDDA

Assistante la Dlgation Wallonie-Bruxelles de
Genve

Ms. M.T. MOTLHABANI

First Secretary, Permanent Mission to the United
Nations, Geneva

Mme Hala KODMANI

Consultante mdia

Mr. M. BONANG
First Secretary, Permanent Mission to the United
Nations, Geneva

Botswana / Botswana / Botswana

Bnin / Benin / Benin

S.E. M. Flicien CHABI ZACHARIE
Ministre de lEnseignement Maternel et Primaire,
Prsident de la Commission Bninoise pour
lUNESCO

Brsil / Brazil / Brasil

M. Andr Luiz LZARO
Secrtaire de lEducation Suivie, Alphabtisation et
Diversit, Ministre de lEducation

Anexo XXIII - pgina 186

Mme Maria Auriana P. DINIZ

Assesseur International, Ministre
de lEducation
Mme Almerinda Augusta DE FREITAS
CARVALHO
Conseiller, Ministre des Relations Extrieures
Ms. Daniela ARRUDA BENJAMIN
Premire secrtaire, Dlgation permanente auprs
de lUNESCO

Bruni Darussalam / Brunei Darussalam /

Brunei Darussalam
H.E. Mr Pehin Abdul Rahman TAIB
Minister of Education
Mr. Hj Mohd Daud HAJI MAHMUD
Permanent Secretary (Higher Education)
Mr. Zulkarnain HANAFI
Vice Chancellor, University Brunei Darussalam
Mr. Omar KHALID
Senior Special Duties Officer (Higher Education)
Mr. Othman HJ SIMBRAN
Head of International Affairs and Public Relations
Unit
Ms. Kamalia ABDUL RAHMAN
Executive Secretary, National Education Council
Ms. Jennie LIAW
Acting Assistant Director, Special Education unit,
Ministry of Education
Ms. Hajah Taibah HAJI AHMAD
Headmistress, Anggerek Desa primary school

Ms. Tatyana ANGELOVA

Second Secretary, Permanent Mission to the UN
Ms. Rossitza VELINOVA
Director, European and International Cooperation
Directorate, Ministry of Education and State
Ms. Snezhana MANOILOVA
Attach

Burkina Faso / Burkina Faso /

Burkina Faso
M. Kako LOYA
Conseiller technique du Ministre des
Enseignements secondaire, Suprieur et de la
Recherche
M. Salaka SANOU
Directeur gnral des Enseignements et de la
Recherche scientifique
M. Baba Ahmed SOULAMA
Secrtaire Gnral de la Commission nationale
burkinab pour lUNESCO
Mme Judith TAPSOBA
Directrice gnrale de lEnseignement de base
Mme Rosalie BASSOLET
Prsidente du Rseau de promotion de lducation
intgratrice
Mme Awa THIOMBIANO
Dlgu Permanent Adjoint, UNESCO, Conseiller
culturel lAmbassade du Burkina Faso en France

Burundi / Burundi / Burundi

Ms. Dk Maspuspa PG MANSHOR

Education Officer

M. Ernest MBERAMIHETO
Vice-Ministre charg de lEnseignement de base et
secondaire

Mr. Aminudin MD YAAKUB

Education Officer International Affairs and Public
Relations Unit

M. Aaron BARUTWANAYO
Secrtaire permanent de la Commission Nationale
du Burundi pour lUNESCO

Mr. Janin ERIH

Ambassador, Permanent Representative

Mme Corinthe NZOHABONAYO

Inspecteur gnral de lEnseignement

Bulgarie / Bulgaria / Bulgaria

Cambodge / Cambodia / Camboya

H.E. Mr Daniel VALTCHEV

Deputy Prime Minister and Minister of Education
and Science

H.E. Mr Sethy IM
Minister of Education, Youth and Sports

H.E. Ms. Irina BOKOVA

Ambassador, Permanent Delegate to UNESCO
Mr. Petko DRAGANOV
Ambassador, Permanent Representative to the UN

Ms. Pheary HANG

Official of Pedagogical Research Department
Mr. Sethy OM
Director of Information and ASEAN Affairs
Department, Ministry of Education, Youth and Sport

Anexo XXIII - pgina 187

Mr. Saroeun NHEAN

Chief of Special Education Office, Department of
Primary Education, Ministry of Education, Youth
and Sport
H.E. Mr Sun SUON
Ambassador, Permanent representative, Permanent
Mission to the UN
Mr. Long SOKLAN
Second Secretary, Permanent Mission to
the UN
Ms. Eat SONISA
Third secretary, Permanent Mission to the UN

Cameroun / Cameroon / Camern

S.E. Mme Haman ADAMA
Ministre de lEducation de Base
M. Raymond MBEDE
Reprsentant du Cameroun au Conseil du BIE,
Inspecteur des Affaires Acadmiques, Ministre de
lEnseignement suprieur
M. Anatole Fabien Marie NKOU
Ambassadeur, Reprsentant Permanent, Mission
Permanente auprs des Nations Unies
M. Joseph NGA
Charg de Mission la Prsidence de la Rpublique

S.E. M. Benot PELLETIER

Ministre des Affaires Intergouvernementales et de la
Francophonie Canadienne
Ms. Kathy BUNKA
Charg dAffaires, Dlgation Permanente du
Canada auprs de lUNESCO
M. Michel AUDET
Reprsentant du Qubec au sein de la Dlgation
auprs de lUNESCO
Mr. John KERSHAW
Deputy Minister of Education, Government
of New Brunswick
Mr. Raymond THEBERGE
Director General, Council of Ministers
of Education
Mr. Terry CORMIER
Deputy Permanent Representative, Permanent
Mission of Canada to the UN, Geneva
Mr. Jody CARR
Member of Legislative Assembly
of New Brunswick
M. Pierre BERGEVIN
Conseiller Spcial du MELS, Ministre de
lEducation, du Loisir et du Sport

M. Francis NGANTCHA
Ministre Conseiller, Mission Permanente, Genve

Mr. Barry LYDON

Executive Director, Department of Education, New
Brunswick

Mme Nathalie ZANGHA

Conseiller du Cameroun aux sessions du Conseil du
BIE

M. Yvan DAMOURS
Coordinateur services clientles handicapes,
Ministre de lEducation, du Loisir et du Sport

M. Barthlmy MVONDO NYINA

Secrtaire Gnral de la Commission nationale
camerounaise pour lUNESCO

Mme Julie BISSONNETTE

Conseillre en affaires internationales et
canadiennes, Ministre de lEducation, du Loisir et
du Sport, Qubec

M. Aurlien ETEKI
Premier secrtaire, Mission Permanente, Genve
Mme Lydia LINJOUOM NTANK
Attache culturelle, Ambassade du Cameroun, Paris
M. Romain OKALA MPANDE
Inspecteur des Services, Ministre de lEducation de
Base
M. Blaise Testelin NANA TCHITCHOUA
Journaliste la CRTV

Canada / Canada / Canada

H.E. Mr Kelly LAMROCK
Minister of Education for New Brunswick and Chair
of the Council of Ministers of Education

Mme Christina VIGNA

Coordinatrice aux affaires de lUNESCO, Ministre
des Relations Internationales, Qubec
M. Christian VEILLETTE
Attach Politique, Cabinet du Ministre responsable
des Affaires intergouvernementales
canadiennes, des Affaires autochtones
Mr. David WALDEN
Secretary-General, Canadian National Commission
for UNESCO
Mme Dominique LEVASSEUR
Responsable principale de programme, Dlgation
permanente du Canada auprs de lUNESCO

Anexo XXIII - pgina 188

Ms. Johanne FOREST

First secretary, Permanent Mission of Canada to the
UN and to the Conference on
Disarmament, Geneva

Mr. Qun WANG

Ambassador for Disarmament Affairs and Deputy
Representative of China to the United Nations Office
at Geneva

Ms. Diana DAVID

Analyst, International Programs, Council of
Ministers of Education

Mr. Binglin GU
President, Tsinghua University

Mme Lise BASTIEN

Directrice, Conseil en Education des Premires
Nations

Chili / Chile / Chile

S.E. Sr. Carlos PORTALES
Embajador, Representante permanente
Sra. Ana Maria FOXLEY RIOSECO
Executive Secretary, Chilean National Commission
UNESCO
Sra. Rosita PUGA
Jefa de la Divisin de Educacin General
Sra. Margarita Maria ERRZURIZ OSSA
Asesor Ministra
Mr. Alejandro ROGERS
Minister Counsellor, Deputy P.R.
Mr. Osvaldo ALVAREZ
Second secretary, Permanent Mission

Chine / China / China

H.E. Ms Yandong LIU
State Councillor
H.E. Mr Ji ZHOU
Minister, Ministry of Education
Mr. Xueyong LI
Vice Minister, Ministry of Science and Technology
Mr. Baodong LI
Permanent Representative of China to the United
Nations Office, Geneva and other International
Organizations in Switzerland

Mr. Shun CHEN

Director General, Office of Science and Education,
State Council
Mr. Chonghe ZHANG
Director General, Secretary Bureau, General Office
of the State Council
Ms. Xiuqin ZHANG
Director General, Department of International
Cooperation and Exchanges, Ministry of Education
Mr. Xiaobing SUN
Director General, Department of Policy Research
and legal system Construction, Ministry of
Education
Mr. Maotian FANG
Secretary-General, Chinese National Commission
for UNESCO
Mr. Li ZHANG
Director General, Research Center of Education
Development, Ministry of Education
Mr. Xiaoming JIN
Director General, Department of International
Cooperation, Ministry of Science and Technology
Mr. Shaobo MIAO
Secretary of State Councilor Madam LIU Yandong
Mr. Mingyang XUE
Director, Education Commission of Shangai
Municipality
Mr. Jianxue SHENG
Deputy Director General, Department of
International Cooperation and Exchanges, Ministry
of

Mr. Jinyi DONG

Ambassador of China to Switzerland

Mr. Yue DU
Deputy Secretary-General, Chinese National
Commission for UNESCO

Mr. Somkiat CHOBPHOL

Deputy Secretary General, Office of the Basic
Education Commission, Ministry of Education

Mr. Li CHEN
Counselor, Department of European Affairs,
Ministry of Foreign Affairs

Mr. Zhaolun XIANG

Vice Secretary-General, General Office of the State
Council

Mr. Guokai WU
Secretary of Mr. ZHOU Ji

Mr. Tao SONG

Vice Minister, Ministry of Foreign Affairs

Mr. Rong FAN

Director, Information Department, Ministry of
Foreign Affairs

Anexo XXIII - pgina 189

Mr. Qingchao FANG

Director, Department of International Cooperation
and Exchanges, Ministry of Education

Mr. Xianfeng ZHOU

Third Secretary, Permanent Mission of China,
Geneva

Mr. Hongwu SUI

Security Director

Mr. Jifeng XIE

Attach, Permanent Mission of Geneva

Mr. Hong DAI

Officer, Office of State Councilor Madam LIU
Yandong

Ms. Dan WANG

Attach, Permanent Mission of China, Geneva

Mr. Liaofan LOU

Deputy Director, Department of European affairs,
Ministry of Foreign Affairs
Mr. Guoxuan SONG
Deputy Director, Protocol Department, Ministry of
Foreign Affairs
Ms. Jin ZHANG
Deputy Director, department of International
Cooperation and Exchanges, Ministry of Education
Mr. Zhiqi GUAN
Assistant Researcher, Secretary Bureau, General
Office of the state Council
Mr. Xiaolong WANG
Secretary of Mr. LI Xueyong
Ms. Jie FU
Second Secretary, Department of Translation and
Interpretation, Ministry of Foreign Affairs

Mr. Fei TENG

Attach, Permanent Mission of China, Geneva
Ms. Jianhong DONG
Director of Education of Chinese National
Commission for UNESCO
Ms. Siying GE
Programme Officer of Chinese National Commission
for UNESCO
Mr. Jian HOU
Programme Officer of Chinese National Commission
for UNESCO
Mr. Changwei QIN
Director of Division of Planning, Department of
Development and Planning, Ministry of Education
Mr. Xuegui GAO
Director of Basic Education Department, Ministry of
Education

Mr. Hongyu CAI

Third Secretary, Protocol Department, Ministry of
Foreign Affairs

Mr. Mansheng ZHOU

Deputy Director-General of National Center for
Educational Development Research, Ministry of
Education

Mr. Hua ZHANG

Third Secretary, Chinese Embassy, Switzerland,

Ms. Dexiu MA
President, Council of Shangai Jiao Tong University

Ms. Chang LIU

Desk Officer, Research Office of the State Council

Mr. Zheng ZHOU

Deputy Director, Department of European Affairs,
Ministry of Foreign Affairs

Mr. Yiping DU
Counselor, Permanent Mission of China in Geneva
Mr. Zhibo ZOU
Counselor, Permanent Mission of China in Geneva
Ms. Hua LIU
Counselor, Permanent Mission of China in Geneva
Mr. Xiaoying WANG
First Secretary, Permanent Mission of China, Geneva
Ms. Yi LI
Second Secretary, Permanent Mission of China,
Geneva
Mr. Chang WANG
Second Secretary, Permanent Mission of China,
Geneva

Mr. Zhaohua HE
Counselor, Permanent Mission of China, Geneva
Mr. Liu MING
First Secretary, Permanent Mission of China, Geneva
Ms. Ying HUANG
Counselor, Embassy of China in Switzerland
Mr. Laishun ZHANG
First Secretary, Embassy of China in Switzerland
Mr. Jianzheng WANG
Military Attach, Embassy of China in Switzerland
Mr. Yuxuan HOU
Secretary of Military Attach, Embassy of China in
Switzerland

Anexo XXIII - pgina 190

Chypre / Cyprus / Chipre

H.E. Mr Andreas HADJICHRYSANTHOU
Ambassador, Permanent Representative, Permanent
Mission, Geneva
Mr. Nicos NICOLAOU
Counsellor, Deputy Permanent Representative,
Permanent Mission
Ms. Olympia STYLIANOU
Permanent Secretary, Ministry of Education
and Culture
Ms. Eirini PETRIDOU
Officer, Bureau of the Permanent Secretary,
Ministry of Education and Culture
Ms. Maria SOLOGIANNI
Advisor, Permanent Mission, Geneva
Colombie / Colombia / Colombia
S.E. Sra. Cecilia Mara VLEZ WHITE
Ministra de Educacin Nacional
Sra. Clemencia FORERO UCROS
Embajadora ante las Naciones Unidas
Sr. Gedeon JARAMILLO REY
Ministro Consejero

Comores / Comores / Comoras

S.E. M. Kamaliddine AFRAITANE
Ministre de lEducation Nationale,
de la Recherche, des Arts, de la Culture,
de la Jeunesse et des Sports

M. Daniel MOUKOKO
Secrtaire gnral de la fdration des travailleurs
congolais de lducation, la science et la culture

Costa Rica / Costa Rica / Costa Rica

S.E. Sra Laura THOMPSON
Embajador, Representante Permanente
Sra. Alexandra SEGURA
Ministro Consejero
Sr. Luca GUANZIROLI
Pasante

Cte dIvoire / Cte dIvoire /

Cte dIvoire
S.E. Mme Akissi Odette YAO YAO
Ambassadeur, Dlgu Permanent de la Cte
dIvoire auprs de lUNESCO
S.E. M. Guy-Alain GAUZE
Ambassadeur, Reprsentant Permanent,
Genve
M. Lou Mathieu BAMBA
Secrtaire Gnral de la Commission nationale
ivoirienne pour lUNESCO
M. Timoko MORIKO
Conseiller, Mission Permanente auprs des Nations
Unies, Genve
M. NVadro BAMBA
Premier secrtaire, Mission Permanente, Genve

M. Aboubakari BOINA
Secrtaire Gnral de la Commission Nationale
des Comores pour lUNESCO

Croatie / Croatia / Croacia

Congo / Congo / Congo

Ms. Ivana PULJIZ

Director of the Directorate for International
Cooperation and European Cooperation

S.E. Mme Rosalie KAMA-NIAMAYOUA

Ministre de lEnseignement primaire et secondaire
charg de lalphabtisation

Ms. Dijana VICAN

State Secretary

M. Roger Julien MENGA

Ambassadeur

Ms. Ingrid JURELA JARAK

Head of the Department for Technical Culture and
Associations

M. Mose BALONGA
Directeur des tudes de la planification scolaire

Ms. Ivana BOSNJAK

BA, Advisor from Ministers Office

M. Gabriel BOKOUMAKA
Secrtaire gnral adjoint de la Commission
nationale congolaise auprs de lUNESCO

Cuba / Cuba / Cuba

M. Maurice Franois ESSANZO

Premier Conseiller la Dlgation permanente du
Congo auprs de lUNESCO

Sra. Margarita McPHERSON

Viceministra
S.E. Sr. Juan Antonio FERNANDEZ PALACIOS
Embajador, Delegado Permanente de Cuba ante la
Oficina de Naciones Unidas, Ginebra

Anexo XXIII - pgina 191

Sra. Silvia NAVARRO

Subdirectora, Instituto Central de Ciencias
Pedaggicas, Ministerio de Educacin

Ms. Laila Ahmed KARAM EL-DIN

Director of Children Section at the Supreme Council
of Universities, Comenius Medal Laureate

Sr. Jorge FERRER RODRIGUEZ

Encargado de Negocios, Delegacin Permanente de
Cuba ante la Oficina de Naciones Unidas,

El Salvador / El Salvador / El Salvador

Sr. Juan Carlos FROMETA DE LA ROSA

Primer Secretario, Delegacin Permanente de Cuba
ante la Oficina de Naciones Unidas, Ginebra
Sr. Abel LA ROSA DOMINGUEZ
Segundo Secretario, Delegacin Permanente ante la
Oficina de Naciones Unidas, Ginebra

Danemark / Denmark / Dinamarka

Sr. Jos Luis GUZMAN

Viceministro de la Educacin
S.E. Sr. Miguel ALCAINE
Embajador
Sra. Sonia PALOMARES DE MELGAR
Directora Nacional de Educacin
Sra. Beatriz ALFARO
Counsellor

Ms. Irene HOLSE

Head of Section, Ministry of Education

Emirats Arabes Unis / United Arab Emirates

/ Emiratos Arabes Unidos

Ms. Anna Sofie Weigaard JOERGENSEN

Head of Section, Ministry of Education

H.E. Mr Hanif HASSAN ALIL

Minister of Education

Mr. Nils-Georg LUNDBERG

Member of the Danish National Commission for
UNESCO and Chairman of the Sub-committee
for Education

H.E. Mr Obaid AL ZAABI

Ambassador, Permanent Representative

Mr. Hans LAUGESEN

Representative of the Danish National Union of
Upper Secondary School Teachers
Ms. Dorte LANGE
Chairman of the School and Educational Committee
in the teachers organization

Ms. Nora AL MARI

Director Special Education Department, Ministry of
Education
Mr. Abdulla MOHAMMED ZAAL
Director, Government Communication Department
Mr. Ayoub HABIB
Head Media Department, Ministry of Education

Djibouti / Djibouti / Djibuti

Mr. Vincent FERRANDINO

Director, Policy and Planning Office

S.E. M. Abdi Ibrahim ABSIEH

Ministre de lEducation nationale et de
lEnseignement suprieur

Mr. Ali ALSUWAIDI

Minister Advisor

M. Djama MAHAMDOUD
Mission permanente de la Rpublique de Djibouti

Mr. Adel AL MAHRI

First Secretary, UAE Mission

M. Mahamoud Iss MAHDI

Inspecteur Gnral de lEducation

Mr. Mohamed AL SHEHI

Third Secretary, UAE Mission

Egypte / Egypt / Egipto

Mr. Mohamed BEN AMARA

Staff member

Mme May MAHMOUD SHEHAB

Chef de Dpartement des politiques ducatives,
Centre national de recherches pdagogiques et de
dveloppement, Ministre de lducation

Equateur / Ecuador / Ecuador

S.E. Sr. Lenn Voltaire MORENO GARCS
Vicepresidente de la Repblica

Mr. Hisham BADR

Ambassador, Permanent Representative to the UN,
Permanent Mission, Geneva

S.E. Sr. Ral VALLEJO CORRAL

Ministro de la Educacin

Mr. Yasser HASSAN IBRAHIM

Counsellor, Permanent Mission to the UN, Geneva

S.E. Sr. Mauricio MONTALVO

Embajador, Representante Permanente, Misin
Permanente del Ecuador, Ginebra

Anexo XXIII - pgina 192

Sr. Ariruma KOWII

Subsecretario de Educacin para el Dilogo
Intercultural

Mr. Mehari Ghebremedhin TESFAMICHAEL

Finance Officer, Administrator, Permanent Mission,
Geneva

Sr. Rafael PAREDES

Embajador del Educador en Suiza

Espagne / Spain / Espaa

Sr. Eduardo CHILIQUINGA

Secretario Privado, Asesor, Ministerio de
Educacin

S.E. Sra. Eva ALMUNIA BADIA

Secretaria de Estado de Educacin y Formacin,
Ministerio de Educacin, Poltica Social y
Deporte

Sra. Mara Patricia ASHTON DONOSO

Directora de Cooperacin Nacional e Internacional,
Ministerio de Educacin

Sr. Javier VIDAL GARCIA

Director General de Evaluacin del Sistema
Educativo

S.E. Sr. Marcelo VZQUEZ BERMUDEZ

Ministro Encargado de Negocios a.i. del Ecuador
ante la UNESCO

Sra. Laura LALIENA IZQUIERDO

Asesora de la Secretaria de Estado de Educacin y
Formacin, Ministerio de Educacin, Poltica
Social y Deporte

Sr. Francisco Javier FIORAVANTI BASOMBRO

Asesor de Comunicacin, Ministerio de Educacin
Sra. Algria BARREZUETA NARVEZ
Representante de FASINARM
Sr. Jorge Alejandro LUNA MALDONADO
Presidente ejecutivo, Fundacin General
Ecuatoriana
Sr. Juan HOLGUN
Representante permanente adjunto, Misin
Permanente del Ecuador, Ginebra
Sr. Carlos SANTOS REPETTO
Consejero, Misin Permanente del Ecuador, Ginebra
Sr. Luis VAYAS VALDIVIESO
Primer Secretario, Misin Permanente del Ecuador,
Ginebra
Sra. Leticia BAQUERIZO GUZMAN
Segundo Secretario, Misin Permanente del
Ecuador, Ginebra
Sra. Maria del Carmen VIVAR
Tercero Secretario, Misin Permanente del Ecuador,
Ginebra
Sra. Ana Gabriela MONCAYO
Attach, Misin Permanente del Ecuador, Ginebra
Sra. Carolina SUAREZ
Attach, Misin Permanente del Ecuador, Ginebra
Sr. Nelson MORA
Attach, Misin Permanente del Ecuador, Ginebra

Erythre / Eritrea / Eritrea

H.E. Mr Semere RUSSOM
Minister of Education and Chairperson of Eritrea
National Commission for UNESCO

Sr. Rubn GUTIERREZ DASTER

Asesor de la Secretara de Estado de Educacin y
Formacin, Ministerio de Educacin, Poltica
Social y Deporte
Sra. Maria Angeles MUOZ FERNANDEZ DE
BASTIDA
Jefe de rea, Unin Europea y Organismos
Multilaterales, Subdireccin General de Cooperacin
Internacional, Ministerio de Educacin, Poltica
Social y Deporte
M. Francisco MEDINA RIVILLA
Conseiller dEducation de lAmbassade dEspagne
en Suisse

Estonie / Estonia / Estonia

Ms. Tiina KIVIRAND
Head of General Education Department
Ms. Katrin REIN
Head of Foreign Relations Division
Ms. Irene KOSAAR
Head of Minorities Education Department

Etats-Unis dAmrique / United States of

America / Estatos Unidos de Amrica
Ms. Louise OLIVER
Ambassador, Mission to UNESCO
Ms. Sally LOVEJOY
Education Attach, Permanent Delegation to
UNESCO
Mr. Troy JUSTESEN
Assistant Secretary for Vocational and Adult
Education

Anexo XXIII - pgina 193

Mr. Tracy JUSTESEN

Assistant Secretary of Special Education and
Rehabilitative Services

M. Amir BILYALITDINOV
Head of Division, Department of International
Organizations, Ministry of Foreign Affairs

Ms. Emily SPENCER

Education Program Officer

Ms. Ksenia GAVERDOVSKAYA

Third Secretary, Department of International
Organizations, Ministry of Foreign Affairs

Mr. Kenneth SCHAGRIN

Attach, Office of the United States Trade
Representative

Ms. Olga LARIONOVA

Head of Moscow City Department of Education

Ms. Anna MORAWIEC MANSFIELD

Deputy Legal Adviser, Permanent Mission to the
UN, Geneva

Ms. Maria TSAPENKO

Deputy Head of Pre-school and General Education
Directorate, Moscow City Department of
Education

Ethiopie / Ethiopia / Etiopa

Ms. Zulfiya SAFINA

Director of the Institute of Continuing Education,
Academy of Management TISBI

Mr. Darge WOLE

Deputy Permanent Delegate
Mr. Tirussew TEFERRA
Professor, Dean, College of Education,
Addis-Abeba University, Comenius Medal Laureate
Mr. Allehone Mulugeta ABEDE
First Secretary, Permanent Mission, Geneva

Ex-Rpublique yougoslave de Macdoine /

The former Yugoslav Republic of Macedonia
/ La ex Repblica Yugoslava de Macedonia

Ms. Tatiana POTYAEVA

Deputy of Moscow City Duma, National
Coordinator of the project UNESCO Associated
Schools
Mr. Alexander PETROV
Counselor, Permanent Mission of the Russian
Federation to the UN Office and other International
Organizations, Geneva

Finlande / Finland / Finlandia

H.E. Mr Avramchev GEORGI

Ambassador, Permanent Representative, Permanent
Mission to the United Nations, Geneva

H.E. Ms. Helj MISUKKA

State Secretary, Ministry of Education

Mr. Saso DODEVSKI

Ministers Office, Ministry of Education and Science

Ms. Ritva-Sini MERILAMPI

Counsellor of Education

Ms. Biljana TASEVSKA

Minister Plenipotentiary, Permanent Mission of the
Republic of Macedonia to the United Nations
Office, Geneva

Ms. Irmeli HALINEN

Director, Early Childhood and
Basic Education Development,
National Board of Education

Ms. Marija SIMONOVA

Counsellor for Special Education, Bureau for
Development of Education, Ministry of Education
and Science

Mr. Jussi PIHKALA

Counsellor of Education, General Education,
Ministry of Education

Fdration de Russie / Russian Federation /

Federacin de Rusia
Ms. Svetlana TETERINA
Deputy Director of the Department of the State
Policy in Upbringing Extended Education and
Social Security, Ministry of Education and Science
Ms. Tatiana RIDCHENKO
Senior Expert, Department of International
Cooperation in Education and Science, Ministry of
Education and Science

Mr. Jussi KARAKOSKI

Education Adviser
Ms. Rita JRVINEN
Senior Adviser, Quality Assurance
and Monitoring, National Board of
Education
Mr. Hannu SAVOLAINEN
Professor, Department of Special Education,
University of Joensuu
Ms. Onerva MKI
Comenius Medal Laureate

Anexo XXIII - pgina 194

France / France / Francia

Gabon / Gabon / Gabn

S.E. M. Xavier DARCOS

Ministre de lEducation Nationale

S.E. M. Michel MENGA MESSONE

Ministre de lEducation Nationale et de lInstruction
Civique

S.E. M. Jean-Baptiste MATTEI

Ambassadeur, Reprsentant permanent auprs de
lOffice des Nations Unies, Genve

S.E. M. Guy NAMBO-WEZET

Ambassadeur, Reprsentant Permanent, Genve

M. Emmanuel COHET
Conseiller Diplomatique, Ministre de lEducation
Nationale

S.E. Mme Gisle Marie-Hortense MEMIAGHE

Ambassadeur, Dlgu Permanent auprs de
lUNESCO et de lOIF

M. Clment REYNE
Conseiller de communication/presse du Ministre de
lEducation Nationale

M. Saint Thomas Tholeck LECKOGO-ECKUNDA

Directeur de lInstitut Pdagogique National, Point
Focal de la Deuxime Dcennie de lEducation pour
lAfrique

M. Frdric MILLION
Conseiller, Affaires conomiques et environnement
M. Gal MORAND
Conseiller de presse, Reprsentation permanente de
la France auprs de lOffice des Nations Unies
M. Michael BEIGBEDER
Coordinateur Administratif, Reprsentation de la
France auprs de lOffice des Nations Unies
Mme Suzy HALIMI
Professeure des Universits, Prsidente du Comit
Education de la Commission nationale franaise
pour lUNESCO
M. Albert PREVOS
Inspecteur Gnral de lEducation Nationale
Mme Florentine PETIT
Chef du Bureau des Institutions multilatrales et de
la Francophonie, Ministre de lEducation Nationale
Mme Marie-Jose GRIESEMANN DE FORNEL
Charg de Mission UNESCO et Conseil de lEurope,
Ministre de lEducation Nationale
M. Jean-Pierre REGNIER
Secrtaire gnral adjoint de la Commission
nationale franaise auprs de lUNESCO
Mme Marie-Sandrine SGHERRI
Charg daffaires, Mission Permanente de la France
auprs de lOffice des Nations Unies, Genve
M. Nicolas BOUDOT
Conseiller au Cabinet du Ministre de lEducation
Nationale
Mme Dominique BAZ
Interprte
M. Philippe MERILLON
Officier de Scurit du Ministre de lEducation
Nationale

M. Dieudonn NDIAYE
Premier Conseiller, Mission Permanente, Genve
M. Jean Michel ELLA ESSONE
Conseiller Technique du Ministre, charg des
Relations extrieures et de la coopration avec les
organismes internationaux partenaires de lducation
M. Jean-Marie Vianney BOUYOU
Secrtaire Gnral, Commission nationale pour
lUNESCO
M. Maxime POUPI
Secrtaire Gnral adjoint, Commission nationale
pour lUNESCO
M. Joachim OBIANG
Aide de Camp du Ministre de lEducation Nationale
et de lInstruction Civique
M. Kutonda KITEMONA
Personnel administratif

Gorgie / Georgia / Giorgia

Ms. Anna ZHVANIA
Deputy Minister, Ministry of Education
and Science
Ms. Tamar GOLUBIANI
Head of Child Welfare Division, Ministry of
Education and Science
Ms. Nino ZHVANIA
Programs Department, Ministry of Education and
Science
Mr. Telmuraz BAKRAZADE
Permanent Mission, Geneva

Ghana / Ghana / Ghana

H.E. Ms Elisabeth OHENE
Minister of State for Tertiary Education

Anexo XXIII - pgina 195

Mr. Ato ESSUMAN

Chief Director, Ministry of Education, Science
and Sports
Mr. Samuel BANNERMAN-MENSAH
Director General, Ghana Education Service
Ms. Grace GADAGBUI
Lecturer, University of Education, Winneba
Ms. Charity AMAMOO
Secretary-General, Ghana National Commission
for UNESCO
Mr. Dominic ABORAAH
First Secretary, Permanent Mission,
Geneva

Grce / Greece / Grecia

H.E. Mr Franciscos VERROS
Ambassador, Permanent Representative of Greece
to the United Nations Office and other
International Organizations,
Geneva
Ms. Melpomeni PAPAGRIGORAKI
Director, Ministry of Education
Mr. Athanasios KOTSIONIS
Counsellor, Permanent Mission,
Geneva
Ms. Aikaterini TOURA
Senior Officer, Ministry of Education
Ms. Lydia MONTANDON
Intern, Permanent Mission, Geneva

Grenade / Grenada / Granada

H.E. Ms Franka ALEXIS-BERNADINE
Minister of Education

Guine / Guinea / Guinea

S.E. M. Mohamed CAMARA
Ambassadeur, Mission Permanente, Genve
M. Arafan Kabin KABA
Conseiller politique

Guine quatoriale / Equatorial Guinea /

Guinea Ecuatorial
S.E. Sr. Anselmo OND ESONO
Ministro de Educacin, Ciencias y Deportes,
Presidente de la Comisin Nacional para la
UNESCO
Sr. Lucas MBENGA OB ABEME
Secretario General de la Comisin nacional para la
UNESCO
Sr. Santiago BIVIMI MANGUE
Director y Coordinador Nacional de E.P.T.

Guyana / Guyana / Guyana

H.E. Ms. Desrey CAESAR FOX
Minister of Education

Hati / Haiti / Haiti

M. Raymond VALCIN
Directeur de Cabinet du Ministre de lEducation
Nationale et de la Formation Professionnelle
M. Miloody VINCENT
Chef du service de Presse, Ministre de lEducation
nationale et de la Formation Professionnelle

Honduras / Honduras / Honduras

S.E. Sr. Delmer URBIZO
Embajador, Representante Permanente

Guatemala / Guatemala / Guatemala

Sr. Fernando Amilcar ZUNIGA GARCIA

Agregado

S.E. Sra. Ana ORDEZ DE MOLINA

Ministra de Educacin

Sra. Mara Gabriela DELGADO

Delegada Tcnica

Sra. Mara Ester ORTEGA RIVAS

Viceministra de Educacin

Hongrie / Hungary / Hungra

Sra. Angela Mara CHAVEZ BIETTI

Ministro Consejero
Sr. Jos Ramiro MARTINEZ VILLATORO
Subdirector de Anlisis, Estadsticas e Informacin
Educativa
Sra. Ingrid MARTINEZ GALINDO
Primer Secretario

Ms. Jlia SZELIVANOV

Deputy Permanent Delegate to UNESCO
Mr. Imre RADACSI
Researcher

Inde / India / India

H.E. Ms D. PURANDESWARI
Minister of State for Human Resource Development

Anexo XXIII - pgina 196

Ms. R.P. AGRAWAL

Secretary (Higher Education), Government of India
and Secretary-General INC, UNESCO

Mr. Manouchehr FAZLI KHANI

Director General, Office of Lower Secondary
Education, Ministry of Education

Ms. Bhaswati MUKHERJEE

Ambassador, Permanent Representative of India to
UNESCO

Mr. Seyed Mohammad TABATABAEI

Director General, Teacher Training and Special
Education Office, Ministry of Education

Mr. Kamala VARDHANA RAO

Private Secretary to Minister of State (Higher
Education), Ministry of Human Resource

Mr. Moshen SHIRAZI HAGHIGHAT

Representative of the Ministry of Science, Research
and Technology

Ms. Vijay KUMAR TRIVEDI

Counsellor, Consulate General of India,
Geneva

Mr. Vahid YAGHOBI

Head of Group, Ministry of Education

Indonsie / Indonesia / Indonesia

Mr. Gholamreza KARIMI

Director-General, Scientific International
Cooperation, Ministry of Education

Mr. Ariel RACHMAN

Executive Chairman, Indonesian National
Commission for UNESCO

Mr. Kourosh AHMADI

First Counsellor, Permanent Mission to the UN,
Geneva

Mr. Harris ISKANDAR

Director for Development of Non-Formal and
Informal Education, Ministry of National
Education

Mr. Ayoub DARVISH

Expert, Ministry of Education

Mr. Dindin WAHYUDIN

Deputy Permanent Delegate, UNESCO

Mr. Ali ALLAHYAR TORKAMAN

Deputy Director for Budget Department, Bureau for
Strategic Planning and Supervision, Office of the
President

Mr. Acep SOMANTRI

First Secretary, Permanent Mission, Geneva

Iraq / Iraq / Iraq

Mr. Achsanul HABIB

First secretary, Permanent Mission, Geneva

M. Ali Missad AL-IBRAHIMI

Vice-Ministre de lEducation

Ms. Makhya SUMINAR

Staff of Directorate of Social Culture and
Developing Countries, International Organization,
Department of Foreign Affairs

Mme Muna Mohamed AHMED

Directeur de lEnseignement Gnral, Ministre de
lEducation

Ms. Hasnah GASIM

National Coordinator of ASPnet

M. Hussein Mustafa ABDULRAHEEM

Directeur gnral de lEducation, Ministre de
lEducation, Province du Kurdistan

Mr. NIZAM
Officer, Office for Higher Education, Ministry of
National Education

Mme Shler Muhiaddin BARZINJI

Expert dans le domaine de lEducation, Ministre de
lEducation, Province du Kurdistan

Iran, Rpublique islamique d / Iran (Islamic

Republic of) / Irn (Repblica Islmica del)

Mme Asema HASSANI

Directeur de lEnseignement gnral, Ministre de
lEducation nationale

H.E. Mr Alireza ALI-AHMADI

Minister of Education

Ms. Ahlam AL-GAILAMI

Charg dAffaires, Permanent Mission of Iraq

H.E. Mr Alireza MOAIYERI

Ambassador, Permanent Representative, Permanent
Mission to the UN, Geneva

Mr. Ban FADHLI

Third Secretary, Permanent Mission of Iraq

Mr. Zakaria YAZARLOU

Deputy Minister, Legal and Parliamentary Affairs,
Ministry of Education

Italie / Italy / Italia

M. Giacomo Mario DUTTO
Directeur Gnral, Ministre de lEducation, de
lUniversit et de la Recherche

Anexo XXIII - pgina 197

M. Giovanni PUGLISI
Prsident de la Commission Nationale italienne pour
lUNESCO
Ms. Paola GIGANTE
Doctor, Head of Unit 6th, Directorate for
International Affairs of Education, Ministry of
Education and Research

Jamahiriya arabe libyenne / Libyan Arab

Jamahiriya / Jamahiriya Arabe Libia
S.E. M. Abdalgader Mohamed AL-BAGHDADI
Secrtaire du Comit Populaire Gnral de
lEducation (Ministre de lEducation)
M. AlMabrouk A. M. GAYED
Secrtaire Gnral de la Commission nationale pour
lUNESCO
M. Abouagila FAKROUN
Conseiller, Ministre de lEducation

Mr. Kazuya HASHIMOTO

Unit Chief, International Affairs Division, Ministry
of Education, Culture, Sports, Science and
Technology
Mr. Kiyoshi SAITO
First Secretary, Permanent Mission of Japan to the
International Organizations in Geneva

Jordanie / Jordan / Jordania

H.E. Mr Mousa BREIZAT
Ambassador, Permament Mission, Geneva
Ms. Duha AL-HADIDI
Managing Director of Educational Research and
Development
Mr. Toujan BERMAMET
Secretary General of Jordan National Commission
for UNESCO

M. Mousa Mohamed MOUSA

Conseiller Technique, Ministre de lEducation

M. Bashar ABU TALEB

Deuxime Secrtaire, Mission Permanente, Genve
M. Ghealan QUDAN
Attach

Ms. Hasnia MARKUS

Minister, Charg dAffaires, Permanent Mission to
the UN, Geneva

Kazakhstan / Kazakhstan / Kazajstn

Mr. Abulgasem Hasan AL BADRI

Head of the Peoples Committee for Educational
Technology
Mr. Adel Ali TWER
Financial Advisor
M. Abduladim ELBERGALI
Conseiller, Ministre des Affaires Etrangres
M. Adel SHALTUT
Third Secretary, Permanent Mission, Geneva
Mr. Sami Ali ASHATEWI
Secretary of the Minister of General Education
Mr. Adam A. M. TARBAH
General Peoples Committee for Foreign Liaisons
and International Cooperation
Mr. Saad Mohamed RAHIL
Expert on Education

Japon / Japan / Japn

Mr. Sadayuki TSUCHIYA
Deputy Director-General for Policy Evaluation,
Ministry of Education, Culture, Sports, Science
and Technology
Mr. Masashi AKIBA
Deputy Permanent Delegate of Japan to UNESCO

H.E. Mr Zhanseit TUIMEBAYEV

Minister of Education and Science
Mr. Amanzhol ZHANKULIYEV
Ambassador, Permanent Representative to the
United Nations Office in Geneva
Mr. Sergey LYASHENKO
Assistant to the Minister of Education and Science
Mr. Zheksenbek ADILOV
Rector of Kazakh National Technical University
Mr. Akerkin ERALIYEVA
Head of the Projects and Development Department,
Center for International Programmes, Ministry of
Education and Science
Mr. Zhibek KARAGULOVA
Counsellor, Permanent Mission to the United
Nations Office, Geneva

Kenya / Kenya / Kenya

H.E. Mr Samson Kegeo ONGERI
Minister of Education
H.E. Ms. Maria NZOMO
Ambassador, Permanent Representative to the UN
Office, Geneva
H.E. Ms Mary Mbiro KHIMULU
Ambassador, Permanent Delegate to UNESCO, Paris

Anexo XXIII - pgina 198

Mr. Tom Mboya OKEYO

Ambassador, Deputy Permanent Representative to
the UN Office, Geneva

Mr. Malek ALWAZZAN

Counsellor, Permanent Mission to the United
Nations, Geneva

Mr. Karega MUTAHI

Permanent Secretary, Ministry of Education

Ms. Samira AL SAAD

Director of Kuwait Center for Autism, Comenius
Medal Laureate

Mr. George Imbanga GODIA

Education Secretary, Ministry of Education and
Member of IBE Council
Ms. Lydia NZOMO
Director Kenya Institute of Education
Ms. Evangeline NJOKA
Deputy Secretary General, Kenya National
Commission for UNESCO
Ms. Jane THEURI
Education Officer, Directorate of Policy and
Planning, Ministry of Education
Ms. Anna KEAH
Third Secretary, Permanent Mission, Geneva
Mr. Agapius NJAGI
Personal Assistant to Minister

Kirghizistan / Kyrgyzstan / Kirguistn

H.E. Ms Ishenkul BOLDZHUROVA
Minister of Education and Science, Chairperson of
the Conference of the Ministers of Education of the
CIS Countries
Ms. Saltanat TASHMATOVA
First secretary, Permanent Mission

Koweit / Kuwait / Kuwait

H.E. Mr Dharar Abdul-Razzak RAZZOOQI
Permanent Representative to the United Nations,
Geneva
H.E. Mr Abdulrazzaq Mishari AL-NAFISI
Ambassador, Permanent Representative to
UNESCO, Paris
Mr. Marzouq AL-GHUNAIM
Kuwait-Arab Center for Educational Research
Mr. Najem AL-NAJEM
Professor of Mechanical Engineering, Vice-President
for Academic Affairs, Kuwait University
Mr. Abdulatif AL-BAIJAN
Secretary General of the Kuwait National
Commission for UNESCO
Mr. Najeeb AL-BADER
Counsellor, Permanent Mission to the United
Nations Office, Geneva

Ms. Mona AL-SALAL

Director General of Hawally Educational Zone
Ms. Hoda Saoud AL-OMAIRI
Supervisor, Asema Educational area, Ministry of
Education and Higher Education
Mr. Fayez AL-SHAMARI
Director of Education Affairs- Al-Jahra Educational
Zone
Mr. Anwar AL-ANJARI
Secondary School Supervisor, Capital Educational
Zone
Ms. Dalal AL-HASSAN
Supervisor, International Organization Sector,
Kuwait National Commission for UNESCO
Ms. Nouf AL-FALAH
Translator, Kuwait National Commission for
UNESCO
Mr. Meteb AL-OTAIBI
Assistant Manager, Hisham Abu Alas School,
Ministry of Education

Lesotho / Lesotho / Lesotho

Hon. Ms. Malijane N. MAQELEPO
Assistant Minister of Education and Training
Mr. Makase NYAPHISI
Ambassador, Permanent Delegate to UNESCO
Mr. Mothae A. MARUPING
Ambassador, Permanent Representative, Permanent
Mission to the UN
Ms. Thuto NTSEKHE-MOKHEHLE
Chief Inspector, Field Services
Ms. M. PHAE
Inspector, Special Education
Mr. Mohlalefi MOLETSANE
Alternate Permanent Delegate
Ms. Teboho TSEKOA
Counsellor, Permanent Mission, Geneva

Lettonie / Latvia / Letonia

H.E. Ms Tatjana KOKE
Minister of Education and Science

Anexo XXIII - pgina 199

H.E. Mr Janis MAZEIKIS

Ambassador Extraordinary and Plenipotentiary to
the United Nations, Geneva
Mr. Guntis VASILEVSKIS
Director of the State Special Education Centre
Mr. Arturs SKRASTINS
Director of the General Education Department,
Ministry of Education and Science
Ms. Ieva DREIMANE
First Secretary, Permanent Mission to the United
Nations Office, Geneva
Ms. Zenta ANSPOKA
Doctor of Pedagogical Sciences, Riga Teacher
Training and Educational Management Academy
Mr. Rolands OZOLS
Education Programme Specialist, Latvian National
Commission for UNESCO
Ms. Baiba MOLNIKA
Education Programme Director, Latvian National
Commission for UNESCO
Ms. Dita NIMANTE
PhD Student, University of Latvia

Liban / Lebanon / Libano

S.E. Mme Bahia EL HARIRI
Ministre de lEducation et de lEnseignement
Suprieur
S.E. Mme Sylvie FADLLALAH
Ambassadeur, Dlgu Permanent auprs de
lUNESCO
S.E. Mme Najila ASSAKER
Ambassadeur, Reprsentant permanent auprs de
lONU Genve
M. Fadi YARAK
Directeur Gnral du Ministre de lEducation et de
lEnseignement suprieur
Mme Leila FAYAD
Prsidente du Centre national de recherches et de
dveloppement pdagogique
Mme Roubina ABOU ZEINAB
Directrice du Cabinet de Madame la Ministre
Mme Bouchra Bagdady ADRA
Charge des Relations Extrieures et de la
Coopration internationale au Ministre de
lEducation et de lEnseignement Suprieur
Mme Dima AL-HASSAN
Conseiller de la Ministre de lEducation et de
lEnseignement suprieur

Lituanie / Lithuania / Lituania

H.E. Mr. Danuis NUMGAUDIS
State Secretary, Ministry of Education
and Science
Ms. Loreta ZADEIKAITE
Head of General Education Division, Ministry of
Education and Science
Ms. Teresa AIDUKIENE
Senior Specialist of Special Education Division,
Ministry of Education and Science
Ms. Jurga STRUMSKIENE
Head of International Cooperation and European
Integration Division, Ministry of Education and
Science

Luxembourg / Luxembourg / Luxemburgo

S.E. M. Jean FEYDER
Ambassadeur, Reprsentant Permanent
Mme Christine GOY
Reprsentant Permanent adjoint, Mission
Permanente auprs de lOffice des Nations Unies,
Genve
Mme Elisabeth REISEN
Professeur charge de mission, Ministre
de lEducation nationale et de la Formation
professionnelle

Madagascar / Madagascar / Madagascar

S.E. Mme Stangeline RALAMBOMANANA
RANDRIANARISANDY
Ministre de lEducation Nationale
Mme Irne RABENORO
Ambassadeur, Reprsentante Permanente auprs de
lUNESCO, Reprsentante personnelle du
Prsident de la Rpublique auprs de la
Francophonie
Mme Suzy RAJAONARIVO
Docteur en Linguistique, Conseiller technique
auprs du Ministre de lEducation Nationale
M. Harimanana RAKOTOARISOA
Directeur de la Statistique, de la Planification et du
Suivi
M. Alain Georges RANDRIANANTENAINA
Directeur de lalphabtisation
M. Jean-Pierre RAKOTONIRINA
Ministre Conseiller, Mission Permanente
Mme Rosina AMADY
Attache, Mission Permanente, Genve

Anexo XXIII - pgina 200

Malaisie / Malaysia / Malasia

Ms. Aminah AYOB
Vice Chancellor, Sultan Idris Education University,
Malaysia
Mr. Mustaffa Mohamed ZAIN
Deputy Vice Chancellor, University Technology
MARA
Mr. Salleh AMAT
Deputy Director (Training and Academic
Development), University Kebangsaan
Ms. Khadijah MOHAMMAD
Principal Assistant Director, Education Planning and
Research Division, Ministry of Education
Ms. Manisah MOHD ALI
Senior Lecturer, Faculty of Education, University
Kebangsaan
Mr. Mohamad TAIB
Principal Assistant Director, Special Education
Schools Administration Division, Ministry of
Education
Mr. Shabudin SAID
Deputy Director, MARA Vocational College, Alor
Gajah

Ms. Grace MILNER

Senior Planner
Mr. David MULERA
Assistant Executive Secretary, Malawi National
Commission UNESCO

Maldives / Maldives / Maldivas

Mr. Ahmed DIDI
Deputy Minister

Mali / Mali / Mali

S.E. M. Amadou TOURE
Ministre des Enseignements Secondaire, Suprieur
et de la Recherche Scientifique
M. Youssouf DEMBELE
Secrtaire gnral de la Commission Nationale
Malienne pour lUNESCO
Mme Assata TRAORE
Direction Nationale de lEducation de Base
M. Sekou KASSE
Premier Conseiller, Mission Permanente, Genve

Malte / Malta / Malta

Mr. Khairul Hisham ABD KADAR

Deputy Director, MARA Technical Institute,
Kuching, Sarawak

Ms. Helen DAMATO

Senior Policy Advisor, Ministry of Education,
Culture, Youth and Sport

Mr. Shahidan ABDULLAH

Senior Manager, Technology Portfolio Management,
MIMOS

Mr. Christopher MERCIECA

Deputy Permanent Representative, Permanent
Mission of Malta, Geneva

H.E. Mr Kenneth J. LUIS

Ambassador, Permanent Delegate of Malaysia to
UNESCO

Ms. Nicole MILLER

First Secretary, Permanent Mission of Malta, Geneva

Ms. Siti Shamsina SHAMSUDIN

Head Assistant Director, Ministry of
Education
Ms. Rosadah ABDUL MAJID
Deputy Director, Academic advancement Centre,
University of Kebangsaan

Malawi / Malawi / Malawi

H.E. Ms Olive MASANZA
Deputy Minister of Education, Science and
Education (Secondary and Basic Education)
H.E. Mr Brave NDISALE
Ambassador, Permanent Delegate to UNESCO
Mr. David NJAIDI
Director of Special Needs Education

Maroc / Morocco / Marruecos

M. Youssef BELQASMI
Directeur de la Stratgie, des Statistiques et de la
Planification, Secrtariat dEtat charg de
lEnseignement Scolaire
M. Aziz NAHYA
Directeur de la Coopration, Secrtariat dEtat
charg de lEnseignement Scolaire
M. Mohammadine SMAILI
Directeur de lEvaluation, de lOrganisation de la
Vie Scolaire, Secrtariat dEtat charg de
lEnseignement Scolaire
M. Lhoucine AT EL MAHJOUB
Directeur de lEvaluation et de la Prospective,
Ministre de lEducation Nationale, de
lEnseignement Suprieur, de la Formation des
Cadres

Anexo XXIII - pgina 201

M. Hssain OUJOUR
Directeur de lEducation Non Formelle,
Secrtariat dEtat charg de lEnseignement
Scolaire

Sra. Edith CHAVIRA CAMPOS

Coordinadora Estatal del programa de Atencin a
Nios Migrantes de Baja California, Secretara de
Educacin Pblica

M. Mustapha EL BOUAZZAOUI
Conseiller, Mission Permanente, Genve

Monaco / Monaco / Mnaco

Mme Fatima SEKKAK

Charge de la coordination de lcole marocaine
associe aux clubs de jeunes auprs de
lUNESCO

Maurice / Mauritius / Mauricio

H.E. Mr Dharambeer GOKHOOL
Minister of Industry, Science and Research
Mr. Vishwakarmah MUNGUR
Minister Counsellor

S.E. M. Robert FILLON

Ambassadeur de la Principaut de Monaco,
Reprsentant Permanent auprs de lOffice des
Nations Unies Genve
Mme Carole LANTERI
Reprsentant Permanent Adjoint auprs de lOffice
des Nations Unies Genve
Mme Corinne BOURDAS MAGAIL
Reprsentant Permanent Adjoint la Dlgation
Permanente auprs de lUNESCO

Mr. Unesh SOOKNANEE

Second secretary

M. Alexandre JAHLAN
Troisime Secrtaire la Mission Permanente auprs
de lOffice des Nations Unies Genve

Ms. Reena WILFRID-RENE

Second secretary, Permanent Mission,
Geneva

Montngro / Montenegro / Montenegro

Mr. Hiranand Boolchand DANSINGHANI

Acting Chief Technical Officer

Mauritanie / Mauritania / Mauritania

H.E. Ms Mounina MINT ABDELLAH
Ambassador, Permanent Representative to the UN
Office, Geneva

Ms. Tamara MILIC

Advisor for SEN Students

Mozambique / Mozambique / Mozambique

H.E. Mr Aires Bonifacio Baptisa ALI
Minister of Education and Culture
H.E. Ms Frances RODRIGUES
Ambassador, Permanent Representative, Geneva

M. Djibi THIAM
Expert en Politiques Educatives

Ms. Cristina Daniel Matere TOMO

National Director of General Education

Mr. Taleb Khyar OULD ABDI SALEM

Counsellor, Permanent Mission, Geneva

Mr. Elias Jaime ZIMBA

Minister Counsellor

Mexique / Mexico / Mxico

Mr. Abel Fernandes de ASSIS

Director of the National Institute for Educational
Development

Sr. Antonio VILA DAZ

Director General de Operacin de Servicios
Educativos, Secretara de Educacin Pblica
Sra. Judith Marcia ARRIETA MUNGUIA
Consejero, Misin Permanente ante los Organismos
Internacionales con sede en Ginebra

Mr. Juvenal DENGO

First Secretary, Permanent Mission, Geneva
Mr. Miguel TUNGADZA
Second secretary, Permanent Mission, Geneva

Sra. Sylvia SCHMELKES DEL VALLE

Directora del Instituto de Investigaciones para el
Desarrollo de la Educacin, Divisin de
Humanidades y Comunicacin, Universidad
Iberoamericana, Comenius Medal Laureate

Myanmar / Myanmar / Myanmar

Sra. Beatriz HERNNDEZ-NARVEZ

Tercer Secretaria, Misin Permanente ante la
UNESCO

Mr. KYAW MYO HTUT

Deputy Permanent Representative, Mission of the
Union of Myanmar, Geneva

H.E. Mr WUNNA MAUNG LWIN

Ambassador, Permanent Representative, Mission of
the Union of Myanmar, Geneva

Anexo XXIII - pgina 202

Mr. WYNN THEIN

Minister Counsellor, Permanent Mission of the
Union of Myanmar, Geneva

Ms. O. UFOEGBUNE
Assistant Director, Nigerian National Commission
for UNESCO

Mr. AUNG LATT

Counsellor, Permanent Mission of the Union of
Myanmar, Geneva

Ms. Nafisatu D. MUHAMMAD

Executive Secretary, National Commission for
Nomadic Education

Namibie / Namibia / Namibia

Mr. A. MODIBBO
Executive Secretary, Universal Basic Education
Commission

H.E. Mr Nangolo MBUMBA

Minister of Education
Ms. Hertha POMUTI
Director of the National Institute for Educational
Development
Ms. Inaani Lisony KAHIKUATA
Chief Education Officer, Special Programmes and
Schools

Mr. Adedayo OLAGUNJU

Executive Secretary, National Mass Education
Commission
Mr. Godswill OBIOMA
Executive Secretary, National Education Research
and Development Council

Mr. Erwin Namwira Mpasi KATEWA

Acting Rector, Rundu College of Education

Mr. A. GURAMA
Special Assistant to HME, Federal Ministry of
Education

Mr. Marius KUDUMO

Deputy Secretary-General, Namibia National
Commission for UNESCO

Mr. Michael OMOLEWA

Ambassador, Permanent Delegate of Nigeria to
UNESCO

Npal / Nepal / Nepal

Mr. Juluis OKOJIE

Executive Secretary, National University
Commission

H.E. Mr Dinesh BHATTARAI

Ambassador, Permanent Representative, Permanent
Mission to the UN
Mr. Bharat Raj PAUDYAL
Minister Counsellor, Deputy Permanent
Representative, Permanent Mission to the UN
Mr. Dadhi Ram BHANDARI
Attach, Permanent Mission

Niger / Niger / Nger

Mr. Chris MAIYAKI

Special Assistant to Executive Secretary, National
University Commission
Mr. Y.M.O. NWAFOR
Deputy Permanent Delegate of Nigeria, UNESCO
Ms. Fatma OTHMAN
Senior Counsellor, Permanent Delegation to
UNESCO

S.E. M. Adani ILLO

Ambassadeur, Reprsentant Permanent auprs de
lONUG

Norvge / Norway / Noruega

Nigria / Nigeria / Nigeria

Mr. Dankert VEDELER

Deputy Director General

H.E. Ms Hajiya Aishatu JIBRIL DUKKU

Minister of State for Education
Mr. Goke ADEGOROYE
Permanent Secretary, Federal Ministry of Education
Ms. E.O. OGA
Director, Policy, Planning Management and
Research Department, Federal Ministry of Education
Ms. M.Y. KATAGUM
Secretary General, Nigerian National Commission
for UNESCO

H.E. Ms. Lisbet RUGTVET

State Secretary, Ministry of Education and Research

Ms. Sidsel SPARRE

Deputy Director General
Ms. Kari JACOBSEN
Senior Adviser
Mr. Halfdan FARSTAD
Senior Advisor, International Development
Cooperation
Mr. Ole BRISEID
Minister, Deputy Permanent Delegate to UNESCO

Anexo XXIII - pgina 203

Ms. Laila FOSSUM

Director, Head of Curriculum Department

Mr. Badru HAJI LUBEGA WAGGWA

Chairperson, Education Service Commission

Ms. Rita KUMAR

Norways Contact Committee for Immigrants and
the Authorities

Mr. Martin OMAGOR-LOICAN

Commissioner for Special Needs Education,
Guidance and Counselling Management

Mr. Mikal KVAMSDAL

School Student Union of Norway

Ms. Aisha LUBEGA

Headmistress

Mr. Ove HELSET

Norwegian Federation of Organisations of Disabled
People

Ouzbkistan / Uzbekistan / Uzbekistn

Ms. Agneta BOLINDER

Senior Consultant, Union of Education Norway

Nouvelle-Zlande / New Zealand / Nueva

Zelandia
Mr. Nicholas POLE
Deputy Secretary of Special Education, Ministry of
Education

H.E. Ms Lola TILLYAEVA

Permanent Delegate of the Republic of Uzbekistan
to UNESCO
Mr. Djamoliddin FAZYLOV
Deputy Director
Ms. Galina SMIRNOVA
Director of the Training Center of the Republican
Public Childrens Fund Sen Yolgiz Emassan

Pakistan / Pakistan / Pakistan

Oman / Oman / Omn
H.E. Mr Yahya Saud AL-SULAIMI
Minister of Education, Chairman of the Oman
National Commission for UNESCO
H.E. Mr Musa Jaafar HASSAN
Ambassador, Permanent Delegate of Oman to
UNESCO
H.E. Mr Yahya Salim AL WAHAIBI
Delegate Ambassador, Permanent Representative,
Geneva

H.E. Mr Zamir AKRAM

Ambassador, Permanent Representative of Pakistan
to the UN
Ms. Tehmina JANJUA
Deputy Permanent Representative of Pakistan to the
UN
Ms. Naela QURESHI
Deputy Permanent Delegate of Pakistan to UNESCO
Mr. Aftab A. KHOKHER
Counsellor

Ms. Madiha Ahmed AL SHAIBANIYA

Secretary General of Oman National Commission
for UNESCO

Mr. Marghoob Salem BUTT

Counsellor

Ms. Sayyida Sana Hamad AL BUSAIDIYA

Director General of Education for MUSCAT Region

Mr. Taj Muhammad QURESHI

Deputy Educational Adviser, Ministry of Education

Mr. Said Saleem AL-KITANI

Deputy Permanent Delegate of Oman to UNESCO

Mr. Muhammad MASOOD

Protocol Officer, Permanent Mission of Pakistan,
Geneva

Mr. Sultan AL SALAMI

Coordinator of the Minister of Education
Mr. Mohamed Saud AL-RAWAHI
Counselor, Permanent Mission of the Sultanate of
Oman, Geneva

Ouganda / Uganda / Uganda

H.E. Ms. Elisabeth Paula NAPEYOK
Ambassador, Permanent Delegate to UNESCO
Ms. Connie Kateeba MBABAZI
Director, National Curriculum Development Center

Panama / Panama / Panam

S.E. Sra Mirna DE CRESPO
Viceministra de Educacin
Sra. Xiomiara AMBULO
Directora de Cooperacin Internacional, Secretaria
General de Panam ante la UNESCO
Sr. Alejandro MENDOZA
Consejero, Misin Permanente de Panam ante la
Oficina de las Naciones Unidas y otras
Organizaciones Internacionales, Ginebra

Anexo XXIII - pgina 204

Papouasie-Nouvelle-Guine / Papua New

Guinea / Papua Nueva Guinea
H.E. Mr Sani RAMBI
Minister for Internal Security, Acting Minister for
Education and Chairman Commission for
UNESCO
Mr. Joseph PAGELIO
Secretary for Education
Mr. Yori YEI
Acting Secretary General- PNG National
Commission for UNESCO
Mr. Burt UNGLINGA
First Secretary to the Minister
Ms. Jennifer TAMARUA
Inclusive Education Inspector, Department of
Education

Ms. Maria Teresa C. LEPATAN

Minister, Permanent Mission to the UN,
Geneva

Pologne / Poland / Polonia

Ms. Krystyna SZUMILAS
Secretary of State, Ministry of National
Education
Ms. Anna FIRKOWSKA-MANKIEWICZ
Head of Division of General Sociology and
Cross-discipline Research in the Academy of
Special Education in Warsaw
Ms. Elzbieta MAJCHROWICZ
Deputy Director, Department for Increasing
Educational Opportunities, Ministry for National
Education

Portugal / Portugal / Portugal

Paraguay / Paraguay / Paraguay
Sr. Csar Augusto MARTNEZ FARIA
Director General de Educacin inclusiva

Pays-Bas / Netherlands / Pases Bajos

Ms. Julie MEBES
Deputy Permanent Delegate, UNESCO, Paris
Mr. Jenne VAN DER VELDE
Coordinator International Affairs, Foundation for
Curriculum Development

S.E. M. Jos Duarte RAMALHO ORTIGO

Ambassadeur, Dlgu Permanent auprs de
lUNESCO
Ms. Joana BROCARDO
Director General of Education and Curricula
Development
Ms. Ana GRAVITO
Adviser of H.E. the Minister of Education
Ms. Ana Maria BETTENCOURT
Higher Education Teacher

Mr. Dirk LAGEWEG

Senior Programme Officer, National UNESCO
Commission

Mr. Joaquim SILVA PEREIRA

Adviser, Ministry of Education

Ms. Marjan ZANDBERGEN

MA Senior Policy Advisor, Ministry of Education

M. Jos GUEDES DE SOUZA

Premier Secrtaire, Mission Permanente auprs des
Nations Unies, Genve

Ms. Annette THIJS

Senior Advisor, Foundation for Curriculum
Development

Qatar / Qatar / Qatar

Prou / Peru / Per

Sr. Mario BUSTAMANTE
Premier Secrtaire la Dlgation du Prou auprs
de lUNESCO

H.E. Ms Shaika AL-MAHMOUD

Minister of Education and Higher Education
Ms. Hamda AL-SULAITI
Assistant Director of Evaluation, Institute of the
Supreme Education Council

Philippines / Philippines / Filipinas

Mr. Ali MOUSSA

Permanent Delegate to UNESCO

H.E. Ms Erlinda F. BASILIO

Ambassador, Permanent Representative, Permanent
Mission to the UN, Geneva

Mr. Abdulla AL-MEHAIZAA

Office manager of the Office of H.E. Minister of
Education and Higher Education

H.E. Mr. Denis Y. LEPATAN

Ambassador, Deputy Permanent Representative,
Permanent Mission to the UN

Mr. Salah SOROUR

Assistant Secretary General of Qatar National
Commission for UNESCO

Anexo XXIII - pgina 205

Ms. Aina AL-OBAIDAN

Educational expert of the Office of H.E: Minister of
Education and Higher Education

Mr. Ted AKITO

Collaborator, UNESCO Associated Schools Project
Network

Mr. Faisal Abdulla AL-HENZAB

Counselor, Permanent Mission to the UN

Rpublique arabe syrienne / Syrian Arab Republic /

Repblica Arabe Siria

Mr. Khalid Fahad AL-HAJRI

First secretary, Permanent Mission to the UN

H.E. Mr Ali SAAD

Minister of Education

Mr. Mansoor Abdulla AL-SULAITIN

Third Secretary, Permanent Mission to the UN

Mr. Sulieman AL-KHATEEB

Vice-Minister of Education

RD du Congo / DR Congo / RD del Congo

S.E. M. Ghassan NSEIR

Ambassadeur, Dlgu Permanent auprs de
lUNESCO

S.E. M. Maker MWANGU FAMBA

Ministre de lEnseignement Primaire, Secondaire et
Professionnel, Prsident de la Commission
Nationale pour lUNESCO
M. NSAMBI BOLALUETE
Secrtaire Permanent de la Commission nationale
pour lUNESCO
M. KENSEKA MUSEMVULA
Directeur de lEPT lEnseignement Primaire,
Secondaire et Professionnel
M. Jean Bruno MUTELA
Directeur, Ministre des Affaires Sociales
Mme Marie Jose EKWAKI MANGELA
Chef de Travaux lUniversit Pdagogique
Nationale, centre dOrientation, de Promotion et de
Formation des jeunes
M. Guy MAFUTA KABONGO
Membre du Cabinet du Ministre de lEnseignement
Primaire, Secondaire et Professionnel
M. Sbastien MUTOMB MUJING
Diplomate (Ministre Conseiller), Mission
Permanente, Genve
M. Kizabi MANDA
Dlgu permanent adjoint auprs de lUNESCO

RDP Lao / Lao PDR / RDP Lao

H.E. Ms. Sengdeuane LACHANTHABOUN
Vice Minister, Ministry of Education
Ms. Phouangkham SOMSANITH
Director General of Research Institute for
Educational Sciences
Ms. Yangxia LEE
Director of Promotion of Education for WomenEthnic Disable People
M. Sanexay SADETTAN
Deuxime secrtaire, Mission Permanente

Mr. Ibraheem IBRAHEEM

Director of Minister of Educations Bureau
Mme Souheila ABBAS
Deuxime secrtaire, Mission Permanente,
Genve

Rpublique centrafricaine / Central African

Republic / Repblica Centroafricana
S.E. M. Ambroise ZAWA
Ministre de lEducation Nationale
M. Augustin DONGOLA
Directeur de la Division de lEducation, des
Sciences Sociales et Humaines la Commission
Nationale Centrafricaine pour lUNESCO

Rpublique de Core / Republic of Korea /

Repblica de Corea
Mr. Eunwoo LEE
Director General, International Cooperation Bureau,
Ministry of Education, Science and Technology
Ms. Miran JANG
Deputy Director, Ministry of Education, Science
and Technology
Mr. Chonhong KIM
First Secretary, Ministry of Education, Science and
Technology
Ms. Jeungyun CHOI
Doctor, Korean Educational Development Institute
Ms. Mugyeong MOON
Doctor, Korean Institute of Childcare and
Education
Ms. Hyou Ja LEE
Director, Korea Institute for Special Education
Ms. In Suk JOUNG
Doctor, Korea Institute for Special Education

Anexo XXIII - pgina 206

Mr. Woojin CHO

Chief Education Team, Korean National
Commission for UNESCO

Rpublique de Moldova / Republic of

Moldova / Repblica de Moldova
H.E. Ms. Galina BULAT
Deputy Minister
Ms. Angela CARA
Consultant, Institute of Education Sciences

Rpublique dominicaine / Dominican

Republic / Repblica Dominicana
S.E. Sr Melanio PAREDES
Ministro de Educacin
Sra. Rita GUZMN
Vice-Ministro de Educacin
S.E. Sra Laura FAXAS
Embajadora, Representante Permanente ante la
UNESCO
S.E. Sr Homero Luis Hernndez SNCHEZ
Embajador, Representante Permanente ante
Naciones Unidas
Sra. Yumari TORRES
Ministro Consejero, Misin Permanente,
Ginebra

Rpublique tchque / Czech Republic /

Repblica Checa

Ms. Jaroslava TLSKALOVA

Senior Officer, Department for International
Relations, Ministry of Education
Ms. Markta PNKOV
Director, Comenius Pedagogical Museum
Ms. Svatava CHOCHOLOVA
Head of Unit, Comenius Pedagogical Museum
Ms. Michaela ANDRESOVA
Permanent Mission to UNESCO
Mr. Jiri BLAZEK
Second Secretary, Permanent Mission of the Czech
Republic in Geneva

Rpublique-Unie de Tanzanie / United

Republic of Tanzania / Repblica Unida de
Tanzania
H.E. Mr Haroun ALI SULEIMAN
Minister of Education and Vocational Training,
Zanzibar
Mr. Baraka H. LUVANDA
First Secretary, Head of Chancery, Permanent
Mission to the United Nations, Geneva
Mr. Vuai Khamis JUMA
Director for Secondary Education, Ministry of
Education and Vocational Training, Zanzibar
Ms. Elizabeth KIONDO
Secretary General UNESCO National Commission
of Tanzania

H.E. Ms. Eva BARTONOV

First Deputy Minister

Mr. Gordian Joseph MUKIZA

Programme Officer for Education, UNESCO
National Commission of Tanzania

H.E. Mr Petr JANYSKA

Ambassador, Permanent Mission of the Czech
Republic to UNESCO

Ms. Mpaji Ali MAALIM

Head of Inclusive Education Unit, Ministry of
Education and Vocational Training, Zanzibar

H.E. Mr Thomas HUSK

Ambassador, Permanent Mission of the Czech
Republic to UN in Geneva

Ms. Frida D. TUNGARAZA

Special Needs Educational Coordinator, University
of Dar es Salaam

Mr. Jindrich FRYC

Director of Department for International Relations,
Ministry of Education

Mr. Benjamin N.S KULWA

Assistant Director for Special Education, Ministry of
Education and Vocational Training

Ms. Jana HAMPEJSOV

Executive for Social Inclusion, Ministry of
Education

Ms. Winfrida G. RUTAINDURWA

Head for Gender Unit, Ministry of Education and
Vocational Training

Ms. Alena SPEJCHALOV

Senior Official, Department of International
Relations, Ministry of Education

Mr. Alfred I. KILASI

Personal Assistant to the Minister, Ministry of
Education and Vocational Training

Anexo XXIII - pgina 207

Ms. Angela KATABARO

Senior Officer, Tanzania Institute of Education

M. Alphonse KAYITAYIRE
Premier Conseiller la Mission Permanente du
Rwanda Genve, Membre de la dlgation

Roumanie / Romania / Rumania

Ms. Liliana PREOTEASA
General Director for Pre-universitary Education
Ms. Gabriela DROC
General Inspector
Ms. Simona CRACIUN
Adviser for International Relations
Mme Mihaela Tania SANDU
Inspectrice

Royaume-Uni de Grande-Bretagne et
dIrlande du Nord / United Kingdom of
Great Britain and Northern Ireland / Reino
Unido de Gran Bretaa e Irlanda del Norte
H.E. Mr. Peter LANDYMORE
Ambassador, Permanent Delegate to UNESCO
Mr. Michael STARK
Deputy Director, School Standards Group,
Department for Children, Schools and Families
Mr. Seamus HEGARTY
Education Committee, UK National Commission for
UNESCO
Ms. Alba DE SOUZA
Programme Specialist, UK National Commission for
UNESCO

RPD de Core / DPR of Korea / RPD de

Corea

Saint-Marin / San Marino / San Marino

Mme Patrizia DI LUCA
Prsidente de la Commission Nationale de SaintMarin pour lUNESCO
Mme Rina MELANDRI
Proviseur des Collges de Saint-Marin

Sao Tom-et-Principe / Sao Tome and

Principe / Santo Tom y Prncipe
M. Roberto DA COSTA SCARES DE BARROS
Technicien, Cabinet de Planification et Innovation
Educative

Sngal / Senegal / Senegal

S.E. M. Kalidou DIALLO
Ministre de lEducation, charg de lEnseignement
Prscolaire, Elmentaire et Moyen
M. Djibril Ndiaye DIOUF
Directeur de la Planification et de la Rforme de
lEducation
M. Abdou DIAO
Directeur de lEnseignement Elmentaire
M. Mamadou NDOYE
Expert en Education, Laurat Comenius
Mme Oulye Demba DEME
Charge de Programme Education, Save the
Children

Mr. Chun Yong KYE

Charg dAffaires, Permanent Mission to the UN,
Geneva

Serbie / Serbia / Serbia

Mr. Sung Il HAN

Third Secretary, Permanent Mission to the UN,
Geneva

Ms. Kovac TINDE-CEROVIC

State Secretary, Ministry of Education

Rwanda / Rwanda / Rwanda

Mr Slobodan VUKCEVIC
Ambassador, Permanent Representative to the UN,
Geneva

S.E. Mme Daphrose GAHAKWA

Ministre de lEducation
S.E. Mme Venetia SEBUDANDI
Ambassadeur, Reprsentant Permanent,
Genve
M. Eliphaz BAHIZI
Secrtaire Permanent de la Commission Nationale
Rwandaise pour lUNESCO

H.E. Mr Zarko OBRADOVIC

Minister of Education

Ms. Vesna FILIPOVIC

Counsellor, Permanent Mission to the UN and other
International Organisations, Geneva

Slovnie / Slovenia / Eslovania

Ms. Slavica CERNOSA
Acting Director, Higher Vocational and Adult
Education Directorate, Ministry of Education and
Sport

Anexo XXIII - pgina 208

Ms. Tatjana JURKOVIC

Secretary, International Cooperation and European
Affairs Service, Ministry of Education and Sport

Soudan / Sudan / Sudn

H.E. Mr Hamad Mohamed IBRAHIM
Minister of General Education
Mr. Eltahir Hassan ELTAHIR
Director General for Educational Planning, Ministry
of General Education

Suisse / Switzerland / Suiza

M. Charles BEER
Conseiller dEtat en charge du Dpartement de
lInstruction Publique, Rpublique et Canton de
Genve
M. Ernst ITEN
Ambassadeur, dlgu permanent de la Suisse
auprs de lUNESCO

Mr. El-Bashier Sahal Gumaa SAHAL

State Minister of Education, Gadarif State

M. Bernard WICHT
Responsable des Affaires Internationales,
Confrence suisse des directeurs cantonaux de
lInstruction Publique

Mr. Elamin Abdel Gadir ISMAIL

State Minister of Education, Khartoum State

Mme Fabienne LAGIER

Conseillre en Education

Mr. Abdelatti Omer Ali ELAWAD

Director of Information Technology, National
Council of Curriculum and Educational Research,
Ministry of General Education

Mme Mary-Luce FIAUX NIADA

Conseillre en Education

Sri Lanka / Sri Lanka / Sri Lanka

Mme Jacqueline LURIN

Collaboratrice Scientifique

H.E. Mr Dayan JAYATILLEKA

Ambassador, Permanent Representative of
Sri Lanka to the UN Office,
Geneva

M. Pierre VARCHER
Membre de la Commission suisse pour lUNESCO

M. Nicolas MATHIEU
Chef Coordination UNESCO et Secrtaire Gnral
Adjoint de la Commission suisse pour lUNESCO

Mr. Badra WITHANAGE

Director, EFA Unit, Ministry of Education

M. Nicolas PLATTNER
Collaborateur Diplomatique

Ms. Manorie MALLIKARATCHY

Second secretary, Permanent Mission of Sri Lanka
to the UN Office, Geneva

Mme Anik KOHLI

Youth Representative, Zurich

Mr. Ameerajwad OMER LEBBE

Counsellor

Mme Claudine DAYER FOURNET

Secrtaire adjointe, Dpartement de lInstruction
publique, Rpublique et canton de Genve

Sude / Sweden / Suecia

Suriname / Suriname / Suriname

Ms. Eva DURHAN

Director, Ministry of Education

Mr. A. KRAMP
Vice-president, Suriname National Commission for
UNESCO, Policy Advisor

Mr. Carl-Peter HEDIN

Senior advisor, Swedish National Commission for
UNESCO
Ms. Merja STRMBERG
Deputy Director, Ministry of Education
Ms. Lina LINDBLOM
Disability Adviser
Ms. Karin NILSSON
Director of Education
Ms. Barbro ERIKSSON
Director of Education

Mr. Henry ORI

Policy Advisor, Ministry of Education

Swaziland / Swaziland / Swazilandia

H.E. Mr Wilson M. NTSHANGASE
Minister of Education
H.E. Ms Thembayena A. DLAMINI
Ambassador, Permanent Representative
Mr. Patrick N. MUIR
Principal Secretary, Controlling Officer, Ministry of
Education

Anexo XXIII - pgina 209

Ms. Cebsile P. NXUMALO

Senior Inspector, Special Education Needs,
Head of Special Education Unit

Mr. Chaiyosh IMSUWAN

NFE Specialist on Curriculum Development,
Office of the Non-Formal and Informal Education,
Ministry of Education

Tadjikistan / Tajikistan / Tayikistn

Ms. Orachart SUEBSITH

Deputy Permanent Delegate

H.E. Mr Abdujabbor RAHMONOV

Minister of Education
Ms. Tatiana ABDUSHUKUROVA
Educational Program Director
Ms. Zarrina KADYROVA
Higher Educational Support Program
Ms. Gulchikhra KABILOVA
Secondary Education Program Coordinator
Mr. Jamshed KHAMIDOV
Counsellor
Mr. Nasimton HAKIMOV NASIMJON
Second Secretary

Tchad / Chad / Chad

S.E. M. Bamanga Abbas MALLOUM
Ambassadeur, Reprsentant Permanent,
Genve
M. Neldita DONO-HORNGAR
Secrtaire Gnral du Ministre de lEducation
Nationale

Mr. Paisal WISALAPORN

Director, Bureau of International Cooperation,
Ministry of Education
Mr. Pitchayaphant CHARNBHUMIDOL
Minister Counsellor, Permanent Mission to the UN
Office, Geneva
Mr. Duriya AMATAVIVAT
Bureau of International Cooperation, Ministry of
Education
Ms. Cataleya PHATOOMROS
First Secretary, Permanent Mission to the UN
Office, Geneva
Ms. Pattama PUNTHAWANGKUL
Policy and Planning Analyst, Office of the Basic
Education Commission, Ministry of Education
Ms. Siripakka DHAMABUS
Foreign Relations Officer, Bureau of international
Cooperation, Ministry of Education

Timor-Leste / Timor-Leste / Timor-Leste

M. Adbelkrim Adoum BAHAR

Secrtaire Gnral de la Commission nationale
tchadienne pour lUNESCO

H.E. Mr Joo Cncio DA COSTA FREITAS

Minister of Education

M. Talha Mahamat ALLIM

Attach, Mission Permanente, Genve

Mr. Edmundo Da Silva SOARES VIEGAS

Director of the Office of Scholarship, Ministry of
Education

Thalande / Thailand / Tailandia

M. Alain DIOP
Charg daffaires

Mr. Tongthong CHANDRANSU

Secretary General, Office of the Education Council,
Ministry of Education

Togo / Togo / Togo

H.E. Mr Sihasak PHUANGKETKEOW

Ambassador and Permanent Representative to the
UN Office, Geneva
Ms. Sivika MEKTAVATCHAIKUL
Deputy Permanent Secretary, Ministry of
Education
Mr. Somikiat CHOBPOL
Deputy Secretary General, Office of the Basic
Education Commission, Ministry of Education
H.E. Mr Vijavat ISARABHAKDI
Minister and Deputy Permanent Representative to
the UN Office, Geneva

M. A. Adad Gbikpon GABA

Administrateur Civil, Charg dEtudes, Ministre de
lEnseignement Suprieur et de la Recherche

Trinit-et-Tobago / Trinidad and Tobago /

Trinidad y Tobago
H.E. Ms Esther LE GENDRE
Minister of Education
H.E. Mr Dennis FRANCIS
Ambassador, Permanent Delegate to UNESCO
Mr. Steve WILLIAMS
Manager, Student Support Services, Ministry of
Education

Anexo XXIII - pgina 210

Ms. Beulah MITCHELL

Programme Manager, Teacher Education and
Teacher Professional Development Unit, Ministry of
Education
Ms. Simone G. YOUNG
First Secretary, Permanent Delegation to UNESCO
Ms. Anesa ALI
Second Secretary, Permanent Delegation to
UNESCO

Tunisie / Tunisia / Tnez

S.E. M. Hatem BEN SALEM
Ministre de lEducation et de la Formation
M. Mohamed BEL KEFI
Charg daffaires a.i., Mission Permanente,
Genve
Mme Fatma TARHOUNI
Secrtaire gnrale de la Commission Nationale
Tunisienne pour lUNESCO
M. Njib AYED
Reprsentant du Ministre de lEducation et de la
Formation
M. Mohamed-Rached BOUSSEMA
Professeur et Directeur gnral de la Rnovation
universitaire

Vnzula (Rpublique bolivarienne du) /

Venezuela (Bolivarian Rep. of) / Venezuela
(Rep. Bolivariana de)
S.E. Sr Hctor NAVARRO
Ministro del Poder Popular para la Educacin
Sr. Germn MUNDARAN HERNNDEZ
Embajador Representante Permanente, Misin de la
Repblica Bolivariana de Venezuela
Sra. Jenifer GIL
Viceministra, Ministerio del Poder Popular para la
Educacin
Sra. Tibisay HUNG
Viceministra de Polticas Acadmicas, Ministerio del
Poder Popular para la Educacin Superior
Sr. Juan Arias PALACIO
Embajador, Representante Permanente Adjunto,
Misin de la Repblica Bolivariana de Venezuela
Sra. Anna PINO PASQUIER
Directora de la Oficina de Relaciones
Internacionales, Ministerio del Poder Popular para la
Educacin
Sr. Edgardo Antonio RAMIREZ
Director General de Convenios y Cooperacin,
Ministerio del Poder Popular para la Educacin

M. Anouar BEN YOUSSEF

Conseiller auprs de la Mission

Sra. Mariela GONZLEZ

Asistente Tcnica, Misin de la Repblica
Bolivariana de Venezuela

M. Belhassen MASMOUDI
Premier secrtaire auprs de la Mission

Sra. Mara A. GUILARTE CALLES

Primer Secretario

Turquie / Turkey / Turqua

Sr. Jos Leonel LOBO

Asistente Tcnica, Misin de la Repblica
Bolivariana de Venezuela

Mr. Arslan ABDUSSAMET

Deputy Undersecretary of National Education

Ymen / Yemen / Yemen

Ukraine / Ukraine / Ucrania
H.E. Mr Mykola MAIMESKUL
Ambassador, Permanent Representative to the UN,
Geeneva
M. Andriy KASIANOV
Second Secretary, Permanent Mission to the UN,
Geneva

Uruguay / Uruguay / Uruguay

S.E. Sr Alejandro ARTUCIO RODRIGUEZ
Ambassadeur, Reprsentant Permanent
Sra. Lucia TRUCILLO
Deputy Head of Mission

H.E. Mr Abdusalam AL-JOUFI

Minister of Education
Mr. Khaled AL-AKWAA
Ambassador, Permanent Delegate to UNESCO
Mr. Ibrahim AL-ADOOFI
Ambassador, Permanent Representative,
Yemen Mission to UN, Geneva
Mr. Mohamed AL-KADASI
Secretary General, Yemeni National Commission for
UNESCO
Mr. Mansoor THABET
Head of Technical Office, Ministry of Education

Anexo XXIII - pgina 211

Mr. Ibrahim AL-HOTHY

Vice-Director of Educational Research and
Development Center
Mr. Hamoud AL-SEYANI
Advisor to the Technical Office, Ministry of
Education
Mr. Abdullah Ali ISMAEEL
General Director of Supervision
Mr. Fawaz AL-RASAS
Third secretary of Yemen Mission to UN, Geneva

Zambie / Zambia / Zambia

Zimbabwe / Zimbabwe / Zimbabwe

H.E. Mr Stan MUDENGE
Minister of Higher and Tertiary Education
H.E. Mr Chitsaka CHIPAZIWA
Ambassador, Permanent Representative,
Geneva
Mr. Josiah MHLANGA
Secretary General for Zimbabwe National
Commission for UNESCO
Mr. Francis MUNHUNDIRIPO
Counsellor, Embassy of Zimbabwe, Geneva

H.E. Mr Geoffrrey LUNGWANGWA

Minister of Education

Mr. P.T. MAKASI

Ministers aid

H.E. Mr Andrew MULENGA

Ambassador, Zambia Mission

Mr. Chameso MUCHEKA

Counsellor, Permanent Mission

Mr. Mathias DAKA

Charg dAffaires, Permanent Mission, Geneva

Ms. Petronellar NYAGURA

Counsellor

Mr. Kaulule Ronald SIAME

Acting Director, Teacher and Specialised Services

Ms. Chipo DYANDA

Dean Faculty of Education University of Zimbabwe

tats non membres / Non-Member States / Estados no miembros

Saint -Sige / Holy See / Santa Sede

S.E. M. Silvano M. TOMASI

Archevque, Nonce Apostolique, Observateur
permanent du Saint-Sige auprs des Nations Unies
Genve
S.E. M. Francesco FOLLO
Observateur Permanent du Saint-Sige auprs de
lUNESCO

M. Etienne VERHACK
Secrtaire Gnral du Comit Europen pour
lEnseignement Catholique
Mme Francesca MERICO
Experte

Palestine / Palestine / Palestine

H.E. Mr Ibrahim KHRAISHI

Ambassador, Permanent Observer
Mr. Ibrahim MUSA
Counsellor

Ms Shireen ZHAIRI
Assistant to the Ambasador

Anexo XXIII - pgina 212

Experts / Experts / Expertos

Ms. Helen ABADZI
Senior Evaluation Officer, Independent Evaluation
Group World Bank, USA

Ms. Vivian HEUNG

Head, Centre for Special Needs and Studies in
Inclusive Education, Hong Kong

Mme Ines AGUERRONDO

Consultant, Training Unit, UNESCO International
Institute for Educational Planning, Buenos Aires
Office

Mr. Kenneth KING

Professor Emeritus of Comparative and International
Education, University of Edinburgh, UK

Mr. Mel AINSCOW

Specialist in Inclusion, Professor, School of
Education, University of Manchester
Mr. Nasser Ali AL-MOUSA
Education consultant, Ministry of Education, Saudi
Arabia
Ms. Kathy BARTLETT
Co-Director, Education Programme, Aga Khan
Foundation, Switzerland
Mr. Manuel BELLO
Dean of Faculty of Education, Peruvian University
Cayenado Heredia, Lima, Peru
Mr. Ali BUBSHAIT
Researcher, Gulf Arab States Educational Research
Centre, Bahrain
Mr. Ahlin BYLL-CATARIA
Executive Secretary, Association for the
Development of Education in Africa, Tunis, Tunisia
Mr. Arquimedes CILONI
Rector, Federal University of Uberlndia, President
of the National Association of Leaders of Federal
Institutions of Higher Education, Uberlndia, Brazil
Mr. Alexandru CRISAN
Director, Center Education 2000+, Romania
Ms. Lani FLORIAN
Professor and Researcher, University of Aberdeen,
UK
H.E. Mr Luis GALLEGOS
Ambassador of Ecuador to United States, Former
Chair of the Ad Hoc Committee on the
Convention on the Rights of Persons with
Disabilities
Sr. Juan E. GARCA-HUIDOBRO
Dean of the Faculty of Education, University Alberto
Hurtado, Santiago de Chile, Chile
Ms. Silvina GVIRTZ
Director of the Master in Education, School of
Education, University of San Andres, Buenos Aires,
Argentina

Mr. Stan KUTCHER

Professor of Psychiatry, Sun Life Financial Chair in
Adolescent Mental Health, Dalhousie University,
Halifax, Canada
Mr. Luis Enrique LOPEZ
Coordinator, Programme of Support to the Quality
of Education, German Technical Cooperation,
Eschborn, Germany
H.E. Mr Don MACKAY
Ambassador Extraordinary and Plenipotentiary,
Permanent Mission of New Zealand to the UN
Office, Geneva
Mr. Cornelus J.W MEIJER
Director, European Agency for Development in
Special Needs Education, Odense, Denmark
Ms. Gordana MILJEVIC
Senior Program Manager, Education Support
Program, Open Society Institute
Mr. David MITCHELL
Inclusive Education Consultant, New Zealand
Mr. Paul MUSHI
Director, Institute of Education, Dar el Salaam,
Tanzania
Ms. Denise NEWNHAM-FELLAY
Research Consultant, University of Bath, UK
Ms. Susan PETERS
Associate Professor, College of Education, Michigan
State University, USA
Ms. Helen PINNOCK
Education Advisor, Save the Children, UK
Ms. Penelope PRICE
Chair, Rehabilitation International Education
Commission, Australia
Ms. Diane RICHLER
President, International Inclusion, Toronto,
Canada
Mr. Rumyan RUSSINOV
Deputy Director, Roma Education Fund,
Hungary

Anexo XXIII - pgina 213

Mr. Andreas SCHLEICHER

Coordinator, Organisation for Economic
Co-Operation and Development, PISA
Mr. Alejandro TIANA-FERRER
Professor of Theory and History of Education,
National University of Distance Learning, Madrid,
Spain

Mr Vernor Muoz VILLALOBOS

Special Rapporteur on the Right to Education
Mr. Iouri ZAGOUMENNOV
Director of the Institute of Comparative Education,
Ministry of Education, Belarus

Ms. Denise VAILLANT

Coordinator of the Network GTD-PREAL (Working
Group about Teachers Professional
Development in Latin America), Uruguay

Invits / Guests / Invitados

Ninth Meeting of the Joint Expert Group UNESCO (CR)/ECOSOC (CESCR)
On the Monitoring of the Right to Education / Neuvime runion du Groupe conjoint
dexperts UNESCO (CR)/ECOSOC (CESCR) sur le suivi du droit lducation

Ms. Virginia BONOAN-DANDAN

Chairperson, Committee on Economic, Social and
Cultural Rights, College of Fine Arts, University of
the Philippines, Quezon City, Philippines
Mr. Brian FIGAJI
Professor, Member of the Executive Board,
UNESCO

H.E. Mr. Jos Duarte RAMALHO ORTIGO

Ambassador, Permanent Delegate of Portugal to
UNESCO
Mr. Eibe RIEDEL
Member, Committee on Economic, Social and
Cultural Rights; Professor, University of Mannheim,
Germany

Laurats Comenius / Comenius Laureates

Ms. Samira AL SAAD
Kuwait

Ms. Onerva MAKI

Finlande

Ms. Laila KARAM EL-DIN

Egypt
Sr. Daniel Fernando FILMUS

M. Mamadou NDOYE
Sngal

Argentina
Mr. Phillip HUGHES
Australia
Mr. Basu Dev KAFLE
Nepal

Sra. Sylvia SCHMELKES DEL VALLE

Mxico
Mr. Tirussew TEFERRA
Ethiopia
World Literature Center, Bishwo Shahitto Kendro,
Bangladesh

Anexo XXIII - pgina 214

Table ronde / Round Table

From Theory to Practice: Young People address Ministers of Education on Policies
and Ground Realities / De la thorie la pratique : des jeunes sadressent des ministres
de lducation sur les politiques du gouvernement et les ralits du terrain

S.E. Sra. Eva ALMUNIA BADIA

Secretaria de Estado de Educacin y Formacin,
Espaa

Mr. Hindou Ouarou BRAHIM

Coordinator, Association of Female Autochthonous
People from Chad

S.E. M. Charles BEER

Conseiller dEtat en charge du Dpartement de
lInstruction Publique, Rpublique et Canton de
Genve

Ms. Kamar EID

Student, Palestine and Lebanon

H.E. Ms Naledi PANDOR

Minister of Education, South Africa
H.E. Mr. Ali SAAD
Minister of Education, Syrian Arab Republic
S.E. Sr. Raul VALLEJO CORRAL
Ministro de Educacin, Ecuador
Mr. Nicholas BURNETT
Assistant Director-General for Education,
UNESCO
Mr. Tim SEBASTIAN
Journalist, BBC, London, UK

Mr. Kentaro FUKUCHI

Officer, Red Cross Society, Japan
Ms. Abir KASSEM
Project Coordinator, Community Learning Centre,
Palestine and Lebanon
Mme Anik KOHLI
Member of the UN Youth Delegates, Switzerland
Mr. Victor PINEDA
Economist and Doctoral Student, University of
California, USA
Ms. Natalia-Maria VLADA BUGA
President, Association of Students with Disabilities,
Republic of Moldova

Autres Invits / Other guests

Mr. Abdeljalil AKKARI
Professor of Comparative Education, Faculty of
Psychology and Education (FPSE), University of
Geneva
Ms. Pilar ARNAIZ
Professeur, Vice-prsident de lUniversit de Murcia,
Espagne
Mr. Aleksander BAUCAL
Consultant, Open Society Institute & EUMAP
M. Olivier BAUD
Secrtaire gnral, Fondation officielle de la
jeunesse, Suisse
Mme Wanda BAUER
Secrtaire Gnrale du CBI

Mme Ana BENAVENTE

Chercheur principal lInstitut des Sciences Sociales
de lUniversit de Lisbonne, Portugal
M. Jack BOND
P.A. to Richard Reiser D.E.E., UK
Ms. Rachel BURCIN
Graduate Program Coordinator, Gigapan, Carnegie
Mellon University, USA
M. Paulino DAVILA BALSERA
Professeur, Universit du Pays Basque, Espagne
Mr. Nathan DAY
Assistant of Victor Pineda, USA
M. Serge DJOUNGONG
Chanteur, Lausanne, Suisse

Anexo XXIII - pgina 215

Mme Christine FELLAY

Enseignante de musique (chorale invite), Genve,
Suisse

Mrs. Maria MATIUSCENDO

Assistant of Natalia-Maria Vlada Buga, Republic of
Moldova

M. Juan Mara FERRERAS ORBEGOZO

Prsident, Centre UNESCO de San Sebastian,
Espagne

Sr. Juan Ignacio MARTINEZ DE MORENTIN

Director Ejecutivo, Centre UNESCO de San
Sebastian, Espagne

Sr. Ferran FERRER

Profesor, Espaa

Mr. Nelson MATUTE

M. Maximilien FERRILLO
Responsable de discipline (chorale invite), Genve,
Suisse
Ms. Haya FUAD AL-OMAR
Daughter of Samira AL SAAD, Comenius Medal
Laureate
Mr. Mushirul HASSAN
Vice-Chancellor Jawaharlal Nehru University, New
Delhi, India
Ms. Carolyn HUGHES
Wife of Mr Phillip Hughes, Comenius Medal
Laureate
Ms. Jennifer HUGHES
Daughter of Mr Phillip Hughes, Comenius Medal
Laureate

Mr. John MCINTYRE

Son-in-law of Mr. Phillip Hughes, Comenius Medal
Laureate
M. Patrice MEYER BISCH
Coordinator of the Institute for ethics and Human
Rights, University of Fribourg, Switzerland
Ms. Alexandra NAGORNAY
Interpreter, Russia, Moscow city Department of
Education
M. Luis Maria NAYA GARMENDIA
Professeur dEducation Compare, Universit du
Pays Basque, Espagne
Ms. Ndack NDIAYE/NDOYE
Epouse de Mamadou NDOYE, Sngal
Mme Denise NEWNHAM
Suisse

Ms. Mir Asghar HUSAIN

MBI International, Programme for Intercultural
dialogue

Ms Akina NOGUCHI
Attendant of Kentaro Fukuchi, Japan

Sra. Fabiola JARAMILLO DE GALLEGOS

Spouse of H.E. Mr Gallegos

Mr. Illah NOURBAKHSH

Associate Professor of Robotics, Carnegie Mellon
University

Mr. Muhammad Ibn JUNAID

National Commission for Colleges of
Education

Ms. Marie NOUWOME

Mr. Artiom KAMENEV

Interpreter, Russia, Moscow City Department of
Education
Ms. Angela KEISER
National Advisory Board Member (Gigapan),
UNESCO TST
Ms. Ora KWO
Associate Professor, Faculty of Education,
University of Hong Kong
Ms. Mary LINIGER
Director of Educational Services, Kennedy Center
Arts Management, USA
Mr. Ian MACPHERSON
Senior Programme Manager, Education Support
Programme, Open Society Institute

Ms. Sarantsetseg OIGONLKHAGVA

Project Coordinator, Mongolian Education Alliance
Mme Emmanuelle OTTET
Directrice Etablissement Scolaire des Ouchets
(chorale invite), Genve, Suisse
Mme Christine PANCHAUD STICKNEY
Director CIAO, Lausanne, Suisse
Ms. Yulia PERERVA
Assistant to Gabriele Mazza, Council of Europe
Mr. Daniel POP
Senior Program Manager, Education Support
Program, Open Society Institute
Ms. Carmen RODRIGUEZ
MAEC
Ms. Nadezhda SAMOJLOVA
Moscow City Department of Education, Russia

Anexo XXIII - pgina 216

M. Carlo SANTARELLI
Secrtaire Gnral, Enfants du Monde
Mr. James Randy SARGENT
Senior Systems Scientist, Carnegie Mellon
University, Gigapan
M. Jos SOTELO MARBAN
Mexique
Mme Rossana Valeria SOUZA E SILVA
Directrice des Relations Internationales, Universit
Fdrale de Uberlndia, Brsil

Mme Aija TUNA

Program Director, International Step by Step
Association
Ms. Elise WOHLBOLD
Director, Victor Pineda Foundation
Mr. Marc WATKINS
Mongolian Education Alliance, Open Society
Institute
Mme Alexandra YAU
Project Consultant, Gigapan

Ms. Dhammika TAWALAMA

Ms. Laura TOMOKIYO
Project Scientist, Gigapan

Reprsentants dOrganisations du systme des Nations Unies /

Representatives of Organizations of the United Nations System /
Representantes de Organizaciones del Sistema de la Naciones Unidas
Dpartement des affaires conomiques et
sociales des Nations Unies / United Nations
Department of Economic and Social Affairs

Mr. Philippe TESTOT-FERRY

Regional Education Advisor, Central and Eastern
Europe and Commonwealth of Independent
States, Geneva

Mr. Sergei ZELENEV

Chief, Social Integration Branch, Division for Social
Policy and Development, New York

Mr. Asim REHMAN

Regional Emergency Specialist

Fonds des Nations Unies pour la population

/ United Nations Population Fund / Fondo de
Poblacin de las Naciones Unidas
Ms. Marija VASILEVA-BLAZEV
Project Analyst

Fonds des Nations Unies pour lenfance /

United Nations Childrens Fund / Fondo de
las Naciones Unidas para la Infancia
M. Dermot CARTY
Deputy Director, Emergency Operations, Geneva

Ms. Branka KOVACEVIC

Programme Specialist
Mr. Roger WRIGHT
Coordinator, Global Education Cluster
Mr. Fred SPIELBERG
Emergency Officer, Emergency Operations,
Geneva
Mr. Antony SPALTON
Emergency Specialist, Recovery and Risk
Reduction,
Emergency Operations, Geneva

Ms. Pilar AGUILAR

Education Advisor, Capacities Building, Geneva

Ms. Heidi PEUGEOT

Emergency Officer, Emergency operations,
Geneva

Mr. Sergio OSORIO

Regional Emergency Advisor, The Americas and
Caribbean Regional Office, Panama

Mr. Guillaume SIMONIAN

Emergency Officer, Emergency Operations,
Geneva

Ms. Anna Lucia DEMILIO

Education and excluded Populations Advisor, The
Americas and Caribbean Regional Office, Panama

Ms. Charlotte HELLETZGRUBER

Anexo XXIII - pgina 217

Haut Commissariat des Nations Unies pour

les rfugis / Office of the United Nations
High Commissioner for Refugees / Oficina
del Alto Comisionado de las Naciones Unidas
para los Refugiados
Ms. Eva AHLEN
Senior Education Officer

Haut-Commissariat aux droits de lhomme /

Office of the High Commissioner for Human
Rights / Oficina del Alto Comisionado para
los Derechos Humanos
Ms. Navanethem PILLAY
United Nations High Commissioner for Human
Rights
Mr. Ibrahim SALAMA
Chief, Human Rights Treaties Branch
Mr. David PAULO
Coordinator, Treaty Unit (HRC-CESCR-MWCCERD-UPR), Human Rights Treaties Branch
Mr. Thierry DEL PRADO
Human Rights Officer
Ms. Elena IPPOLITI
Human Rights Officer
Ms. Carolin SCHLEKER
Associate Human Rights Officer
Ms. Souha YAZIGI
Consultant

Office de secours et de travaux des Nations

Unies pour les rfugis de Palestine dans le
Proche-Orient / United Nations Relief and
Works Agency for Palestine Refugees in the
Near East / Organismo de Obras Pblicas
y Socorro de las Naciones Unidas para los
refugiados de Palestina en el Cercano
Oriente
Mr. Kabir SHAIKH
Director of Education
Ms. Elena MANCUSI MATERI
Senior Liaison Officer
Ms. Stefi ZIMMERMANN
Intern
Ms. Yasmin BURTON

Organisation des Nations Unies pour

lalimentation et lagriculture / Food and
Agriculture Organization of the United
Nations / Organizacin de las Naciones
Unidas para la Agricultura y la
Alimentacin
Ms. Lavinia GASPERINI
Senior Agriculture Education Officer

Organisation internationale du travail

/ International Labour Organization /
Organizacin Internacional del Trabajo
Mr. Assane DIOP
Executive Director, Social Protection Sector
Mr. Patrick QUINN
Senior Technical Specialist, International
programme on the Elimination of
Child Labour
Mr. Bill RATTEREE
Senior Technical Specialist, Education
Sector
Ms. Margherita LICATA
Technical Officer HIV & AIDS, IPEC
Ms. Snezhana BEDALLI
Child Labour and Education Specialist
Mr. Frank HAGEMANN
Chief, Policy and Research, IPEC
Ms. Maria Gabriella LAY
Programme Manager, Global Campaign to Raise
Awareness on Child labour, International
Programme on the Elimination of Child Labour
Ms. Jane COLOMBINI
Project Officer, International Programme on the
Elimination of Child Labour
Mr. Gurchaten SANDHU
Knowledge and Communication Officer
Ms. Maja GOSOVIC
Intern, International Programme on the Elimination
of Child Labour
Ms. Maria DRIFI
Intern, International Programme on the Elimination
of Child Labour
Ms. Liesbeth VAN PARYS
Intern, Skills and Employability Department

Anexo XXIII - pgina 218

Programme commun des Nations Unies

sur le VIH/SIDA / Joint United Nations
Programme on HIV/AIDS (ONUSIDA
UNAIDS)

Mr. Reid BASHER

Senior Coordinator

Mr. Jason SIGURSON

Programme Officer, Human rights and Law,
UNAIDS Secretariat

Ms. Christel ROSE

Programme Officer

Mr. Korrey CHISHOLM

Intern, UNAIDS

Programme des Nations Unies pour le

dveloppement / United Nations
Development Programme / Programa
de las Naciones Unidas para el
Desarrollo
Mr. Shantanu MUKHERJEE
Microecononics Advisor, Poverty Group, New York

Mr. Terry JEGGLE

Senior Advisor

Mr. Mosfeka CHOWDHURY

Associate Librarian
Ms. Beverly COULT
Assistant
Ms. Alexandra CORDTS
Intern
Mr. Lorenzo GUADAGNO
Intern

Stratgie internationale pour la rduction des

catastrophes / International Strategy for
Disaster Reduction /

Universit des Nations Unies / United Nations

University / Universidad de las Naciones
Unidas

Mr. Salvano BRICENO

Director

Mr. Marco Antonio RODRIGUES DIAS

Representative

Organisations intergouvernementales / Intergovernmental Organizations /

Organizaciones intergubernamentales

Agence intergouvernementale de la
Francophonie / Agence intergouvernementale
de la Francophonie / Agencia
Intergubernamental de la Francofona

Bureau de lducation pour les Etats du

Golfe arabe / Arab Bureau of Education for
the Gulf States / Oficina rabe de Educacin
para los Estados del Golfo

S.E. M. Libr BARARUNYERETSE

Ambassadeur, Reprsentant Permanent

Mr. Rabee Al-DELAIJAN

Administrator of Financial Department

Mme Ccile LEQU

Conseiller, Affaires Economiques et Dveloppement

Commission europenne / European

Commission / Comisin Europea

Mme Sandra COULIBALY LEROY

Reprsentant Adjoint

Mme Laura CASSIO

Experte en inclusion sociale

Banque africaine de dveloppement / African

Development Bank / Banco Africano de
Desarrollo

Ms. Marcella DELUCA

Researcher, Joint Research Center, Center for
Research on Lifelong Learning

M. Thomas HURLEY
Directeur, Dpartement du Dveloppement
Humain

Commonwealth Secretariat / Commonwealth

Secretariat / Secretara del Commonwealth
Mr. Henry Kaluba
Acting Director and Head of the Education Section

Anexo XXIII - pgina 219

Ms. Fareena CHAUDHRY

Project Officer (Education), Commonwealth
Foundation, London

Organisation de la Confrence islamique

/ Organization of the Islamic Conference /
Organizacin de la Conferencia Islmica

Ms. Jyotsna JHA

Education Adviser

M. Babacar BA
Observateur permanent

Confrence des ministres de lducation

des pays ayant le franais en partage /
Conference of Ministers of Education of
French-Speaking Countries / Conferencia de
Ministros de Educacin de los Pases de habla
Francesa

Organisation islamique pour lducation, les

sciences et la culture / Islamic Educational,
Scientific and Cultural Organization /
Organizacin Islmica para la Educacin, la
Ciencia y la Cultura

Mme Adiza HIMA

Secrtaire Gnrale

Conseil de lEurope / Council of Europe /

Consejo de Europa
Mr. Gabriele MAZZA
Director of School, Out-of-School and Higher
Education

Mr. Ahmed Said OULD BAH

Head of Cabinet

Union africaine / African Union / Unin

Africana
Ms. Bhavanesha NAIDOO
First Secretary, Permanent Delegation of the African
Union in Geneva
Ms. Rita BISSOONAUTH
Senior Policy Officer in Education

Organisations internationales non gouvernementales / International Nongovernmental Organizations / Organizaciones Internacionales no gubernamentales

Alliance internationale des femmes /

International Alliance of Women /
Mme Hlne SACKSTEIN
Mme Christine BRUNEAU
Mme Monique BOUAZIZ
Mme Danile LEVY

Association des universits arabes /

Association of Arab Universities / Asociacin
de Universidades rabes
Mr. Ali Hood BAABBAD

Assistant Secretary General

Association francophone internationale
des directeurs dtablissements scolaires
Ms. Denise BERGERON
Secrtaire Gnrale

Association internationale des recteurs

duniversits / International Association
of University Presidents / Asociacin
Internacional de Presidentes de
Universidades
Mr. Sven CASPERSEN
President Emeritus and IAUP Executive Committee
member

Association internationale des

universits / International Association
of Universities / Asociacin Internacional
de Universidades
Mme Isabelle TURMAINE
Directrice, Centre dinformation et services de
Communication

Anexo XXIII - pgina 220

Association mondiale des sciences de

lducation / World Association for
Educational Research / Asociacin Mundial
de Ciencias de la Educacin
M. Gilles BAILLAT
Reprsentant officiel auprs de lUNESCO

Association Montessori internationale /

International Montessori Association /
Asociacin Montessori Internacional
Mr. Andr ROBERFROID
Prsident
Ms. Victoria BARRES
Unesco Liaison for Association Montessori
Internationale

Fdration internationale des centres

dentranement aux mthodes dducation
active / International Federation of Training
Centres for the Promotion of Progressive
Education / Federacin Internacional de
Centros de Capacitacin en los Mtodos de
Educacin Activa
M. Marc GENEVE
Charg de mission Europe

Fdration internationale des femmes

diplmes des universits / International
Federation of University Women / Federacin
Internacional de Mujeres Universitarias
Mme Franoise SAUVAGE
Mme Murielle JOYE-PATRY

Bureau de lducation pour les Etats du

Golfe arabe / Arab Bureau of Education for
the Gulf States / Oficina rabe de Educacin
para los Estados del Golfo

Mme Conchita PONCINI

Mr. Ali ALKARNI

Director General

Fdration internationale syndicale de

lenseignement / World Federation of
Teachers Unions / Federacin Internacional
Sindical de la Enseanza

Mr. Ghalib ABDULLAH

Secretary

Mr. Anil WAMANRAO DHAGE

India

Caritas Internationalis / Caritas

Internationalis / Caritas Internationalis

Mr. Ram Singh GANDA

India

Ms. Francesca MERICO

Fdration mondiale de la jeunesse

dmocratique / World Federation of
Democratic Youth / Federacin Mundial de la
Juventud Democrtica

Confdration syndicale mondiale

de lenseignement (Internationale de
lducation) / World Confederation of
Teachers (has merged with Education
International) / Confederacin Sindical
Mundial de la Enseanza (se ha fusionado
con la Internacional de la Educacin)
M. Armando BATCHA
Professeur de franais et anglais

Fdration africaine des associations des

parents dlves et tudiants / African
Federation of Associations of Parents of
Pupils and Students / Federacin Africana
de Asociaciones de Padres de Alumnos y
Estudiantes
Mr. Martin ITOUA
Prsident

Mr. Jess Rafael Mora GONZLEZ

General Secretary

Fdration mondiale des associations, centres

et clubs UNESCO / World Federation of
UNESCO Clubs, Centres and Associations /
Federacin Mundial de Asociaciones, Centros
y Clubs
Sr. Jos Ramon GONZALEZ PEREZ
Presidente FVACU, Miembro FMACU, Director
Catedra UNESCO de Educacin para la Paz

Forum des ducatrices africaines / Forum

for African Women Educationalists / Foro de
Mujeres Africanas Especialistas en Pedagoga
Ms. Codou DIAWA
Executive Director

Anexo XXIII - pgina 221

Internationale de lducation / Education

International / Internacional de la Educacin

Mr. ke SRMAN
Deputy Regional Director

Ms Monique FOUILHOUX
Executive Secretary, France

Ms. Elizabeth BROCK

Head, Policy and Research

M. Venca MENDES
Prsident du Syndic national des enseignants de
Guine-Bissau - SINAPROF

Mr. Glynn RICHARDS

Project Manager

M. Salvador Antonio SANTOS

Responsable administratif et project, SINAPROF
Mr. Josef BREED
President, South African Teachers Union (SAOU)
Mr. Daniel POTGIETER
Chairman, South African Teachers Union (Province:
Free State)
Mr. Carel CRONJE
Chairman of the South African Teachers Union
(Province Gauteng) and professional committee
Mr. Dennis SINYOLO
Coordinator Education and Employment

Organisation internationale pour le droit

lducation et la libert denseignement
/ International Organization for the
Development of Freedom of Education
/ Organizacin Internacional para el
Desarrollo de la Libertad de Enseanza
M. Alfred FERNANDEZ
Directeur Gnral
M. Jorge DIAS FERREIRA
M. Christian Abel FLEURISSON
Mme Ana Maria VEGA
Mr. Claudia NERY

Mr. Gaston DE LA HAYE

Senior Consultant

Mme Danile RENS

M. Hipolito MENDES
DAF de rseau de campagne de lEPT

Mme Silvia MONDAINI MASSARI

Mme Sanela POPOVIC

Primary school teacher, teacher of Croatian
language, member of controlling board

Mme Pauline ALRICH

M. Upas MENDES
Responsable de projet ducatif de base

Mme Isabel VOIROL

Mme Maria Grazia CAPUTO
Mme Valeria ARREGUI
Mme Paola CAVADIA
Mme Eva PEREZ
Mme Kariane PEEK

Mouvement international ATD Quart Monde

/ International Movement ATD Fourth World
/ Movimiento Internacional ATD Cuarto
Mundo

Organisation mondiale du mouvement scout /

World Organization of the Scout Movement /
Organizacin Mundial del Movimiento Scout

Mme Huguette REDEGELD

Vice Prsidente

Mr. Andres MORALES

Manager

Mme Chantal SCHNEIDER

Membre de la dlgation

Mr. Rodney ABSON

Unit Manager, Environment Education

Mme Marie-Claude ALLEZ

Reprsentante du Mouvement International ATD
Quart Monde lUNESCO

Ms. Srinath TIRUMALE VENUGOPAL

Unit Manager, Education for All and Spiritual
Management

Organisation du Baccalaurat international

/ International Baccalaureate Organization /
Organizacin del Bachillerato Internacional

Ms. Anne WHITEFORD

Executive Director, Education, Research and
Development

M. Ian HILL
Directeur Gnral Adjoint

M. Patrick GALLAUD
Conseiller Scientifique

Anexo XXIII - pgina 222

Summer Institute of Linguistics (SIL

International) / Summer Institute of
Linguistics (SIL International) / Summer
Institute of Linguistics (SIL International)

Ms. Barbara TRUDELL

Director for Academic Affairs, Africa Area
Mme Katherine BUEHLER
Liaison lUNESCO

Mr. Dave PEARSON

Permanent Representative to UNESCO

Fondations / Foundations / Fundaciones

Centre UNESCO de Catalunya (Espagne)
/ UNESCO Centre of Catalonia (Spain) /
Centro UNESCO de Catalua (Espaa

Fondation Paul Grin-Lajoie / Paul GrinLajoie Foundation / Fondation Paul GrinLajoie

Mr. Miquel-Angel ESSOMBA

Director

M. Franois GERIN-LAJOIE
Prsident Directeur Gnral

Journalistes / Journalists / Periodistas

Ms. Hedayal ABDEL NABI
Senior Correspondant, Kuwait, Egypt

Mr. Marit FOSSE

Norway

Sra. Nancy AQUIRRE

Bolivia

Ms. Penelope FRANTZI

Greece

M. Aime Marie BARIHUTA

Rdacteur en chef, Agence dInformation des
Grands Lacs, Burundi

Mr. William FRENCH

AFP

M. Joaquin De Jesus BERRUECOS VILLALOBOS

Video documentaliste, Mexique

Ms. Maria Dolores GARCIA-AJOFRIN

ROMERO-SALAZAR
Editor, Spain

M. Fabio DE GIORGI
Suisse

Mr. Shabbin GOLD

German Press Agency

M. Marco DELLAMULA
Suisse

M. Pierre HABRAN
Suisse

M. Alain DERRIPE
Preneur de Son, Suisse

Mme Rebecca HACK

Allemagne

Mr. Ermitaz DIAB

Mr. Ahmed HAROUN

Egypt

Mr. Mamadou Alpha DIALLO

Radio Producer, UN Office, Geneva
Mr. Carl DUTLI
BRC International TV Productions
Mr. Boris ENGELSON
Suisse

Mme Rasha HASBINI

Suisse
Mr. Nahib HUSSAMI
Correspondant, Saudi Press
Mr. Gamil IBRAHIM
Egypt

Anexo XXIII - pgina 223

M. Mohamed INOUSSA
Journaliste charg des questions dducation,
Comores
M. Massimo ISOTTA
Journaliste TSI, Suisse
Mr. Samer JADID
Syrian Arab Republic
M. Alain JOURDAN
La Tribune de Genve, Suisse
Mr. Isaac KOUMESSINA
Broadcast Journalist, Ghana
Mr. Jochen KUEPPERS
Humanities Department, University of Cologne,
Germany
Mme Laetitia LESAGE
Suisse
Mr. Yi LIU
Phoenix Chinese News
Mr. Guoyuan LIU
China
Mr. Jun LIU
Correspondent, China
Ms. Ge LIU
China
Mr. Hao LUO
Phoenix Chinese News
M. Daniel MILORD ALBERTINI
Journaliste correspondant et photographe, Rseau
HEM Canada
Mr. Michel MISSELI BATIONO
Africa Link
M. Laurent MOSSU
Correspondant, Radio France
Ms. Emilia NAZARENKO
Ukraine
M. Elhadji NDOYE
Sngal
Mr. Fred Harald NILSSEN
Reporter / Web editor, Norway
Mme Violette NIYUKURI
Charge de mission, Agence dInformation des
Grands Lacs, Burundi
Ms. Bukola OLATUNJI
Education Editor, Nigeria

Sra. Isabel OSINAGA MOLINA

Bolivia
Mme Ccile PELTIER
France
Mme Monique PERROT - LANAUD
France
Ms. Cornia PRETORIUS
Editor, The teacher, Mail & Guardian, South Africa
Mme Estelle RIBIER
Membre du Comit de Rdaction, Cahiers de la
Rconciliation, France
M. Denis ROUSSEAU
Directeur Bureau AFP, Genve
M. Gilles SERINI
Cameraman, Emirats Arabes Unis
Mme Andrea Quetzalli SOTELO SCHMELKES
Vido Documentaliste, Mexique
Ms. Yomo TAGAMI
Assistante journaliste, The Mainichi newspapers
M. Rahal TAOUSSI
Maroc
Sra. Victoria TATTI
Diario Clarin, Argentina
M. Patrick TCHOUWA
Cameroun
Mme Gemma WARE
Editorial Assistant, The Africa Report Magazine,
France
Mme Teresa WEGRYN
Correspondante, ONU
M. Jean-Nol WOUMO
Reporter photographe, Magazine Point Afrique
Mr. Duan XINJIE
China Radio International
Mr. Jinquan XU
Journalist, China
Ms. Ling YANG
China
Mr. Jingde YANG
Agence Xinhua
Ms. Yuwei ZHANG
China
Mr. Xin ZHANG
China

Anexo XXIII - pgina 224

Exposants / Exhibitors / Expositores

Exposition Inclusion en pratique / Exhibiton Practising Inclusion
Secteur priv / Private sector

Adobe Systems Inc. (USA)

Ms Emma HEDLUNG

Mr. David HEALTH, Director of Education, EMEA

Ms. Megan STEWART, Director, Worldwide Higher
Education

Ms Kalle HEDLUNG
Mr. Hamid IRAVANI
Mr. Alamdar KHAN

Blackboard (The Netherlands)

Mr. Olle LUNDBERG

Mr. Tim COLLIN, Vice President EMEA

Mr. Muhamed MOHAMUD

Mr. Richard HORTON, Senior Director Educational

Strategy

Ms Marja-Riitta RITANORO

Ms. Carole LINOP, Marketing manager, EuropeMiddle East-Africa

M. Stefan WOLDEKIDAN

DELTALAB/COSIMI (France)
Mr. Pascal CAZENAVETTE, Export Sales Manager
Ms. Pascale COSIMI, Chairman of the Board
Ms. Patricia NAIDEAU, Export Sale Manager

Mr. Yohannes TESFAGERGISH

NComputing UK Ltd. (UK)

Mr. Frank COGGRAVE, VP Sales-EMEA
Mr. Laszlo CSERCSA, Sales Representative Eastern
Europe

Elmo Europe GmbH (Germany)

Mr. Jaroslow GRZELAK, Field Application

Engineer - Central and Eastern Europe

Ms. Megumi ATARASHI, Manager

Mr. Koji NOSAKA, Sales Manager
Mr. Heiko THAMM, Sales Manager

Mr. Christoph NIEDZIELA, VP of Sales Central and

Eastern Europe
Ms. Geraldine RIZZO, Marketing Manager

ePals (USA)
Mr. Timothy J. DISCIPIO, Founder

Panasonic Corporation Corporate Overseas

Solution Business Dept. (Japan)

Fronter (Norway)

Mr. Hiroaki HATTORI

Ms. Lauren AUDITORE, Editor

Mr. Kazushige MORITA

Mr. Bjarne HADLAND, Chairman of the Board

Mr. Teruhiko TANAKA, Marketing Manager

Ms. Kirsti ROGNE, Communication Manager

Mr. Toru TSUBOSAKI, Business Development

Manager- Establish Solution Business in Europe

Mr. Dag TORP, International manager of Higher

Education

Lingonet Ltd. (Finland)

Ms. Katri OLDENDORFF, Managing Director
Ms. Anniina SIMULA, Sales Manager

MKFC Stockhom College (Sweden)

Perkins International Perkins School for

the Blind (USA)
Mr. Steven ROTHSTEIN, President
Mr. Sergei SOROKIN, Director, International
Program

Mr. Fayez CHAHRSTAN

SMART Technologies (Canada)

Ms. Newal CHAHRSTAN

Mr. Frederic ARNEODO, Director Sales EMEA

Mr. David ESPINOSA

Mr. Thord FJELLSTROM

Ms. Yvonne BIGGINS

Manager, Education business development EMEA

Anexo XXIII - pgina 225

Mr. Guenther FRITSCH, Manager technical support

and IT
Mr. Jim GRIFFITHS, Senior trade show Operation
Specialist
Ms. Nancy KNOWLTON, CEO
Mr. Patrick LELORIEUX, VP and GM of EMEA
Mr. Michael LI, Education Marketing Specialist

Young Digital Planet (Poland)

Ms. Katarzyna DERENDA, Managing Director
Mr. Maciej DZIOBEK, Regional Manager
Mr. Marek JURASZEK, Regional Manager
Ms. Katarzyna KATARNOWICZ, Regional Manager
Mr Rafal KUPNIEWSKI, IT Manager

Mr. Khoi TRINH, Education Consultant

Ms. Malgorzata LEAL KLINSKA, Regional

Manager

Ms. Anju VISEN-SINGH, Senior Manager,

Education Marketing

Mr. Robert LORANC, International Sales Director

YOKNOWLEDGE.COM (India)

Mr. Piotr MROZ, Executive Director, Business

Development and Strategic Partnership

Mr. Ami GORADIA, Vice President Knowledge

-Properties

Mr. Blazej PEZALA, Business Line Director - K-12

Education

Mr. Gautam GORADIA, Managing Director

Mr. Naveen SHUKLA, Vice President, Operations
and Product Management

Mr. Jarek PITRUS, Regional Manager

Ms. Iwona STANKIEWICZ, Product Development
Manager

Organisations du systme des Nations Unies et organisations intergouvernementales /

United Nations Agencies and Intergovernmental Organizations

European Agency for Development in special

Needs Education
Mr. Jorgen GREVE, Chairman

United Nations International Strategy for

Disaster Reduction System & Coalition for
Global School Safety and Disaster Prevention
Education (COGSS-DPE)

Mr. Cornelus J.W. MEIJER, Director

Ms. Aunju DOBRUSKIN, Visiting Researcher
Ms. Klara SOMOGYI, Information Dissemination
Assistant
Ms. Amanda WATKINS, Assistant Director,
Project Implementation

Mr. Lorenzo GUADAGNO, Intern

Ms. Alexandra CORDTS, Editorial Intern

United Nations Population Fund (UNFPA)

International Labour Organization (ILO)
M. Christian VUARAND,
Services techniques

Ms. Naida KUCUKALIC, Y-PEER International

Coordinator
Mr. Koray Volkan SERIN, International Coordinator

M. Eloy ALONSO-MAESTRE,
Services techniques

Ms Marija VASILEVA-BLAZEV, Project Analyst

UNESCO Associated Schools Project

(ASPNet)

United Nations Relief and Works Agency

for Palestine Refugees in the Near East
(UNRWA)

Ms. Sigrid NIEDERMAYER, International

Coordinator of UNESCO Associated Schools

UNESCO International Bureau of Education

(IBE) & HIV and AIDS

Ms. Elena MANCUSI MATERI, Senior Liaison

Officer, UNRWA Representative Office, Geneva
Ms. Stefi ZIMMERMANN, Intern

Anexo XXIII - pgina 226

Organisations non gouvernementales / Non-governmental organizations

Disability Equality in Education (DISEED)

(United Kingdom)

Sightsavers International (United Kingdom)

Ms. Kate GOODING, Public Policy Adviser

Mr. Richard RIESER, Director

Enabling Education Network (EENET)

(United Kingdom)
Ms. Susie MILES, Lecturer in Inclusive Education,
University of Manchester

Handicap International
Ms. Beatrice CAMI, Fundraising &
Communications Manager (UK)
M. Sophal KANG, Assistant Chef de Projet
Education Inclusive (Cambodge)
Mr. Jean Michel MATHIAM, Chef de projet
Education Inclusive (Sngal)

Inclusion International

Summer Institute of Linguistics (SIL)

International (USA)
Mme. Katrine BUEHLER, Liaison lUNESCO
Mr. Dave PEARSON, Permanent Representative to
UNESCO
Ms. Barbara TRUDELL, Director of Academic
Affairs

The Consultative Group on Early Childhood

Care and Development (CGECCD)
Ms. Louise ZIMANYI, Director

The Secretariat of the African Decade for

Persons with Disabilities (South Africa)

Ms. Diana ESCALLON

Ms. Nafisa BABOO, Assistant Programme Manager,

Children and Youth

International Baccalaureate

Voluntary Service Overseas (VSO)

Ms. Caroline REVOL, Regional Communications

Manager

Ms. Polly KIRBY, Education Programme

Development Adviser

Leonard Cheshire Disability (United

Kingdom)

World Vision UK

Mr. Nolan QUIGLEY, International Policy and

Campaigns Manager

Save the Children (United Kingdom)

Ms. Asa SJBERG LANGNER, Corporate Manager
Mme Tamara BABAO

Ms. Philippa LEI, Senior Child Rights Poli cy

Adviser

Anexo XXIII - pgina 227

Partenariats / Partnerships

Carnegie Mellon University (CMU)

The Moscow City Department of Education

Ms Laura TOMOKIYO, Project Scientist

Ms. Olga LARIONOVA, Head of Moscow City

Department of Education

Ms Rachel BURCIN, Graduate Program Coordinator

(Gigapan)
Mrs Alexandra YAU, Project Consultant (Gigapan)

Deutsche Gesellschaft fr Technische

Zusammenarbeit (GTZ) GmbH

Ms. Nadezhda SAMOJLOVA, Moscow Institute of

Open Educational
Ms. Maria TSAPENKO, Deputy Head of Pre-School
and General Education Directorate

Ms. Iris GROBENSKI, Junior Education Advisor,

Sector Project Post-Primary Education

Exposition J.A. Comenius / J.A. Comenius Exhibition

Pedagogical Museum of J.A. Comenius in

Prague (Czech Republic)
Dr. Markta PANKOVA, Director
Ms. Svatava CHOCHOLOVA, Head of Unit

Publications UNESCO / UNESCO Publications

UNESCO Education Sector

Training (UNEVOC)

UNESCO European Centre for Higher

Education (CEPES)

UNESCO International Institute for Capacity

building in Africa (IICBA)

UNESCO Institute for Information

Technologies in Education (IITE)

UNESCO International Institute for

Educational Planning (IIEP)

UNESCO Institute for Lifelong Learning

(UIL)

UNESCO Instituto Internacional para la

Educacin Superior en Amrica Latina y el
Caribe (IESALC)

UNESCO Institute for Statistics (UIS)

UNESCO International Bureau of Education
(IBE)
UNESCO International Centre for
Technicaland Vocational Education and

UNESCO Regional Bureau of Education

for Latin America and the Caribbean
(OREALC)

Anexo XXIV - pgina 228

ANNEXE XXIV / ANNEX XXIV / ANEXO XXIV

Reprsentants de lUNESCO et Secrtariat du BIE /
UNESCO Representatives and IBE Secretariat

I. UNESCO Sige / UNESCO Headquarters

MATSUURA Kochiro,
Directeur gnral

Cabinet du Directeur gnral /

Office of the Director General
FORDHAM Elizabeth,
Attach de Cabinet

Secteurs de Programme /
Programme Sectors

BUCHERT Lene, ED/BAS/IQE

EKLINDH Kenneth, ED/BAS/IQE
VAN DEN BRULE Jill, ED/BAS/IQE
MACEDO Beatriz, ED/BAS/TVE

Sciences exactes et naturelles /

Natural Sciences
ROUHBAN Badaoui, SC/BES/DRE
IMAMURA Takashi, SC/BES/DRE
TOVMASYAN Kristine, SC/BES/DRE

Education

Communication et Information /
Communication and Information

BURNETT Nicholas, ADG/ED

CREHAN Anne-Marie, ED

NISBET Miriam, CI/INF

SANNIKOV Alexander, ED/EO/IFE

DESPRIN Marie-France, ED/EO

Secteurs de soutien / Support Sectors

TOGO Patricia, ED/EO/KMS

Relations extrieures et coopration /

External Relations and Cooperation

WATKINS Kevin, DIR ED/EO/MRT

HEISS Julia, ED/EO/MRT
LOUPIS Leila, ED/EO/MRT
MONTJOURIDES Patrick, ED/EO/MRT

RUIZ MOLERO Mercedes, ERC/RSC/ENA

Administration

MACHADO Ana Luiza, DADG/ED/EPM

DETZEL Sabine, ED/EPM
BABIARD Yasmine, ED/EPM

ABIDI Mokhtar, ADM/CLD/C

OBEEGADOO Steven, DIR ED/EFA

SHAHEEN Khawala, ED/EFA

Services centraux / Central Services

RICHMOND Mark, DIR ED/UNP

Bureau de linformation du public /

Bureau of Public Information

BESPALOV Andrei, ADM/CLD/I

HADDAD Georges, DIR ED/HED

WILLIAMS Susan, BPI/EPR
KING Linda, DIR p.i. ED/BAS
MOROHASHI Jun, ED/BAS
NIEDERMAYER Sigrid, ED/BAS/ASP
SALDARI Livia, ED/BAS/ASP
STOROST Ulrike, ED/BAS/ASP
SINGH Kishore, ED/BAS/RVE
MOUMN Rolla, ED/BAS/RVE

Dpartement Afrique /
Africa Departement
RAONIMAHARY Robertine, AFR/CEM

Anexo XXIV - pgina 229

II. Bureaux hors Sige / Field Offces

UNESCO BANGKOK
SHAEFFER Sheldon, DIR
LINDEBERG Johan
UNESCO BEIJING
BISTA Min Bahadur
UNESCO BEYROUTH
OSMAN Abdel Moneim, DIR
IDRIS Higazi
UNESCO BRASILIA
DEFOURNY Vincent, DIR
UNESCO DAKAR
NDONG-JATTA Ann Thrse, DIR
BHUWANEE Teeluck
UNESCO DACCA
OYASU Kiichi
UNESCO DOHA
AL HAMMAMI Hamed, DIR
UNESCO GUATEMALA
GRIGSBY Katherine, DIR
UNESCO JAKARTA
ALSAID Anwar

UNESCO KABOUL
PATRIER Marina
UNESCO KINGSTON
FONTANI Paolo
UNESCO LE CAIRE
GHOLAM Ghada
FAKHRY Mohamed
UNESCO MOSCOU
DENDEV Badarch, DIR
UNESCO NAIROBI
NKINYANGI Susan
UNESCO QUITO
MATOKO Firmin, DIR
UNESCO SANTIAGO
SEQUEIRA Jorge, DIR
BLANCO Maria Rosa
UNESCO BUREAU DE LIAISON GENEVE
TIBRCIO Lus, DIR
HOLST Kerstin
MAGUIRE Mairead

III. Instituts et Centres de lUNESCO / UNESCO Institutes and Centres

IESALC
CARVALHO Jose Renato, DIR

IUAV/UIL
OUANE Adama, DIR

IIPE/IIEP
BRAY Marc, DIR

UNEVOC
MACLEAN Rupert, DIR

ISU/UIS
VAN DER POL Hendrik, DIR
MOTIVANS Albert
TUNG Ko-Chih

IV. Bureau international dducation : Secrtariat et services dappui /

International Bureau of Education: Secretariat and Support services
Personnel rgulier / Regular Staff
ACEDO Clementina, Directrice
AG MUPHTAH Elmehdi
AMADIO Massimo
BONNET Sandrine
BORDIER Sheila

BOUASSAMI Mohammed
CAPARROS Claude
CREAMER Ruth
DELUERMOZ Brigitte
FARINA Costanza
GLAUSER Elisabeth

Anexo XXIV - pgina 230

GEORGESCU Dakmara
HARTMANN Christian
JI Lili
LEROY Cyrille
MASSON Nathalie
OPERTTI Renato
STREBEL Christopher
VIOLLET-BOSSON Grard
Assistants de recherche / Research Assistants
BELALCAZAR Carolina
BRADY Jayne
CAZENEUVE Claire
DE CASTRO Philippe
GEISSELER Hanspeter
LEON Alison
RUEST Matthias
VALLE Alexandra
YAJAHYDA Guillinta Aguilar
Stagiaires / Interns
BENZAQUEN Elsa
COMMAND Cline
DUNCOMBE Leana
HALAL Suzanne
HAN Bonnie
KIM Ji-Yeon
KIM Ji-Young
MOREIRA Magali
SUPPER Laure-Anna
Consultants et assistants / Consultants
and Assistants
CAVASINO Eva, Secrtaire assistante
DECHARTE David, Assistant
GORGA Adriana, Messages des ministres
LUISONI Pierre, Conseiller de la Directrice
POPA Simona, Publications
TRUONG Nhien, Secrtaire assistante
TRUONG Nhung, Assistante de la Directrice
VAZQUEZ Luis, Presse
Services dappui / Support services
Appui aux expositions
(Personnel du ICWE GmbH) /
Support to exhibitions (ICWE GmbH Staff)
STROMEYER Rebecca, Managing Director
KNOCHE Janina
ELLETSON Harold
HULSHOF Cecilia
ALSEN Anja Katrin
GORLMEY William John
BLOUDANIS Eva

Photographe / Photographer
MAILLOT Grgory
Reproduction documents /
Documents reproduction
SCHMIDT Alexandre
SCHOUCHANA Guy
SCISCIO Jean-Marc
WIGET Marc
Exposition (Publications UNESCO) /
Exhibition (UNESCO Publications)
VITTOZ Jean-Baptiste
Distribution des rapports nationaux /
National Reports Distribution
CASTRILLON Franois
DOURLIACH Julien
EMERY Jean-Pierre
STANISIERE Carl
Saisie des badges / Preparation of Badges
AMIN Khadigah
BENOUARI Fawzi
DI STASI Celine
GONALVES Claudia
SPASIC Milos
TABOADA BARREIRO Silvia
Interprtes / Interpreters
ABDELKHALEK Nassab
ADAMS Christine
AGUILERA Maria
AL-KHUDRI Mounir
ALVAREZ DE MIRANDA Hlne
AOUAD Jocelyne
ATENCIO Beatriz
BIJLEVELD Kathy
BOULAKOVSKI Dimitri
CORDOVA Gabriel
DAMERGY Fethi
DE BURLET Lucie
DEUSS Kathrin
DIMITRY Leila
DOBLE Marinette
DOUBROVINE Alexandre
DUNCOMBE Patricia
FADEEV Vivienne
FONTAUMARD Valrie
FROMMES WYLER Resy
GLOBA Franoise
HAMAD Salwa

Anexo XXIV - pgina 231

JALAL Saman
KAHANE Eduardo
KORAC Marina
LEISING Rudolf
LUMBRERAS Marta
MALEH Ghassan
MARCHETTINI-JEANBART Zeina
MONNAHAN Rian
MOSS Sara
NAFRAWY Abeya
NEAL David
NGUYEN Trong Lam
OFRI KITRON Noemi
ORTIZ Miguel ngel
PAZOS Luz
POFFET Marie Hlne
QUACH KHOURY Phuong
QUINTANA Csar
RAIMONDI Ana Lia
RAMIREZ-PFEIFFER Lilliana
RICHTER Dorothe Madeleine
RODRIGUEZ Cristina
ROMERO Esther
ROULET Maria Cristina
RUBINE Becky
SALAHELDIN EL SAYED Salwa

SAMARINE Michel
SAND Peter
SFREDDO Mara
SHAHIDI CHUBIN Nanaz
SIMON Luis
TANG Yuanyuan
TATU Evelyne
TRAN Michel
TURNER Robert
VORONINE Marina
WEEKS Kiersten
WOODWARD Marc
ZHOU Ying
ZHURAVLEV Alexandre
ZOU-PIQUILLOUD Jian
Traducteurs / Translators
ALEXEEV Valeri
FOX John
JIANG Zukang
KHOURY Vladimir
LINA-FLOWERS Franoise
LUTHI Clara
WASF-MOHAREB Nancy
(dactylographe)

V. Personnel de scurit ONU / UN Security Personnel

Lieutenant THULLIEZ George
Sergent PICHON Gaby
Caporal MARCHAT Christophe
BEN FARHAT Kamel
BENIT Mlanie
BLANC Aurore
CHEVALLET Bertrand
DA CRUZ Christophe
DEMORY Christian
DUCLOS Romuald
DUTILLIEUX Peter
FORTE Fabrice
GAILLARDON Sbastien
GIRIER Jean-Marc

HAMILTON Ian
KAUFMANN Francis
KONE David
KOUKOUCHKINE Youri
LABAYE Brengre
LAMOUR Jean-Pierre
LIZE Aurlie
MBOLI Marcelin
NABET Yves
OKOA Marcellin
PISCIONE Frderic
SABARA Sabri
STRIDE Christophe
TIGER Patrick