citizenship education

Metas Educativas 2021- La educación que queremos para la generación de los bicentenarios (Fonte: OEI)

Documento final – Síntesis

Desde el 1 de octubre de 2010 al 12 de julio de 2011 el documento completo ha tenido 1.200.000 descargas completas. A una cifra similar llegó el documento a debate.
Al haberse recibido muchas peticiones en que señalaban el interés en contar con un documento de un menor número de página pero que tuviera la información ensencial de las Metas Educativas 2021 es por lo que se ha editado esta nueva versión: Documento final – Síntesis que esperamos tenga una buena acogida entre los profesionales de la educación de Iberoamérica.

Estos materiales están pensados para que tengan la mayor difusión posible y que, de esa forma, contribuyan al conocimiento y al intercambio de ideas. Se autoriza, por tanto, su reproducción, siempre que se cite la fuente y se realice sin ánimo de lucro.

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Índice

Índice
Presentación   9

Capítulo 1
Los bicentenarios, una oportunidad para la educación iberoamericana   13
Los bicentenarios de las independencias   13
El significado del proyecto   14
Objetivos del milenio y declaración mundial de educación
para todos: antesala de las metas educativas 2021   15
La integración de las dos agendas educativas 16

Capítulo 2
Situación y desafíos en la educación iberoamericana 19
Los avances en acceso, progresión y culminación educativa   20
La agenda pendiente y los grandes desafíos educativos para el siglo XXI   24

Capítulo 3
Significado y alcance de las metas educativas: ¿hacia dónde queremos ir juntos?   33
Gobernabilidad y participación social 33
Educar en la diversidad   35
Atención integral de la primera infancia 36
Garantizar el acceso a la educación 37
Una apuesta integral por la calidad de la enseñanza 37
Educación técnico-profesional (ETP)   42
Alfabetización y educación a lo largo de la vida   43
Desarrollo profesional de los docentes 44
Ampliar el espacio iberoamericano del conocimiento
y fortalecer la investigación científica   46

Capítulo 4
Las metas educativas, sus indicadores y sus niveles de logro   49
Meta general primera   49
Meta general segunda 49
Meta general tercera 51
Meta general cuarta 52
Meta general quinta 52
Meta general sexta 55
Meta general séptima   55
Meta general octava 56
Meta general novena 57
Meta general décima 58
Meta general décimo primera   58

Capítulo 5
Costos del cumplimiento de las metas educativas y su financiamiento presupuestario 61
El costo de las metas educativas 2021   62
Escenarios de financiamiento presupuestario de las metas educativas 2021   73

Capítulo 6
Fuentes de financiamiento adicionales para lograr
el compromiso con las metas educativas 2021   83

Las fuentes internas de financiamiento extrapresupuestario 84
Las fuentes externas para el financiamiento educativo 85

Capítulo 7
Programas de acción compartidos   89
Programa de apoyo a la gobernabilidad de las instituciones educativas,
a la consecución de pactos educativos y al desarrollo
de programas sociales y educativos integrales   90
Programa de atención educativa a la diversidad del alumnado
y a los colectivos con mayor riesgo de exclusión 91
Programa de atención integral a la primera infancia   92
Programa de mejora de la calidad de la educación 93
Programa de educación técnico-profesional (ETP) 96
Programa de educación en valores y para la ciudadanía   97
Programa de alfabetización y educación a lo largo de la vida 98
Programa para el desarrollo profesional de los docentes   99
Programa de educación artística, cultura y ciudadanía   100
Programa de dinamización del espacio iberoamericano del conocimiento   101

Capítulo 8
La evaluación y el seguimiento de las Metas educativas 2021: sostener el esfuerzo 105
Principales productos previstos del sistema de evaluación
Y seguimiento   106
Organización y mecanismos de coordinación 107

Capítulo 9
Bibliografía 109

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Involving citizens and communities in securing societal progress for the well-being of all – Methodological guide

Synopsis

Over the last 60 years, the idea that the creation of material wealth is essential for ensuring the well-being and fundamental rights of citizens has been broadly predominant. In this organisational model, based on an increase in quantitative wealth, there is an implicit link between growth, individual well-being and collective well-being. This view of constant improvement presupposes a commitment by states and businesses to the fair distribution of the benefits of growth. Accordingly, states – as guarantors of the collective well-being – have focused their efforts on improving gross domestic product (GDP).
Today, globalisation has destroyed the ethical link between growth and national well-being. A “negative” perception of GDP has developed as a result of problems of pollution, environmental destruction, increased inequalities between social groups and especially the realisation that growth alone is unable to secure material well-being for all or optimism for the future.
At a time when confidence has suffered significantly and when the old benchmarks are being challenged, this guide, following on from the Methodological guide entitled Concerted development of social cohesion indicators (2005), addresses the concept of societal progress for the well-being of all by involving citizens and human communities in defining what this means and how it can be brought about. It explains how we can move from the idea of well-being pure and simple to well-being for all, and describes the interactions between personal and collective well-being so as to build a shared vision of the future and an ability to work together based on deliberation, devising measurement tools and consultation, in an approach which takes into account both present and future generations.
This guide seeks to foster an approach to progress in order to make it more easily manageable and give it a more human face.
With this guide, the Council of Europe is making a contribution to the current debate on progress and well-being from its own perspective, which is to renew and strengthen democratic processes and the ability of citizens to be involved in the decisions relating to the challenges facing society.

Contents

Preface

Presentation of the guide and acknowledgements

Introduction

Part 1 — Rethinking well-being together with citizens and communities
Introduction                                                                                                                                           

CHAPTER 1 – A MULTITUDE OF INITIATIVES WORLDWIDE
CHAPTER 2 – DIFFERENCES AND SIMILARITIES BETWEEN THE INITIATIVES
CHAPTER 3 – DEVELOPING A GENERAL REFERENCE FRAMEWORK
Conclusion

Part 2 — Rethinking progress Introduction
CHAPTER 1 – UNDERSTANDING THE MEANING OF PROGRESS TODAY 

CHAPTER 2 – RETHINKING STRATEGIES FOR PROGRESS
CHAPTER 3 – CONTRIBUTIONS, LIMITATIONS AND FURTHER DEVELOPMENT OF THE EXISTING INITIATIVES FOR SOCIETAL PROGRESS
Conclusion

Part 3 — Rethinking reference frameworks
Introduction

CHAPTER 1 – IDENTIFYING THE COMPONENTS OF WELL-BEING FOR ALL (SOCIETAL PROGRESS)
CHAPTER 2 – BUILDING SOCIETY’S CAPACITY TO ENSURE WELL-BEING FOR ALL 
CHAPTER 3 – FINE-TUNING THE REFERENCE FRAMEWORK TO COMBINE METHODS
Conclusion

Part 4 — Rethinking the tools of societal progress (indicators)
Introduction

CHAPTER 1 – GENERAL APPROACH TO INDICATORS AS KNOWLEDGE AND ACTION TOOLS
CHAPTER 2 – METHODS FOR CONSTRUCTING INDICATORS OF SOCIETAL PROGRESS 
CHAPTER 3 – FROM INDICATORS TO ACTION STRATEGIES
Conclusion

Part 5 – Rethinking methods
Introduction                                                                                                                                                    

CHAPTER 1 – METHODS OF CONDUCTING ELABORATIVE PROCESSES AT LOCAL LEVEL 
CHAPTER 2 – METHODS OF CONDUCTING ELABORATIVE PROCESSES RELATING TO THE OTHER LEVELS 
CHAPTER 3 – METHODS OF CONDUCTING THE LAST FOUR PHASES OF ELABORATIVE PROCESSES
Conclusion

General conclusion

References

Fonte: Council of Europe

European citizenship – In the process of construction – Challenges for citizenship, citizenship education and democratic practice in Europe

Synopsis

European citizenship is still a contested concept, bringing together two notions and therefore two different debates: one around Europe and European identity, and the other related to citizenship and non-citizenship.

Europe, in an ongoing process of construction, should be shaped and defined by its citizens. Young people in particular have a special interest in and concern about what kind of Europe they want to live in. It is therefore important to reflect on how European citizenship and debates around European identity could help and empower young people to actively contribute to building Europe.

The essays collected here address this issue. They present the debates and findings of the research seminar entitled “Young People and Active European Citizenship” organised by the Youth Partnership between the Council of Europe and the European Commission. European citizenship remains one of the main priorities of this partnership.

Contents

Preface: European citizenship and young people in Europe

Introduction: Europe, citizenship and young people

Understandings of European citizenship: a post-colonial perspective

Reflections on European identity: the case of eastern European countries

European identity and civic concern: an argument against mythologising Europe

The integration crisis in the Netherlands: the causes and the new policy measures

The effects of citizenship status on political participation in the case of young immigrants living in Germany

Sense of community and social participation among adolescents and young adults living in Italy

Exploring youth political participation in Flanders

Limited access to active citizenship: social exclusion patterns affecting young LGBT people in Europe

Open Method of Co-ordination: a new avenue for enhancing young people’s active citizenship?

Choice, voice and engagement: models and methods promoting active youth citizenship in the new Europe

Democratic ideals and practices in educational practice: the effects of school¬ing on political attitudes among secondary school students in Sweden

Strengthening opportunities for citizenship education at local level: the case of Berlin-Neukölln

Observations: translating research into policy

Observations: translating research into practice

List of contributors

Reference: Council of Europe