Education As a Driver to Integral Growth and Peace

THE CARITAS IN VERITATE FOUNDATION WORKING PAPERS “The City of God in the Palace of Nations”

Education as a Driver to Integral Growth and Peace

Ethical Reflections on the Right to Education With a selection of recent documents on the Church’s engagement on education

www.fciv.org Edited by Alice de La Rochefoucauld and Dr. Carlo Maria Marenghi Electronic document preparation by Margarete Hahnen Published by FCIV 16 chemin du Vengeron, CH-1292 Chambésy ©  e Caritas in Veritate Foundation

ISBN: 978-2-8399-2781-9 Dr. Quentin Wodon, Lead Economist, World Bank, and Distinguished Research Aﬃ liate, 1 Kellogg Institute, University of Notre Dame

Alice de La Rochefoucauld, Director, Caritas in Veritate Foundation Dr. Carlo Maria Marenghi, PhD, Adjunct Professor, Webster University, Geneva 17 Attaché, Permanent Observer Mission of the Holy See to the United Nations in Geneva Giorgia Corno, Research Fellow, Permanent Mission of the Holy See to the United Nations in Geneva SECTION ONE: EDUCATION AS A DRIVER TO INTEGRAL GROWTH 23 AND PEACE

Chapter 1: Education and the International Legal Framework 25

United Nations Legal Framework

1.  e Child’s Right to Education in International Human Rights Law: the Convention on the Rights of the Child Benyam Dawit Mezmur, Member of the United Nations Committee on 27 the Rights of the Child, Associate Professor of Law, University of the Western Cape, Member of the Ponti cal Commission for the Protection of Minors 2.  e Right to Education in the  roes of Globalization: Recontextualizing UNESCO Ana María Vega Gutiérrez, Professor of Law, Director of the UNESCO 41 Chair for Democratic Citizenship and Cultural Freedom, University of La Rioja Regional Frameworks 47 1.  e Right to Education in Europe, the Middle East and Africa Prof. Francesco Bestagno, Full Professor of EU Law, Director of the Institute of International Studies, Catholic University of the Sacred 49 Heart, Milan Dr. Marcella Ferri, PhD, Postdoctoral Research Fellow in EU Law, University of Florence 2.  e Right to Education in the United States of America Dr. TJ D’Agostino, PhD, Director of the International Education 61 Research Initiative, Assistant Professor, Institute for Educational Initiatives, University of Notre Dame, Indiana 3. Regional Framework – Latin America Dr. Norberto Liwski, PhD, Former Vice Chairman of the United Nations Committee on the Rights of the Child, Member of the Commission for 71 Children and Adolescents at Risk of the Archdioceses of Buenos Aires, Board of Directors of the International Catholic Child Bureau (BICE) 4. Education and its Legal Framework in Asia Ouda Teda Ena, ED.D., Vice Rector for Collaborations and Alumni, 79 Senior Lecturer (Faculty of Education), Sanata Dharma University, Indonesia

Chapter 2: Education and Values as Drivers to Integral Human Development and Peace 87

Where is Your Brother? Where is Your Sister? Education and Values for Inclusive Societies Chantal Paisant, Honorary Dean of the Faculty of Education of the 89 Catholic Institute of Paris, International Catholic Child Bureau (BICE), Representative to UNESCO  e Right to Education - a Cornerstone of Cultural Rights Alfred Fernandez (†), Former General Director, International Organization for the Right to Education and Freedom of Education (OIDEL) 97 Ignasi Grau I Callizo, General Director, International Organization for the Right to Education and Freedom of Education (OIDEL) Case Studies 103 1. Project “Patio 13”: My Book of Life Dr. Sara Cecilia Sierra Jaramillo, PhD, FMA Figlie di Maria Ausiliatrice (Salesian Sisters of Don Bosco), Escuela Normal 105 Superior Maria Auxiliador, Copacabana, Colombia Prof. Dr. Hartwig Weber, PhD, University of Heidelberg, Germany 2. Using  eater to Help Teenagers Dialogue with Parents Don Bosco School, Salesian Sisters of Don Bosco (Istituto Figlie di Maria 111 Ausiliatrice), Tuol Kork, Cambodia 3.  e Fratelli Project: Education and Resilience among Refugee Children and Vulnerable Native Children in Lebanon 115 Angela Matulli, Associate Director, Development, Fondazione De La Salle Solidarietà Internazionale ONLUS 4. Sexual and Emotional Education: For Better rather than Worse 119 Inès de Franclieu, Founder of Com’ je t’aime 5.  e Teen STAR® Program 125 Sr. Dr. Hanna Klaus, PhD, Founder of Teen STAR, USA 6. How can Digital Technologies be used to Support the Right to Education and the Preservation of Human Values? 129 Dr. Juan García-Gutiérrez, PhD, Faculty of Education, National Distance Education University (UNED), Madrid and New Humanity, Geneva

Chapter 3: Quality Education 135

Quality of Education: Review and Re ections Dr. Zacharie Zachariev, PhD, Sorbonne University, Paris and University of 137 So a, Bulgaria, Former Director at UNESCO Why Freedom is Necessary for Eﬀ ective Education 149 Dr. Charles L. Glenn, ED.D, PhD, Professor Emeritus, Boston University Case Studies 153 1. Good Practices in Primary Education: Teacher Training and  erapeutic Pedagogy Sr. Mª José Arenal Jorquera, FMA Figlie di Maria Ausiliatrice (Salesian Sisters of Don Bosco), Director, CES 155 Don Bosco, Spain Ana Horcajo Castillo, Center of Higher Education in Humanities and Sciences Education Don Bosco

2.  e Xajanaj Kahalepana Socio-Educational Project: For the Right to Quality Education of Children and Youth in the Marginal Urban Area of Chinautla, 159 Guatemala Estrella María Sendra Gutiérrez, Pedro Poveda Foundation, Guatemala

3.  e EU Situation of Public Funding for Non-Governmental Schools: More Light than Shadow 163 Ignasi Grau I Callizo, Director General, International Organization for the Right to Education and Freedom of Education (OIDEL) 4. How Catholic Education and Salesian Spirituality Empowered Women to Rise from Poverty and Reach their Dreams Sr. Teresita C. Padron, FMA 167 Figlie di Maria Ausiliatrice (FMA), Figlie di Maria Ausiliatrice (Salesian Sisters of Don Bosco), Commission on Education Coordinator, Philippines and Papua New Guinea 5. Education on Ebola Prevention - Missioni Don Bosco and the Salesian Educational Mission 173 Marcella Mantovani, Head of Project Oﬃ ce, Missioni Don Bosco ONLUS, Turin 6. Homs, Syria: Resilience Education through Sports Prof. Cristina Castelli, Director of the Resilience Research Unit, Faculty 179 of Psychology, Catholic University of Milan, Vice President of the International Catholic Child Bureau (BICE) 7. Freedom of Education in the Netherlands Deacon Dr. Titus G.W. Frankemölle, PhD, President of the Dutch 183 Catholic Schools Council, Vice President of the European Committee for Catholic Education 8. E-based Education: Breaking Limitations Pascal Meyer S.J., Student Services and Alumni Manager, Jesuit Worldwide 187 Learning Chapter 4: Inclusive Education and its Limits 191

“To Ensure that no Learner is Left Behind”: On Inclusion, Equity, Diversity in Education - A  eoretical Approach and Speci c Focuses Jan De Groof, Professor at the College of Europe in Bruges, Tilburg University in the Netherlands, the National Research University to the 193 High School of Economics in Moscow, North West University in South Africa, President of the European Association for Education, Law and Policy, UNESCO Chair for the Right to Education, Former UNESCO Head of Mission

Case Studies 221 1. Al Farah Centre: Supporting and Defending Individuals with Learning Disabilities in the Heart of the Holy Land 223 George M. Naber, Director, Collège des Frères Beit Hanina 2. Access to Education for Street Children in Bukavu – Democratic Republic of Congo Jacques Mukanire Ngabo, Program Manager, Programme d’Encadrement 225 des Enfants en Situation de Rue (PEDER) Marie-Laure Joliveau, Program Manager for Africa, International Catholic Child Bureau (BICE) 3. “Education is a Matter of Heart”: Inclusive Education in Bolivia Giorgia Corno, Research Fellow, Permanent Mission of the Holy See to the United Nations in Geneva 229 Lorenzo Mar si, Project Coordinator, Volontariato Internazionale per lo Sviluppo (VIS) Bolivia 4. Livelihoods Training and Capacity-Building Education for Refugees and Vulnerable Local Populations in Jordan and Pakistan 235 International Catholic Migration Commission (ICMC) 5. “Free to Sow, Free to Grow” Project: Market Gardening and Integration Pathways 243 Maria Francesca Posa and Francesca Orlandi, Minors Department, Caritas Rome 6. Tajikistan:  e Right to Education of Children with Mental Disabilities Diana Filatova, Programme Manager for Europe and the CIS, International 249 Catholic Child Bureau (BICE) 7.  e Advantages of Inclusive Education: Case Studies from Sneha Bhavan (India) Shaji Fernandez, Chief of Social Programme Coordinator at Figlie di Maria Ausiliatrice (FMA), ING Province 253 Sr. Veronica Pukho, FMA Figlie di Maria Ausiliatrice (Salesian Sisters of Don Bosco), FMA Pro and Assistant Director of Sneha Bhavan, India 8. Lerato Educational Centre Sr. Helen Hartnett, FMA 259 Figlie di Maria Ausiliatrice (Salesian Sisters of Don Bosco), Project Coordinator, Lerato Educational Centre, South Africa 9. How Education can Lead the Way out of Traﬃ cking of Women Fabio Agostoni, Lawyer, Associazione Comunità Papa Giovanni XXIII Caterina Ghiozzi, Street Units Coordinator, Associazione Comunità Papa Giovanni XXIII 263 Irene Ciambezi, Journalist, Associazione Comunità Papa Giovanni XXIII Maria Mercedes Rossi, Main Representative at the United Nations, Associazione Comunità Papa Giovanni XXIII 10. Refugees in West Africa and the Challenge of Inclusive Education Arsène Brice Bado S.J., Assistant Professor of Political Science, Deputy 271 Director of the Institute for the Dignity and Human Rights, Centre for Research and Action for Peace, Abidjan, Côte d’Ivoire

SECTION TWO: THE CHURCH AND EDUCATION 275

Church, Education and Inclusion Cardinal Giuseppe Versaldi, Prefect of the Congregation of Catholic Education, 277 Vatican  e contribution of the International Oﬃ ce of Catholic Education to International Organizations 283 Dr. Philippe Richard, Director of the Catholic University Center of Bourgogne, General Secretary of the International Oﬃ ce of Catholic Education (OIEC)

Collection of Documents from the Church’s Engagement on Education 291

Catechism of the Catholic Church (Selected Excerpts) 293

Compendium of the Social Doctrine of the Church (Selected Excerpts) 295 Declaration on Christian Education Gravissimum Educationis 302 Second Vatican Ecumenical Council, 28 October 1965 Address to the Participants in the Muslim Christian Colloquium on “Religious Education and Modern Society” 313 Pope John Paul II, 7 December 1989 Encyclical Letter Centesimus Annus 315 Pope John Paul II, 1 May 1991 (Selected Excerpts) Address to the Youth during the Pastoral Journey to Benin, Uganda and Khartoum (Sudan) 317 Pope John Paul II, 6 February 1993 (Selected Excerpt) Encyclical Letter Evangelium Vitae 318 Pope John Paul II, 25 March 1995 (Selected Excerpt) Apostolic Exhortation Ecclesia in Africa 320 Pope John Paul II, 14 September 1995 (Selected Excerpts) Apostolic Exhortation Vita Consecrata 321 Pope John Paul II, 25 March 1996 (Selected Excerpts) Message to the International Catholic Child Bureau on the 50th Anniversary of its Foundation 323 Pope John Paul II, 3 March 1998 (Selected Excerpts) Address to the Bishops of the Ecclesiastical Regions of Chicago, Indianapolis and Milwaukee (U.S.A.) on their “Ad Limina” Visit 324 Pope John Paul II, 30 May 1998 (Selected Excerpts) Apostolic Exhortation Ecclesia in America 328 Pope John Paul II, 22 January 1999 (Selected Excerpt) Apostolic Exhortation Ecclesia in Asia 329 Pope John Paul II, 6 November 1999 (Selected Excerpt) Message to the Catholic University of the Sacred Heart (Milan) 330 Pope John Paul II, 5 May 2000 (Selected Excerpts) Message for the 2001 World Day of Peace 332 Pope John Paul II, 8 December 2000 (Selected Excerpt) Address to the Participants in the International Congress of the Catholic Schools of Europe 333 Pope John Paul II, 28 April 2001 Address to the International Catholic Center for the United Nations Educational, Scienti c and Cultural Organization 336 Pope John Paul II, 10 May 2002 (Selected Excerpts) Address to the International Congress on “Globalization and the Catholic University” 337 Pope John Paul II, 5 December 2002 Apostolic Exhortation Ecclesia in Europa 340 Pope John Paul II, 28 June 2003 (Selected Excerpt) Message to the Participants in the 8th International Youth Forum 341 Pope John Paul II, 31 March 2004 (Selected Excerpts) Address to the Participants in the Symposium on Catholic Education 344 Pope John Paul II, 3 July 2004 Address to the Participants in the 4th National Ecclesial Convention 346 Pope Benedict XVI, 19 October 2006 (Selected Excerpt) Message for the 41st World Communications Day on “Children and the Media: a Challenge for Education” 347 Pope Benedict XVI, 20 May 2007 Address to the Participants in the 1st European Meeting of University Lecturers 350 Pope Benedict XVI, 23 June 2007 Address for the Presentation of the Letter on the Urgent Task of Educating Young People 354 Pope Benedict XVI, 23 February 2008 Encyclical Letter Caritas in Veritate 357 Pope Benedict XVI, 29 June 2009 (Selected Excerpts) Address to the Members of the Academic Community during the Apostolic Visit to the Czech Republic 359 Pope Benedict XVI, 27 September 2009 Address to the Participants in the 19th Plenary Assembly of the Ponti cal Council for the Family 362 Pope Benedict XVI, 8 February 2010 (Selected Excerpt) Address to the Participants in the Celebration of Catholic Education during the Apostolic Visit to the United Kingdom: Address to the Teachers and Religious 363 Pope Benedict XVI, 17 September 2010 Address to the Participants in the Celebration of Catholic Education during the Apostolic Visit to the United Kingdom: Address to Pupils 365 Pope Benedict XVI, 17 September 2010 Address to the Young University Professors during the Apostolic Journey to Madrid on the Occasion of the 26th World Youth Day 368 Pope Benedict XVI, 19 August 2011 Apostolic Exhortation Africae Munus 371 Pope Benedict XVI, 19 November 2011 (Selected Excerpts) Address to the Members of the International Catholic Child Bureau 373 Pope Francis, 11 April 2014 (Selected Excerpt) Address to the European Parliament during the Visit to the Council of Europe and European Parliament 374 Pope Francis, 25 November 2014 (Selected Excerpt) Encyclical Letter Laudato Si’ 375 Pope Francis, 24 May 2015 (Selected Excerpts) Address to Educators during the Apostolic Journey to Ecuador, Bolivia and Paraguay 377 Pope Francis, 7 July 2015 (Selected Excerpts) Address to the Members of the General Assembly of the United Nations Organization in New York 379 Pope Francis, 25 September 2015 (Selected Excerpt) Address to the Members of the “Jesuit Refugee Service” 380 Pope Francis, 14 November 2015 (Selected Excerpt) Address to the Association of Catholic School Parents 381 Pope Francis, 5 December 2015 Address to the Members of the Movement of Christian Workers 383 Pope Francis, 16 January 2016 (Selected Excerpt) Apostolic Exhortation Amoris Laetitia 384 Pope Francis, 19 March 2016 (Selected Excerpts) Address to the Participants in the 4th World Congress of Pastoral Care for International Students 397 Pope Francis, 1 December 2016 Address to the Participants in the International Peace Conference during the Apostolic Journey to Egypt 400 Pope Francis, 28 April 2017 (Selected Excerpts) Address to the Participants in the Congress on “Child Dignity in the Digital World” 402 Pope Francis, 6 October 2017 (Selected Excerpts) Address to the Commission of the Bishops’ Conferences of the European Community 404 Pope Francis, 28 October 2017 (Selected Excerpt) Address to the Members of the International Federation of Catholic Universities 405 Pope Francis, 4 November 2017 Address to the Ponti cal Catholic University of Chile during the Apostolic Journey to Chile 407 Pope Francis, 17 January 2018 Instrumentum Laboris for the XV General Assembly of the Synod 2018 “Young People, the Faith and Vocational Discernment” 411 Pope Francis, 8 May 2018 (Selected Excerpts) Address to the Members of the “Gravissimum Educationis” Foundation 416 Pope Francis, 25 June 2018 Final Document of the Synod of Bishops on “Young People, the Faith and Vocational Discernment” 419 Pope Francis, 27 October 2018 (Selected Excerpts) Address to the Interreligious Meeting during the Apostolic Journey to the United Arab Emirates 422 Pope Francis, 4 February 2019 (Selected Excerpts) Apostolic Exhortation Christus Vivit, Post-Synodal Exhortation to the Young People and to the Entire People of God 424 Pope Francis, 25 March 2019 (Selected Excerpts) Address to the Community of the Brothers of the Christian Schools Pope Francis, 16 May 2019 426

List of Addresses Delivered by the Pope to the Congregation for Catholic Education 428 List of Messages Delivered by the Pope on the Occasion of the International Literacy 429 Day List of Statements Delivered by the Permanent Observer of the Holy See to the 431 United Nations and Other Specialized Organizations in Geneva

List of Statements and Explanatory Notes Delivered by the Permanent Observer of 436 the Holy See to the United Nations in New York List of Statements Delivered by the Permanent Observer of the Holy See to the United Nations Educational Scienti c and Cultural Organization - (French 439 Version) THE RIGHT TO EDUCATION IN THE THROES OF GLOBALIZATION: RECONTEXTUALIZING UNESCO

A Caritas in Veritate Foundation Report by

ANA MARÍA VEGA GUTIÉRREZ Professor of Law and Director of the UNESCO Chair for Democratic Citizenship and Cultural Freedom, University of La Rioja

1. Introduction

ducation systems designed for the second half of the 20th Century fail to meet the needs of societies in the 21st Century. “ e challenges facing the world have moved on, as has our understanding of the Emeaning of humanism,”1 and both have changed throughout history. It is important at this point to recall what UNESCO said on humanism: “In the context of globalization, this concept has to concentrate on cultural diversity, dialogue in the age of the internet, and reconciliation between the North and the South […].  e new humanism has to be an authentically pluralist cosmopolitanism, inspiring re ections and expressing aspirations from everyone everywhere.”2 “ e current threats to the planet’s precarious ecological balance,  e current threats to the the ethical problems raised by digital and biomedical technologies, the planet’s precarious ecological economic and political crises – these are all global challenges that demand balance, the ethical problems concerted responses.”3  erefore, it is urgent to rethink the purpose of raised by digital and biomedical technologies, the economic and education and the organization of learning. political crises – these are all  is paper will analyze UNESCO’s work in the eld of education in global challenges that demand order, “to build a civilization that is democratic, tolerant, eﬃ cient for concerted responses.  erefore, humanity and each human being, and that respects nature.”4 it is urgent to rethink the purpose of education and the organization of learning. 2. UNESCO and education as a holistic right

In order to make it a onsistent with these premises, UNESCO is inspired by a reality, UNESCO has issued humanistic and holistic conception of education on the grounds of many conventions and our common humanity: “ e respect for life and human dignity, recommendations regarding Cequal rights, social justice, cultural diversity, international solidarity, and this right. In 1960, it drafted shared responsibility for a sustainable future.”5 In order to make it a reality, the rst major legally-binding UNESCO has issued many conventions and recommendations regarding international instrument this right. In 1960, it drafted the rst major legally-binding international devoted exclusively to instrument devoted exclusively to education:  e Convention Against education:  e Convention Discrimination in Education.6  is text is the rst document to oﬀ er a Against Discrimination in Education. 42 R  E

comprehensive consensual de nition of discrimination in education.7 In line with Article 26.2 of the Universal Declaration of Human Rights (1948), UNESCO rati ed the aims of the right to education: promotion of the full development of the human personality, strengthening respect for human rights and fundamental freedoms, promotion of understanding, tolerance, and friendship among nations and groups.8 Consistent with the humanistic vision of education advocated by UNESCO, the main objective of this right is directed primarily to the educated person and only secondarily in the social fabric of relations, approached from the perspective of human rights.9 As Mehedi states, “the desirability of directing education primarily to personal development does not mean to say that the other objectives, more social in nature, should be disregarded. Nevertheless, this priority does appear to imply that social objectives should themselves serve the person, who can only be ful lled if placed in an environment where human rights are respected for and therefore by that person. If education is supposed to enable the educated person to ‘play a useful role in society,’ it is because such a role is useful to persons and to their development and not ‘for the sake of’ society as an abstract entity.”10 Only from this personalist perspective of the indivisibility of the right to education are the rest of the UNESCO’s objectives made possible. UNESCO has endeavored to ensure that these ends become guiding principles for the education policies of States. A clear re ection of this is the adoption of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education Relating to Human Rights and Fundamental Freedoms, adopted by the 18th Session of the General Conference (1974) which applies to all stages and forms of education.  e Recommendation reaffi rms the earlier vision of the right to education and requires Member States to make learning and training include ethical, civic and cultural aspects adapted to humanity’s main problems.11 Continuing this path, UNESCO Continuing this path, UNESCO has consistently reaffi rmed its has consistently reaffi rmed commitment to “a holistic approach to education and learning that its commitment to “a holistic overcomes the traditional dichotomies between cognitive, emotional and approach to education and ethical aspects […].”12  is was made clear in the 1996 Delors Report13 learning that overcomes the by means of four pillars of learning: learning to know, learning to do, traditional dichotomies between learning to be, learning to live together. “ ese four pillars of learning cognitive, emotional and remain relevant to an integrated approach to education, and their generic ethical aspects […].”  is was made clear in the 1996 Delors nature allows for interpretation of the type of integrated learning required 14 Report by means of four pillars in response to diff erent contexts and times.” However, as UNESCO of learning: learning to know, recognizes, “the pillars themselves might need fresh interpretation, given learning to do, learning to be, growing concern for sustainability,”15 and in the challenges to social learning to live together. cohesion posed by increasingly complex societies. From this perspective, the two pillars that best re ect the socializing function of education are C - I L F 43 particularly important, as we shall see later: learning to be and learning to live together. Aware of the profound and rapid transformations happening in the world, UNESCO considers that, “sustaining and enhancing the dignity, capacity and welfare of the human person, in relation to others and to nature, should be the fundamental purpose of education in the twenty- rst Century.”16 In so doing, it does not transform the foundations and aims of education, but adapts to current changing situations. Indeed, by broadening its scope in these ways, education can be transformative and contribute to a sustainable future for all.17

3. UNESCO and cultural demands

NESCO itself has also evolved in its approach to cultural diversity.18 Furthermore, cultural diversity is receiving ever greater legal and political recognition, as evidenced by the strengthening Uof its protection and promotion through various legal instruments:  e Universal Declaration on Cultural Diversity (2001), the Convention for the Safeguarding of the Intangible Cultural Heritage (2003) and the Convention on the Protection and Promotion of the Diversity of Cultural Expressions (2005) are clear examples.19 Aware of the importance of the subject, UNESCO has spared no eff ort to guarantee the plurality of cultures and to protect their particularities without neglecting the rights and duties of our common humanity.  is is the spirit of the Proclamation of the International Decade for the Rapprochement of Cultures (2013-2022). UNESCO has always been clear about the important role education UNESCO has always been plays in this eld, given that it constitutes one of its main testing grounds clear about the important role for managing cultural diversity. We must not forget that “public education education plays in this eld, has always had an important social, civic and political function; it is given that it constitutes one of related to national identity, the creation of a sense of shared destiny and its main testing grounds for the shaping of citizenship.”20 For a long time, however, education was managing cultural diversity. guided by political models that sought social cohesion through cultural We must not forget that public education has always had an assimilation or homogenization. Equality was sought by guaranteeing important social, civic and identical treatment and removing the diff erences. In contrast, what is political function; it is related being requested today is the recognition and protection of legally relevant to national identity, the creation diff erences. Inclusive education policies must therefore take full account of a sense of shared destiny and of the cultural dimension of education, which is at the same time a civil, the shaping of citizenship. social and cultural right.  is implies recognizing plurality ‘in’ the school and plurality ‘of’ schools. In this sense it is of utmost importance to recall Inclusive education policies the international commitment to ensure “schools for all” .21  is intent was must therefore take full account captured by the Salamanca Declaration and respectively its Statement and of the cultural dimension of Framework for Action on Special Needs Education (1994), which proposed education, which is at the same aims to achieve “institutions which include everybody, celebrate diff erences, time a civil, social and cultural support learning and respond to individual needs”. Notwithstanding the right. 44 R  E

focus on children with special needs, the framework is based on a right- based perspective that addresses the educational system as a whole aiming at improving quality education. Indeed, it asserted from the outset its commitment to: “Reaffi rming the right to education of every individual, as enshrined in the 1948 Universal Declaration of Human Rights, and renewing the pledge made by the world community at the 1990 World Conference on Education for All to ensure that right for all regardless of individual diff erences”.22 Protection of cultural freedom in education involves “the choice of language(s) of instruction and the nature of citizenship education, including the study of history, geography, social studies and religion in multicultural societies.”23 In addition, that diversity of perspectives and the variety of lived worlds improves the quality of education. It also calls for ensuring a plurality of educational off ers that respects the right to freedom of education recognized in the Convention against Discrimination in Education (Articles 2 and 5). It is true that the increase in It is true that the increase in diversity makes it diffi cult to reach a diversity makes it diffi cult consensus on educational policy options and requires more inclusive to reach a consensus on consultation procedures. Nevertheless, we cannot forget that “the right to educational policy options quality education is the right to meaningful and relevant learning.”24  is and requires more inclusive means reconsidering the purpose of education in light of a renewed vision consultation procedures. of sustainable human and social development that is both equitable and viable.

4. Where we are now: Education 2030

ith the goal of “no one left behind,” the International Community approved the 2030 Agenda for Sustainable Development, an update of the Millennium Development GoalsW which takes on a rights-based approach.  e Agenda sets Sustainable Development Goal 4 to “ensuring inclusive, equitable and quality education and promoting lifelong learning opportunities for all.” In the Incheon Declaration adopted at the World Education Forum in May 2015, UNESCO, as the United Nations agency specialized in education, was mandated to lead and coordinate the 2030 Education Agenda with its  e roadmap for achieving partners.  e roadmap for achieving the ten education goals is the 2030 the ten education goals is the Education Framework for Action, adopted in November 2015, together 2030 Education Framework for 25 Action, adopted in November with the Global Education Monitoring Report which provides guidance 26 2015, together with the Global to governments and their partners on turning commitments into action. Education Monitoring Report Finally, to remind us of the relevance of education as a matter of human which provides guidance to dignity, UNESCO has established the International Literacy Day27 in governments and their partners 1966, celebrated worldwide to raise awareness on advancing towards a on turning commitments into more literate and sustainable society (refer to “List of Messages Delivered action. by the Pope on the Occasion of the International Literacy Day” - page C - I L F 45

429). Furthermore, on 24th January 2018, the International Day of Furthermore, on 24th January Education28 was inaugurated to celebrate the role of education as a means 2018, the International Day of Education was inaugurated to to development and peace, and to recognize universal quality education celebrate the role of education as a leading priority for UNESCO. As stated by its Director-General, Ms. as a means to development Audrey Azoulay “education is a human right, a public good and a public and peace, and to recognize responsibility”.29 universal quality education as a  is is an agenda that for the rst time takes on serious problems facing leading priority for UNESCO. education today. It thus con rms the humanistic conception of education advocated by UNESCO based on renewed ethical and moral foundations; Education is a human right, education that is inclusive and does not merely reproduce inequalities. a public good and a public Considering education and knowledge to be global common goods may, responsibility. according to UNESCO, provide a useful way to reconcile the purpose and organization of learning as a collective societal endeavor in a changing Considering education and world. knowledge to be global common goods may, according to UNESCO, provide a useful way to reconcile the purpose 1. UNESCO in 2011: Towards a new humanism and globalization that rhymes with and organization of learning as reconciliation, in ‘ e UNESCO Courier. Humanism, a new idea’, vol. 64, nº 4, October- a collective societal endeavor in December 2011, p. 2. a changing world. 2. Idem. 2011, p.2 3. BOKOVA, I., Editorial, in ‘ e UNESCO Courier. Humanism, a new idea’, cit., p. 5 4. BUARQUE, C., Seven pointers for the future of mankind, in ‘ e UNESCO Courier. Humanism, a new idea’, cit., p. 42. 5. UNESCO, Rethinking Education: Towards a global common good?, UNESCO, Paris, 2015, p. 9. Available in: http://www.unesco.org/new/ leadmin/MULTIMEDIA/FIELD/ Cairo/images/RethinkingEducation.pdf (2/8/2019). 6. It became law on 22 May 1962 and was rati ed by 104 States. 7. In 2009, the UN Committee on Economic, Social and Cultural Rights provided guidance, in its General Comment No. 20 on how this principle should be understood in the context of economic, social and cultural rights. 8. Cfr. MEHEDI M.,  e content of the right to education, working paper presented at the 51st session Subcommittee on Prevention of Discrimination and Protection of Minorities, 8 July 1999 (UN Doc. E/CN.4/Sub.2/1999/10, paragraphs 16 and 17). See also HODGSON, D.,  e Human Right to Education, Ashgate/Dartmouth, Alderhot, 1998, pp. 71-82. 9. Cfr. MEHEDI, M.,  e content of the right to education, cit., para. 22. 10. Ibid., para. 23. 11. UNESCO, 18th Session of the General Conference, 1974, para 5, 10-21 ; available at https://unesdoc.unesco.org/ark:/48223/pf0000012013_fre [Accessed 15 September 2019] 12. UNESCO, Rethinking Education..., cit., p. 39. 13. DELORS, J. et al., Learning:  e treasure within, UNESCO, Paris, 1996. ELFERT, M. 2015. UNESCO, the Faure Report, the Delors Report, and the Political Utopia of Lifelong Learning. ‘European Journal of Education, Vol. 50, No. 1, pp. 88-100. 14. UNESCO, Rethinking Education..., cit., p. 39. 15. Ibid. 46 R  E

16. Ibid., p. 36. 17. Ibid., p. 39. 18. Here I follow the illustrative work of STENOU, K., L’UNESCO et la question de la diversité culturelle: bilan et stratégies, 1946-2000. Study based on a selection of oﬃ cial documents, in BORGUI, M. - MEYER-BISCH, P. (Ed.), La pierre angulaire, cit., pp. 42-69. 19. See also, UN Committee on Economic, Social and Cultural Rights, General comment no. 21, Right of everyone to take part in cultural life -art. 15, pair. 1a of the Covenant on Economic, Social and Cultural Rights-, 21 December 2009, UN Doc. E/C.12/GC/21. 20. UNESCO, Rethinking Education..., cit., p. 65. 21. UNESCO , Salamanca Declaration, Preface, 1994 22. Ibid., p. VII 23. Ibid., p. 31. 24. UNESCO, Rethinking Education..., cit., p. 32. 25. For more information on the Global Eduation Monitoring Report please visit: https:// en.unesco.org/gem-report/ 26. UNESCO, Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning (ED-2016/WS/28). Available at: https://unesdoc. unesco.org/ark:/48223/pf0000245656 (accessed on 4/9/2019). 27. UNESCO, General Conference Resolution. 14C/RES 23, par. 1.44, 1966 28. A/RES/73/25, 6 December 2018 29. Audrey Azoulay, Message on the occasion of the International Day of Education, 24 January 2019, available at: https://unesdoc.unesco.org/ark:/48223/pf0000366448. locale=en [accessed 26 September 2019]