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School, Identity and Discrimination Year of publication: 2011 Author: Néstor López Corporate author: UNESCO IIEP Office for Latin America and the Caribbean Education, identity and school is just one more link, within the many wills that work for full equality of opportunities. As in other publications of the Institute, the wealth of perspectives is added, which give shape to sometimes pressing realities with a demand for urgent action. The publication is a new opportunity for the voices of different interlocutors to give an account, in their countries and contexts, both of the construction of identity processes, and of their recognition and respect. This also implies raising the obstacles, the contributions and the advances, to face the challenges still pending. In each work presented here, the authors-whose participation and effort we deeply appreciate-offer sharp insights on various tasks and contexts. We wish, to conclude, that this text also contributes to the reflection on the possible courses that have been adopted or that require a deepening of the educational policies, specifically in the agendas related to the themes of this publication. Escuela, identidad y discriminación Year of publication: 2011 Author: Néstor López Corporate author: UNESCO IIEP Oficina para América Latina y el Caribe Educación, identidad y escuela es solo un eslabón más, dentro de las muchas voluntades que trabajan por la plena igualdad de oportunidades. Como en otras publicaciones del Instituto, se suma la riqueza de perspectivas, que dan forma a realidades en ocasiones acuciantes con demanda de urgente acción. La publicación supone una nueva oportunidad para que las voces de distintos interlocutores den cuenta, en sus países y contextos, tanto de la construcción de procesos identitarios, como de su reconocimiento y respeto. Ello implica también plantear los obstáculos, los aportes y los avances, para afrontar los desafíos aún pendientes. En cada trabajo que aquí se presenta, los autores –cuya participación y esfuerzo agradecemos profundamente– ofrecen agudas miradas sobre diversos quehaceres y contextos. Deseamos, para concluir, que este texto también contribuya a la reflexión sobre los posibles rumbos que se han adoptado o que requieren profundización en las políticas educativas, específicamente en las agendas vinculadas con las temáticas de esta publicación. 
Preparing teachers for inclusive education in Latin America (Prospect: quarterly review of comparative education) Year of publication: 2011 Author: Denise Vaillant Corporate author: UNESCO International Bureau of Education (IBE) This article analyzes the current challenges facing inclusive education in Latin America and explores some possible solutions. The author suggests that teachers play a key role in providing education that is inclusive for all. In Latin America, today, however, inclusive education often does not respond to the needs of children and young people, and teachers often finish their professional training without acquiring the skills they need to work with children and young people living in difficult circumstances. Teachers also need incentives to work in remote or difficult geographical areas, and they benefit from national efforts to improve their status, including awards for innovative work. Much remains to be done, but the training of teachers for a more inclusive education system is gradually being incorporated as part of the educational policy agenda in Latin America. Préparer les enseignants pour l'éducation inclusive en Amérique latine (Perspectives: la revue trimestrielle d'éducation comparée) Year of publication: 2011 Author: Denise Vaillant Corporate author: UNESCO International Bureau of Education (IBE) Cet article analyse les défis actuels éducation inclusive en Amérique latine et explore des solutions possibles. L'auteur suggère que les enseignants jouent un rôle clé dans l'éducation inclusive pour tous. En Amérique latine, aujourd'hui, cependant, l'éducation inclusive souvent ne répond pas aux besoins des enfants et des jeunes, et les enseignants finir souvent leur formation professionnelle sans acquérir les compétences dont ils ont besoin pour travailler avec les enfants et les jeunes vivant dans des circonstances difficiles. Les enseignants ont également besoin d'incitations à travailler dans des zones géographiques éloignées ou difficiles, et ils bénéficient des efforts nationaux pour améliorer leur statut, y compris des prix pour des travaux novateurs. Il reste encore beaucoup à faire, mais la formation des enseignants pour un système éducatif plus inclusif est progressivement intégré dans le cadre de l'ordre du jour de la politique éducative en Amérique latine. 
IBE-UNESCO preparatory report for the 48th ICE on inclusive education Year of publication: 2007 Corporate author: UNESCO International Bureau of Education (IBE) The International Conference on Education (ICE) is a major international forum for educational policy dialogue among Ministers of Education and other stakeholders (researchers, practitioners, representatives of intergovernmental organizations and NGOs). The ICE is organized by the International Bureau of Education (IBE), the UNESCO institute specialized in assisting Member States in curriculum development to achieve quality Education For All. The IBE Council, composed of 28 UNESCO Member States, has proposed in January 2007 that the 48th ICE session, to be held in Geneva in November 2008, should focus on the theme “Inclusive Education: the Way of the Future”. The 48th ICE will focus on broadening the understanding of the theory and practice of inclusive education while discussing how governments can develop and implement policies on inclusive education. The IBE is hosting a series of regional preparatory workshops dedicated to exploring and advancing inclusive education in preparation for the ICE 2008. The Regional Preparatory Workshop "International Workshop on Inclusive Education, Andean and Southern Cone Regions” was held in Buenos Aires, Argentina on the 11-14 September 2007. This event was organized by the International Bureau of Education (IBE/UNESCO), the Division for the Promotion of Basic Education (ED/BAS, UNESCO Paris), the Regional Bureau of Education for Latin America and the Caribbean (OREALC/UNESCO); University of de San Andrés, Ministry of Science, Technology and Education, in collaboration with the Community of Practice - Southern Cone and Andean Regions; it had the participation of ten countries from the Southern Cone and Andean Regions. This report is based on the workshop’s country reports and presentations on the conception and status of inclusive education in participating countries, and on the ideas proposed by participants on what the next steps should be on how to advance inclusive education policy and implementation in the region. Rapport préparatoire du BIE-UNESCO pour la 48e CIE sur l'éducation inclusive Year of publication: 2007 Corporate author: UNESCO International Bureau of Education (IBE) La Conférence Internationale sur l'Éducation (CIE) est un important forum international pour le dialogue sur les politiques éducatives entre les Ministres de l'Éducation et d'autres parties prenantes (chercheurs, praticiens, représentants d'organisations intergouvernementales et ONG). CIE est organisé par le Bureau International d'Éducation (BIE), l'Institut de l'UNESCO spécialisé pour aider les États membres dans l'élaboration des programmes pour atteindre une éducation de qualité pour tous. Le Conseil du BIE, composé de 28 États membres de l'UNESCO, a proposé en Janvier 2007 que la session de la CIE 48e, qui se tiendra à Genève en Novembre 2008, devrait se concentrer sur le thème «Education pour l'inclusion: la voie de l'avenir». La 48e CIE mettra l'aCECnt sur l'élargissement de la compréhension de la théorie et la pratique de l'éducation inclusive, tout en discutant comment les gouvernements peuvent élaborer et mettre en œuvre des politiques sur l'éducation inclusive. Le BIE organise une série d'ateliers préparatoires régionaux dédiés à l'exploration et de faire progresser l'éducation inclusive dans la préparation de la CIE 2008. L'Atelier régional préparatoire "Atelier international sur l'éducation inclusive, des Andes et les régions du Cône Sud» a eu lieu à Buenos Aires, Argentine sur la 11-14 Septembre 2007. Cet événement a été organisé par le Bureau International d'Éducation (BIE / UNESCO), la Division de la promotion de l'Éducation de Base (ED / BAS, UNESCO Paris), le Bureau Régional de l'Éducation pour l'Amérique latine et les Caraïbes (OREALC / UNESCO); Université de de San Andrés, Ministère de la Science, de la Technologie et de l'Éducation, en collaboration avec la Communauté de Pratique - Cône Sud et les régions andines;. il y avait la participation de dix pays du Cône Sud et les régions andines Cette rapport est basé sur les rapports et les présentations des pays de l'atelier sur la conception et le statut de l'éducation inclusive dans les pays participants, ainsi que sur les idées proposées par les participants sur les prochaines étapes devraient être sur la façon de faire progresser la politique de l'éducation inclusive et la mise en œuvre dans la région. 
Notre diversité créatrice: rapport de la commission mondiale de la culture et du développement, version condensée Year of publication: 1996 Corporate author: World Commission on Culture and Development This report is designed to address a diversified audience across the world that ranges from community activists, field workers, artists and scholars to government officials and politicians. We want it to inform the world’s opinion leaders and to guide its policy-makers. We want it to capture the attention of the world’s intellectual and artistic communities, as well as the general public. We aim to have shown them how culture shapes all our thinking, imagining and behaviour. It is the transmission of behaviour as well as a dynamic source for change, creativity, freedom and the awakening of innovative opportunities. For groups and societies, culture is energy, inspiration and empowerment, as well as the knowledge and acknowledgment of diversity: if cultural diversity is ‘behind us, around us and before us”, as Claude L&i-Strauss put it, we must learn how to let it lead not to the clash of cultures, but to their fruitful coexistence and to intercultural harmony. Just as in the tasks of building peace and consolidating democratic values, an indivisible set of goals, so too economic and political rights cannot be realized separately from social and cultural rights. The challenge to humanity is to adopt new ways of thinking, new ways of acting, new ways of organizing itself in society, in short, new ways of living. The challenge is also to promote different paths of development, informed by a recognition of how cultural factors shape the way in which societies conceive their own futures and choose the means to attain these futures. I have for some time been concerned with the “culture of peace”. There is now considerable evidence that neglect of human development has been one of the principal causes of wars and internal armed conflicts, and that these, in turn, retard human development. With government complicity and with the intention of raising export receipts, private businesses continue to sell advanced military technology, nuclear materials and equipment for the production of bacteriological and chemical warfare. The concept of state sovereignty which still prevails today has increasingly come under scrutiny. In the area of peace-keeping, the distinction between external aggression and internal oppression is often unrealistic. The predominant threat to stability are violent conflicts within countries and not between them. There is an urgent need to strengthen international human rights law. Many of the most serious troubles come from within states – either because of ethnic strife or repressive measures by governments. Conditions that lead to tyranny and large-scale violations of human rights at home sooner or later are likely to spill over into a search for enemies abroad. The temptation of repressive states to export internal difficulties is great. Consider the Soviet Union’s invasion of Hungary and Czechoslovakia after it had used domestic oppression and the persistent refusal - for many years - of the previous South African governments to grant independence to Namibia. An ounce of prevention is better than a ton of punishment. Education for All (EFA) in Latin America and the Caribbean: Assessment of Progress and Post-2015 Challenges, 30-31 October 2014, Lima, Peru: Lima Statement Year of publication: 2014 Corporate author: UNESCO The Ministers of Education of Latin America and the Carribean (LAC), high-level government officials, UN agencies, representatives of civil society organizations and development partners, gathered at th meeting on "Education for All (EFA) in Latin America and the Carribean: Assessment of progress and post-2015 challenges", in Lima, Peru, from 30 to 31 October 2014. Having deliberated on progress towards EFA in the region, the Muscat Agreement adopted at the Global EFA Meeting (GEM) in Muscat, Oman, 12-14 May 2014, and the outcome document of the UN General Assembly Open Working Group for Sustainable Development Goals, and having examined the unfinished EFA tasks in the region, as well as the challenges and priorities that will configure the post-2015 education agenda for the region, the Lima Statement was adopted. Education for All (EFA) in Latin America and the Caribbean: Assessment of Progress and Post-2015 Challenges, 30-31 October 2014, Lima, Peru: Lima Statement Year of publication: 2014 Corporate author: UNESCO Les ministres de l'éducation de l'Amérique latine et les Caraïbes (ALC), les responsables gouvernementaux de haut niveau, les organismes de l’ONU, des représentants d'organisations de la société civile et les partenaires au développement, réunis à e réunion sur "l'Éducation Pour Tous (EPT) en Amérique latine et les Caraïbes : évaluation des progrès et des défis de l'après-2015 ", à Lima, Pérou, du 30 au 31 Octobre 2014. après en avoir délibéré sur les progrès vers l'EPT dans la région, l'accord Muscat adopté lors de la Réunion Mondiale sur l'EPT (RME) à Muscat, Oman, 12-14 mai 2014, et le document final du Groupe de travail à composition Assemblée générale de l'ONU pour les objectifs de développement durable, et après avoir examiné les tâches inachevées de l'EPT dans la région, ainsi que les défis et les priorités qui configureront l'ordre du jour de l'éducation post-2015 pour la région, la Déclaration de Lima a été adopté. Educación para Todos (EPT) en América Latina y el Caribe: Balance y Desafíos post-2015, 30-31 de Octubre del 2014, Lima, Perú: Declaración de Lima Year of publication: 2014 Corporate author: UNESCO The Ministers of Education of Latin America and the Carribean (LAC), high-level government officials, UN agencies, representatives of civil society organizations and development partners, gathered at th meeting on "Education for All (EFA) in Latin America and the Carribean: Assessment of progress and post-2015 challenges", in Lima, Peru, from 30 to 31 October 2014. Having deliberated on progress towards EFA in the region, the Muscat Agreement adopted at the Global EFA Meeting (GEM) in Muscat, Oman, 12-14 May 2014, and the outcome document of the UN General Assembly Open Working Group for Sustainable Development Goals, and having examined the unfinished EFA tasks in the region, as well as the challenges and priorities that will configure the post-2015 education agenda for the region, the Lima Statement was adopted.