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In terms of policy, this view sees curriculum frameworks as tools to bridge broad educational goals and the processes to reach them. A humanistic curriculum development perspective holds that for curriculum frameworks to be legitimate, the process of policy dialogue to define educational goals must be participatory and inclusive. [5]
The International Bureau of Education (IBE-UNESCO) is a UNESCO category 1 institute mandated as the Centre of Excellence in curriculum and related matters. Consistent with the declaration of the decision of the 36th session of the General Conference and to ensure a higher effectiveness and a sharper focus, the IBE has defined the scope of its work as pertaining to: curriculum, learning ...
The Decade was delivered by UNESCO as lead agency, and gave rise to Regional Centres of Expertise (RCE) networks, and the GUPES universities' partnership. The launch of the United Nations Decade of Education for Sustainable Development started a global movement to reorient education to address the challenges of sustainable development.
It also extended the lowest level (ISCED 0) to cover a new sub-category of early childhood educational development programmes, which target children below the age of three years. During the review and revision, which led to the adoption of ISCED 2011, UNESCO Member States agreed that the fields of education should be examined in a separate process.
Universal Design for Learning (UDL) is an educational framework based on research in the learning theory, including cognitive neuroscience, that guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences.
UNESCO was founded in 1945 as the successor to the League of Nations' International Committee on Intellectual Cooperation. [10] UNESCO's founding mission, which was shaped by the events of World War II, is to advance peace, sustainable development and human rights by facilitating collaboration and dialogue among nations. [11]
The World Declaration on Higher Education for the Twenty-First Century: Vision and Action was adopted by UNESCO's World Conference on Higher Education on 9 October 1998, [1] with the aim of setting global standards on the ideals and accessibility of higher education.
At the national level, the development of national qualifications frameworks (NQFs) was considered across and beyond these regions, including Mercosur (Mercado Común del Sur, the Common Market of the South) in South America and the development of a transnational qualifications framework (TQF) by twenty-nine small states of the Commonwealth. [13]