| Srl | Item |
| 1 |
ID:
091952
|
|
|
|
|
| Publication |
2009.
|
| Summary/Abstract |
The Singapore and Harare Declarations proclaim the Commonwealth values and principles to which South Africa adheres. The Aso Rock Declaration shows that good governance can overcome poverty. There is a potential crisis of poverty and inequality, in which education should be given priority. The Commonwealth needs to advocate gender equity and emphasise the interdependence of the primary, secondary and tertiary sectors. It should find cheaper methods in secondary education and more open schooling.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 2 |
ID:
092165
|
|
|
|
|
| Publication |
2009.
|
| Summary/Abstract |
The Commonwealth is rooted in past movement of peoples and in present-day links between individuals and institutions. The health of the 'Commonwealth of states' depends on the concurrent existence of a vibrant 'Commonwealth of peoples'; but human development is accorded low priority in Commonwealth agendas and the official Commonwealth, while publicly acknowledging civil society's importance, has largely neglected the challenge of raising awareness of and interest in the Commonwealth among ordinary people. Commonwealth associations are potential allies in tackling this task. They are particularly numerous in the education sector, which has more extensive Commonwealth co-operative networks than any other, even though some organisations have faded away. The record of the Council for Education in the Commonwealth, now in its 50th year, demonstrates the value to the Commonwealth of having among its collaborators critical champions of its work.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 3 |
ID:
091951
|
|
|
|
|
| Publication |
2009.
|
| Summary/Abstract |
The 2009 UK Forum for International Education and Training conference theme, politics, policies and progress in education, can be illustrated from experiences of government in Guyana, of the role of the Secretary General of the Commonwealth and of influential UN commissions. Tremendous progress has been made in the expansion and development of Commonwealth education systems over the past 50 years, although many obstacles have been encountered. Understanding of the potential and limitations of education in relation to development has greatly increased, but persistent problems of quality and inequality have yet to be resolved. As the world has shrunk, international interdependence in education has increased and the global community needs to apply policy formation and political processes intelligently in national as much as in international contexts. The Commonwealth has never enjoyed the 'hard power' at the disposal of larger bilateral and multilateral agencies through their substantial financial resources. It has the 'soft powers' of pioneering thinking and progressive strategy, consultation and co-operation across economic social and cultural divides, and of empowering even the smallest Commonwealth countries. The 'soft power' approaches to which the Commonwealth is committed should be an increasingly valued part of international policy-making and political accommodation in educational initiatives, through which a more equitable and harmonious future world community can be built.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|