Organization of American States Summits of the Americas
 
Follow-up and Implementation: Mandates
  

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EDUCATION: Gender Perspective
 MANDATES

  1. Address, with solidarity and equity, the effects of the COVID-19 pandemic, in all its stages, through the aforementioned Action Plan, in accordance with national contexts, needs, and priorities with the aim of assessing and strengthening the capacity and resilience of health systems and health value chains at the national and regional levels, placing individuals at the core of health and resilience policies, the integration of the delivery of health services, including physical and mental health services, accounting for the amplified impact on and unique needs of members of groups that have been historically marginalized, discriminated against, and/or in vulnerable situations, as well as all women and girls, taking into account their diverse conditions and situations, in a manner consistent with national legislation and international law, promoting the implementation of universal health coverage for all, without discrimination, to further the wellbeing of current and future generations. (Action Plan on Health and Resilience in the Americas, IX Summit of the Americas, Los Angeles, 2022).

  1. We reaffirm our commitment to achieving a gross secondary education enrolment rate of at least 75% by the year 2010 and we call on the Ministers of Education, with the support of the OAS, specialised international and regional institutions and civil society organisations, to develop strategies to make quality secondary education accessible to all our young people by 2015, especially the most vulnerable groups and those with special education needs. These strategies should be based on the principles of equity, quality, relevance and efficiency in education, taking into account the gender perspective and student diversity, and should also encourage innovation and creativity. (Declaration of Port of Spain, 2009).

  1. Recognizing that education is the key to strengthening democratic institutions, promoting the development of human potential, equality and understanding among our peoples, as well as sustaining economic growth and reducing poverty; further recognizing that to achieve these ends, it is essential that quality education is available to all, including girls and women, rural inhabitants, persons with disabilities, indigenous, and persons belonging to minorities; reaffirming the commitments made at previous Summits to promote the principles of equity, quality, relevance and efficiency at all levels of the education system and ensure, by 2010, universal access to and completion of quality primary education for all children and to quality secondary education for at least 75 percent of young people, with increasing graduation rates and lifelong learning opportunities for the general population; and also reaffirming the commitment to eliminate gender disparities in primary and secondary education by 2005: (Plan of Action Québec, 2001).

  1. Formulate and implement policies, within the framework of a strategy for resolving social inequalities, to promote access to quality basic education for all, including early childhood and adult education, particularly to promote literacy, while providing for alternative methods that meet the needs of disadvantaged segments of the population or of those excluded from formal education systems, in particular girls, minorities, indigenous, and children with special education needs; share information and successful experiences in encouraging educational participation and addressing student retention within certain groups, especially boys -in particular in the Caribbean countries - whose drop-out rate at the secondary level is high in certain regions; (Plan of Action Québec, 2001).

  1. The Hemisphere's commitment to education is reflected in the sweeping reform processes encompassing all levels of educational systems, and is based on broad consensus with respect to the problems confronting education and the shared commitment and effort of societies as a whole to overcome them. These processes are based on the principles of equity, quality, relevance and efficiency. Equity is defined as the creation of conditions that ensure that all people have the opportunity to receive quality education services; thereby significantly reducing the effects of inequalities based on socio-economic status, disability and ethnic, cultural and gender discrimination. Quality implies the achievement of high levels of cognitive development, skills, capabilities and ethical attitudes. Relevance is defined as the ability of an educational system to meet the needs and aspirations of society as a whole, taking into account its social, cultural, ethnic and linguistic diversity. Lastly, efficiency is defined as the provision of adequate resources, used optimally, in order to enhance educational achievements. (Plan of Action Santiago, 1998).

  1. Implement targeted and inter-sectoral educational policies, as necessary, and develop programs that focus specifically on groups at a disadvantage in the areas of education, functional illiteracy and socio-economic conditions, with attention to women, minorities and vulnerable populations. Inter-sectoral programs in education, health and nutrition, as well as early childhood educational strategies, will be priorities, inasmuch as they contribute more directly to plans to combat poverty. (Plan of Action Santiago, 1998).

  1. Develop, within and outside schools, with the assistance of families and other actors and social organizations, educational strategies that foster the development of values, with special attention to the inclusion of democratic principles, human rights, gender-related issues, peace, tolerance and respect for the environment and natural resources. (Plan of Action Santiago, 1998).

 

 
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