TWO QUESTIONS FOR ANIMATING THE DISCUSSION QUESTION 1

1. TWO QUESTIONS FOR ANIMATING THE DISCUSSION QUESTION 1 HOW CAN WE GENERATE SETTINGS AND OPPORTUNITIES FOR DEVELOPING INITIATIVES, KEEP EFFORTS ON THE LONG-RUN UNDER A SHARED VISION AND FUND-RAISERESOURCES THAT HELP DESIGN AND IMPLEMENT CURRICULUM CHANGES WITHIN AN HOLISTIC FRAMEWORK OF EDUCATION FOR ALL GOALS –EFA-?

2. TWO QUESTIONS FOR ANIMATING THE DISCUSSION QUESTION 2 WHICH ARE OUR EXPECTATIONS OF A COMMUNITY OF PRACTICE IN CURRICULUM DEVELOPMENT AS REGIONALS INITIATIVES THAT CAN ENCOMPASS NATIONAL AND LOCALS REALITIES? THE ANSWERS TO THE TWO QUESTIONS CAN LEAD US TO ORIENTATE AND FACILITATE PROCESSES OF COLLECTIVE CONSTRUCTION? A PROCESS CURRENTLY UNDERWAY VERY MUCH CONSTRUCTED FROM THE FIELD

3. 2 MAIN CHALLENGES FOR THE COLLECTIVE CONSTRUCTION 1) ATTAIN A COMPREHENSIVE VISION OF CURRICULUM FOUNDATIONS AND OBJECTIVES INPUTS, PROCESSES AND CONTENTS OUTCOMES AND EVALUATIONS

4. 2) THE SCOPE OF THE COMMUNITY OF PRACTICE A SPACE FOR SHARING KNOWLEDGE? A SPACE FOR CONSTRUCTING KNOWLEDGE? THE COMMUNITY OF PRACTICE CAN BE VISUALIZED AS AN INTER-REGIONAL SPACE THAT HELPS GENERATES PROCESSES OF COLLECTIVE THINKING AND ACTION ON CURRICULUM ISSUES MAINLY RELATED TO BASIC EDUCATION. THE PROGRESSIVE FORMATION OF AN IDENTITY §

5. LEVELS OF ENGAGEMENT AND ACTION

6. THE COMMUNITY OF PRACTICE TODAY? A DYNAMIC SPACE MADE BY NEAR 250 HUNDRED CURRICULUM SPECIALISTS AND DEVELOPERS FROM ALL UNESCO REGIONS, WITH OPENS AGENDAS ON CURRICULUM ISSUES. RESEARCH PUBLISH AND DISSEMINATE STRENGHTEN THE CAPACITY OF REFLECTION / SEMINARS LINKS INSTITUTIONS AND ACTORS

7. 11 COP ATTRIBUTES AND ITS EXAMPLES 1) A FRIENDLY SPACE FOR EXCHANGING VISIONS, EXPERIENCES, DOCUMENTATION, RESEARCH AND INFORMATION ABOUT EVENTS. AVERAGE OF TWO WEEKLY ACTIVITIES OF SHARING. FIRST ANIMATIONS. IBE DOCUMENTATION. COVERS THE FIVE UNESCO REGIONS. INVOLVES INSTITUTIONS AND ACTORS FROM INSIDE AND OUTSIDE UNESCO. THE SIGNIFICANCE OF PARTNERSHIPS.

8. 11 COP ATTRIBUTES AND ITS EXAMPLES 2) A MULTICULTURAL SPACE THROUGH THE EXCHANGES IN MULTIPLES LANGUAGES, WIDE OPEN IN PERSPECTIVES AND EQUIPPED WITH A VARIED AGENDA ON CURRICULUM DEVELOPMENT. WORKING PLAN BASED ON EIGHT ACTIVITIES. ACTIVE COORDINATIONS IN FOUR UNESCO REGIONS. A COP SECTION WITHIN IBE WEBSITE IN AN STAGE OF HIGH GROWTH.WWW.IBE.UNESCO.ORG

9. 11 COP ATTRIBUTES AND ITS EXAMPLES 3) AN INCLUSIVE SPACE FOR ORIENTATING AND FACILITATING THE DEBATES AND THE COLLECTIVE CONSTRUCTION ON CURRICULUM CHANGE AMONG PUBLIC/PRIVATE INSTITUTIONS AND ACTORS. SUPPORT TO THE CURRICULA TRANSFORMATION OF SECONDARY EDUCATION IN GUATEMALA. WORK JOINTLY WITH THE SIX CENTRAL AMERICAN COUNTRIES IN THE DESIGN OF A CURRICULUM RESOURCE PACK BASED ON THE APPROACHES BY COMPETENCIES.

10. 11 COP ATTRIBUTES AND ITS EXAMPLES 4) A LINKING SPACE FOR STRENGHTENING THE HORIZONTAL COOPERATION AMONG EDUCATIONALISTS FROM DIFFERENT REGIONS AND COUNTRIES. THE EMPHASIS ON SOUTH – SOUTH COOPERATION. THE COMPARATIVE STUDY BETWEEN CHINA AND LATIN AMERICA ABOUT CURRICULUM REFORMS IN BASIC EDUCATION FROM THE NINETIES ONWARDS. THE ASIA-PACIFIC RESOURCE PACK AND ITS WORLDWIDE DISSEMINATION AND APPLICATION.

11. 11 COP ATTRIBUTES AND ITS EXAMPLES 5) A PLURAL SPACE FOR CONTRASTING AND INTEGRATING VARIED REFLECTIONS ABOUT THE APPROACHES AND THE PROCESSES OF THE CURRICULA TRANSFORMATIONS. SERIES OF DOCUMENTS AND E-FORUMS ON THE APPROACHES BY COMPETENCIES ELABORATED FROM DIFFERENT PERSPECTIVES – INSTITUTES BIEF (BELGIUM) AND ORE (CANADA) -. 2005-2006. SISTEMATIZATION OF THE REFORMS EXPERIENCES IN AFRICA, LATIN AMERICA AND CIS COUNTRIES (FORMER SOVIET UNION).

12. 11 COP ATTRIBUTES AND ITS EXAMPLES 6) A PRODUCTICE SPACE BY PROMOTING THE SHARING AND THE DISSEMINATION OF DOCUMENTS PROVIDED BY COP MEMBERS, THE IBE NEWSLETTERS AND IBE PUBLICATIONS ON PAPERS AND ON-LINE. THE LAST TWO IBE NEWSLETTERS ON PAPER FOCUSED ON THE COP. 3 PROJECTED NUMERS FOR YEAR 2006 IN AN ON-LINE FORMAT. IBE SERIE OF ON-LINE WORKING PAPERS. TWO DOCUMENTS TO BE PUBLISHED THAT HAVE BEEN ELABORATED BY COP MEMBERS.

13. 11 COP ATTRIBUTES AND ITS EXAMPLES 7) AN INTELLECTUAL SPACE BY FORGING SORTS OF THINK TANKS THAT CAN CONTRIBUTE TO THE FORMATION OF REGIONAL AGENDAS ABOUT EDUCATIONAL POLICY AND CURRICULUM CHANGE. THE SET UP OF AN IBEROAMERICAN OBSERVATORY OF EQUITY IN BASIC EDUCATION . THE AUTONOMOUS UNIVERSITY OF BARCELONA AS A LEADING REFERENCE. DISCUSSIONS ABOUT BASIC EDUCATION AT SIX COP SEMINARS (ASIA, LATIN AMERICA AND EUROPE).

14. 11 COP ATTRIBUTES AND ITS EXAMPLES 8)A WORLDWIDE SPACE THROUGH THE SET UP OF REGIONAL COORDINATIONS MABE BY HGH-LEVEL EDUCATIONALISTS AND CURRICULUM SPECIALISTS. 1 IN AFRICA WITH DAKAR UNESCO CLUSTER OFFICE. 2 IN ASIA (CHINA - PHILIPPINES). 1 IN THE GULF ARAB STATES (KUWAIT). 3 IN L. AMERICA (ARGENTINA – GUATEMALA - PERU). 3 IN EUROPE (BELARUS - FINLAND - ROMANIA).

15. 11 COP ATTRIBUTES AND ITS EXAMPLES 9) A RESEARCH-ACTION SPACE BY ESTABLISING COMMON ANALYTICAL FRAMEWORKS IN ORDER TO DISCUSS ISSUES AROUND BASIC EDUCATION WITHIN EDUCATION FOR ALL GOALS (EFA). THE SHARING AND THE DISSEMINATION OF REGIONAL PERSPECTIVES ABOUT THE PROCESSES OF RECONCEPTUALISING BASIC EDUCATION AND THE COMPULSORY SCHOOLING PERIOD. ELABORATION OF A PROJECT OF A NINE-YEAR COMPULSORY SCHOOLING PERIOD FOR AFRICA.

16. 11 COP ATTRIBUTES AND ITS EXAMPLES 10) A DOCUMENTATION SPACE THROUGH THE CONCEPTUAL AND EMPIRICAL UNIFICATION AND INTEGRATION OF DATA ABOUT THE PROCESSES OF CURRICULUM CHANGE. A MATRIX THAT SYSTEMATIZES PROCESSES AND OUTCOMES OF EDUCATIONAL INNOVATIONS TO BE APPLIED IN CENTRAL AMERICA AND IN THE CIS COUNTRIES (FORMER SOVIET UNION). SUPPORT TO THE DOCUMENTATION OF INNOVATIONS IN ALL GULF ARAB STATES (GASERC, KUWAIT).

17. 11 COP ATTRIBUTES AND ITS EXAMPLES 11) A MULTILINGUAL SPACE THROUGH THE DEVELOPMENT OF PUBLICATIONS AND ANIMATION ACTIVITIES DONE IN SIX UNESCO LANGUAGES. COP WEEKLY MESSAGES IN CHINESE, ENGLISH, FRENCH, RUSSIAN AND SPANISH. IBE NEWSLETTER IN FRENCH, ENGLISH AND RUSSIAN. SOON IT WILL BE IN ARABIC, CHINESE AND SPANISH. DOCUMENTATION INCLUDED IN THE COP SECTION OF IBE WEBSITE IN VARIOUS LANGUAGES.