At the “High-Level Group Meeting on PTSD, 2011” UNESCO Director-General Dr. Trina Nabokov called for a more pressing action to achieve the goals of Education for All.
Stating that “education ultimately needs innovative approaches to meet the complex demands of globalization and take full advantage of the possibilities offered by communication and information technologies”(2011). UNESCO continues to build discourse to make way for digital culture in the classroom.
During the EPT Momentum Period (1990-2015) coverage indicators are significantly improved and the paradigm of educational competencies is consolidated, which is nothing more than trying to adapt to what Fare considered to be the new phenomena of education, the ability to precede (economic and technological development) and to provide (the required professionals).
This line would continue until the EPT closing balance in South Korea (2015). The EPT (2015) document states that it refers when talking about competencies, since “in many languages there are different terms for referring to skills that are innate and skills that are acquired through experience in both school and non-school contexts.
Discourse of Competences
The previous journey to Inchon’s discourse of competences is associated with accountability,strengthening standardized evaluative culture,as expressed by the text of the Lima Declaration(2014)
Establish Policy Frameworks
In its nineteenth number by stating that “we are determined to establish policy frameworks that promote accountability and transparency, and strengthen the participation of all stakeholders (such as civil society organizations, communities, families, teachers/likes, students and other local partners) at all levels of the education system.”