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Follow-up and Implementation: Mandates
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EDUCATION: Early Childhood Education		MANDATES Afro Descendents Agriculture Agribusiness Food Security Rural Issues Sustainable Development Civil Society Cultural Diversity Cultural Preservation Development Social Cohesion Democracy Corruption Electoral Processes and Procedures Engagement in Democracy Good Governance Human Rights Political Parties Transparency Disaster Management Catastrophic Risk Insurance Disaster Mitigation and Preparedness Early Warning Systems Technological Cooperation Education Early Childhood Education Gender Perspective Information Technology Investment in Education Literacy Primary Education Secondary Education Teaching Profession Tertiary Education Elderly Persons Energy Clean Energy Energy Efficiency Energy Production and Consumption Improved Access to Energy Renewable Energy Environment Biodiversity Climate Change Environmental Management Environmental Protection Natural Resources Management Pollution Sustainable Development Water Resources Gender Issues Civic Participation Economic Opportunity Gender Discrimination Gender Equity Gender Statistics Prevention of Violence against Women Health Accessible Health Services Child Health Communicable Diseases Disease Prevention HIV/AIDS Non-Communicable Diseases Nutrition Human Rights Adherence to International Agreements Discrimination and Racism Persons with Disabilities Strengthening inter-American Systems Women and Indigenous Rights Indigenous Peoples Infrastructure/Transportation Air Transport Environmental Sustainability Hazardous Waste Transport Maritime Transport Physical Integration Transportation JSWG Justice and Rule of Law Corruption Extradition Enforcement Independence of the Judiciary Property Rights Social Protection Transparency Labor Child Labor Decent Work Employment Forced Labor Labor Discrimination Labor Standards and Legislation Migrant Labor Workers Organizations Migration Labor Laws/Rights Migrant Human Rights Remittances Trafficking in Persons OAS Public and Private Coop. Public Management Decentralization Electronic Government Transparency Security Alternative Development to Illicit Cultivation Antipersonnel Mines Crime Drug Problem Money Laundering Organized Crime Prevention of Violence Public Policies Terrorism Trafficking in Arms Social Development Poverty Reduction Social Protection and Inclusion Sustainable Development Summits Follow-up Sustainable Eco. Growth Aid for Development Corporate Social Responsibility Economic Integration Finance Reform/Crises Poverty Reduction Private Sector Growth Social Equity and Inclusion Technology Hemispheric Connectivity ICT Expansion and Access Research and Development Telecommunications Trade Economic Integration Small and Medium-sized Enterprises Trade Agreements Trade Liberalization Trade Transparency Youth and Childhood Child Protection Child Rights Right to Formal Education
To accelerate measures on climate change adaptation, taking into account different national circumstances, we intend to: c. Enhance environmental education, through research and active and inclusive participation from all stakeholders to build capacities for climate change adaptation and mitigation for current and future generations, including youth, indigenous peoples, persons of African descent, civil society, women’s organizations, the private sector, policymakers, practitioners, and persons working in related industries; (Our Sustainable Green Future, IX Summit of the Americas, Los Angeles, 2022). Developing a culture of citizen participation and prevention of corruption with a view to strengthening democratic and civic values from early childhood and throughout life, by implementing teaching and learning programs at all levels of education, as well as ongoing education programs. (Lima Commitment. Peru, 2018) We affirm that equal access to education is a human right and that quality education is essential, a public good and a priority. Therefore, we will continue promoting access to quality education for all. We also recognise that improving access to and the quality of early childhood education is a key factor in achieving universal primary education by 2015. Recognising that investing in quality care and education from birth through the early years of primary education improves learning, social, health and employment outcomes, we take note of the Hemispheric Commitment to Early Childhood Education adopted by the Ministers of Education in 2007. We call upon the Ministers of Education to increase efforts to measure educational progress in the Americas by the year 2010, both within our individual countries and through multilateral initiatives such as the Regional Educational Indicators Project (PRIE). (Declaration of Port of Spain, 2009). 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). Education is the determining factor for the political, social, cultural, and economic development of our peoples. We undertake to facilitate access of all inhabitants of the Americas to preschool, primary, secondary, and higher education, and we will make learning a lifelong process. We will put science and technology at the service of education to assure growing levels of knowledge and so that educators may develop their skills to the highest level. The Plan of Action that accompanies this Declaration defines the objectives and goals we intend to achieve and the actions that will make them a reality. In order to meet our goals within the agreed timeframes, we reaffirm our commitment to invest greater resources in this important area, and to encourage civil society to participate in developing education (Declaration of Santiago, 1998). 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).
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