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Follow-up and Implementation: Mandates
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EDUCATION: Teaching Profession		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
We understand that the potential for developing the capacity of our citizenry and attaining greater productivity depends on a well-educated and well-trained labor force. In this sense, we recognize the advances made in increasing access to education and we reiterate the need to expand coverage, improve quality, strengthen the teaching profession, and improve the efficiency of our education systems. We reiterate the importance of incorporating new information and communication technologies in the training of our citizenry to increase their productivity (Declaration of Mar del Plata, 2005). Progress towards more democratic societies, growing economies and social equity relies on an educated citizenry and a skilled labor force. We have agreed to a series of policies to improve access to quality education through teacher training, education in civic values and the use of information technologies both in our classrooms and in measuring progress toward achieving these goals. Improved education policies and increased investment in our education systems will help reduce income disparities and close the digital divide in our Hemisphere (Declaration of Québec, 2001). Develop comprehensive programs to improve and increase the level of professionalism among teachers and school administrators that combine pre-service and in-service training, exploring incentive mechanisms tied to updating their skills and to meeting such standards as may have been agreed upon. Higher education must collaborate in this endeavor through research and pedagogy, both of which should be strengthened in order to meet this goal. (Plan of Action Santiago, 1998). 16.4 Improve human resources training, and technical, professional and teacher training, which are vital for the enhancement of quality and equity of education within the Hemisphere. (Plan of Action Miami, 1994).
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