216 EX/5.I.I Rev. Job: 202301266 Executive Board Item 5 of the provisional agenda FOLLOW-UP TO DECISIONS AND RESOLUTIONS ADOPTED BY THE EXECUTIVE BOARD AND THE GENERAL CONFERENCE AT THEIR PREVIOUS SESSIONS PART I PROGRAMME ISSUES SUMMARY I. A Framework for Culture and Arts Education Pursuant to 215 EX/Decision 5.I.D, the present document provides a progress report on the development of a UNESCO Framework on Culture and Arts Education to the Executive Board for its consideration. The document also contains the terms of reference for the World Conference on Culture and Arts Education convened by the Director-General and that will be hosted in the United Arab Emirates, in conformity with the requirements for category II meetings. The Annex contains the proposed list of participants to the conference. The Addendum to this document contains the consolidated report of the online Regional Consultations towards the development of the future UNESCO Framework on Culture and Arts Education. Decision required: paragraph 13. PARIS, 27 April 2023 Original: English Two hundred and sixteenth session216 EX/5.I.I Rev. Background 1. In accordance with 211 EX/Decision 39, 214 EX/Decision 5.I.C and 215 EX/Decision 5.I.D, and building on existing UNESCO documents on arts education – namely the Lisbon Road Map for Arts Education (2006) and the Seoul Agenda: Goals for the Development of Arts Education (2010), the Culture and Education Sectors, through the established Intersectoral Task Team, engaged in a preparatory process to develop an integrated UNESCO Framework for Culture and Arts Education. An inclusive and participatory approach was adopted, encompassing a diversity of perspectives across the fields of culture – from heritage to creativity – and education, while addressing evolving needs, challenges and priorities and promoting the role of culture in ensuring transformational development through education. 2. In the context of accelerated global transformations across the educational and cultural spectrum, new dynamics have compelled a paradigm shift in rethinking how to better meet the needs of learners today and to shape sustainable and peaceful societies. Fostering diversity, creativity, critical-thinking and socio-emotional learning have emerged as central concerns in tackling today’s interconnected challenges and enabling learners to adapt to fast evolving contexts, opportunities and challenges. The need for closer synergies and cooperation between the fields of culture and education, two key pillars of UNESCO’s mandate, has come to the fore as an imperative to foster more inclusive, resilient and agile societies. 3. The Declaration of the UNESCO World Conference on Cultural Policies and Sustainable Development – MONDIACULT 2022 underlined the importance of enhancing synergies between the two sectors, acknowledging the imperative of context-relevant education, which encompasses cultural heritage, history and traditional knowledge, with a view to expanding learning outcomes and enhancing quality education and the appreciation of cultural diversity, multilingualism, arts education and digital literacy. It also recognised the importance of enhancing synergies between culture and education in fostering the systemic integration of culture into formal, informal and non-formal education, supporting technical and vocational education and training (TVET) in the cultural sector and investing in the educational and social role of museums and cultural institutions. Preparatory process 4. Five online regional consultations with all six regional groups were held from January to February 2023, in close cooperation with Member States and UNESCO field offices. Each consultation was hosted by a Member State from the region, which was selected following a consultation with the Presidents of each UNESCO Electoral Group, and chaired by a designated expert from the Member State. The regional consultations took place as follows: (a) Group I (Western Europe and North America) and Group II (Eastern Europe) jointly organized and co-chaired by Spain and Lithuania from 30 January to 1 February 2023; (b) Group III (Latin America and the Caribbean) chaired by Chile from 8 to 17 February 2023; (c) Group IV (Asia and the Pacific) chaired by Indonesia on 13 and 14 February 2023; (d) Group V(a) (Africa) chaired by Kenya on 8 and 9 February 2023; and (e) Group V(b) (Arab States) chaired by Oman on 7 and 8 February 2023. 5. The Addendum to this document contains the consolidated report of the online regional consultations towards the development of the future UNESCO Framework on Culture and Arts Education. Over 460 participants took part in the five regional consultations, including national experts in the fields of education and culture, designated by the Member States, as well as concerned regional institutions, relevant UNESCO Chairs and National Commissions for UNESCO.216 EX/5.I.I Rev. – page 2 The consultations brought forward regional concerns and priorities in culture and arts education and recommendations to shape the future UNESCO Framework. 6. The Intersectoral Task Team was mobilized in parallel to contribute to the revision process of the UNESCO 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms, which addresses the role of culture in education, including through the arts, and will also help feed the development of the UNESCO Framework. An information meeting with Member States led by the Assistant Director-General for Culture and the Assistant Director-General for Education was conducted in March 2023 to provide a preliminary update on the regional consultation process. Next steps 7. Building on the contributions provided in the framework of the UNESCO Global Survey (March 2022), the First International Expert Mapping Meeting (Seoul, May 2022) and the Member State regional consultations (January-February 2023), a preliminary draft UNESCO Framework will be prepared by the Intersectoral Task Team to be circulated to all Member States for comments and inputs in June 2023. The holding of a Multistakeholder Dialogue on 25 and 26 May 2023 at UNESCO Headquarters, with the support of the Republic of Korea, will further enrich the shaping of the future UNESCO Framework on Culture and Arts Education. The Multistakeholder Dialogue will provide an opportunity for key actors, including relevant United Nations agencies, intergovernmental organizations (IGOs), UNESCO category 1 institutes and category 2 centres in the field of culture and education, UNESCO Chairs/UNITWIN networks, cultural and educational non-governmental organizations, institutions, and practitioners, to share experiences and discuss priorities to be considered in the future UNESCO Framework and World Conference. 8. Regional and thematic papers will be developed to explore priority areas that have been identified throughout the consultation process of the Member States. These papers intend to strengthen the research base and strategic priorities of the future UNESCO Framework, which will be presented at the UNESCO World Conference on Culture and Arts Education. Terms of reference for the UNESCO World Conference on Culture and Arts Education 9. As a follow-up to 211 EX/Decision 39, the Executive Board requested the Director-General to invite Member States to express their interest in hosting a world conference on culture and arts education as an intergovernmental meeting. The United Arab Emirates proposed to host such conference, building on the guidelines and policy recommendations, with the aim of adopting a revised framework on culture and arts education. 10. The World Conference will provide a global platform for Member States and a wide range of actors across the culture and education spheres to: (i) shape integrated strategies and policies that anchor the cultural dimension in educational systems; (ii) advocate for the critical role of context- and content-relevant knowledge and practice for the benefit of quality education; (iii) invest in nurturing skills and competencies that respond to contemporary needs and opportunities, particularly in the field of culture; (iv) exchange ideas and practices on addressing and engaging with the digital transformation; and (v) expand cooperation and strengthen a global coalition for culture and arts education. 11. The World Conference is indicated in the Organization’s Programme and Budget for 2022- 2025, as an intergovernmental category II meeting, in accordance with Article 5.1.(b) and Article 19.2 of the Regulations for the general classification of the categories of meetings convened by UNESCO adopted by the General Conference. 12. In line with Article 21 of the abovementioned Regulations, the World Conference will be a multistakeholder meeting, bringing together representatives from UNESCO Member States and Associate Members, non-Member States, organizations of the United Nations system,216 EX/5.I.I Rev. – page 3 intergovernmental organizations, international non-governmental organizations, and other relevant entities. A wide and inclusive participation will be ensured with particular attention paid to least developed countries (LDCs) and small island developing States (SIDS). The provisional list of participants is annexed to the present document. Proposed draft decision 13. In light of the above, the Executive Board may wish to adopt a decision along the following lines: The Executive Board, 1. Recalling 211 EX/Decision 39, 214 EX/Decision 5.I.C and 215 EX/Decision 5.I.D, 2. Having examined document 216 EX/5.I.I Rev., 3. Takes note with appreciation of the progress made in the preparatory process for the development of a UNESCO framework for culture and arts education and the organization of the UNESCO World Conference on Culture and Arts Education (category II meeting) in close consultation with Member States, in the framework of the implementation of the MONDIACULT 2022 Final Declaration; 4. Expresses its gratitude to the Republic of Korea and the United Arab Emirates for their steadfast support to strengthening synergies between culture and education and towards the development of a UNESCO framework for culture and arts education in preparation of the upcoming UNESCO World Conference on Culture and Arts Education, and extends its appreciation to Chile, Indonesia, Kenya, Lithuania, Oman and Spain for hosting the online regional consultations and supporting dialogue and cooperation on culture and education; 5. Welcomes the continued efforts by the Director-General in strengthening synergies between UNESCO’s core mandates in culture and education to shape inclusive, agile and resilient societies; 6. Approves the terms of reference of the UNESCO World Conference on Culture and Arts Education, as contained in paragraphs 9 to 12 of document 216 EX/5.I.I Rev., taking into account the discussions during the present session, and the list of participants as contained in the Annex to document 216 EX/5.I.I Rev., including the organizations and entities whose participation was requested by Member States during the present session; 7. Invites Member States to further strengthen their commitment to enhance synergies between culture and education and to support the preparatory process towards the UNESCO World Conference on Culture and Arts Education; 8. Requests the Director-General to submit to the Executive Board at its 219th session a report on the development of the UNESCO Framework for Culture and Arts Education.216 EX/5.I.I Rev. Annex ANNEX PROPOSED LIST OF PARTICIPANTS TO THE UNESCO WORLD CONFERENCE ON CULTURE AND ARTS EDUCATION 2023 (a) Member States and Associate Members In accordance with Article 21, paragraph 1, of the Regulations for the general classification of the various categories of meetings convened by UNESCO, the Director-General proposes to invite all Member States and Associate Members of UNESCO, subject to the existing regulations applicable. In accordance with Article 23 of the Regulations, the governments of the Member States and Associate Members that are invited to participate have the right to vote. (b) Non-Member States Under Article 21, paragraph 3, of the Regulations, the Executive Board may designate non-Member States to be invited to send observers to the meetings. The Director-General proposes that States that are not members of UNESCO but are members of at least one of the organizations of the United Nations system be invited to send observers. At the time of preparation of the present document, those States were Israel, Holy See, Liechtenstein, and the United States of America. In addition, the Director-General proposes that the Executive Board invites to the meetings, as observers, any States that become members of any of the organizations of the United Nations system before the opening of the meetings. (c) Organizations of the United Nations system Under Article 21, paragraph 4, of the Regulations, the following organizations of the United Nations system, with which UNESCO has concluded mutual representation agreements, may send representatives to the meetings. • Food and Agriculture Organization (FAO) • International Fund for Agricultural Development (IFAD) • International Labor Organization (ILO) • International Organization for Migration (IOM) • International Telecommunication Union (ITU) • Joint United Nations Programme on HIV/AIDS (UNAIDS) • Secretariat of the Convention on Biological Diversity (SCBD) • United Nations (UN) • United Nations Conference on Trade and Development (UNCTAD) • United Nations Department of Economic and Social Affairs (UNDESA) • United Nations Development Programme (UNDP) • United Nations Economic and Social Commission for Asia and the Pacific (ESCAP) • United Nations Economic and Social Commission for Western Asia (ESCWA) • United Nations Economic and Social Council (ECOSOC) • United Nations Economic Commission for Africa (ECA) • United Nations Economic Commission for Europe (ECE) • United Nations Economic Commission for Latin America and the Caribbean (ECLAC) • United Nations Environment Programme (UNEP) • United Nations Framework Convention on Climate Change (UNFCCC) • United Nations High Commissioner for Human Rights (UNOHCHR) • United Nations High Commissioner for Refugees (UNHCR) • United Nations Human Settlements Programme (UN-Habitat) • United Nations Industrial Development Organization (UNIDO) • United Nations Institute for Training and Research (UNITAR)216 EX/5.I.I Rev. Annex – page 2 • United Nations International Research and Training Institute for the Advancement of Women (UN-INSTRAW) • United Nations Interregional Crime and Justice Research Institute (UNICRI) • United Nations Mine Action Service (UNMAS) • United Nations Oceans (UN-Oceans - Interagency collaboration mechanism on ocean and coastal issues within the United Nations system) • United Nations Office for Project Services (UNOPS) • United Nations Office on Drugs and Crime (UNODC) • United Nations Population Fund (UNFPA) • United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) • United Nations University (UNU) • United Nations Women/United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) • World Bank Group • World Food Programme (WFP) • World Health Organization (WHO) • World Intellectual Property Organization (WIPO) • World Tourism Organization (UNWTO) Pursuant to Article 21, paragraph 5 (a), of the Regulations, the Director-General proposes that the following organizations of the United Nations system with which UNESCO has not concluded mutual representation agreements be invited to send observers to the meetings. • United Nations International Children's Emergency Fund (UNICEF) It is proposed to also include international organizations that are pertinent to the cultural mandate of the Organization and operational partners. • International Criminal Court (ICC) • International Criminal Police Organization (INTERPOL) • World Customs Organization (WCO) • World Trade Organization (WTO) (d) Other intergovernmental organizations Pursuant to Article 21, paragraph 5 (b), of the Regulations, the Director-General proposes that the following intergovernmental organizations, including regional and subregional organizations, be invited to send observers to the meetings. Africa • African Centre for Applied Research and Training in Social Development (ACARTSOD) • African Development Bank (AfDB) • African Organization for Standardization (ARSO) • African Regional Centre for Engineering Design and Manufacturing (ARCEDEM) • African Union (AU) • African Union – International Centre for the Education of Girls and Women in Africa (AU/CIEFFA) • Central African Economic and Monetary Community (CEMAC) • Common Market for Eastern and Southern Africa (COMESA) • East African Community (EAC) • Eastern African Centre for Research on Oral Traditions and African National Languages (EACROTANAL) • Economic Community of Central African States (ECCAS)216 EX/5.I.I Rev. Annex – page 3 • Indian Ocean Commission (IOC) • Intergovernmental Authority on Development (IGAD) • International Centre for Research and Documentation on African Traditions and Languages (CERDOTOLA) • International Centre for Bantu Civilizations (CICIBA) • Regional Council for Adult Education and Literacy in Africa (CREAA) • Southern African Development Community (SADC) Arab States • Arab Administrative Development Organization (ARADO) • Arab Bank for Economic Development in Africa (BADEA) • Arab Bureau of Education for the Gulf States (ABEGS) • Arab Centre for the Studies of Arid Zones and Dry Lands (ACSAD) • Arab Fund for Economic and Social Development (AFESD) • Arab Gulf Programme for United Nations Development Organizations (AGFUND) • Arab Gulf States Folklore Centre • Arab Labor Organization (ALO) • Arab League Educational, Cultural and Scientific Organization (ALECSO) • Arab Maghreb Union (AMU) • Arab States Broadcasting Union (ASBU) • Cooperation Council for the Arab States of the Gulf (GCC) • Organization of Islamic Cooperation (OIC) • Research Centre for Islamic History, Art and Culture (IRCICA) Asia and the Pacific • Asian Development Bank (ADB) • Association of Southeast Asian Nations (ASEAN) • Colombo Plan for Cooperative Economic and Social Development in Asia and the Pacific • Economic Cooperation Organization (ECO) • Secretariat of the Pacific Community (SPC) • Shanghai Cooperation Organization (SCO) • South Asian Association for Regional Cooperation (SAARC) • Southeast Asian Ministers of Education Organization (SESAMEO) Europe • Council of Europe (CE) • Council of Ministers of Culture of South-East Europe (CoMoCoSEE) • Council of the Baltic Sea States (CBSS) • European Union (EU) • Nordic Council (NC) Latin America and the Caribbean • Andean Community (CAN) • Association of Caribbean States (ACS) • Caribbean Community Secretariat (CARICOM) • Caribbean Development Bank (CDB) • Caribbean Policy Development Centre (CPDC) • Central American Bank for Economic Integration (CABEI) • Central American Integration System (SICA) • Central American Educational and Cultural Coordination (CECC/SICA)216 EX/5.I.I Rev. Annex – page 4 • Development Bank of Latin America (CAF) • Executive Secretariat of the Andrés Bello Convention (SECAB) • Fund for the Development of the Indigenous Peoples of Latin America and the Caribbean (FILAC) • Inter-American Development Bank (IADB) • Organization of American States (OAS) • The Southern Common Market (Mercosur) Interregional organizations • African, Caribbean and Pacific Group of States (ACP) • African Academy of Languages (ACALAN) • Capacity for Disaster Risk Reduction Initiative (CADRI) • Commonwealth of the Independent States (CIS) • Community of Portuguese-Speaking Countries (CPLP) • Ibero-American Secretariat (SEGIB) • Intergovernmental Foundation for Educational, Scientific and Cultural Cooperation (IFESCCO) • International Organization of Francophonie (IOF) • Islamic Development Bank (IDB) • Islamic World Education, Scientific and Cultural Organisation (ICESCO) • Italo-Latin American Institute (IILA) • Organization for Economic Co-operation and Development (OECD) • Organization of Ibero-American States for Education, Science and Culture (OEI) (e) Non-governmental organizations Pursuant to Article 21, paragraph 5 (c), of the Regulations, the Director-General proposes that the organizations maintaining partnership relations with UNESCO under the Directives concerning UNESCO’s partnership with NGOs (36 C/Res.108) and/or accredited to the Organization’s Culture Conventions and Recommendations as well as Education Commissions and Committees as consultative or advisory bodies, be invited to send observers to the meetings. (f) Other relevant entities The Director-General proposes that the following relevant entities be invited to send observers to the meeting. • Academic Network on Global Education and Learning (ANGEL) • African World Heritage Fund (AWHF) • Asia-Pacific Centre of Education for International Understanding (APCEIU) • Asia Society • Association for the. Development of Education in Africa (ADEA) • Arab Network for Civic Education (ANHRE) • Arab Regional Centre for World Heritage (ARC-WH) • Blue Shield International • Bridge 47 • Brookings Institution • Bureau of the International Expert Group (IEG) of UNESCO charged to advise the Organization on the revision of the 1974 Recommendation • Centre for World Natural Heritage Management and Training for the Asia and Pacific Region (WNHMT) • Comando Carabinieri Tutela del Patrimonio Culturale • Earth Charter International Center for Education for Sustainable Development216 EX/5.I.I Rev. Annex – page 5 • Education Cannot Wait • Education International • Fondazione Intercultural • Global Action on Disability’ Network on inclusive education (GLAD) • Global Education Network Europe (GENE) • Global Partnership for Education (GPE) • ICT4Peace Foundation • Institute for African Culture and International Understanding (IACIU) • International Alliance for the Protection of Cultural Heritage in Conflict Areas (ALIPH) • International Centre for Creativity and Sustainable Development (ICCSD) • International Centre for the Interpretation and Presentation of World Heritage Sites • International Center for the Promotion of Human Rights (CIPDH-UNESCO) • International Centre for Underwater Archaeology (ICUA) • International Committee of the Red Cross (ICRC) • International Council on Archives (ICA) • International Indigenous Peoples’ Forum on World Heritage (IIPFWH) • International Information and Networking Centre for Intangible Cultural Heritage in the Asia- Pacific Region (ICHCAP) • International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region (IRCI) • International Search and Rescue Advisory Group (INSARAG) • International Training Centre for Intangible Cultural Heritage in the Asia-Pacific Region (CRIHAP) • United Nations Permanent Forum on Indigenous Issues (UNPFII) • Museum Association of the Caribbean • Open Society Foundation • Plan International • Regional Center for Human Evolution, Adaptation and Dispersal in South-East Asia (CHEADSEA) • Regional Centre for Book Development in Latin America and the Caribbean (CERLALC) • Regional Centre for the Living Arts in Africa (CERAV) • Regional Centre for the Safeguarding of Intangible Cultural Heritage in Africa (CRESPIAF) • Regional Centre for the Safeguarding of the Intangible Cultural Heritage of Latin America (CRESPIAL) • Regional Centre for the Safeguarding of the Intangible Cultural Heritage in South-Eastern Europe • Regional Heritage Management Training Centre "Lucio Costa" • Regional Research Centre for Safeguarding Intangible Cultural Heritage in West and Central Asia • Regional World Heritage Institute in Zacatecas, Mexico • Save the Children • UNESCO Creative Cities Network (UCCN) • UNESCO World Heritage Cities Programme • United Cities and Local Governments (UCLG) • World Alliance for Arts Education (WAAE) • World Council on Intercultural and Global Competence • World Heritage Institute of Training and Research for the Asia and the Pacific Region (WHITR-AP) • World Monuments Fund (WMF) Printed on recycled paper216 EX/5.I.I Rev. Add. Job: 202301358 Executive Board Item 5 of the provisional agenda FOLLOW-UP TO DECISIONS AND RESOLUTIONS ADOPTED BY THE EXECUTIVE BOARD AND THE GENERAL CONFERENCE AT THEIR PREVIOUS SESSIONS PART I PROGRAMME ISSUES ADDENDUM REPORT OF THE REGIONAL CONSULTATIONS FOR THE DEVELOPMENT OF THE UNESCO FRAMEWORK FOR CULTURE AND ARTS EDUCATION AND THE WORLD CONFERENCE FOR CULTURE AND ARTS EDUCATION SUMMARY I. A Framework for Culture and Arts Education The present addendum to document 216 EX/5.I.I Rev. presents the consolidated report of the five regional consultations that took place online between January and February 2023 as part of the global consultation process towards the UNESCO Framework for Culture and Arts Education and the World Conference for Culture and Arts Education 2023. PARIS, 5 May 2023 Original: English Two hundred and sixteenth session216 EX/5.I.I Rev. Add. I. Background This document presents a consolidated overview of the key outcomes of the five regional consultations that took place from January to February 2023, organized as part of the inclusive and participatory consultation process towards developing the UNESCO Framework for Culture and Arts Education, and in preparation for the World Conference on Culture and Arts Education, to be convened by the Director-General and hosted by the United Arab Emirates. II. Overview of trends and common priorities across regions The experience of the global COVID-19 pandemic has inevitably given rise to specific issues in the culture and education sectors, which have impacted the priorities that emerged throughout the regional consultations. A greater focus on advancing a vision of education that factors in health and well-being, social and emotional learning, active and responsible citizenship, including digital citizenship, the importance of the creative economy, environmental preservation, and the critical role of culture and arts education in social cohesion and building resilience in crisis situations assumed greater precedence. As the pandemic impelled digital technologies to the centre of arts, culture, and education domains, issues of digital access were brought to the foreground, which, compounded by underlying inequalities in infrastructure and resources, laid bare a digital divide between rural and urban communities, and for underprivileged groups. Countries shared the need for strengthened governance and cooperation in the area of culture and arts education. This is particularly the case across ministries, notably ministries of culture and education, where culture and arts education are often distinct and addressed as separate policy areas. Participants noted that even in countries that have culture and arts education policies in place, a lacuna exists between policy and practice calling for more systemic interministerial cooperation. Countries expressed challenges in mainstreaming culture and arts education in general education settings and educational systems or considering a common approach across governance structures that are attributed different responsibilities in education planning, curricula, teacher training, and implementation, including relating to technical and vocational education and training (TVET). Promoting alliances between municipalities and local and national governments presents avenues for the continuity of formal and non-formal arts and cultural education policies, programmes and projects, engaging civil society and community organizations. Strengthening informal and non- formal education was signaled as an area requiring increased investment, notably through enhanced TVET, including the transmission of know-how and practices. Countries stressed that this overarching precedence for multidimensional and multistakeholder responses should be supported by streamlined and integrated cooperation and coordination towards more horizontal policy development. Culture and arts education are increasingly being recognized for their role in nurturing holistic human development and their access and enjoyment should be recognized as part of basic human rights. In this context, a comprehensive advocacy for culture and arts education should be consolidated bringing forward the fundamental right to culture and arts education as an integral dimension of cultural rights, including through raising awareness on the importance of arts education. Countries called for actions that contribute to the generation of knowledge that builds evidence on the central role of arts and cultural education as an essential element of a humanistic approach to education, in formal and non-formal settings. As a positive resource and an intrinsic feature of today’s societies, cultural diversity should be reflected in culture and education programmes, which are underpinned by a rights-based approach in order to foster transformative progress. In this sense, cultural diversity should be harnessed across the education system, as a key factor for the full development of human capacities. Despite emerging awareness of the broader benefits of culture and arts education, across all regions, culture and arts education remains on the margins of policies, education systems and communities, thus hindering cross-cutting approaches in culture and arts education. In formal education, culture and arts education are often viewed as offering limited opportunities for216 EX/5.I.I Rev. Add. – page 2 meaningful employment when compared with STEM subjects. This reinforces barriers in the provision of and access to TVET, equipment and resources, funding, quality education and training opportunities, and causes issues for teacher recruitment and retention, programme consistency and continuity, and marginalization of teachers and learners. Moreover, it curbs the potential of culture and arts education to provide quality learning experiences and outcomes, together with sustainable livelihoods and skilled employment. Non-formal education also faces particular challenges in terms of visibility, the validation and certification of educators, cultural professionals and artists, and overall sustainability. Media has a notable stake in raising awareness about the importance of teaching culture and arts, starting from early childhood. This, coupled with awareness-raising among individuals and societies, families in particular, supports the social appreciation of arts and cultural education as an integral component of lifelong learning, and in maximizing its potential for sustainable and inclusive economic development. Ensuring inclusion and access to culture and arts education stand as foundational needs highlighted by all regions. Social inclusion was considered one of the positive outcomes of culture and arts education. Culture and arts education presents innovative pathways to support strategies for learners to access formal education, to foster collaboration, intercultural understanding, gender equality, and help overcome social exclusion, building self-confidence, and individual and collective empowerment. As underlined across all regions – and notably Africa and Latin America and the Caribbean – linguistic diversity and recognizing the right of children to learn in their mother tongue can provide a vehicle for improved learning outcomes, and to promote societal integration, cultural diversity and the transmission of cultural legacy and collective memory. Access to culture and arts education is also impacted by deficits in infrastructure, availability of resources (including digital resources) and connectivity that affect a significant share of educational institutions and social and community creative spaces, thereby undermining learning and development progress. Countries also underlined that inclusion is not only about access, but also the representation of – and engagement with – diversity through art, curatorial practice and museum interpretation, in which culture and arts education play an undisputed role. Teacher education and teacher retention in culture and arts education remain a common challenge faced by countries in all regions. The need for greater investment in pre-service and in-service teacher training was underlined, which should include continuous updating in accordance with professional development strategies, for both culture and arts education and generalist teachers. Countries highlighted how teachers also play a powerful role in communicating the importance of culture and arts education and in promoting inclusion through teaching pedagogies; a contribution that is often neglected or undervalued in training and pedagogy. In the digital realm, many teachers don’t have the level of expertise needed to integrate digital technologies in learning, and learners often have higher competences. Furthermore, partnering with cultural institutions, cultural civil society organizations, and artistic groups could provide much-needed training in specialized art fields, and innovative learning pedagogies to engage both teachers and students and to attract new talents while expanding opportunities in culture-related employment. Harnessing the benefits of the digital transformation is critical to expand and enrich literacy in culture and arts education, while addressing the digital learning divide and infrastructure risks. Digital technologies have expanded horizons for learning and knowledge on culture, arts education, heritage safeguarding, creating and sharing creativity, as well as accessing a wide range of interactive and dynamic learning resources in the digital environment. However, fragmentation within the industry, a lack of training opportunities and inadequate funding worsened by financial constraints restrict access and pose challenges to the formalization and expansion of the sector through technology. Countries reported that digital infrastructure is often deficient in disadvantaged and rural areas, and programmes to create digital content are often expensive, subsequently increasing the cost of culture and arts education. Critical-thinking, digital and media literacies and copyright, which are part of a responsible use of digital technologies, were equally highlighted as increasingly crucial issues that need to be addressed and integrated in future action in culture and arts education.216 EX/5.I.I Rev. Add. – page 3 In the provision of content and context-relevant education, culture and the arts play an essential role. Throughout all regions, educational strategies anchored in local contexts and the promotion of cultural diversity were underlined as requisite elements to strengthen quality education. Countries reported that learning gains can be achieved through enhancing linkages with the local environment – cultural and natural – by providing education that is meaningful and relevant to learners. Such approaches that explore and engage the connections between culture and education, and with tangible and intangible cultural heritage and indigenous knowledge, enhance knowledge and skills acquisition while anchoring the nexus between culture and arts education it in its broader societal context. Countries underlined the need for national educational policies to integrate frameworks for developing culture and arts curricula in a manner that fosters interdisciplinarity across the curriculum. The role of culture and arts education has gained precedence in conflict prevention and peacebuilding strategies across regions. Experiences in multidimensional approaches that incorporate culture and arts education demonstrate their relevance in advancing national strategies in post-conflict reconstruction and rehabilitation contexts notably to foster the return to peace and to contribute to strengthening social cohesion. Countries stressed that this dimension is especially pertinent in today’s multicultural societies towards overcoming cultural divides resulting from the potential instrumentalization of culture. While rising tensions, xenophobia, violence and hate speech have exacerbated existing drivers of conflict proving detrimental to social and economic resilience – investing in culture and the arts has proven decisive in strengthening the foundations for more peaceful and sustainable societies. Enhancing synergies between formal and non-formal culture and arts education to engage a variety of stakeholders and learning spaces resonated across all regions. Countries supported building a broadened understanding of education, while strengthening culture and arts education in lifelong and life wide learning systems with the learner at the centre. Formal educational systems are often fixed in rigid and outdated concepts that are not adapted to the needs and diversity of learners, nor address the current challenges of sustainable development and communities. While countries noted that this intersectoral cooperation is more challenging in formal education settings, non-formal education can provide inroads towards improving current learning conditions worldwide. Across all regions, experts advocated for the value of enhancing synergies between formal and informal actors in pedagogy and curriculum for quality teaching and learning, including schools, cultural institutions, the private sector, local communities, scholars, artists and artisans, as well as public spaces. This also connects to enabling organizational cultures that are flexible and open to working in collaboration with cultural managers, professionals and other mediators in the non-formal sphere, including at the city and community levels. III. Key findings of the regional consultation for Groups I and II 1. Overarching priorities for culture and arts education Culture and arts education for the holistic development of the human being and societies as a whole was a priority concern in Europe and North America. In several countries, culture and arts education is included in formal education, and recent changes have been made to relevant curricula to adapt them in favor of more robust societal transformation. Countries proposed that current approaches would benefit from a better connection between culture and arts education and sustainable development, social cohesion and global citizenship, which is anchored in a holistic vision that puts holistic development and well-being at the center of public policy concerns. Fostering more systemic cooperation among the culture and education sectors and relevant actors emerged as a pivotal priority in the region. Countries called for rethinking educational policy and structures to overcome siloed approaches and strengthen informal, non-formal and lifelong learning systems. This also includes reinforcing connections between schools and cultural professionals, organizations and institutions. In this sense, the widespread institutional fragmentation in the domains of education, arts and culture, brings forth a need for unified,216 EX/5.I.I Rev. Add. – page 4 coordinated governance. For many children, school visits may be the only opportunity to experience museums and cultural places. Therefore, such experiences can be key to civic education, global citizenship education, and to expand their appreciation of cultural diversity. Countries advocated for ongoing collaborations across the education, culture and creative industries sub-sectors to be incorporated into policy and practice. A key challenge in the region is the shortage of qualified teachers in culture and arts education at national or local level, especially in rural areas and small communities. There is a need to review educational systems and teacher training, and to invest in this through public policy, including in regard to the adequate recognition and valorization of competencies and certification. Investment in the development of teachers’ and creative professionals’ competencies was highlighted as a key need, albeit numerous instances of high- quality teaching were equally observed in the region. Countries underscored that all educators – from teachers in formal to non-formal and lifelong learning contexts – should receive robust, complementary, and intersectoral training to truly benefit the development of culture and arts education. Creative professionals and tradition bearers also play a key educational role and can address imbalances in differing levels of training available for those working beyond formal settings. Countries underlined that while it is widely recognized that these actors have a determinant role in culture and arts education, they need more recognition and better working conditions. 2. Recommendations of Groups I and II towards the UNESCO Framework for Culture and Arts Education • Member States called for strengthening linkages between culture and arts education, as well as with the values and principles of sustainable development and global citizenship. The educational perspective on culture and arts education must be holistic, privileging lifelong and contextual learning. • Member States expressed the need for cross-sectoral cooperation through encouraging collaborative and multistakeholder learning and exchange spaces. Such cooperation is critical in designing interventions and collaborative learning spaces that are anchored in inclusivity and encompass the engagement of a range of stakeholders, including artists, children and youth, refugees and migrants, among others. • Member States proposed creating a common database on trends in culture and arts education to share knowledge and best practices across the region. This would also support the democratization of and access to culture and arts, supported by inclusive ways of promoting practice. • Member States stressed the importance of boosting investment and funding for formal and non-formal culture and arts education, as well as teacher training, as an essential investment for economic development in the long run and to tackle existing imbalances. IV. Key findings of the regional consultation for Group III 1. Overarching priorities for culture and arts education Latin America and the Caribbean countries expressed their readiness to share an established, rich corpus of knowledge and experience recognizing the close relationship between education and cultures, intentionally stated in the plural. These synergies value diversities in their broadest sense: cultures, ethnicities, generations, genders, the plurality of artistic expressions and knowledge, where all people are bearers and creators of culture. The need for educational strategies built on local contexts and the promotion of diversity was echoed by countries in the region. Particularly in the case of the Caribbean countries, there is strong awareness of the role of culture as a potential driver of inclusive economic growth through creative industries, cultural initiatives at local and community level and as a complementary product of the tourism industry.216 EX/5.I.I Rev. Add. – page 5 There was consensus that culture and arts education should be approached from a human rights perspective, specifically underlining cultural rights. Countries highlighted that pervasive inequalities across the region engender structural, educational, cultural and digital divides. Underlining that culture and arts education should be accessible by all people, from early childhood and throughout life, countries in the region supported the view that this access and the full exercise of rights should be guaranteed by States and enforceable by citizens. By leveraging a holistic approach and its transformative potential, culture and arts education contributes to the construction of democratic societies anchored in social justice and peace. It lays the foundations for the construction of citizenship, and developing societies that favour intercultural dialogue and coexistence, gender equality, and environmental protection and sustainability. While emphasizing the importance of linguistic diversity, countries acknowledged that challenges remain in both protecting and valuing the languages of population groups and recognizing the right of children and learners of all ages to learn in their mother tongue, at times resulting in conflict between the language of instruction and the language of home and daily life. Countries in this region also raised the issue of qualifications and the professionalization of the sector, which would also increase the value of the wide range of educators working across the culture and arts education ecosystem. They mentioned the importance of establishing and/or strengthening mechanisms for the certification of competencies of artists and other educational agents, together with regulations that favour opportunities for collaborative work between schools and teachers with artists, artisans, community workers, mediators, managers, cultural promoters, among others, who play an important role in the integral education of people throughout their lives. 2. Recommendations of Group III towards the UNESCO Framework for Culture and Arts Education • Member States underscored the need to ensure access to and participation in a broad range of artistic and cultural expressions as a human right based on the plurality of cultures, including indigenous knowledge and artistic expressions to foster democratic societies, social justice and peace; • Member States expressed their support for the provision of quality training and the development of opportunities for all through a lifelong learning perspective, including fostering creativity and innovation, and the development of the creative economy; • Member States underlined the need to address the gaps in culture and arts education regarding access and inclusion; • Member States called for strengthening the professionalization of the sector, such as for artists, cultural and heritage professionals. V. Key findings of the regional consultation for Group IV 1. Overarching priorities for culture and arts education In Asia and the Pacific, countries underscored the important role of culture and arts education in addressing the future of work, driven by the growing interest in the creative economy across the region, especially among young people. An important dimension of these efforts is to better tailor culture and arts education to build relevant and adaptive skills for employment and entrepreneurship building on the fast-evolving acceleration of the digital technologies and artificial intelligence. In addition, in confronting the challenges of today’s knowledge economy there is a need to consider the growing relevance of culture and arts education, notably with regard to its intersection with other disciplines. Cultural institutions – in all their diversity – are powerful resources and laboratories for culture and arts education in the region, both at national and local levels, including on216 EX/5.I.I Rev. Add. – page 6 innovation and experimentation, acting as knowledge centres and helping to bolster the creative economy locally and regionally. Countries recognized their significant role in supporting the contextualization of culture and arts education in formal and non-formal education settings, safeguarding living heritage, and as learning hubs for promoting the arts and education and to explore the potentialities of culture and arts education in the digital environment. In addition, these institutions contribute to raising awareness about arts education, and can provide crucial platforms for artists, youth, students, women and other stakeholders to use different infrastructure, public spaces and urban areas to connect with communities and showcase their skills and knowledge. Incorporating digital technologies in culture and arts education is inconsistent across the region due to disparities between countries in terms of equipment, funding and expertise. Not all government institutions have allocated sufficient budget in their development plans and strategies. Some countries that have made use of digital technologies in museums found that while these efforts support greater access to culture, public engagement in the online space is often short-lived. Countries recognized that there is scope to better integrate the use of digital culture in blended learning for culture and arts education, while ensuring processes that are learner-centered and learner-oriented. At the community level, youth are often at the centre of digital adaptation through innovation of culture and arts festivals, the creative industries, the production of digital content, and other related arts performances. 2. Recommendations of Group IV towards the UNESCO Framework for Culture and Arts Education • Member States called for advancing the potential of culture and arts education to develop the knowledge economy and the creative economy towards fostering innovation and employment; • Member States underscored the pivotal role of museums as key knowledge hubs and for supporting the contextualization of culture and arts education through informal and lifelong learning; • Member States expressed their support for incorporating digital technologies in culture and arts education, and for supporting least developed countries to fully integrate the digital axis for culture and arts education into their development plans and strategies; • Member States voiced their support for enhancing partnerships and the engagement of youth in advocacy and in education that promotes peace and sustainable development. VI. Key findings of the regional consultation for Group V(a) 1. Overarching priorities for culture and arts education Across the Africa region there are shifts in attitudes leading to greater recognition of the value of arts education in improving the quality of learning, its contribution to vibrant cultural and creative industries, generating employment and economic well-being, especially among youth. Moreover, the relevance of culture and arts education for fostering reconciliation and peace has become more prominent, particularly through intercultural understanding and dialogue in conflict and post-conflict contexts. African countries and the African Union emphasized the primacy of culture for socio-economic development and regional integration as articulated in the African Union: Africa We Want: Agenda 2063, (2015) and The Charter for African Cultural Renaissance (2006). There is a need to develop education that is culturally and contextually relevant for Africa. Many countries in Africa are faced with challenges from moving from colonially–dominated education legacies to culturally– and locally–relevant approaches. Countries supported the need to bring together formal and informal systems, and to unite different areas and associations of culture that are currently working in isolation. The need to increase linguistic diversity featured strongly among216 EX/5.I.I Rev. Add. – page 7 countries in the region, notably the importance of local languages and calling for their integration in education to support the acquisition of knowledge, skills and competences. In nearly all African countries there is untapped potential for culture and arts education to improve quality of learning, and contribute to vibrant cultural and creative industries, generating employment and economic well-being, especially among the youth. TVET offers opportunities for incorporating culture and arts education in curricula and pedagogies. In this regard, countries expressed that current TVET reforms taking place in the region are a positive shift towards preparing young people for the emerging skills and competence requirements in the rapidly changing cultural and creative industries (CCIs). 2. Recommendations of Group V(a) towards the UNESCO Framework for Culture and Arts Education • Member States voiced their support to enhance regional cooperation, and strengthen partnerships between government, cultural and educational institutions, artists, civil society, and the private sector, as well as to develop a comprehensive advocacy and communication strategy for raising awareness on culture and arts education in the region; • Member States supported integrated local and indigenous knowledge and languages in learning and teaching settings, supported by directly engaging artists and custodians of culture, as an imperative to fostering education as a cultural right. A review of curricula is also paramount; • Member States called for harnessing the opportunities of the digital era, particularly in connection to TVET curricula, and youth skills development for the cultural and creative industries; • Member States underlined the importance to invest in public policy for teacher education and teacher retention in the field of arts education, as well as address shortages of teaching infrastructure and resources. VII. Key findings of the regional consultation for Group V(b) 1. Overarching priorities for culture and arts education The Arab States region portrayed broad disparities in the area of culture and arts education, often linked to access, diversity of curricula, infrastructure and teacher training. Difficulties in mobility and the weakened security situation in some countries impose serious obstacles to accessing culture and arts education. Most specialized arts education institutions at the university level are only present in large cities. A sizeable share of the population living in rural, desert and remote areas, or in impoverished informal housing areas around cities, have little or no access to culture and arts education facilities. This threatens to both reduce the cultural capital in the countries concerned, and to contribute to social tensions and conservatism. It remains difficult for women in all Arab countries to access culture and arts education, especially at the higher education levels. Social barriers that prevent women from studying art were put forward as an effective hindrance to sustainable development for all segments of the society and policies to remove these obstacles should be put in place at the national level within public policy, notably acknowledging the role of culture and arts education for women in the transmission process to younger generations from early childhood. Countries recognized the need to develop social awareness programmes that would use active community engagement techniques to promote the social and economic value of the arts, and consequently the importance of arts education. Equally, the need to address culture and arts education within the educational systems, from the curriculum to teacher training, TVET, and lifelong learning was acknowledged as a priority to be addressed at the educational policy and planning level, both within countries and at the regional level in order to benefit from the diversity of experience and practice within the same region.216 EX/5.I.I Rev. Add. – page 8 The areas of culture and arts education and training in adult education and lifelong learning programmes is largely underdeveloped in most Arab countries. While art colleges in some countries offer “free” courses for amateur artists and art lovers, this is not seen as a pathway to developing career options and employment opportunities, or for improving professional artistic practices. Equally, art disciplines are almost totally absent from vocational and technical education and training programmes, with the exception of a few private institutions. This gap was highlighted as a major issue to be addressed as part of a comprehensive plan to develop the cultural and creative industries, including digital creativity, using the opportunity of increased awareness of this area for income- generating activities at the regional and international levels and sustaining investment in culture- related entrepreneurship. Countries discussed the urgent necessity to raise awareness of socio-economic values, historic, and cultural values of heritage, arts and culture starting at an early childhood stage. In this area, countries proposed to promote trans-regional cooperation, coordination and partnerships between educational institutions and cultural institutions concerned with heritage and the arts. This generates more opportunities of learning and training for both teachers and learners from all age categories as well as opening new potentials of funding and investments in culture and art education to improve infrastructure and facilities of educational and cultural institutions. Other avenues are to encourage research and production of knowledge on culture and arts education notably building on the diversity of cultural resources and artistic expressions, by promoting the establishment of research centres specialized in cultural research and art studies. Moreover, it is significant to promote more digital technologies in culture and art education and encourage documenting, electronic archiving and digitizing arts, as well as inventorying tangible and intangible cultural heritage in order to increase the digital content available in culture and art education from the region, as well as local and cross-regional accessibility of contents. 2. Recommendations of Group V(b) towards the UNESCO Framework for Culture and Arts Education • Member States called for strengthening free, equitable access to culture and arts education at all levels of education, especially for vulnerable and marginalized communities and people in remote areas; • Member States voiced their support for ensuring greater integration of culture and arts education in educational systems, from curricula, to TVET and teacher training, to pave the way towards the professionalization of the culture sector, to expand employment opportunities, notably for women and girl’s empowerment; • Member States underscored the need to equip teachers with digital skills and provide them with adequate digital infrastructure to teach cultural and arts fields, and to better respond to young learners’ advanced capacities, needs and interests; • Member States supported the need to adapt curricula to the rapidly evolving learning environment, reinforcing practice-driven teaching methods and engaging directly with artists and heritage bearers and called for greater commitment towards the development of public policy and planning in this regard. 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