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Learning Policy Action Group Steering Committee Retreat
Wasan
Island, Ontario
July 6-10, 2002
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A group picture of the retreat participants. |
The Steering Committee of
the Policy Action Group on Learning (PAGL), developed by Commissioner Paul
Cappon and colleagues, will meet at the Breuninger Foundation estate on
Wasan Island, in the Muskoka Lakes of Ontario, Canada, on July 6 - 10, 2002.
This first gathering will bring together 10-15 members of the PAGL Steering
Committee to explore and develop strategies to broaden the work on seven
selected themes and two focus groups. The meeting will also be a key step
in the process of producing implementable recommendations for learning on
a global basis.
The PAGL seeks to critically review issues surrounding education and learning,
as well as the impact of the forces of globalization.
The following seven broad issue areas have been proposed for review:
1) The opportunities, challenges and problems associated with the use of
information and communications technologies;
2) The articulation of the roles and areas of prime involvement for the
private sector in traditional and non-traditional learning;
3) The examination of the roles, mandates and operating philosophies of
major multi-lateral bodies within the UN system and among the Bretton Woods
organizations, among others, to ascertain areas of common purpose, divergence,
overlap and duplication; and to identify ways of raising the profile of
education and learning in general on their respective agendas;
4) The review of issues related to the relationship between learning and
cultural preservation and diversity, multiculturalism, linguistic preservation
and the promotion of basic human rights throughout all aspects of learning;
5) The review of the dichotomy between learning for sustainable development
and learning as an individual intellectual pursuit;
6) The assessment of the opportunities and challenges surrounding life-long
learning, the inter-relationship between formal and non-formal ways of learning,
new approaches to formal learning that reflect varying social and economic
conditions and the roles that formal and non-formal learning can play in
combating poverty;
7) The review of the intellectual and resource requirements of the agents
of the transmission of knowledge (teachers, etc), including the means by
which various stakeholders can assess the results of their actions and interventions.c
In addition to these seven issue areas, transverse considerations such as
gender equality, the impact of the transformation of education and learning
systems on LDCs and on Africa in particular, and the role that youth themselves
can play in shaping new solutions will also be taken into account.
For more pictures please click
here.
To view an Executive Summary: Globalization and Learning - Putting Humanity
First!, an Introductory Discussion Paper of The Policy Action Group on Learning,
please click here.
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