UNESCO did not issue any recommendations on education in the 1980s. It was a period of controversy for the organization, marked by the withdrawal of the United States from the organization in late 1984 and the United Kingdom and Singapore in late 1985, to protest what U.S. Secretary of State George Schultz in his resignation letter called « political trends, ideological emphasis, of UNESCO`s budget and manpower [which] affected the effectiveness of the organization [and guided the organization] from the original principles of its Constitution. A final study on the merits of these allegations was never conducted, although in terms of education, it can be noted that after the end of the cold war, UNESCO became more active in working with other international organizations to advance its agenda in areas such as development education and human rights education. Two major international agreements that will result from this are the World Declaration on Education for All (1990) and the World Plan of Action for Human Rights and Democracy Education (1993), adopted by the International Congress on Human Rights and Democracy Education in Montreal. Also noteworthy is the Salamanca Declaration (Declaration) on Special Education (1994) adopted by the World Conference on Special Education (convened jointly by UNESCO and the Government of Spain in Salamanca, Spain, in June 1994), as well as a follow-up declaration (the Dakar Declaration on Education for All) to the above-mentioned Jomtien Declaration adopted by the World Education Forum. an international conference organized by UNESCO with its Jomtien partners in April 2000 in Dakar (Senegal). The spirit that animated the conferences was essentially that of the new (or progressive) educational thought associated with the BIE: expanding educational opportunities and promoting more child-centred pedagogies. The recommendations were not formal and purely consultative, and it was recognized that countries would adapt them to their individual circumstances. Their advantage to the participants (usually ministries of education) probably lay in the broad seal of international approval they gave to the policies that most countries were inclined to pursue anyway. Significantly, the majority of recommendations concerned the organisational and administrative aspects of education rather than its content, which would have been more difficult to manage politically. UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION.

2002. « Standardization instruments and guidance texts. » . The success of the BIE conferences was probably a factor in the interest of a number of countries for the possibility of future international cooperation on education issues even before the end of the war. Towards the end of the war, at the initiative of the British government, a standing conference of Allied ministers of education was set up in London to discuss the tasks of reconstruction and cooperation in education that countries should undertake after the war. This body quickly met on proposals for the creation of an intergovernmental educational and cultural organization, with the subsequent addition of scientific cooperation. In the meantime, the United States has begun a process of international negotiations and discussions with a view to establishing the United Nations, whose objectives, in Article I of the Charter of the Organization, in addition to the maintenance of « international peace and security » and the development of « friendly relations among nations », are also « the achievement of international cooperation in the resolution of international nations ». problems of an economic, social or humanitarian nature and to promote and encourage respect for human rights and fundamental freedoms for all, without distinction as to race, sex, language or religion ». The Treaty of San Francisco, which contained the Charter, entered into force in October 1945. The London Treaty with the UNESCO Constitution entered into force in November 1946. Subsection (e).

Hrsg. L. 106–398, § 1 [[div. A], Title II, § 253 (b)], subsection (e) as amended in general. Before the change, Subsec. (e) read as follows: « In this section, the term `local education agency` has the meaning ascribed to such a term in section 14101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 8801). » Education was not explicitly mentioned in the Treaty establishing the League, although at the peace conference that drafted the Treaty, some countries advocated its inclusion. Others felt that education was primarily an internal matter. Nevertheless, at its first meeting in 1920, the General Assembly of the League adopted a resolution calling on the (Executive) Council of the Society to consider a closely related issue, that of « international intellectual cooperation », which the authors of the resolution (Belgium and France) considered very relevant for the task of developing a spirit of understanding, cooperation and peace among nations. The following year, the League established an International Commission for Intellectual Cooperation, composed of eminent personalities in the sciences and humanities from various countries, to advise the Council on measures that Governments could take to promote international cooperation among academics, artists, philosophers, writers and other groups of intellectuals to advance the general objectives of the League. promote. Outside of treaties and unlike the United Nations, UNESCO has adopted recommendations rather than declarations in the past.

The objective of these recommendations, as well as those adopted by the International Conferences on (Public) Education, was essentially to encourage countries to adopt smart policies and best practices in relevant areas. Their adoption by the General Conference of UNESCO should give them more weight and validity than the recommendations of the International Conferences on Education (public), since the first body is a conference of States, while the second are basically only conferences of ministers of education. As indicated in the titles of some of the recommendations, it was assumed that policies and recommended practices might need to be reviewed at a later stage in the light of experience gained and changing national and international circumstances. The Early Childhood Education Articulation Agreement is a national academic progression agreement that promotes educational advancement opportunities for early childhood education (ECE) students enrolled in the North Carolina Community College System at the University of North Carolina`s constituent institutions to pursue a bachelor`s degree in a bachelor`s degree program in teaching from kindergarten to birth or a bachelor`s degree in a related program without license for early childhood education. to be completed.. .