International Day

In order to raise worldwide awareness of the importance of education in the city and make visible the commitment of local governments to education, as well as the work that educational agents, be they in formal or non-formal education, carry out. Through this, the idea is to acknowledge and make known their work so that new cities, citizen organizations, experts and representatives of civil society and the private sector can also commit themselves to building better cities through education.

Through this global event, the IAEC also wants to contribute to achieving the 2030 Agenda for Sustainable Development, which was drafted after an unprecedented dialogue amongst the member states of the United Nations, local governments, civil society, the private sector and other agents, lending special support to cities (Sustainable Development Goal 11) and to inclusive and quality education for all and throughout life (SDG 4).

That is why the Executive Committee and the Secretariat of the IAEC is inviting member cities to pledge and renew their commitment to the Charter of Educating Cities by organizing a program of activities for the International Day of the Educating City.

We propose concentrating the activities on that date in order to commemorate 30 November 1990 as the day on which the Charter of Educating Cities was proclaimed in Barcelona. By concentrating the activities of all the cities on one day we are also attempting to emphasize the global character of the celebration.

Sixty years after its proclamation, the right to education has become a necessary but insufficient right in the terms under which it was conceived. Expanding on the right to education cannot remain confined only to improving compulsory education, but must also progress towards an expansion of its scope, both in terms of a preventive dimension before compulsory education begins – specifically focusing on early childhood education– and by extending the latter – through the normalization of lifelong learning.

At the same time, the right to education constitutes a domain that cannot be exercised individually but rather collectively. The potentialities of interrelations and interconnections at all levels and in all areas, in what can be called the world-network, locates the danger to exercising the right to education as an individual right on the edge of inequality and exclusion. Only the right to education exercised collectively and for the community can facilitate the transformation of education into a social process that fosters equality of rights and social inclusion. That is why we speak of education as a ‘right that generates rights’ and as a space for building social coexistence and cohesion.

In the vanguard of this perspective education is understood as a collective right, or as an individual right that can only be exercised collectively. This is the Right to an Educating City. An option that sees education as a collective asset in the service of correcting social inequalities, a tool that can democratize the educational management and practices that seeks the co-responsibility of all social stakeholders The educating cities emphasize the leading role of the citizenry as a whole in the unending process of quality, decent lifelong education for all.

In the educating city, the equality in the right to education is exercised from the standpoint of equity, since the starting points of each individual and each community are unequal. That is why a homogenizing approach to education in a world, with high indices of social inequality generates segregation. Organizing cooperative networks amongst social agents committed to education triggers the enormous educative potential of our society, redolent from top to bottom of information, and by its organized version, knowledge. In the educating city, neighbourhoods educate.

In the educating city educational inclusion is exercised to the benefit of the entire population, and not only for those persons with special educational needs, be they temporary or permanent. The denial of diversity in all its dimensions (gender, social class, sexual orientation, and ethnic or cultural origin) is a focal point of social exclusion. In the educating city there is a place for everyone. Everyone receives and everyone contributes. In order to educate we must educate ourselves.

On 30 November we will all celebrate our International Day, a global alliance of cities that educate and learn. Please join us.

This year we are celebrating the second International Day of the Educating City, after its success last year, which had the support of more than 140 cities. These cities joined their voices in order to launch a unitary, clear and strong message in favour of education as a political tool for social transformation and to foster fairer, more cooperative and inclusive cities.

Being an educating city entails placing people at the centre of the political action, and to offer a holistic education which allows each and every citizen to find its place in society. This means having citizens who are positively committed towards contributing to the improvement of their communities, but also implies having political leaders who listen to the citizens, and take on board the proposals of the civil society who share the common goal of building an educating city.

Currently, there are many local governments on all continents that are working to contribute to meeting the UN’s Sustainable Development Goals (SDGs); and it is precisely the ensuring of inclusive and equitable quality education and the promotion of lifelong learning for all that constitutes one of the 17 goals of the new sustainable development agenda. This is a goal whose importance stands out for also playing a key transversal role in the advancement of the ensemble of SDGs; only through values education will it be possible to foster active citizenship and resilient institutions.

It is in this context, facing a world where individualism and the interests of the market seem to prevail over the common good, that we dare to launch this year’s International Day with the theme of “The Right to an Educating City” as the platform for the activities. We launch this initiative with the aim of contributing to rethinking our cities so that they foster inclusion and equality of opportunities, social justice, participatory democracy, education for active citizenry, coexistence amongst different cultures, dialogue between generations, sustainability and planning of an accessible interconnected city that stimulates eagerness for learning and offers learning opportunities for personal and collective growth.

We are talking about a Right that can only be won by joining forces with the educational community and civil society as a whole. That is why this year we also want to publicly recognize the multiple educative agents active in our cities and celebrate this Day especially with them. Without a doubt their commitment, dedication, effort and enthusiasm will enable us to progress together towards shaping such kind of city.

We are convinced that education is a driver of change that opens up a door to hope, and that if our cities progress we will all benefit. That is why we are inviting you to renew your commitment and make it public by celebrating this second International Day of the Educating City with us.

We local governments manifest our firm commitment to the Right to an Educating City, as an extension of the basic right of all people to education and as a vehicle for realizing other basic rights. We see the Right to Education as a driver of human, social and economic development of people and communities; an indispensable element for achieving sustainable development, an active citizenship and lasting peace.

As local governments we assume our commitment to promote inclusive quality education and life-long learning opportunities for all, by ensuring that this right can be realized without any form of discrimination and by strengthening the important tasks undertaken by educational institutions and families.

At the same time, of special note is the fact that libraries, museums, cultural, healthcare and sport centers, municipal services, sundry associations, the business community, the media etc., offer innovative non-formal and informal educational proposals that should complement and enrich formal education.

Having the conviction that education entails an enormous power of social transformation, we recognize and support the valuable educational work carried out by all these agents in the construction of this city model. With this, we are also contributing to a paradigm shift in education.

Thus, we local governments invite the educational community, grassroots organizations and civil society as a whole to pool their efforts to realize the Right to an Educating City; a city governed by inclusion and equality of opportunities, social justice, equity, diversity; a city without violence, that promotes participatory democracy, coexistence amongst different cultures, dialogue between the generations, empathy, cooperation, etc. This aspiration arises from the principles included in our roadmap: the Charter of Educating Cities.

Only if we are able to build a large local network of educational agents around this shared project will we be able to transform urban space into an educating space, where, in addition to facilitating access to knowledge and wisdom, we can also transmit values and attitudes so that people can develop their skills and become active agents in the development of their communities.

As political representatives we are committed to creating spaces of encounter, dialogue, reflection and decision-making, in which the different cultures and social groups that make up our society are present in order to meet successfully the numerous challenges that our municipalities are facing.

Architect, Faculty of Architecture and Urban Design – University of Buenos Aires

José Agustín Goytisolo escribió un poema titulado El Lobito Bueno inmortalizado por la voz inequívoca de Paco Ibañez. En él se habla también de un príncipe malo, de una bruja hermosa y de un pirata honrado. Soñar el mundo al revés es la propuesta escondida en estos versos.

En la clase de gramática, aprendimos que del singular nacía el plural. La ciudad educadora, como el poeta, nos invita a pensar que del único lugar del que puede emerger el singular es del plural que forma la ciudadanía.

¿No será que si aprendemos a leer el mundo al revés empezaremos a entenderlo mejor?¿No será cierto que la responsabilidad educativa reside tanto en la ciudadanía y sus diversos modos de vivir como en los centros educativos específicos? ¿No será que si la ciudad se toma en serio su función educadora el placer por saber más no tendrá límite y la protección de lo colectivo será un verdadero objetivo en si mismo?

¿Quién sabe cuál es el derecho y el revés de la experiencia vital de aprender?

Madame, Monsieur:

Par cette lettre je tiens à vous faire part du soutien que je porte à la demande de reconnaissance des Nations Unies du 30 novembre comme « Journée Internationale de la Ville Éducatrice », en ligne avec la proposition faite par l’Association Internationale des Villes Educatrices (AIVE), composé de près de 500 villes du monde.

L’institutionnalisation de cette célébration contribuerait a la prise de conscience de l’importance de l’éducation dans la ville et a rendre visible l’engagement des gouvernements locaux avec l’éducation tout au long de la vie. Cette célébration globale vise également à promouvoir la concrétisation de l’Agenda 2030 pour le Développement Durable au niveau local.

En tant que géographe urbaniste et spécialiste de gouvernance urbaine je pense que la phase d’explosion urbaine dans laquelle est plongée le continent africain et tout particulièrement l’Afrique de l’ouest demande un accompagnement multidimensionnel pour être saisie comme une opportunité de développement et non la raison de l’approfondissement des dysfonctionnements actuellement constates. Parmi les facteurs de valorisation du processus d’urbanisation se trouve l’Education sous toutes ses formes, dont celles qui développent les compétences de base qui permettent d’améliorer l’intégration de millions de ruraux et de péri urbains à la ville. Education a bien des rôles fondamentaux: citoyens, acteurs socio-économiques et politiques….la Ville est le lieu de bâtir les ressources qui sont facteurs de développement aux plans conceptuel, technologique, cognitif, matériel, relationnel … et d’abord culturel. Cultures urbaines.

Par conséquent, je souscris pleinement à la désignation du 30 novembre comme Journée Internationale de la Ville Éducatrice.

Cordialement,
Salimata Wade

Fondatrice et directrice de La Compagnie du Bien Manger
Fondatrice et Secrétaire Générale de Plus Value Culture
Maître de Conférences Titulaire
Département de Géographie/FLSH
Université Cheikh Anta Diop de Dakar

Apreciados Señores y Señoras:

Les escribo esta carta en señal de apoyo a la solicitud de reconocimiento por parte de Naciones Unidas del día 30 de noviembre como “Día Internacional de la Ciudad Educadora” en línea con la propuesta formulada por la Asociación Internacional de Ciudades Educadoras (AICE) integrada por cerca de 500 ciudades del mundo.

La institucionalización de dicha celebración contribuiría a crear consciencia de la importancia de la educación en la ciudad y a visibilizar el compromiso de los gobiernos locales como agentes educativos comprometidos con la educación a lo largo de la vida. Con esta celebración global se pretende, a su vez, promover la concreción de la Agenda 2030 para un Desarrollo Sostenible en el contexto local.

Creo que la celebración de este Día Internacional puede contribuir a concienciar a miles de ciudadanos de la función educadora y, por lo tanto, emancipadora, que pueden hoy jugar las ciudades en el mundo. Esta concienciación ciudadana sin duda será un excelente estímulo para que nuevas ciudades de todos los continente del mundo se sumen a esta excelente iniciativa.

Por todo ello, apoyo la designación del día 30 de noviembre como Día Internacional de la Ciudad Educadora.

Atentamente,

Àngel Castiñeira

Director de la Cátedra de Liderazgos y Gobernanza Democrática

ESADE (Universitat Ramon Llull)

Es muy importante sostener la conmemoración del día Internacional de la Ciudad Educadora. No para inmortalizarla un día al año, sino para darle relevancia a las voces que integran cada ciudad y reinventar cada una de ellas como una ciudad educadora.

Una ciudad educadora es aquella que construye políticas públicas para el cuidado de sus ciudadanos, especialmente los niños, niñas y los adultos mayores. Que cuida los espacios públicos como el territorio contingente y transitable, donde los ciudadanos la habitan y se reconocen en ella. Donde cada espacio físico es motivo para recuperar la historia, las biografías y la prospectiva.

Una ciudad educadora es aquella que aloja a los recién llegados, aquellos que cargan con la extranjería, deseosos de formar parte. Es aquella que se piensa para la convivencia con diversidad, generando igualdad de oportunidades para una vida en democracia y participación.

Una ciudad educadora merece ser el faro que da luz a los gobiernos locales para hacer visible la justicia, equidad, la convivencia, la erradicación de la violencia y el compromiso con los Derechos Humanos.

Por todo esto, como no conmemorar un día al año la importancia de una ciudad educadora.

Apreciados Señores y Señoras:

Les escribo esta carta en señal de apoyo a la solicitud de reconocimiento por parte de Naciones Unidas del día 30 de noviembre como «Día lnternacional de la Ciudad Educadora» en línea con la propuesta formulada por la Asociación lnternacional de Ciudades Educadoras (AICE) integrada por cerca de 500 ciudades del mundo.

La institucionalización de dicha celebración contribuiría a crear consciencia de la importancia de la educación en la ciudad y a visibilizar el compromiso de los gobiernos locales como agentes educativos comprometidos con la educación a lo largo de la vida. Con esta celebración global se pretende, a su vez, promover Ia concreción de la Agenda 2030 para un Desarrollo Sostenible en el contexto local.

Por todo ello, apoyo la designación del día 30 de noviembre como Día lnternacional de la Ciudad Educadora.

Atentamente,

Alberto Manguel

Director

Biblioteca Nacional Mariano Moreno

Dear Sir or Madam:

I am writing to support the request for UN recognition of 30 November as the «International Day of the Educating City», in line with the proposal made by the International Association of Educating Cities (IAEC), made up of close to 500 cities in the world. The institutionalization of such celebration would contribute to raise awareness on the importance of education in the city and to make visible the commitment of local governments to lifelong learning.

Present-day recognition of the importance of cities in the global agenda for inclusive and sustainable development is unprecedented. In September 2015, U.N. member states agreed on 17 global goals to end poverty, fight inequality and tackle climate change by 2030. Among the Sustainable Development Goals (SDGs), is an «urban» goal, «SDG Number 11» calling on the international community to make cities «inclusive, safe, resilient and sustainable.» A few months later, in October 2016, the United Nations’ HABITAT III conference -an international gathering convened every twenty years- adopted the «New Urban Agenda» which would further align domestic policies and international cooperation across the globe with the objectives of SDG11.

Proclamation is laudable; action is essential. Cities are the largest and arguably most complex product of human enterprise. As cities are made by humans, they necessarily are imperfect. As cities are complex, humans invariably struggle to bring the totality of urban reality into a single vision. We tend to isolate those aspects of urban life which give us pause, approaching with singular solutions and agendas intended to «fix» a particular urban condition. This piecemeal approach tends to distract us from the larger objective of nurturing cities as holistic places of promise.

Unidimensional approaches to urban life drive us towards conventional technologies, strategies, and innovations, which, while laudable, are insufficient. We need to expand policy goals beyond favoring any particular group no matter how creative it may be. All of which underscores the importance of the International Day of the Educating City.

Therefore, I give my support to the establishment of 30 November as the lnternational Day of the Educating City.

Best regards,

Blair A. Ruble

Distinguished Scholar

Woodrow Wilson Center

Washington, D.C.

Dear Sir or Madam:

I am writing to support the request for UN recognition of 30 November as the “International Day of the Educating City», in line with the proposal made by the International Association of Educating Cities (IAEC), made up of close to 500 cities in the world.

The institutionalization of such celebration would contribute to raise awareness on the importance of education in the city and to make visible the commitment of local governments to lifelong learning. This global celebration also seeks to promote the materialisation of the 2030 Agenda for Sustainable Development in the local context.

Cities can and should provide spaces for meeting and moving, safe spaces for children, women and seniors, inviting spaces which encourage to become and to stay physically active. One of my favorite cities is Copenhagen which banned cars and encourages people to walk, to jog and to bike. Playing grounds for young and old, climbing walls, swimming baths, skateboard arenas and many parks invite the citizens to participate in various physical activities, to train, to relax and to have fun. I hope that many cities follow Copenhagen and other cities “on the move”.

Therefore, I give my support to the establishment of 30 November as the International Day of the Educating City.

Gertrud Pfister

Professor Emerita

Department of Nutrition, Sports and Exercises

University of Copenhagen

Del excelente contenido de la Carta de Ciudades Educadoras, aprobado en Barcelona el año 1990 y revisado posteriormente los años 1994 y 2004 se pueden extraer muchas reflexiones y propuestas. Querría poner – de manera dispersa – el acento sobre algunas de ellas en las que, según mi criterio, merece la pena incidir tanto en la educación informal como en la formal.

Resulta innegable el impacto educativo (para bien y para mal) de los medios de comunicación. Es necesario ser usuarios habituales y al mismo tiempo libres frente a sus reiteradas y malintencionadas voluntades de manipulación, desvinculándonos de todo lo que es éticamente inaceptable. Y en la misma dirección resulta imprescindible ser cuidadosos en la utilización, -mayoritariamente superflua – de las redes sociales aun con plena conciencia de que su principal misión parece ser el control a distancia de las personas.

Pensando en la dimensión social, la educación supone una opción para una economía al servicio de las personas alejada del lucro, de la especulación y del beneficio contable. Y, por el contrario, dedicada a dar trabajo a la gente y a la producción de bienes y servicios para la población.

De una manera más amplia, y afortunadamente bien recalcada en la Carta, la idea de que el mundo es de todos resulta evidente, así como el hecho de que el establecimiento de fronteras es éticamente inaceptable y, en cambio, la acogida de refugiados con los brazos abiertos hacia los inmigrantes significa una actitud irrenunciable.

Sin alejarse mucho de la idea anterior, la educación para la paz y el desarme se ha reiterado copiosamente en muchos proyectos educativos. Un mundo sin armas, sin ejércitos, sin falsas amenazas y absurdas seguridades nos llevará a una mayor calma y eficacia.

En última instancia tener presentes las limitaciones del Planeta, optar por el decrecimiento material y vivir mejor con menos consumo es, en la práctica, la única posibilidad para un futuro mejor.

A todos estos criterios educativos es necesario, sin duda, darles una aplicación intergeneracional a la vez que una voluntad de actualización – y consiguientemente – de formación, permanente.