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Educating for Human Rights and Global Competency

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Date and time
Tuesday, February 10, 2009
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Felisa Tibbitts, of Human Rights Education Associates, and Ed Gragert, of the International Educational Resource Network (iEARN), examine the relationship of Human Rights Education and Global Competency. Sixty years ago, the United Nations General Assembly adopted the Universal Declaration of Human Rights. As the world has become more integrated, human rights have become increasingly helpful as a moral compass to guide global competency. The discussants address a variety of approaches to human rights education, what is known and not known about their effects, and the implementation challenges to universalizing Human Rights Education. Fernando Reimers, Ford Foundation Professor of International Education and Director International Education Policy Program provides the introduction and moderation for this forum.

Fernando M. Reimers is the Ford Foundation Professor of International Education and Director of Global Education and of International Education Policy at Harvard University. He teaches courses on the relationship between education policy, democratic citizenship and instructional improvement. His course 'Education Policy Analysis and Research in Developing Countries' focuses on some of the core education challenges in the development field. His course 'Education, Poverty and Inequality in Latin America' is an examination of the options to improve learning opportunities in high poverty schools in Latin America. He recently completed a study evaluating a national program to promote literacy instruction in Mexico as part of a large evaluation of major education policies of the Federal Government in Mexico, a project for which he was principal investigator, involving 8 faculty members at the Harvard Graduate School of Education. This research led to a recently published book Aprender Mas y Mejor. Politicas, Programas y Oportunidades en Educacion Basica en Mexico (Fernando Reimers editor. Fondo de Cultura Economica) He also served recently on a Panel Review of the National Academy of Sciences evaluating Title VI, Fulbright-Hays and other Federally Funded Programs to promote the Internationalization of American Universities. A fellow of the International Academy of Education and member of the Council of Foreign Relations and of the Advisory Board of the Division of Behavioral and Social Sciences and Education, National Academy of Sciences, Professor Reimers is best known for his theory of 'Informed Dialogue', an approach to bridge scientific research and education policy through the mapping and mobilization of social networks. Professor Reimers is also known for his studies on the quality of education in developing countries and for his research on the relationship between education policy and instructional improvement in high poverty schools. He is the Director and creator of the International Education Policy Program at Harvard University. Prior to joining the Faculty at the Graduate School of Education in 1997 he was Senior Education Specialist at the World Bank. He also worked as Research Associate, Institute Associate and Fellow at the Harvard Institute for International Development and on the faculty at Universidad Central de Venezuela. He has extensive experience in the area of international development assistance with the United States Agency for International Development, the World Bank, the InterAmerican Development Bank and other Development Organizations. He has worked in Egypt, Jordan, Pakistan and most countries in Latin America.

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