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|Welcome to The International Center for Academic EvaluationTM |
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|Welcome to ICAE |
UNESCO Season's Greetings - 2014
ICAE Endorses the IAU Call for Action
The International Center for Academic Evaluation (ICAE) is committed to setting the standard for the academic evaluation industry.
Curriculum and Academic Credential Evaluation ICAE is entrusted with the curriculum evaluation of some U.S. colleges and universities that apply for regional and national accreditation. Large U.S. universities also outsource the academic credential evaluation of their graduating students to determine if all of the Areas of Study in the curriculum are completed.
In the course of its evaluation, ICAE is guided by the UNESCO Policy on Education which is reprinted below:
UNESCO Policy on Education UNESCO - United Nations Educational, Scientific & Cultural Organization
The Constitution of UNESCO was signed in London, United Kingdom on November 16, 1945. It marks the birth of an ideal that finally came into effect on January 15, 1946 when the UNESCO Policy on Education was formulated.
As an overall principle, UNESCO Policy on Education should guide all education policies and practices from the fact that education is a basic Human Right and the foundation for a more just and equal society, worldwide.
Education For a Culture of Peace Education for a culture of peace has become a priority for UNESCO in order to respond to the problems of increased violence, discrimination and exclusion, non-respect of the basic human rights and intolerance. How, if not through education, can the defenses of peace be constructed in the minds of men? How, if not through education can we ensure the economic, social and cultural developments of each and every one of us?
Of all the areas in which a culture of peace can be effective and long-lasting, the most important is the education system. This implies some transformation of the traditional educational process that encompasses curricula, methods and materials, including textbooks, programs and methods for training teachers and other educational personnel, school management and non-formal education.
In an age when specialization, but also adaptability and polyvalence are essential, there is a need for: an education that is broad and multifaceted as life itself; one that recognizes the multiple roles individuals will be called upon to play in tomorrow’s society; and one that prepares us all to become lifelong learners able to take advantage of the many forms of learning.
As stated in the report of the International Commission on Education for the Twenty-First Century, education is a lifelong process whereby to acquire and to improve knowledge and skills, and exceptional means of bringing about personal developments and building relationships among individuals, groups and nations, in other words, “learning to live together”.
UNESCO’s long-term objective is to contribute to the establishment of a comprehensive system of education and training for peace, human rights and democracy, tolerance, nonviolence and international understanding for all embracing all levels of education through the implementation of projects and activities that will contribute to the attainment of this goal.
Education for Sustainable Development Sustainable development is a vision of development that encompasses populations, animal and plant species, ecosystems, natural resources and that integrates concerns such as the fight against poverty, gender equality, human rights, education for all, health, human security, intercultural dialogue, etc. Education for sustainable development aims to help people to develop the attitudes, skills and knowledge to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions.
UNESCO recognizes the key role higher education could and should play in the overall process of achieving sustainable development. Leaders of higher education institutions and their academic colleagues are in a key position to contribute to an equitable and ecologically sound future by making sustainable development a central academic and organizational focus. This requires the generation and dissemination of knowledge through interdisciplinary research and teaching, policy-making, capacity-building, and technology transfer. It is critical that higher education institutions understand and accept their responsibility within the broader context of social and economic development, and the building of democratic, equitable and ecologically-minded societies.
The United Nations Decade of Education for Sustainable Development (2005-2014), for which UNESCO is the lead agency, seeks to integrate the principles, values, and practices of sustainable development into all aspects of education and learning, in order to address the social, economic, cultural and environmental problems we face in the twenty-first century.
Education For All With the launch of the Education For All (EFA) Movement in 1990, education is increasingly a major issue at both the national and international levels, with international organizations, governments, civil society and increasingly the private sector to centrally position education development in their policies and strategies.
The idea of “intercultural dialogue” takes as its starting point the recognition of difference and multiplicity of the world in which we live. These differences of opinion, viewpoint, and values exist not only within each individual cultures, but also between cultures. “Dialogue” seeks to approach these multiple viewpoints with a desire to understand and learn from those that do not see the world in the same way as ourselves. An effective “dialogue”, therefore, is an enriching and opening interaction which encourages the respectful sharing of ideas and an exploration of the different thought-processes through which the world is perceived and understood. This interaction emphasizes for broadened and deepened self-knowledge and world view. As a process, intercultural dialogue encourages an identification of the boundaries that define individuals, and then asks them to relate across those boundaries and even to call them into question.
In an increasingly globalize and interdependent world, where encountering cultural difference ca scarcely be avoided, the ability to enter into a tolerant and respectful dialogue is a vital skill for nations, communities, and individuals. In this context, higher education institutions have an important role to play. Disciplines, teaching methods, student skills, and knowledge itself ca be deepened and strengthened through an intercultural dialogue approach.
Access and Success in Higher Education In responding to the multiple imperatives that drive our global knowledge-based economy and society, national governments recognize the need for high quality higher education for all. Preparing its citizens for the twenty-first century by sustaining or developing a globally competitive research/innovation base and raising employability skills are goals pursued by most, despite different contexts. Gaining access to learning and successful participation in higher education is becoming essential for all.
As a result, most countries, even if their capacities to fulfil them differ widely, have set goals to increase the share of the population with higher education and/or broaden access to higher education for individuals that are under-represented because of socio-economic status, race, ethnicity, religion, age, gender, disability or location.
Equitable access to quality learning contributes significantly to the development of national human resources, promotes social justice and cohesion, enhances personal development, employability and, in general, facilitates sustainable development.
UNESCO IAU – International Association of Universities The UNESCO IAU – the International Association of Universities brings together higher education institutions and organizations from some 150 countries for reflection and action on common concerns and collaborates with various international, regional and national bodies active in higher education. Membership into IAU is usually considered a worldwide equivalent to an accreditation status.
The IAU aims at giving expression to the obligation of higher education institutions as social institutions to promote, through teaching, research and services, the principles of freedom and justice, of human dignity and solidarity, and contributes, through international cooperation, to the development of material and moral assistance for the strengthening of higher education generally.
The International Center for Academic Evaluation (ICAE) The International Center for Academic Evaluation (ICAE) shall help promote the ideals upon which UNESCO was created by providing quality evaluation of academic credentials from all sectors of society, worldwide. It shall endeavor to set the gold standard of excellence for the academic evaluation profession.
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