First Principle: Affirmation of the public responsibility of the State and the exercise of rights
CLADE affirms free public education as a collective fundamental human right and the State as the institutional guarantor of rights. The aim is to advocate for the public character of State institutions and to build a democratic and autonomous relationship between government and the society. Therefore, CLADE calls for:
A- The responsibility and duty on the part of the State in guaranteeing rights and, consequently, the defense of a State based on the rule of law and the defense of human rights and peoples' rights;
Second Principle: Comprehensive Education Approach.
B- The need to design and implement education policy as a State policy, with long-term plans that transcend governments' terms of office;
C- The defense of education as a public system at the service of society's needs; the demand to improve it rather than reducing it to a commodity, standing against the privatization of education institutions;
D- The demand for a State financing that ensures the realization of the right to education for all people, taking into consideration its availability, accessibility, acceptability and adaptability; civil society should watch over it in order to ensure the timely and efficient use of the budget.
Education shall be understood as a human right, promoter of all the other rights. It shall consider children, young people and adults as rights bearers. It shall promote interculturality -understood as the interaction of cosmovisions in equal conditions-, gender equity, the linkage between citizenship and democracy, a new intergenerational relationship, environmental conservation and care, a respect-based relationship with the other species and with nature, the elimination of all forms of discrimination, the promotion of justice and the construction of a culture of peace and non-violent conflict resolution. The comprehensive approach entails cross-sectoral work since education per se will not solve the education problems. Thus, the articulation with other State sectors is needed, such as economy and finances, health, sports, science and technology, justice and civil defense.
Third Principle: Democratization and efficiency of public education
, where the following shall be guaranteed:
Fourth Principle: The search for quality education programmes and processes
- Spaces and mechanisms shall be open to the substantive participation of the education community and the civil society in the design, monitoring and evaluation of education policies;
- Transparency and accountability mechanisms shall be put in place by the State and also by education institutions;
- The role of education workers should be affirmed and valued and their work should be dignified. This entails that States should guarantee the working conditions that measure up to the challenge they have to face in the field of education as well as their inclusion in the decision-making process on education policies and practices;
- The establishment of professional development and teacher training as a career; teachers should be acknowledged as rights bearers;
- Increased linkage between the results of academic research, the field experience and the decision-making on education policies;
- Definition of the professional profiles for public offices in the education area; overcoming of designations based on personal relationships or political party quotas.
- Increased linkage between formal education processes and non formal and popular education processes fostered by community dynamics and/or social and civil organizations.
based on the following criteria:
Fifth Principle: Commitment to plural and collective action of several civil society stakeholders
- Education and belonging related to the dimensions of acceptability and adaptability of education, capable of recognizing the context and the particularities of each individual and able, therefore, to promote varied and flexible proposals on the curricula;
- Affirmation of learning processes (and not only of schooling indicators) to assess governments' commitment to education;
- Vision on education as a lifelong learning process and as a path for change and liberation;
- Promotion of affirmative pedagogical actions to overcome the discrimination logics based on age, sex, gender, ethnicity and race, disabilities, deprivation of liberty, migrant or displaced condition, geographical location, nationality, and to build equality, interculturality and respect for diversity;
- Guarantee of universal provision of education, related to the dimensions of availability and accessibility, and the implementation of policies aimed at forestalling school dropout, thus ensuring permanence and educational achievement;
- The search for an increased articulation between education and the community and land so that the former will be at the service of population and human development;
- Development of approaches regarding the practice of ethics, values, the respect among all people, democracy, equality, honesty, solidarity and dialogue, in every educational action.
in the fight for making effective the right to free public education for all people, involving children, young people, adults, non-governmental organizations, teachers' trade unions, education workers' associations and social movements.