OEA - CIDI - Resolución CIDI RPME doc 56 rev 2

INTER-AMERICAN COUNCIL FOR INTEGRAL DEVELOPMENT

PREPARATORY MEETING FOR THE TWELFTH OEA/Ser.K/V

INTER-AMERICAN MEETING OF MINISTERS OF EDUCATION CIDI/RPME/doc.56/25 rev. 2

April 20 and 21, 2026 7 April 2026 Washington, D.C. Original: Spanish Virtual Format PRELIMINARY DRAFT OF THE HEMISPHERIC ACTION PLAN FOR EDUCATION “Towards Resilient Education Systems in Contexts of Change” (Includes comments received by the member states as of March 27, 2026)

A. BACKGROUND In the framework of the meetings of the Ministerial Process on Education, the Eleventh InterAmerican Meeting of Ministers of Education held in November 2022 adopted the Inter-American Education Agenda 2022-2027 (CIDI/RME/doc.6/22 rev. 2). Authorities from the ministries of education in the region identified key components and emerging needs of the education sector, taking into consideration specific and urgent needs encountered both locally and in the region as a whole. As stated in the Hemispheric Declaration on Education “Towards Building a New Educational Hemispheric Pact in Contexts of Change, ”(CIDI/RME/DEC.1/22), the ministers acknowledged that meeting those emerging needs and addressing the challenges posed by changing circumstances in the region require constant reflection on how we learn throughout life in order to achieve [US: high quality]

[AR: quality, equitable, and free] education while strengthening [AR: the educating society] capable of handling and responding effectively to interruptions of different kinds.

B. GENERAL FRAMEWORK FOR ACTION This Plan of Action is based on the structure, composition, and methodology established in the Hemispheric Declaration on Education (CIDI/RPME/doc.3/25), in the Inter-American Educational Agenda 2022-2027 (IEA 2022-2027), and in resolution CIDI/CIE/RES.1/24 "Methodology for developing and implementing the Work Plan of the Inter-American Committee on Education 20222025".

C. PURPOSE

Agenda 2022-2027 (IEA 2022-2027), and in resolution CIDI/CIE/RES.1/24 "Methodology for developing and implementing the Work Plan of the Inter-American Committee on Education 20222025".

C. PURPOSE

[ME: To agree upon the steps] to follow up on commitments undertaken in the Hemispheric Declaration on Education adopted at the Twelfth Inter-American Meeting of Ministers of Education held in Quito, Ecuador on July 21 and 22, 2026, through specific actions that will help achieve member states’ educational priorities until the Thirteenth Inter-American Meeting of Ministers of Education in 2028.

D. GENERAL OBJECTIVES AND PRIORITY AREAS OF ACTION As part of the implementation of the Inter-American Educational Agenda, the activities promoted by the Inter-American Committee on Education (CIE) and its working groups have been consolidated as safe and reliable environments for sharing experiences. These initiatives foster the2strengthening of public policies and support decision-making that benefits the educational community, contributing to the development of all member states.

The CIE will celebrate its 25 th anniversary in 2028. It was created in 2003 during the Third Inter-American Meeting of Ministers of Education, where the "Declaration from Mexico" was adopted (CIDI/RME/DEC. 4 (III-O/03)). At that time, it was tasked with "promoting and building consensus in favor of programs of hemispheric and subregional scope, as well as supporting the follow-up to the mandates of the Summits of the Americas”. Twenty-five years ago, the member states pledged to ensure "universal access to and completion of quality primary education for all [ME: girls and] boys [ME: ]". Today, in 2026, the

ministries of education reaffirm this commitment, establishing priorities such as the reactivation of the education sector, digital literacy, democratic participation, healthy eating, and the transition from school to work. All of this is based on the recognition that schools are fundamental pillars for building healthier, more informed, and more just societies. Looking ahead to 2028, this anniversary represents an opportunity to explore new spheres of activity and continue strengthening educational systems in the Americas. In order to effectively address educational challenges in changing contexts, the Hemispheric Plan of Action for Education proposes the following objectives:

1. Foster multilateral action to strengthen resilient, [ME: inclusive, equitable,] and rapidresponse education systems that facilitate educational continuity and promote quality education in changing contexts.

2. Generate spaces for dialogue to share experiences that [ME: foster the exploration of multiple postures and visions with regard to the] initiatives and their adaptability to the diverse contexts of the region. 3. [ME: Discuss] initiatives that strengthen the implementation mechanisms of the 20222027 Inter-American Education Agenda, promoting the sustainability of the processes generated with the ministries of education with respect to the different priority areas and the issues they focus on.

4. Strengthen the mechanisms, protocols, and technical documents presented during the Twelfth Inter-American Meeting of Ministers of Education [US:]. 5. [ME: Agree on] steps to honor the commitments undertaken in the Declaration “Towards Resilient Education Systems in Contexts of Change”, adopted at the Twelfth Meeting of Ministers of Education held in Quito, Ecuador on March 10 and 11, 2026, through specific actions that will help achieve member states’ educational priorities until the Thirteenth Inter-American Meeting of Ministers of Education in 2028.

In order to efficiently address the objectives of the action plan, concrete actions are proposed to guide the work of the CIE over the next three years. The purpose of this plan is to deepen and promote the mechanisms generated in each of the hemispheric programs that respond to the two priority areas of the 2022-2027 Inter-American Education Agenda:- 3Priority area 1: Systemic approach for building resilient education systems

the mechanisms generated in each of the hemispheric programs that respond to the two priority areas of the 2022-2027 Inter-American Education Agenda:- 3Priority area 1: Systemic approach for building resilient education systems  Hemispheric Program for the Recovery, Repair, and Reactivation of the Education Sector (3R4E)  Hemispheric Program on Critical Literacy and Digital Education in Contexts of Change (LICED)  Program: Strengthening democratic principles through education and policy dialogue (DEMEP) Priority area 2: Intersectoral agenda.  The Hemispheric Program on healthy eating and physical activity policies in school environments: A first line of action in the fight against noncommunicable diseases in the Americas  Hemispheric Program for the development of skills in contexts of change: An intersectoral approach to skills for the future and vocational training

E. SPECIFIC MEASURES

I. Systemic approach for building resilient education systems

1. Scientific Dissemination for Public Education Policies in Contexts of Change Scientific dissemination requires a governance mechanism that facilitates the generation, systematization, and dissemination of knowledge that supports informed decision making. To this end, a regional mechanism has been devised that comprises an annual cycle continuously fed by the contributions of the ministries of education, through the six components of the mechanism, which are: the repository; colloquia, seminars, and conferences; workshops; meetings using the "Five Finger Advocacy" model; podcasts and infographics.

With a view to fostering its sustainability over time, the following actions are proposed: a. Support recovery, repair, and reactivation efforts in the education sector, generating evidence-based solutions; b. Facilitate the dissemination of information, so that the management and dissemination of knowledge includes the different actors involved at different levels of the educational systems; c. Promote opportunities for dialogue, exchange, updating, and feedback

to make it possible to disseminate the findings over time, with the aim of documenting, systematizing, and adapting the initiatives to the specific contexts of each country and institution; d. Contribute to the consolidation of a culture of research, evidence, and co-creation in education; [US: d. bis. Reinforce the ability of local and school libraries, as actors of the educational community, to serve as tools for lifelong skills development by providing access to scholarly resources, digital tools, research support, and instructional services that empower learners;]- 4e. Encourage the collaboration and participation of member states in the different components of the governance mechanism by sending contributions and sharing challenges, opportunities, and lessons learned in the framework of the repair, recovery, and reactivation of the education sector.

2. Digital literacy and critical literacy in school environments In a context of high digitalization, it is essential to generate digital literacy skills and critical literacy, focused on the promotion of an active [US: ethical] and reflective digital citizenship. This favors both the exercise of rights and awareness of responsibilities in digital environments [US: .] The following concrete actions are proposed to strengthen the digitization and

literacy processes: a. Promote the universalization [ME: and regionalization] of [ME: measures to boost] digital literacy and critical literacy [US: end paragraph here] in order to [ME: foster a digital culture aware of the importance of generating] generate safe, inclusive, and equitable digital environments, addressing both structural gaps and associated risks; b. [US: Prioritize Support] the adoption of concrete measures for the training of all actors in the education system [US: in digital technologies – end paragraph here ] in the generation and maintenance of safe digital spaces for [ME: all people]; c. Support the formulation of national initiatives that consider digital

literacy and critical literacy as priority skills to be developed in schools, in order to train students capable of understanding, interpreting, and communicating information in multiple formats and platforms; d. Promote the generation of strategic alliances that contribute to the strengthening of research on issues of digital literacy, security in digital environments, and tools for prevention, detection, and intervention to deal with problematic practices in digital environments. Proposed new paragraph from the Mexican delegation: Encourage member states’ collaboration and participation in putting into practice the guidelines on regulatory policies on the use of digital media in school environments that contribute to child and adolescent mental health. e. Encourage the collaboration and commitment of member states in the implementation of the Hemispheric Protocol on Education in Digital Environments through concrete actions such as participation, sending contributions, and [ME: joint consideration of] challenges,- 5opportunities, and lessons learned in the framework of digital literacy and critical literacy in school environments.

3. Strengthening democratic principles through education and policy dialogue The promotion of a culture of participation is fundamental for the formation of an informed citizenry, particularly in a world characterized by constant social, political, and technological changes. Therefore, it is important to involve the educational community in this process, so that young people [ME: are equipped with have] the knowledge and tools needed to [ME: exercise be informed, committed, and responsible citizenship, aware] of their rights and responsibilities and capable of actively contributing to the strengthening of democracy and the construction of [AR: freer,] fairer, and more participatory societies.

With this in mind, this action plan therefore proposes the following specific actions: a. Promote the participation of ministries of education in the Open Education Resources Hub as a vital center for exchange and [US: ] dialogue in the promotion of citizens committed to and informed about democratic ideals in the Americas. b. Foster dialogue and reflection on innovative approaches, strategies, methodologies, and tools for the development of curricula that foster the democratic participation of young people; c. [US: Develop] recommendations that enhance [ME: the analysis] [AR: ]strengthening of curricula [AR: and promote the inclusion of

b. Foster dialogue and reflection on innovative approaches, strategies, methodologies, and tools for the development of curricula that foster the democratic participation of young people; c. [US: Develop] recommendations that enhance [ME: the analysis] [AR: ]strengthening of curricula [AR: and promote the inclusion of content related to the ideas and contexts of each educational proposal]. as well as their articulation with teacher training [ME: to promote professional autonomy]. d. Encourage the collaboration and commitment of the member states in promoting youth leadership and strengthening informed citizenship through concrete actions such as the participation of young people in forums for dialogue, exchange, and mentoring, as well as the systematization of practices, challenges, and lessons learned.

II. Intersectoral agenda

4. Healthy eating and physical activity in school environments Schools [US: alongside families] play a vital role in promoting healthy eating habits from infancy onwards and preventing non-communicable diseases. It is essential that [US: schools offer school meals programs daily and that] the foods available in schools be guided by the nutrition standards and dietary guidelines established in each country of the Americas. [USA: Studies have found that participation in school meal programs is associated with better academic performance and attendance.] These recommendations, which have the technical endorsement of specialized agencies such as the Pan American Health Organization (PAHO), seek to ensure healthy eating and physical activity in schools as a fundamental basis for improving the physical and mental health of children and young people, and their6consequent impact on academic performance, concentration levels, and [ME: comprehensive well-being.

Concrete steps to consider include: a. Facilitate the exchange of experiences among member states wishing to enhance their policies, plans, and projects on healthy eating and physical activity in school settings; b. Promote research for the implementation of active classrooms and

school curricula, incorporating strategies to reduce sedentary lifestyles; c. Promote dialogue among member states for the development and/or strengthening of national policies for the procurement and public provision of healthy foods based on evidence and lessons learned; d. Encourage the collaboration and participation of member states in the implementation of the guidelines on healthy eating and physical activity policies in school settings by sending contributions, publications, information on challenges and opportunities, and lessons learned.

5. Lifelong skills development With the world in a state of flux, education systems face the challenge of adapting to the new demands of the labor market [AR, US:] [AR: and supporting the development of skills that will allow them to make decisions in line with their life plans.] To address this problem , it is essential to promote policies and strategies that facilitate the transition from school to work, promote technical and vocational education, and strengthen cooperation between countries in the formulation of lifelong learning policies and programs in contexts of change, from a multidimensional and intersectoral – education and labor – perspective.

F. MEANS OF IMPLEMENTATION This Action Plan will be implemented primarily through the generation of opportunities for dialogue on public policies that will allow member states to share [AR: dynamics/realities], challenges, and opportunities that affect the region in terms of educational continuity [ME:], with a [US: focus on improving educational outcomes for all learners.] [US: Best] practices and [US: ]programs will also be shared, as well as offers of collaboration in relation to the issues addressed in this Plan of Action and adopted by the ministers of education within the framework of the 2022-2027 Inter-American

Education Agenda. To achieve this, the following [US: ] actions are proposed: a. Promote the creation of a [US: network] for the exchange, debate, and strengthening of policies[US:, which supports] accessing [US:] flexible educational patterns and [US: ]facilitates educational continuity [ME: of educational pathways] and completion of school cycles, [US; as well as supports the sharing of best practices for increasing public spending or utilizing public-private partnerships to support education.]- 7of policies[US:, which supports] accessing [US:] flexible educational patterns and [US: ]facilitates educational continuity [ME: of educational pathways] and completion of school cycles, [US; as well as supports the sharing of best practices for increasing public spending or utilizing public-private partnerships to support education.]- 7b. Encourage the development of initiatives that strengthen training processes as dynamic mechanisms for promoting [ME: ] transition [ME: among school levels] and [ME: ]continuity [of educational pathways]. Alternate proposal submitted by the United States delegation: Promote school-to-work transition and educational continuity. c. Encourage the exchange of experiences on technical and vocational training, the development of competencies, and skills for work and the school-to-work transition. d. Promote collaboration and active participation of member states in the development of regional guidelines on lifelong learning policies and programs through the submission of contributions, publications, information on challenges and opportunities, and lessons learned within the framework of school-to-work transition, lifelong learning, and technical and vocational training. The Ministers of Education call upon the Inter-American Committee on Education (CIE) to maintain the current dynamics of the Working Groups in accordance with the existing mandates that were prioritized in the Inter-American Education Agenda 2022-2027:  Working Group 1: Systemic approach for building resilient education systems  Working Group 2: Intersectoral agenda Taking into consideration the Rules of Procedure of the Inter-American Committees of CIDI for the implementation of the Inter-American Education Agenda 2022-2027, the authorities of the above-mentioned Working Groups will be elected by the CIE.

G. FOLLOW-UP, EVALUATION, AND REPORTS Implementation of this Plan of Action will be led by the CIE Chair and the authorities of the CIE working Groups with the support of the Technical Secretariat.

The Plan of Action envisages the active participation of the member states in CIE initiatives and urges the General Secretariat to continue facilitating communication among the working groups and supporting the implementation of collaborative activities, projects, and efforts, as well as the [AR, ME: ] organizing of videoconferences and on-site meetings. In accordance with Article 28 of the Rules of Procedure of the Inter-American Committees of CIDI, the recommendations adopted by the Working Groups shall be presented to the plenary sessions of the CIE in a report approved by each Working Group. Finally, and thanks to the ongoing collaborative work of the member states during the 20222025 ministerial cycle, the CIE has succeeded in presenting mechanisms that, with the support of this Action Plan, will help ensure the sustainability of its actions over the next three years. The active involvement of the Ministries of Education has been a fundamental factor in achieving the commission's objectives.

H. FINANCING Pursuant to Article 3 of the Rules of Procedure of the Inter-American Committees of the InterAmerican Council for Integral Development, the CIE shall "propose and promote partnership for8development policies in accordance with the guidelines from the Summits of the Americas, and mandates of the General Assembly, CIDI, and the meetings of ministers and/or high-level authorities of their sector". To achieve this and to continue strengthening the work of the CIE, a financing strategy has been proposed, comprising the following pillars:

1. Search for potential sources of financing  Conduct a process to identify potential sources of financing.  Evaluate the requirements of each potential funding source and identify the program for which these requirements are appropriate.

2. Present the next steps to be undertaken with respect to education  Draw attention to the work done by the CIE during the 2022-2025 ministerial

cycle.  Disseminate the importance of implementing CIE programs to strengthen education systems and promote educational continuity in the Americas. In accordance with Articles 39 and 40 of the Rules of Procedure of the Inter-American Committees of CIDI, and for the purpose of financing the programmatic activities of the InterAmerican Educational Agenda 2022-2027, the CIE may request the General Secretariat to establish specific funds to be constituted with voluntary contributions made by the governments of the member states, the permanent observers to the OAS, and other member states of the United Nations, as well as associate members of the Committee, public or private, national, or international entities, and other donors. In addition, the OAS General Secretariat should ensure that all of its resource mobilization efforts for the implementation of this Plan of Action are coordinated to ensure effective and coherent contacts with potential donors. The General Secretariat should also seek to establish relevant partnerships and fundraising efforts with various development organizations and relevant bodies of the inter-American system.