1
Note: The final draft of the UNESCO Framework for Culture and Arts Education integrates the
comments submitted by UNESCO Member States and Associate Members on the Draft One Framework
for Culture and Arts Education during the second round of consultation, which took place from 18
December 2023 to 10 January 2024. In doing so, and in order to maintain the fluidity, clarity and
coherence of the revised text, the Secretariat has made the required language adjustments.
UNESCO Framework for Culture and Arts Education
Preamble
1.
We, the Ministers of Culture and Education
, have gathered from 13 to 15 February 2024 in Abu
Dhabi, United Arab Emirates, for the UNESCO World Conference on Culture and Arts Education, and
we thank the UNESCO Director-General for convening this important and timely conference and the
United Arab Emirates for having hosted it.
2.
We recall
the Preamble of the UNESCO Constitution affirming that the wide diffusion of culture, and
the education of humanity for justice and liberty and peace are indispensable to the dignity of
humanity, and Article I stipulating that the Organization shall “
give fresh impulse to popular education
and to the spread of culture: by collaborating with Members, at their request, in the development of
educational activities; by instituting collaboration among the nations to advance the ideal of equality
of educational opportunity without regard to race, sex or any distinctions, economic or social; by
suggesting educational methods best suited to prepare the children of the world for the
responsibilities of freedom
.” We also recall Article 27 of the Universal Declaration of Human Rights,
asserting that “
everyone has the right freely to participate in the cultural life of the community, to
enjoy the arts and to share in scientific advancement and its benefits.”
3.
We note
that in a context of rising inequalities, armed conflict, disinformation, misinformation, hate
speech, racism, xenophobia, and other forms of discrimination that fuel social divisions and hamper
sustainable development, it is necessary to strengthen efforts to reimagine and shape a peaceful, just,
and sustainable future for all.
4.
We recognize
that education systems must be strengthened and transformed by taking decisive steps
in order to rethink the purpose, content and delivery of education to promote equity and inclusion,
quality and relevance, as echoed in United Nations efforts, such as the Education 2030: Incheon
Declaration and Framework for Action for the Implementation of Sustainable Development Goal
(SDG) 4 and the Transforming Education Summit (2022). We commit to taking actions to ensure that
education meets the needs of all learners in diverse contexts and equips them with the knowledge,
skills, values, attitudes and behaviours needed to “
promote sustainable development, including among
others through education for sustainable development and sustainable lifestyles, human rights, gender
equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of
2
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5.
We also recognize
that culture and the arts are integral to the holistic and inclusive development,
resilience, and overall well-being of individuals and societies. Culture is at the heart of what makes us
human, and provides the foundation of our values, choices and relationships with one another and
with nature, endowing us with critical thinking, a sense of identity, and the ability to respect and
embrace otherness.
We further recognize
that culture and the arts play a vital role in the flourishing
of human imagination, creativity and self-expression, which nurtures exploration, curiosity, and
expands the possibilities of creation, while opening up social and economic prospects for all learners,
particularly in the cultural and creative industries.
6.
We commit
to engage the unique resources of culture and education to work in greater synergy to
advance mutually beneficial development outcomes, as affirmed in the MONDIACULT 2022
Declaration.
We stress
the critical need to enable all learners to fully benefit from the opportunities
of culture and education through inclusive access to quality education, respecting and engaging with
the diversity of peoples and cultures as a positive and transformative force, and expanding sustainable
lifestyles.
7.
We welcome
the commitments made by the international community for culture and arts education,
notably enshrined in relevant UNESCO international Conventions, Recommendations, Declarations
and initiatives in the fields of education and of culture,
1
as well as the two World Conferences on Arts
Education in Lisbon in 2006 and in Seoul in 2010, whose respective outcome documents, the
Road
Map for Arts Education
and the
Seoul Agenda: Goals for the Development of Arts Education,
have laid
the foundations for addressing challenges and articulating shared and evolving understandings of
culture and education and fostering a cross-cutting approach to public policies.
8.
We endorse
the UNESCO Framework for Culture and Arts Education grounded on a humanistic and
empowering vision of culture and education, and
we entrust
UNESCO, as the United Nations’
specialized agency for education and culture, to support the implementation of the Framework by its
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Abu Dhabi, United Arab Emirates, 15 February 2024
1
Including inter alia in the field of culture the UNESCO Universal Declaration on Cultural Diversity (2001), the Recommendation
concerning the Status of the Artist (1980), the Recommendation concerning the Protection and Promotion of Museums and
Collections, their Diversity and their Role in Society (2015), the Hague Convention for the Protection of Cultural Property in the Event
of Armed Conflict (1954) and its two Protocols (1954 and 1999), the Convention on the Means of Prohibiting and Preventing the Illicit
Import, Export and Transfer of Ownership of Cultural Property (1970), the Convention concerning the Protection of the World Cultural
and Natural Heritage (1972), the Convention on the Protection of the Underwater Cultural Heritage (2001), the Convention for the
Safeguarding of the Intangible Cultural Heritage (2003) and the Convention on the Protection and Promotion of the Diversity of Cultural
Expressions (2005). In the field of education, the Dakar Framework for Action, Education for All: Meeting our Collective Commitments
(2000), the 2030 Agenda for Sustainable Development and its Sustainable Development Goals (SDGs) (2015), in particular
Sustainable Development Goal 4 (SDG 4), Education 2030: Incheon Declaration and Framework for Action for the Implementation of
Sustainable Development Goal SDG 4 (2015), the Futures of Education initiative (2021), Transforming Education Summit (2022), and
the Recommendation on education for peace and human rights, international understanding, co-operation, fundamental freedoms,
global citizenship and sustainable development (2023).
3
Introduction
1.
Developments such as digital transformation and unprecedented human mobility, as well as challenges
of persistent poverty, health and other well-being issues, rising inequalities, climate change, loss of
biodiversity, natural disasters, and armed conflicts, compounded by the lasting impacts of the COVID -
19 pandemic have brought to the fore new realities to the education and culture sectors. They have
called for reinvesting in cultural capacities and rethinking education to prepare learners of all ages
throughout life with the knowledge, skills, values, attitudes and behaviours needed to uphold human
dignity, promote human rights, nurture social and environmental responsibility, and shape healthy,
sustainable, inclusive, just and peaceful futures.
2.
Drawing on the diversity of cultural expressions, culture and the arts enrich and revitalize education,
offering diverse learners, including those in vulnerable situations, the means to express their humanity
and to access a diversity of forms of expression, ways of thinking, knowing, being and doing, as well as
histories and languages of peoples and communities, which give meaning to their reading of the world,
boost their self-confidence and motivation, and thus contribute to improved learning. Culture and the
arts enable, expand, and sustain spaces and communities of learning. Furthermore, learning
in
,
through
and
with
culture and the arts can develop a broad range of cognitive, social and emotional, and
behavioural skills, strengthen holistic learning and sensitivity to the natural environment, as well as
foster intercultural dialogue, cooperation and understanding, which are critical to sustainably address
global challenges and transformation processes. This is why they are essential for a comprehensive
learning process that is adapted to the demands of the world today and in the future.
3.
Against this backdrop, in March 2021, UNESCO Member States decided to elaborate a Framework for
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capture broadened understandings of culture and arts education in formal, non-formal and informal
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policies, strategies, curricula, and programmes; widen cooperation across public policy areas,
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economic, social and environmental development.
4.
The development of the UNESCO Framework for Culture and Arts Education encompassed an
inclusive and participatory consultation engaging a wide range of stakeholders.
5.
For the purpose of this Framework, culture is defined as the “
set of distinctive spiritual, material,
intellectual and emotional features that characterize a society or social group, [which] includes not
only arts and letters, but also modes of life, the fundamental rights of the human being, value systems,
traditions and beliefs
”, as adopted in the UNESCO MONDIACULT Declarations of 1982 and 2022,
and culture can be transmitted, expressed and experienced across time and space through words
(literature, oral traditions, language), sound (music, radio, media), images (visual arts, media)
movement (dance, theatre), monuments and objects (architecture, design, crafts), digital media of all
types, and traditional knowledge (local and Indigenous knowledge systems, living cultural heritage and
expressions), among others. Education is defined as “
an inalienable human right. This is a lifelong and
society-wide process, through which everyone learns, and develops to their fullest potential, the whole
of their personality, sense of dignity, talents and mental and physical abilities, within and for the
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UNESCO Recommendation on Education for Peace and Human Rights, International Understanding,
Co-operation, Fundamental Freedoms, Global Citizenship, and Sustainable Development (2023).
6.
Culture and arts education include teaching and learning about, with and through the arts and culture,
as well as all forms of cultural and artistic expressions. “Culture and Arts Education” position culture
including the arts as an educational tool, an approach, and a field of study, research and practice.
I.
Guiding principles
7.
Culture and arts education should be holistic, transformative, and impactful, and guided by the
following principles:
4
a.
Ensure culture and arts education as a common good of humanity that should be accessible to all,
and which foster well-being of individuals and societies as a whole. This recognition further
requires strengthening its role within policy, education systems and societies at large, as well as
enhancing collective engagement and sustained public investment.
b.
Guarantee that culture and arts education is grounded in human rights and fundamental
freedoms, as defined by international human rights instruments, primarily the United Nations
Charter, the Universal Declaration of Human Rights, the International Covenants on Economic,
Social and Cultural Rights, and on Civil and Political Rights, and other international conventions
and treaties on human rights, which are enabling conditions for the inclusive and sustainable
development of individuals, communities and societies.
c.
Mainstream
gender equality in all aspects of policy planning, design and implementation, as well
as counter gender discrimination and bias, harmful content and violence in all educational settings,
as well as experiences and practices related to culture and arts education.
d.
Recognize cultural diversity as a defining feature and common heritage of humanity that expands
the choices, capacities and nurtures the values of individuals and societies, and which should be
protected and promoted through fostering mutual understanding, equitable access to
diverse cultural expressions, and linguistic diversity in all physical, virtual and blended educational
settings.
e.
Ensure inclusion, non-discrimination and respect for diversity in and through education at all levels
and in all forms, which address and counter bullying, stereotypes, all forms of discriminatory and
hateful bias, and actions that incite discrimination, racism, xenophobia, hostility or violence.
f.
Enable co-creation, building on the diversity of culture and arts education experiences and
practices and the active and meaningful participation of all actors and beneficiaries, such as
learners, in particular youth, educators, cultural professionals and practitioners, communities, and
other concerned stakeholders in the design, implementation, and evaluation of culture and arts
education in formal, non-formal and informal settings.
g.
Promote lifelong and lifewide learning in a diversity of settings and environments, encompassing
physical spaces, such as classrooms, community spaces, workplaces, cultural and natural spaces,
and virtual spaces, such as digital platforms, or blended spaces that combine both physical and
digital elements.
II.
Objectives
8.
The UNESCO Framework is intended to provide guidance and policy recommendations on culture and
arts education to Member States and Associate Members for the following purposes:
i.
Ensure culture and arts education contribute directly to the realization of sustainable
development and peace, in accordance with present and future United Nations’ efforts, including
the 2030 Agenda for Sustainable Development and all its 17 SDGs, in particular SDG 4 to ensure
inclusive and equitable quality education and promote lifelong opportunities for all, and SDG 8 to
promote inclusive and sustainable economic growth, employment and decent work for all.
ii.
Harness contemporary advances and seize the opportunities opened up by technology, while
identifying, preventing and mitigating risks, notably in digital technologies and Artificial
Intelligence (AI), in order to support and promote reflection, creativity, initiatives, and ethical and
responsible use in this domain, in particular to the benefit of the educational, cultural and creative
sectors.
iii.
Integrate effectively culture and arts education in relevant policies, strategies, and programmes in
and across the culture and education sectors, including with regard to regulations, curricula,
teacher and educator training, qualifications and professional development, towards a lifelong and
lifewide development of knowledge, skills, attitudes, values and behaviours, such as creativity,
critical thinking and artistic skills.
5
III.
Scope
9.
The UNESCO Framework considers culture and arts education as an ecosystem, which covers
educational activities for all people, delivered in all contexts and in formal, non-formal and informal
settings, using different pedagogies – especially those that embrace diverse cultural perspectives,
activities, practices, expressions, materials and objects – and modalities, such as offline, online,
distance and blended, as well as at all levels, and of all types and provisions.
10.
It is grounded on a broad understanding of culture as set out above, and includes processes, such as
intercultural dialogue, and values, such as cultural, linguistic and knowledge diversity.
11.
It embraces and promotes multistakeholder collaboration and broad intersectoral partnerships
among,
inter alia
, educational and cultural institutions, government bodies, cultural spaces and
activities, memorial and heritage sites, artists and other cultural professionals and practitioners,
researchers, local communities, the private sector, foundations and civil society organizations.
IV.
Strategic Goals
a)
Access, inclusion, and equity in and through culture and arts education
12.
Access is a critical foundation for exercising the right to education and cultural rights. Ensuring access
to culture and arts education of quality should encompass addressing all obstacles for learners,
ranging from limited infrastructure and resources to vulnerability and exclusion irrespective of race,
colour, descent, gender, age, language, religion, political opinion, national, ethnic or social origin,
economic or social condition of birth, disability or any other grounds.
13.
Access to a broad range of cultural and artistic expressions, experiences and education is fundamental
to the enjoyment of the right to participate in, contribute to and enjoy cultural life and the arts, which
enables individual and societal well-being. This includes ensuring the availability, as appropriate, of
culture and arts education in schools, and also the provision of quality formal, non-formal and informal
education for the development of vocations and professional careers in culture and the arts, including
through diversified cultural contents. Ensuring access to culture and the arts is inseparable from the
existence of spaces dedicated to it that are open and allow for the participation of all, including
museums, cultural and arts institutions, performance venues, libraries, and heritage and memorial
sites.
14.
All learners, educators and teachers should have equitable and inclusive access to infrastructure and
resources, and learning opportunities to develop the skills and competencies to benefit from digital
technologies and AI. While digital technologies and AI have expanded new ways to access and engage
with culture and arts education, addressing the digital divide and the imbalance in cultural diversity
and expressions online have become equally critical priorities to remove barriers to participation due
to economic, geographical and social disparities, and to equip learners, teachers and educators with
the relevant knowledge and skills they need, including media and information literacy.
15.
Education must be democratized, foster critical views and support the struggle against colonialism
and neo-colonialism in all their forms and manifestations
,
and be free from stereotypes, bias and
prejudice, based on the respect for the diversity of learners, and entails countering hierarchy between
cultures, cultural practices, arts disciplines or expressions towards more inclusive and pluralist
societies. All learners, especially Indigenous Peoples, persons with disabilities, those in disadvantaged,
impoverished and vulnerable situations, such as refugees, migrants, displaced persons, victims of
armed conflict, and learners in crisis-affected and post-disaster contexts, should be able to access
,
participate in and contribute to relevant culture and arts education and thrive as a result.
16.
Education must, therefore, provide diverse, inclusive and flexible, inter-, multi- and transdisciplinary
approaches and methods to deliver culture and arts education of quality that contributes to
addressing stigma, xenophobia, hate speech, disinformation, misinformation and discrimination. This
includes enhancing the knowledge and the appreciation of cultural diversity, human rights,
intercultural understanding and respect, social cohesion, conflict prevention, and post-conflict
reconciliation and healing through culture and the arts.
6
b)
Contextual, quality, lifelong and lifewide learning in and through culture and arts education
17.
Education guided by human rights and responsive to global challenges faced by humanity and the
planet should encompass context and content-relevant perspectives, and enable adaptive approaches
that foster global citizenship, the appreciation of the environment and of cultural diversity, including
Indigenous knowledge, languages and practices, both ancestral and contemporary. This entails
mainstreaming culture and the arts in formal education systems, starting from Early Childhood Care
and Education (ECCE) and through locally-relevant curricula, pedagogies and settings, engaging local
living cultural heritage and expressions, Indigenous ways of knowing, being and doing, mother tongue
languages and linguistic diversity, and local cultural and creative expressions. These perspectives
further apply to non-formal contexts to sustain intergenerational transmission, peer-to-peer learning,
apprenticeship, professional skills development, collaboration within and across professions and
community learning and engagement, based on a lifelong and lifewide learning perspective.
18.
Culture and arts education should promote intercultural and intergenerational dialogue and the
responsible stewardship of cultural and biological diversity through learning with the environment for
sustainable development. Therefore, culture and the arts should be integrated in teaching and
learning by engaging with cultural and other institutions and spaces, living heritage bearers, local
community
mediators, and other cultural professionals and practitioners to anchor place-based
education that
grounds a stronger connection between learners of all ages and backgrounds, their
communities and environments. Such broadened cooperation can help address gaps in education,
foster the integration of disadvantaged learners, and enrich the overall educational experience, while
strengthening cultural
exchange to support the promotion of cultural diversity, creativity,
innovation, research, and co-
creation.
c)
Appreciation of cultural diversity and the capacity for critical engagement
19.
Culture, in its rich diversity, should be integrated in and across formal, non-formal and informal
education, enabling the inclusion of a plurality of identities and cultural expressions of peoples and
societies making up humanity, and promoting knowledge and awareness through self-expression,
discovery and experimentation. Culture is dynamic, heterogeneous and constantly evolving, and
provides a critical space for interaction, exchange, contestation, co-learning, and creation, and thereby
contributes to the vitality and diversity of societies.
20.
Educational approaches, pedagogies and tools should equip learners with the essential knowledge,
skills, values, attitudes and agency to use art for promoting social change, to safeguard cultural assets
through place-based approaches and strategies, and to identify and challenge forms of
instrumentalization of culture, and harmful social norms, bias and stereotypes, while fostering the
positive appreciation of cultural diversity as a constructive force to enable freedom of expression and
freedom of creation, active democratic participation, social responsibility, creativity and innovation,
and cohesion and collaboration.
d)
Skills to shape resilient, just and sustainable futures
21.
Educational environments and settings should fully leverage culture and the arts to nurture creativity,
critical thinking and innovation as fundamental competencies for addressing complex sustainability
challenges, as well as to support specialized skills, talent and personal development, and bolster
employment and decent work in the cultural and creative industries aimed at sustaining the
development of the creative economy at national and local levels.
22.
From early childhood care and education onwards, education systems should harness the potential of
culture and arts education to strengthen civic engagement and democratic participation, improve
other subject learning and develop creativity and the ability to innovate, such as through a Science,
Technology, Engineering, the Arts, and Mathematics (STEAM) approach, reinforcing writing, reading
and speaking skills, and nurturing social and emotional skills – ranging from empathy and solidarity to
pluralistic thinking – with a view to strengthening the appreciation of cultural diversity, enhancing
academic and job performance, understanding and addressing local and global challenges, as well as
strengthening resilience for coping with future uncertainty and crises.
7
e)
Institutionalization and valorization of culture and arts education ecosystems
23.
Enhance awareness of the value of culture and arts education for holistic development by bringing it
forward within education systems and recognizing it as integral to achieving quality education. This
entails giving culture and the arts a prominent space in the curricula, allocating the necessary time
and space in class schedules, and providing adequate and sustainable resources. The arts as a specific
field of knowledge should also be recognized through the certification of cultural and artistic skills and
competencies for cultural professionals and practitioners working as educators in formal, non -formal
and informal learning settings, as well as through greater recognition of the intrinsic social value of
culture, the arts, the cultural and creative industries, and their contribution to the development of
societies.
24.
Planning and implementation of culture and arts education should overcome siloed approaches by
broadening participatory approaches across ministries, agencies, educator training institutions, and
other stakeholders, and establishing more sustained cooperation with informal and non-formal
learning spaces and actors. This approach will enrich education curricula and training, strengthen
learning outcomes, and offer a holistic system of formal and non-formal learning.
V.
Implementation Modalities
a)
Governance, legislation and policies
25.
Transform governance and policies for culture and arts education through sustained, inclusive and
adaptive strategies that foster dialogue and collaboration between governance levels, policy areas,
mechanisms and structures, as well as among institutions, cultural professionals and practitioners,
educators and other development actors. Specifically, establish and formalize mechanisms to ensure
regular cooperation between ministries, as relevant, notably culture and education, but also those
responsible for the fields of health, social care, science, innovation, environment, economy,
development and planning, to systematically develop and implement an impactful integration of
culture and arts education in formal, non-formal and informal education settings. This should be
supported by providing accessible, research- and evidence-based information, prioritizing long-term
culture and arts education interventions, ensuring resources and experiences for all, and devising
measures for collaborative monitoring and evaluation across public policies.
26.
Advance the professionalization of culture and arts ecosystems, the recognition of cultural, artistic
and creative skills, and the development of infrastructure by strengthening Technical and Vocational
Education and Training (TVET) and higher education policies, strategies and programmes in the fields
of culture and the arts to enable young people as well as adults to acquire knowledge and skills across
various areas of culture and arts education in order to support their access to work, community service,
internship and entrepreneurship opportunities in the cultural and creative industries.
b)
Learning environments
27.
Broaden the concept of learning environments by establishing more sustained cooperation with
formal, non-formal and informal learning spaces, such as specialized schools, museums, galleries,
libraries, performing arts venues, creative hubs, cities and municipalities, including members of
UNESCO Creative Cities Network and UNESCO Global Network of Learning Cities, community
centres, cultural and natural heritage sites, memorial sites and other arts and cultural institutions and
spaces in both urban and rural areas. Such an approach opens new horizons for places of
interdisciplinary learning and exchange, and through various modalities, such as learning-by-doing,
mentorships and internships, as well as public and private partnerships, to enrich reciprocal
educational experiences as a whole-of-community endeavour.
c)
Learning experiences
28.
Integrate diverse local knowledge systems, tangible and intangible cultural resources, such as living
heritage and cultural practices and expressions, in and across formal, non-formal, and informal
education for rich, locally relevant and intercultural learning experiences.
29.
Engage artists and other cultural professionals and practitioners, living heritage bearers, community
organizations, learners and other relevant stakeholders as critical actors in education, information
8
gathering, analysis and dissemination, research processes, and in the development and review of the
curricula and other dimensions of the learning experience to enrich the design and implementation of
culture and arts education across all education levels and settings.
d)
Teachers and educators
30.
Diversify the teaching profession, ensuring that it embodies the rich cultural diversity within societies,
by including living heritage bearers, artists and other cultural professionals and practitioners to foster
communal care and support, exchange of knowledge and co-creation necessary for transformative
learning experiences in diverse physical, virtual and blended spaces of learning.
31.
Revise teacher education and professional development to include culture and arts education, leaning
on research to develop teacher education. Concomitantly, develop quality, relevant and user -friendly
guidelines, pedagogies and materials to, among others, strengthen teacher capacities to use new,
creative teaching methods and educational content, especially those provided by the culture sector.
Furthermore, promote dialogues and cooperation between education personnel and cultural
professionals and practitioners to exchange, co-create and enrich educational, artistic and cultural
experiences, through the inclusion of cultural and artistic materials in educational processes and the
promotion of informal and non-formal cultural and artistic activities among all learners.
32.
Increase investment to address shortages of qualified teachers, trainers and non-formal educators
especially in rural areas and small communities, and to provide quality teacher education, training for
educators and continuous professional development for contextual, lifelong and lifewide learning, that
harness innovative pedagogies and digital technologies to strengthen skills for the present and the
future, while enriching the overall learning experience in and outside the classroom.
33.
Improve the status and working conditions of teachers, facilitators, trainers and educators, as well as
artists and other cultural professionals and practitioners working in culture and arts education,
including employment and remuneration through adequate measures, resources and infrastructure,
flexible working modalities, and professional growth
and well-being.
Additionally, promote measures
to streamline school administration processes and to eliminate organizational barriers to enable
teachers, trainers and educators with the time and flexibility to establish initiatives and partnerships
with cultural institutions, cultural professionals and practitioners.
e) Digital technologies and AI
34.
Leverage media and information literacy to support the effective provision of culture and arts
education in the digital era, while promoting the creative, emancipated, ethical and responsible use of
digital technologies, ensuring protection of privacy, intellectual property rights and respect for cultural
and linguistic diversity online.
35.
Broaden access to digital technologies for culture and arts education through,
inter alia
, well developed
infrastructure and maintenance, digitalized cultural content, digital collections, and training and skills
development, which enable the meaningful integration of different technologies and tools into learning
processes, in particular to the benefit of least developed countries, persons with disabilities, and those
in vulnerable and disadvantaged situations.
36.
Promote research and innovation for the development of diverse, sustainable, ethical, safe, and bias -
free digital tools for culture and arts education, including those for artistic creation and for knowledge
sharing and learning in, through and with culture and the arts.
37.
Harness human capacities to contribute towards the co-creation, use and delivery of digital contents,
enriched by local and cultural resources, for culture and arts education. This engages educators and
learners as active participants in educational processes and creators of content, and broadens the
range of innovative pedagogies, including through the application of open licenses for culture and arts
education materials.
38.
Expand collaboration in addressing evolving technologies and AI in culture and arts education. This
includes strengthening knowledge and awareness of the opportunities and risks of technology and AI,
such as Generative AI and cyber security, in supporting engaging learning environments, generating
new forms of creation, expression and ways of sharing creativity, and assessing its impact on the value
chain of the cultural and creative industries. Such action should be supported by establishing dialogue
between stakeholders from a diverse range of knowledge disciplines and expertise in culture and arts
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education and beyond, to evaluate emerging issues in technology, inform the development of relevant
skills and competencies in culture and arts education, ensure the balanced regulation of digital tools,
and build consensus on future strategies.
f)
Partnerships, interinstitutional coordination
39.
Innovate and expand partnerships and coordination mechanisms, at international, regional, national
and local levels, among governmental bodies, cultural institutions, schools, memorial and heritage
sites, local communities, civil society organizations, the private sector, media, learners, educators,
artists and other cultural professionals and practitioners, and relevant stakeholders, to incentivize
long-term collaborative approaches, and foster knowledge sharing, mobility for artists and other
cultural professionals and practitioners, and residency programmes, as well as co-creation.
g)
Financing
40.
Mobilize financing, including through public and private partnerships, for the development of
collaborative infrastructures and mechanisms, as well as the administrative, human and material
resources for the long-term sustainability of the culture and arts education ecosystem.
41.
Develop financial and other in-kind mechanisms for the design and implementation of revised culture
and arts education policies, encompassing the revision of curricula, pedagogies and frameworks.
h)
Research, data and assessment
42.
Strengthen existing or establish new, long-term and transformative mechanisms for systematic,
comprehensive, collaborative, interdisciplinary and transdisciplinary research, and for the development
of robust data collection, analysis and monitoring in a range of topics, specifically those related to
culture and arts education, with a view to supporting evidence-based policy-making, implementation,
evaluation, dissemination, and advocacy for culture and arts education.
VI.
Monitoring, follow-up and review
43.
With a view to advancing the strategic goals of the UNESCO Framework and assessing the
achievement and lessons learnt globally towards its implementation, Member States and Associate
Members should:
i.
Support the implementation of the Framework by sharing progress, good practices and challenges.
To this end, and by harnessing existing reporting mechanisms, such as the Global Report on
Cultural Policies, the Global Education Monitoring Report, and those pertaining to SDG Target 4.7
among others, submit to UNESCO, on a voluntary basis, a progress report every four years on the
implementation of the Framework at the national level starting from 2025.
ii.
Explore the feasibility of establishing Category 2 Centres at regional or global level under the aegis
of UNESCO within the scope of culture and arts education to strengthen research and analysis on
the nexus between culture and education, including training, data collection and analysis,
monitoring and evaluation of the implementation of the Framework. The establishment of such
Centres is subject to the relevant procedures set out by the Organization, including the required
feasibility study and sustainable resources made available by the proposing Member State(s).
44.
To support Member States and Associated Members in the implementation of the Framework,
UNESCO shall, within existing resources:
i.
Develop a specific global monitoring mechanism for the Framework, as relevant, including by
harnessing existing monitoring mechanisms, at the global, regional and national levels, as
applicable, to assess progress in its implementation for Member States and other stakeholders.
ii.
Facilitate knowledge-sharing opportunities centered around good practice case studies in Member
States on a regular basis, and thereby bolstering the exchange of successful methods and
approaches among countries.
iii.
Engage UNESCO’s networks across the Sectors of Education and Culture to advance research in
areas of culture and arts education and to strengthen evidence-based analyses, and stepping up
cooperation with existing regional and international networks, and other actors in the field of
culture and arts education. For the same purpose, encourage Member States to mobilize national
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networks and actors encompassing,
inter alia
, UNESCO Chairs and UNESCO Associated Schools
with programmes and projects for culture and arts education.
iv.
Build and expand partnerships with a broad range of public and private stakeholders that build on
their expertise and experience to complement and advance the strategic goals of the Framework.
v.
Collect and disseminate relevant research, progress reports, data and a diversity of practices
across Member States, Associate Members and partners.
vi.
Engage in an extensive reflection process to strengthen culture and arts education through
deepening existing synergies between relevant Conventions, Recommendations, programmes and
actions developed by the UNESCO Sectors of Culture and Education.
