*  To establish and strengthen reliable information systems on Higher Education in
order to carry out appropriate diagnoses, offer inputs for public and institutional
policies and enabling comparisons between systems.  Moreover, it is essential that
governments cooperate with UNESCO-IESALC to foster the consolidation of the
Map of Higher Education in Latin America and the Caribbean (MESALC) and its
implementation in all countries of the region, including Puerto Rico and the
countries of the Ibero-American Area of Higher Education Likewise, it is equally
important for countries to participate in the UNESCO Portal on Higher Education

*  To reach the goal of 40% of expected quality coverage by the year 2015, taking
into consideration appropriate standards. Currently, gross coverage rate in the
region is 32%, and the average percentage for developed countries is 55%.  It is
recommended that each State defines national coverage goals at undergraduate
and graduate levels, as well as strategies to promote geographic de-concentration
of offerings based on common efforts among governments of the region.

*  To increase government budgets for Higher Education, fostering a policy of
recovery of the public sector, especially in countries that exhibit an imbalance in
regard to private offerings and implementing appropriate mechanisms of

*  To expand inclusion policies for admission of students in undergraduate and
graduate levels, and include new aid mechanisms for students (education grants,
financial aid, room and board and healthcare as well as academic monitoring and
vocational and professional guidance).  These policies aim to generating equity,
decreasing drop-outs, improving student achievements, eliminating training gaps,
and fostering digital inclusion.

*  To implement inclusion policies for vulnerable populations taking into
consideration  gender, disabled, indigenous and afro-descendants, including those
deprived of their freedom or who live in rural areas, people with scarce resources,
migrants, refugees, and other vulnerable populations to ensure their permanence
within the institutions.

*  To encourage the creation and consolidation of venues for inter-cultural dialogue
based on equal rights and mutual respect.

*  To thoroughly assess the status of primary and secondary education, in order to
increase and update quality in pedagogical innovations, as an efficient manner to
assure better training of those who seek higher education.


*  To assume a commitment to attain qualified and inclusive coverage, and
implement management mechanisms that provides self-assessment procedures
and appropriate accountability.

*  To include in their strategies indicators of social responsibility.

*  To expand inclusion policies for admission while carrying out institutional support
programs for students (education grants, financial aid, room and board, health
care, as well as academic monitoring and vocational and professional guidance)
aimed at generating equity, decreasing drop-outs, improving student achievement,
eliminating training gaps, and fostering digital inclusion.

*  To implement, as part of institutional plans, affirmative actions for the inclusion
and permanence of minority groups, disabled persons, ethnic groups (indigenous
people and afro-descendents), and individuals with scarce resources, workers,
refugees, and other vulnerable populations.

*  To incorporate an academic monitoring system for students in order to reduce
drop-outs and to assure appropriate performance and comprehensive training.

*  To develop links for the entire education system, fostering solid cognitive bases
and learning on pre-university levels to ensure that students that access Higher
Education level already have the values, skills and abilities in order to acquire,
construct and transfer knowledge for the benefit of society.

*  To incorporate a monitoring system of graduates within the labour market that
makes it possible to assess and strengthen the relevance and quality of higher

*  To contribute with plans for the review and improvement of the primary and
secondary levels of national education.