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IBVM NGO at the United Nations: Structure, Communication and Lessons learned.

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  1. 1. IBVM and the UN Part II “Seekers of truth and doers of justice in the 21st century” Adapted from Anne Kelly ´s presentation 19 April 2013
  2. 2. Global Presence and Global Brand 2  The IBVM Sisters network spans 5 continents in 24 countries and is organized into ten provinces and one region
  3. 3. IBVM and the UN 3 IBVM at the UN Global IBVM Network There are over one million past pupils of IBVM schools around the world. The network includes associates, students, alumni, teachers, parents and the community 11 Provinces/Regions (Australia, Canada, Eastern Africa, UK, India, Ireland, Mauritius, Peru, South Africa, Spain, USA) Civil Society: Commissions Committees Working Groups
  5. 5. Past and Present UN Representatives Evanne Hunter . 2003 - 2006 Doryne Kirby 2006 - 2008Marilla de Souza 2008 - 2010 Anne Kelly 2010 - 2013 Cecilia O´Dwyer 2013
  6. 6. UN Advisory Committee (August 13)
  7. 7. Communication Infrastructure
  8. 8. UN Contact Persons
  9. 9. The UN Contacts form the basis of the communication infrastructure connecting the UN Representative to the Global Network.  They read Updates and other information sent by the IBVM UN Representative  They forward the information or establish a system to make sure that it is received by the local networks (sisters, associates, colleagues, ex-students, school networks (where appropriate), sponsored ministries and NGO partners.  They report back to the IBVM UN Representative on news, initiatives and projects in the local province, the local conference of religious and national issues related to the issues we are working on at the UN.  They ask the IBVM UN Representative to provide information and to assist with locating resources. 9
  10. 10. Web Managers
  11. 11. Schools JPIC Contacts
  12. 12. Fundavcion Mary Ward /MW Development Office Mary Ward Justice and Spirituality Center Mary Ward International Mary Ward International Mary Ward International COMMUNICATION WITH
  13. 13. Lesson 1. Awareness of the dimensions of the task. There are at least two major components to the UN position: 1.Work with civil society within the UN system. 2. Communication with and education of IBVM multiple networks. This includes two main languages, Spanish and English. Question: What resources do we need so that the world wide network, both in New York and at local level ,can function as efficiently as possible in advocating for systemic justice? English and Spanish speaking group in Bonn, 2011.
  14. 14. Lesson 2: Strengthen the connection between our work on justice issues at local level with that at global level. As well as sharing information, we need to move to a working model model along these lines.
  15. 15. Lesson 2 (contd) Suggestions • Opportunity arising as MDGs change into the next set of development goals: variously called Post 2015 goals or sustainable development goals • UN agencies are active in the countries in which we work, so perhaps we could consider forming alliances with these in order to strengthen our impact on particular issues. • Local NGOs working on your issues.
  16. 16. Lesson 3: Inestimable value of offering Internship/Immersion experience. . Who? IBVM members, college graduate students and other adults. Why? 1. It gives the person experience of the UN system and the role of civil society within it. 2. It creates a pool of people with knowledge of the functioning of the NGO and how we can advance in our engagement as Institution.
  17. 17. Lesson 4. Model UN in schools and colleges is very effective and worthwhile. For over 60 years, teachers and students have benefited from and enjoyed this interactive learning experience. It not only involves young people in the study and discussion of global issues, but also encourages the development of skills useful throughout their lives, such as research, writing, public speaking, problem solving, consensus building, conflict resolution and compromise and cooperation Loreto Grammar Altrincham
  18. 18. Lesson 5. Having an IBVM representative at the UN provides unparalled opportunities to energize our vast network of coworkers and ex-students. Providing a connection for life: as envisioned by an ex student from Australia 19 • Loreto education is built upon social justice - the continuity of such programs post the completion of a Loreto education is difficult for some to access • The need and demand for individuals to make a difference is immense • The Loreto UN position can help fill this void Primary School Adulthood High School  Parents / teachers / alumni network  Loreto school network  Community links Loreto school network  Loreto UN position
  19. 19. Some questions to think about: How can we draw on the talents of our many gifted ex-students, colleagues and friends to strengthen our advocacy at the UN? What new ways can we imagine to tap this rich pool of talented, committed people who share so many of our ideals? How could we do things differently? THE END