The 8th UNESCO Youth Forum was held from 29-31 October 2013 in Paris. The Forum recommended 10 actions to promote youth participation, skills development, social inclusion, and civic engagement. These included establishing youth structures in Member States, ensuring youth participation in UNESCO and national decision-making, recognizing non-formal education, improving formal education curricula, supporting youth employment, and increasing funding for youth initiatives. The Forum also endorsed 10 youth projects from around the world as examples of initiatives that align with the Forum's themes.
Global and Regional Overview of Trends, Policies & Challenges in Youth Education. Youth and Inclusive Citizenship Workshop, 8-10th September 2014
https://priaaspbae50.wordpress.com/
The responsibility of the Higher Education Sectoricdeslides
Keynote at Global Ethics Forum, 23 June 2016, Geneva, Switzerland. The Presentation gives an overview of the global sustainability development goals, SDGs, the role of education and in particular higher education - with a focus on online, open and flexible education. The Education2030 Framework for Action is presented. Ambitions are considered. A reflection on policies for future success or failure is discussed, including the role of ethics.
Educational philosophy - Contribution of Education to National Development Vijayalakshmi Murugesan
This document discusses the role of education in promoting religious and communal harmony in India. It begins by defining religion and examining the importance of religion in human life and society. It notes that religion can inculcate moral qualities like tolerance and equality. However, religious education needs to be implemented carefully to avoid promoting bigotry or narrow-mindedness. The document also examines the role of communities in education and how communities can both positively and negatively influence children's development. It provides recommendations for using religious education and communities to effectively promote national unity and development.
Educational philosophy - Contribution of Education to National Development Vijayalakshmi Murugesan
This document discusses the relationship between curriculum and national goals in India and the involvement of teachers in curriculum planning and implementation. It notes that the preamble to the Indian constitution outlines goals of justice, liberty, equality and fraternity that influence educational programs and curriculum. The curriculum aims to provide equal opportunities, treat all students alike, and incorporate principles like democratic classrooms. Teachers can be involved in curriculum planning through membership on committees, providing classroom experiences and ideas, and acting as representatives. Their role in implementation includes understanding students, discovering new ideas, and contributing as consultants based on their expertise.
The document summarizes gender and education in Pakistan. It notes that the country has a population of over 173 million, with 64% living rurally. There is a gender imbalance, with 27 males for every 25 females. Literacy rates are much lower for females (45%) than males (69%). Barriers to female education include poverty, low education budgets, cultural norms restricting girls' movement, shortage of female teachers, and conflict in some areas. To improve equality, the document recommends spending more on education, building more schools, making primary education free and compulsory, and improving advocacy and monitoring of policies.
Education for Sustainable Development: Complementing Initiatives for EFA (Feb...jbacha
Introductory presentation on practical linkages between EFA and Education for Sustainable Development (ESD) in the area of skills and quality education. Delivered to EFA Coordinators (policy officials) from 10 countries at the ’South-East Asia EFA Mid-Term Policy Review Conference’ held in Jomtien, Thailand on 18-21 February 2008
Education is central to development and empowerment. It lifts people out of poverty, promotes economic growth, and values democracy. Education can initiate social changes by changing attitudes and preparing for scientific and technological development, bringing changes to all aspects of life. Effective schools have a clear mission, high expectations, strong leadership, opportunities to learn, a safe environment, and monitor student progress. The benefits of education include improved health, increased productivity and earnings, reduced inequality, lower mortality rates, and increased women's participation in the workforce. Education also benefits society by driving economic competitiveness, reducing poverty, contributing to democracy, and promoting peace and environmental concern.
The 8th UNESCO Youth Forum was held from 29-31 October 2013 in Paris. The Forum recommended 10 actions to promote youth participation, skills development, social inclusion, and civic engagement. These included establishing youth structures in Member States, ensuring youth participation in UNESCO and national decision-making, recognizing non-formal education, improving formal education curricula, supporting youth employment, and increasing funding for youth initiatives. The Forum also endorsed 10 youth projects from around the world as examples of initiatives that align with the Forum's themes.
Global and Regional Overview of Trends, Policies & Challenges in Youth Education. Youth and Inclusive Citizenship Workshop, 8-10th September 2014
https://priaaspbae50.wordpress.com/
The responsibility of the Higher Education Sectoricdeslides
Keynote at Global Ethics Forum, 23 June 2016, Geneva, Switzerland. The Presentation gives an overview of the global sustainability development goals, SDGs, the role of education and in particular higher education - with a focus on online, open and flexible education. The Education2030 Framework for Action is presented. Ambitions are considered. A reflection on policies for future success or failure is discussed, including the role of ethics.
Educational philosophy - Contribution of Education to National Development Vijayalakshmi Murugesan
This document discusses the role of education in promoting religious and communal harmony in India. It begins by defining religion and examining the importance of religion in human life and society. It notes that religion can inculcate moral qualities like tolerance and equality. However, religious education needs to be implemented carefully to avoid promoting bigotry or narrow-mindedness. The document also examines the role of communities in education and how communities can both positively and negatively influence children's development. It provides recommendations for using religious education and communities to effectively promote national unity and development.
Educational philosophy - Contribution of Education to National Development Vijayalakshmi Murugesan
This document discusses the relationship between curriculum and national goals in India and the involvement of teachers in curriculum planning and implementation. It notes that the preamble to the Indian constitution outlines goals of justice, liberty, equality and fraternity that influence educational programs and curriculum. The curriculum aims to provide equal opportunities, treat all students alike, and incorporate principles like democratic classrooms. Teachers can be involved in curriculum planning through membership on committees, providing classroom experiences and ideas, and acting as representatives. Their role in implementation includes understanding students, discovering new ideas, and contributing as consultants based on their expertise.
The document summarizes gender and education in Pakistan. It notes that the country has a population of over 173 million, with 64% living rurally. There is a gender imbalance, with 27 males for every 25 females. Literacy rates are much lower for females (45%) than males (69%). Barriers to female education include poverty, low education budgets, cultural norms restricting girls' movement, shortage of female teachers, and conflict in some areas. To improve equality, the document recommends spending more on education, building more schools, making primary education free and compulsory, and improving advocacy and monitoring of policies.
Education for Sustainable Development: Complementing Initiatives for EFA (Feb...jbacha
Introductory presentation on practical linkages between EFA and Education for Sustainable Development (ESD) in the area of skills and quality education. Delivered to EFA Coordinators (policy officials) from 10 countries at the ’South-East Asia EFA Mid-Term Policy Review Conference’ held in Jomtien, Thailand on 18-21 February 2008
Education is central to development and empowerment. It lifts people out of poverty, promotes economic growth, and values democracy. Education can initiate social changes by changing attitudes and preparing for scientific and technological development, bringing changes to all aspects of life. Effective schools have a clear mission, high expectations, strong leadership, opportunities to learn, a safe environment, and monitor student progress. The benefits of education include improved health, increased productivity and earnings, reduced inequality, lower mortality rates, and increased women's participation in the workforce. Education also benefits society by driving economic competitiveness, reducing poverty, contributing to democracy, and promoting peace and environmental concern.
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
The document provides guidance for youth delegates participating in intergovernmental meetings at the United Nations. It discusses the role of youth delegates and their participation in key bodies like the General Assembly and commissions. Youth delegates represent their countries and provide youth perspectives on issues. Their participation helps make policies and programs more effective. When they return home, youth delegates often work to further youth development goals and encourage other young people to engage in their communities.
The Policy Digest is an annual publication covering issues impacting the Malay/Muslim community. The Policy Digest also captures a summary of the key policy changes that took place throughout the year.
It is compiled by the Research and Planning Department (RPD) of Yayasan MENDAKI.
The document discusses how to become a global citizen in today's rapidly changing world. It emphasizes that to shape the future, one must understand societal changes from a global perspective, appreciate diversity, maintain lifelong learning, and take local actions with an international outlook. It highlights how AIT helps groom global citizens through its multidisciplinary and cross-national approach to education and research focusing on sustainable development solutions. AIT serves as a neutral platform that brings together students and alumni from over 100 countries to collaborate on issues like climate change, sanitation, and agriculture that transcend borders.
The UN General Assembly resolution:
1) Reaffirms the World Programme of Action for Youth to address issues facing young people.
2) Notes the Secretary-General's report on progress and challenges in improving the well-being and role of youth.
3) Urges protection of young people affected by armed conflict and their inclusion in peacebuilding.
African Virtual Conference: RCE Minna Bridging the Gap of Knowledge Sharing T...ESD UNU-IAS
The document summarizes two virtual conferences organized by RCE Minna in Nigeria to bring together African youths. The first conference in 2016 focused on youth empowerment and vocational training. It had participants from several countries who discussed Africa's overdependence on single economies and high youth unemployment. The second conference in 2018 looked at challenges like poor governance, external interference, and youth disengagement that affect sustainable development. It involved youths from 8 African RCEs discussing the role of youth in achieving good governance and sustainability. Both conferences concluded entrepreneurship and networking are important to solve unemployment and develop solutions to Africa's challenges. A third conference is proposed for September 2019 on climate change and sustainable development.
G20 Education Ministers’ Declaration 2018 Building consensus for fair and sus...eraser Juan José Calderón
G20 Education Ministers’ Declaration 2018 Building consensus for fair and sustainable development. Unleashing people’s potential.. En el que se encuentra también en el ANexo I : Policy Options for Education and Skills .
The document provides an overview of the 6th UNESCO Youth Forum held in 2009. It discusses the history and evolution of the UNESCO Youth Forum since 1999 in promoting youth participation. The 2009 Forum saw youth delegates produce recommendations relating to UNESCO's mandate. UNESCO is committed to following up on these recommendations. The publication looks at preparations for the Forum, its proceedings, and efforts to strengthen follow-up and leverage outcomes through partnerships. It emphasizes the importance of meaningful youth participation and recognizing youth as partners in development.
In December 2009, the United Nations General Assembly adopted resolution 64/134 proclaiming the Year, signifying the importance the international community places on integrating youth-related issues into global, regional, and national development agendas. Under the theme Dialogue and Mutual Understanding, the Year aims to promote the ideals of peace, respect for human rights and solidarity across generations, cultures, religions and civilizations.
Pakistan has a low literacy rate of approximately 57% according to unreliable figures, ranking 113th out of 120 countries. Literacy rates are even lower in rural areas and among women. High illiteracy threatens Pakistan's fragile democracy by allowing corrupt politicians to exploit illiterate voters. Though the government emphasizes education policies, implementation is lacking due to low funding - only 2.1% of GDP goes to education compared to 60% for defense. Poverty is also a major barrier to literacy. Improving public education, expanding access especially for women and rural populations, and addressing corruption could help increase Pakistan's literacy rate.
This document discusses literacy rates in India. It provides definitions of literacy and how literacy is measured through national censuses. Some key points include: Kerala has the highest literacy rate at 94%, while literacy campaigns have increased female literacy and school enrollment. Government programs like the National Literacy Mission and Sarva Shiksha Abhiyan aim to further increase literacy through total literacy campaigns, post-literacy programs, and continuing education. NGOs like Pratham also work to improve education quality.
1) The speech welcomes participants to the International Association of Universities' 13th General Conference in Utrecht, Netherlands and celebrates the IAU's 60 years of fostering international university cooperation and serving as a global platform for higher education institutions.
2) It discusses the challenges facing higher education institutions today, such as meeting national development objectives, responding to societal needs through lifelong learning, equipping students with employability skills, conducting relevant research, and finding alternative funding sources.
3) It previews UNESCO's upcoming 2009 World Conference on Higher Education, which will address the new dynamics shaping higher education and strategies for development, and notes that regional preparatory conferences will contribute issues and proposals.
The document summarizes Irina Bokova's message on the launch of the UN International Year of Youth. It notes that the year aims to raise awareness of youth contributions and encourage their participation in development initiatives. Bokova calls for opening more spaces for youth civic engagement and participation in shaping their future. The goal is to harness youth potential as partners for development and peace. UNESCO is committed to empowering youth and ensuring their voices are heard.
Session_Document_StatementoftheGlobalStudent_495Obadya Ray
1. Representatives of student organizations from around the world met in London to discuss challenges facing students globally, including budget cuts, commercialization of education, and lack of student involvement in decision making.
2. They pledged to cooperate internationally to fight for students' rights, including believing education is a fundamental human right, opposing trade agreements that treat knowledge as a commodity, and demanding open access to research.
3. The statement calls for protecting education during conflicts, empowering students to challenge austerity, and developing a Student Rights Charter to address issues like freedom of association and academic freedom.
Maidan Summit 2011 - Mona Shipley, British CouncilMaidan.in
In her discourse at Maidan Summit 2011, Ms Mona Shipley presented her experience with developing the Physical Education Cards (PEC). She held that one should harness engagement, effectiveness and simplicity of sport-based programmes and use them at the grassroots level to begin transformation.
She said that sport is an integral part of culture in almost every country, and pointed at how women get segregated because it is traditionally associated with masculinity. Ms Shipley felt the need to challenge the discrimination based on gender in sports. She highlighted the need to have an advocacy platform, where people come to become aware of their rights and eventually drive change from within.
EU Youth programmes build bridges over the Mediterranean. Raed Ghareeb, from Amman, Jordan, became an instructor in conflict resolution after joining a Euro- Med Programme, and today he has established an NGO focusing on youth needs. Every year, thousands of young people from both shores of the Mediterranean meet and learn from each other. The network they build is our hope for the future of Euro-Mediterranean relations.
The document discusses the purpose of higher education in three main points. First, higher education provides opportunities for greater financial and career success by increasing lifetime earnings potential compared to only a high school degree. Second, it educates citizens to participate in and lead a democratic society by developing skills like critical thinking. Third, the college experience exposes students to new ideas and experts that broaden their understanding of the world in ways that are hard to gain elsewhere.
Cedric Dzelu Report on UN ECOSOC Youth Forum 2019Cedric Dzelu
The document summarizes Cedric Dzelu's report on his participation in the 2019 UN Economic and Social Council (ECOSOC) Youth Forum in New York from April 8-9, 2019. The forum addressed the theme of empowerment, inclusion and equality of youth. Cedric represented the World Alliance of YMCAs and presented their positions on employment, environment, and health. Five Sustainable Development Goals were reviewed during parallel sessions at the forum and recommendations were made to further their implementation at national, regional, and global levels.
Providing Learning Solutions in our Community by Isah Ibn MohammedHanna Stahlberg
The document summarizes the work of the Regional Centre of Expertise (RCE) Minna in Nigeria. It describes RCE Minna's "Doing It Differently" (DID) model which places students at the center of learning through non-formal educational programs and activities outside the classroom. Some of the projects implemented this year through the DID model include leadership training programs, environmental clubs, and youth conferences on sustainable development. The model has positively impacted students by increasing awareness of sustainability issues and fostering social networks. Moving forward, the document recommends that other RCEs adopt similar student-centered learning models to complement formal education.
Community is the Answer: What is the Question?TANKO AHMED fwc
The document provides a keynote address on the topic of "Community is the Answer" delivered at a joint conference in Nigeria. The summary is:
1. The address explores the question posed by the conference theme "Community is the Answer" by examining concepts of community, education, and sustainable development.
2. It reviews global and national efforts towards education for all and inclusive education, and questions their success at the community level.
3. The speaker calls the conference to action by strengthening relevant policies and linking research to policymakers to better meet community needs. The goal is to move beyond analysis to practical solutions.
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
The document provides guidance for youth delegates participating in intergovernmental meetings at the United Nations. It discusses the role of youth delegates and their participation in key bodies like the General Assembly and commissions. Youth delegates represent their countries and provide youth perspectives on issues. Their participation helps make policies and programs more effective. When they return home, youth delegates often work to further youth development goals and encourage other young people to engage in their communities.
The Policy Digest is an annual publication covering issues impacting the Malay/Muslim community. The Policy Digest also captures a summary of the key policy changes that took place throughout the year.
It is compiled by the Research and Planning Department (RPD) of Yayasan MENDAKI.
The document discusses how to become a global citizen in today's rapidly changing world. It emphasizes that to shape the future, one must understand societal changes from a global perspective, appreciate diversity, maintain lifelong learning, and take local actions with an international outlook. It highlights how AIT helps groom global citizens through its multidisciplinary and cross-national approach to education and research focusing on sustainable development solutions. AIT serves as a neutral platform that brings together students and alumni from over 100 countries to collaborate on issues like climate change, sanitation, and agriculture that transcend borders.
The UN General Assembly resolution:
1) Reaffirms the World Programme of Action for Youth to address issues facing young people.
2) Notes the Secretary-General's report on progress and challenges in improving the well-being and role of youth.
3) Urges protection of young people affected by armed conflict and their inclusion in peacebuilding.
African Virtual Conference: RCE Minna Bridging the Gap of Knowledge Sharing T...ESD UNU-IAS
The document summarizes two virtual conferences organized by RCE Minna in Nigeria to bring together African youths. The first conference in 2016 focused on youth empowerment and vocational training. It had participants from several countries who discussed Africa's overdependence on single economies and high youth unemployment. The second conference in 2018 looked at challenges like poor governance, external interference, and youth disengagement that affect sustainable development. It involved youths from 8 African RCEs discussing the role of youth in achieving good governance and sustainability. Both conferences concluded entrepreneurship and networking are important to solve unemployment and develop solutions to Africa's challenges. A third conference is proposed for September 2019 on climate change and sustainable development.
G20 Education Ministers’ Declaration 2018 Building consensus for fair and sus...eraser Juan José Calderón
G20 Education Ministers’ Declaration 2018 Building consensus for fair and sustainable development. Unleashing people’s potential.. En el que se encuentra también en el ANexo I : Policy Options for Education and Skills .
The document provides an overview of the 6th UNESCO Youth Forum held in 2009. It discusses the history and evolution of the UNESCO Youth Forum since 1999 in promoting youth participation. The 2009 Forum saw youth delegates produce recommendations relating to UNESCO's mandate. UNESCO is committed to following up on these recommendations. The publication looks at preparations for the Forum, its proceedings, and efforts to strengthen follow-up and leverage outcomes through partnerships. It emphasizes the importance of meaningful youth participation and recognizing youth as partners in development.
In December 2009, the United Nations General Assembly adopted resolution 64/134 proclaiming the Year, signifying the importance the international community places on integrating youth-related issues into global, regional, and national development agendas. Under the theme Dialogue and Mutual Understanding, the Year aims to promote the ideals of peace, respect for human rights and solidarity across generations, cultures, religions and civilizations.
Pakistan has a low literacy rate of approximately 57% according to unreliable figures, ranking 113th out of 120 countries. Literacy rates are even lower in rural areas and among women. High illiteracy threatens Pakistan's fragile democracy by allowing corrupt politicians to exploit illiterate voters. Though the government emphasizes education policies, implementation is lacking due to low funding - only 2.1% of GDP goes to education compared to 60% for defense. Poverty is also a major barrier to literacy. Improving public education, expanding access especially for women and rural populations, and addressing corruption could help increase Pakistan's literacy rate.
This document discusses literacy rates in India. It provides definitions of literacy and how literacy is measured through national censuses. Some key points include: Kerala has the highest literacy rate at 94%, while literacy campaigns have increased female literacy and school enrollment. Government programs like the National Literacy Mission and Sarva Shiksha Abhiyan aim to further increase literacy through total literacy campaigns, post-literacy programs, and continuing education. NGOs like Pratham also work to improve education quality.
1) The speech welcomes participants to the International Association of Universities' 13th General Conference in Utrecht, Netherlands and celebrates the IAU's 60 years of fostering international university cooperation and serving as a global platform for higher education institutions.
2) It discusses the challenges facing higher education institutions today, such as meeting national development objectives, responding to societal needs through lifelong learning, equipping students with employability skills, conducting relevant research, and finding alternative funding sources.
3) It previews UNESCO's upcoming 2009 World Conference on Higher Education, which will address the new dynamics shaping higher education and strategies for development, and notes that regional preparatory conferences will contribute issues and proposals.
The document summarizes Irina Bokova's message on the launch of the UN International Year of Youth. It notes that the year aims to raise awareness of youth contributions and encourage their participation in development initiatives. Bokova calls for opening more spaces for youth civic engagement and participation in shaping their future. The goal is to harness youth potential as partners for development and peace. UNESCO is committed to empowering youth and ensuring their voices are heard.
Session_Document_StatementoftheGlobalStudent_495Obadya Ray
1. Representatives of student organizations from around the world met in London to discuss challenges facing students globally, including budget cuts, commercialization of education, and lack of student involvement in decision making.
2. They pledged to cooperate internationally to fight for students' rights, including believing education is a fundamental human right, opposing trade agreements that treat knowledge as a commodity, and demanding open access to research.
3. The statement calls for protecting education during conflicts, empowering students to challenge austerity, and developing a Student Rights Charter to address issues like freedom of association and academic freedom.
Maidan Summit 2011 - Mona Shipley, British CouncilMaidan.in
In her discourse at Maidan Summit 2011, Ms Mona Shipley presented her experience with developing the Physical Education Cards (PEC). She held that one should harness engagement, effectiveness and simplicity of sport-based programmes and use them at the grassroots level to begin transformation.
She said that sport is an integral part of culture in almost every country, and pointed at how women get segregated because it is traditionally associated with masculinity. Ms Shipley felt the need to challenge the discrimination based on gender in sports. She highlighted the need to have an advocacy platform, where people come to become aware of their rights and eventually drive change from within.
EU Youth programmes build bridges over the Mediterranean. Raed Ghareeb, from Amman, Jordan, became an instructor in conflict resolution after joining a Euro- Med Programme, and today he has established an NGO focusing on youth needs. Every year, thousands of young people from both shores of the Mediterranean meet and learn from each other. The network they build is our hope for the future of Euro-Mediterranean relations.
The document discusses the purpose of higher education in three main points. First, higher education provides opportunities for greater financial and career success by increasing lifetime earnings potential compared to only a high school degree. Second, it educates citizens to participate in and lead a democratic society by developing skills like critical thinking. Third, the college experience exposes students to new ideas and experts that broaden their understanding of the world in ways that are hard to gain elsewhere.
Cedric Dzelu Report on UN ECOSOC Youth Forum 2019Cedric Dzelu
The document summarizes Cedric Dzelu's report on his participation in the 2019 UN Economic and Social Council (ECOSOC) Youth Forum in New York from April 8-9, 2019. The forum addressed the theme of empowerment, inclusion and equality of youth. Cedric represented the World Alliance of YMCAs and presented their positions on employment, environment, and health. Five Sustainable Development Goals were reviewed during parallel sessions at the forum and recommendations were made to further their implementation at national, regional, and global levels.
Providing Learning Solutions in our Community by Isah Ibn MohammedHanna Stahlberg
The document summarizes the work of the Regional Centre of Expertise (RCE) Minna in Nigeria. It describes RCE Minna's "Doing It Differently" (DID) model which places students at the center of learning through non-formal educational programs and activities outside the classroom. Some of the projects implemented this year through the DID model include leadership training programs, environmental clubs, and youth conferences on sustainable development. The model has positively impacted students by increasing awareness of sustainability issues and fostering social networks. Moving forward, the document recommends that other RCEs adopt similar student-centered learning models to complement formal education.
Community is the Answer: What is the Question?TANKO AHMED fwc
The document provides a keynote address on the topic of "Community is the Answer" delivered at a joint conference in Nigeria. The summary is:
1. The address explores the question posed by the conference theme "Community is the Answer" by examining concepts of community, education, and sustainable development.
2. It reviews global and national efforts towards education for all and inclusive education, and questions their success at the community level.
3. The speaker calls the conference to action by strengthening relevant policies and linking research to policymakers to better meet community needs. The goal is to move beyond analysis to practical solutions.
Youth programme presentation - May 5, 2016Abel Caine
The document outlines the United Nations Educational, Scientific and Cultural Organization's (UNESCO) Mahatma Gandhi Institute of Education for Peace and Sustainable Development's (MGIEP) goals and programs for youth engagement. MGIEP aims to empower and enable young people to drive change towards a more just, peaceful and sustainable world through initiatives like the Changemakers program, Campus Ambassadors program, YESPeace Network, and youth-led monitoring of the UN's Sustainable Development Goals. These programs focus on developing youth's global competencies, facilitating intercultural dialogue, and positioning youth as leaders and change agents in working towards the UN's education-related SDG of ensuring all learners acquire knowledge and skills
How does what we do as academics align with the SDGs? What opportunities are ...NanaEwusiMensah2
The document discusses the role of universities in supporting the UN Sustainable Development Goals (SDGs). It argues that universities and the SDGs are mutually beneficial. Universities can contribute to the SDGs through teaching, research, innovation, and partnerships. Meanwhile, engaging with the SDGs provides universities opportunities to demonstrate their societal impact, collaborate with other sectors, and rethink their role in solving global challenges. Moving forward, the document calls on universities to better map, integrate, and monitor their efforts to support the SDGs through activities like teaching, research, and external leadership.
Civil Society Position of Education after 2015IAU-HEEFA
Providing a CSO perspective, this presentation examines the principles, critiques and appraisal of the latest proposals on the Framework of Action for the post 2015 education agenda. Recommendations and advocacy opportunities for NGOs are given.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
This document discusses literacy and lifelong learning as tools for women's empowerment. It notes that over 479 million women are illiterate globally as of 2015, with large gender gaps in education levels in sub-Saharan Africa and between rural and urban youth. The Sustainable Development Goals emphasize quality education and lifelong learning to promote nutrition, decent work, gender equality, and environmental sustainability. The document recommends that literacy programs move beyond functional literacy to empower women, integrate 21st century skills, and link with community development priorities. It provides examples of successful literacy programs that promote economic empowerment, social justice, and environmental sustainability.
How lifelong learning shapes sustainable developmentRika Yorozu
Presented in the International Seminar on Empowering Community Learning Centers in Enhancing Learning Society through Education for Sustainable Development (Jakarta, Indonesia, 2 – 5 September 2014)
The document outlines UNESCO's implementation of its Strategy on African Youth from 2009-2013. It describes 42 projects across 3 global objectives: 1) Strengthening knowledge building and research on youth issues through 13 projects in various African countries, 2) Fostering youth policy development through 26 projects, and 3) Promoting youth participation and inclusion through 42 projects. The projects engaged various partners and aimed to address issues like education, civic engagement, employment, and violence prevention for African youth.
ENGAGING YOUTH THROUGH INTERNATIONAL NETWORK FOR EDUCATION, SUSTAINABLE DEVEL...4Ventures Legacy (4VL)
ZUL ILHAM ZULKIFLEE LUBES*, MOHD FADHLI RAHMAT FAKRI** & NIK MERIAM NIK SULAIMAN***
INTERNATIONAL CONFERENCE ON SUSTAINABILITY INITIATIVES (ICSI 2015)
UNIVERSITI TEKNOLOGI MALAYSIA, 24 AUGUST 2015
arab youth civic engagement & economic participation Jamaity
This document discusses youth challenges in social transformations in the Arab region. It notes that Arab countries have a large youth population, with around 25% of the population between ages 15-24. While this "youth bulge" was previously seen negatively, recent research views youth as assets rather than problems. The Arab Spring demonstrated that youth can be powerful agents of change. However, many Arab youth face inequities like poverty, illiteracy, unemployment and lack of education opportunities. They also lack a sense of dignity and social justice. These experiences with injustice can encourage civic engagement and participation. The document defines different levels of youth participation, from non-participation to tokenism to authentic engagement. For youth to truly drive change, activities
Role of learning routes in knowledge managementamulabu
The document discusses a conference presentation on learning routes and knowledge management at international organizations. Specifically, it focuses on the role of learning routes at the International Fund for Agricultural Development (IFAD) in enhancing knowledge management and technological innovations for sustainable development. Learning routes are a training process that shares best practices and experiences between organizations, communities, and families to expand access to rural services for poor populations. The presentation will examine how learning routes increase an organization's human and social capital, facilitate knowledge sharing between regions, and add value to accumulated institutional knowledge.
This document presents a UNESCO strategy for African youth development from 2009-2013. It was developed in consultation with African member states, the African Union, youth organizations, and other partners. The strategy aims to promote youth civic engagement, empowerment, and successful transitions from school to work. It focuses on knowledge sharing, policy development, and increasing youth participation in decision-making. The African Union and UNESCO will work together to implement initiatives from both the strategy and the AU's 10-year youth plan, with a focus on issues like education, employment, health, and socioeconomic inclusion for African youth.
Global challenges in education include developing global competence, lifelong learning, personalized learning, inclusion and equity, partnerships, and digital transformation. Quality improvement efforts also focus on continuous improvement processes, open online learning, sustainability, and well-being. The four pillars of education outlined in the UN's Sustainable Development Goals are people, planet, prosperity, and peace. Lifelong learning is important for addressing modern challenges and can promote active citizenship, employability, health, and community cohesion.
Action principles and policy support for sustainable development through comm...Rika Yorozu
Presentation prepared for the Vietnam Conference on Education for Sustainable Development through Community Learning Centres (7-8 October 2016, Hoa Binh, Vietnam).
Special thanks from Robbie Roberto and Boram Kim in reviewing and improving these slides.
The global pandemic and climate change have both raised awareness of how fragile our global community is. We are all at risk but some face being made much more vulnerable than others. Creating a fair world for everyone means every person has an equal opportunity to realise their rights to a safe, healthy and purposeful life.
The document discusses education goals for post-2015, including:
1) Ensuring inclusive and equitable quality education for all is the new Sustainable Development Goal (SDG) for education, building on unfinished goals of Education for All.
2) The education SDG includes targets that align with the old EFA goals like early childhood education, primary and secondary completion, and adult literacy, with a focus on quality, equity, and lifelong learning.
3) Promoting literacy and a culture of peace is important for the education SDG, as two-thirds of illiterate adults are women and literacy is key for full participation in society. Examples of effective literacy programs integrating peace from Afghanistan, Kazakhstan, and Kyrgyz
Erudite Management ,
Hat of felicitations .
Thanks a lot for choosing for Social -media-advocate . I enjoyed , feel proud and very much excited to become a member of your valued Organization . I would like to promise you , i will contribute myself for build up a ONE EARTH NATIONS , Where there will be no Money , no so called dirty politics , no boundary , no pass port , no Army .... Just only peace , love and Humanity .
Thanks everyone .
Similar to A Case of RCE Minna Youth Empowerment Model by Ibrahim Akibu Jaafaru (20)
This document outlines the career path of Trinh Bao Son after completing their PhD. It lists the various institutions Son worked at from 2011-2017, including the Institute for Environment and Resources in Ho Chi Minh City, Vietnam, the Medical Research Council in the UK, Tokyo University, the University of East Anglia, Newcastle University, and the University of Maryland, Baltimore County. The document expresses gratitude at returning home to the Institute for Environment and Resources in 2017.
Applications of Biotechnology in Agriculture for Water Security, Nguyen Van T...Hanna Stahlberg
Biotechnology applications in agriculture can help improve water security. Advances in embryo technology, cloning, and transgenic animals can lead to smarter livestock farming practices. This includes using techniques like ICSI and embryo transfer to rescue rare and infertile animals or produce livestock with desirable traits. Somatic cell nuclear transfer can also be used to conserve species. Additional biotechnologies such as induced pluripotent stem cells may allow the production of human organs in animals through knockout of specific genes, helping regenerative biomedicine and pharmaceutical production. Overall, smart applications of biotechnology in agriculture can enhance sustainable development and water security.
Water storage for secure water supply, Ho Chi Minh CityHanna Stahlberg
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A Case of RCE Minna Youth Empowerment Model by Ibrahim Akibu Jaafaru
1. EMPOWERING AND MOBLISING YOUTH TOWARDS
ACHIEVING SUSTAINABLE DEVELOPMENT: A CASE OF
RCE MINNA YOUTH EMPOWERMENT MODEL
6TH AFRICAN RCE CONFERENCE
NAIROBI, KENYA
24TH-25TH AUGUST, 2016
BY
Ibrahim Akibu Ja’afaru
Youth Coordinator
RCE Minna, Nigeria
2. RCE Minna like any other RCE across the world is
founded to mobilize formal and non-formal
sectors in all nations to deliver the ESD four (4)
major thrust that bothered on the promotion and
improvement of basic education, Reorienting
existing education at all levels to address
sustainable development issues, Developing
public understanding and awareness of
sustainability, and training and retraining.
2
3. • Name: Minna
• Location: North Central Nig.
• Position: Capital city of Niger State.
• LGA: Chanchaga LGA.
• Language: Gwari, Nupe and Hausa.
• Estimated Population: 304,113 in 2007
• Economy: Farming, cattle rearing,
• Traditional industries, and civil service.
• Education: Minna is the sit of Fed. Uni.
• Of Technology, State College of
• Education etc.
• Coordinates: 9° 36′ 50″ N, 6° 33′ 25″ E
• Distance to Abuja: About 150km
Fig1: Map Of Minna Showing some selected Features
Source: Huda-tech Computer Institute, 2013.
3
4. 4
EMPOWERING AND MOBLISING YOUTH
TOWARDS ACHIEVING SUSTAINABLE
DEVELOPMENT: A CASE OF RCE MINNA
YOUTH EMPOWERMENT MODE
5. “……..Young people must be included from birth. A
society that cuts from youth servers its life line”
Kofi Anan
5
6. Youths have been described as the backbone of
any nation. Often times, they are always
energetic, willing and ready to display their
prowess at any given opportunity.
Several mentors will always want to have a
youth as their mentee. Therefore, when a youth
gets the desired support and mentorship,
he/she performs wonderfully well.
6
7. RCE Minna is playing a major role in
empowering and moblizing young people to be
part of action on ESD.
The success stories are numerous, but the
following stands out:
7
8. Name: Buliameen Oladayor
Age: 29
Qualification: B. Tech. URP
Occupation: Entrepreneur
Title: CEO Demarine Ltd
Number of staff: 25
Location: Minna
Others:
2015 Mendale Washignton Fellow
Youth Member RCE Minna, Nigeria
8
10. Name: Rukayya Bahago
Age: 26
Qualification:
-B. Tech. Geograpy and Remote Sensing
-M. Tech Geograpy and Remote Sensing (In view)
Occupation: Entrepreneur
Title: CEO Purple Plate
Number of staff: 20
Location: Minna
Others:
Coordinator RCE Minna School Clubs
Princess of Minna Royal Kingdom
10
12. Name: Isah Ibn Mohammed
Age: 27
Qualification:
-B. Sc. Political Science
-M. Sc. . Political Science (In view)
Occupation: Social Entrepreneur
Title:CEO African Centre for Extra-curricular
Research And Development (ACERAD)
Number of staff: 10
Location: Minna
Others:
Volunteer RCE Minna Youth Network
12
14. Name: Nana-Hauwa Ize Sule
Age: 21
Qualification:
-B. Tech. Estate Management (in view)
Occupation: Student/Writer
Book Title: What Will be Will Be
Location: Minna
Others:
Volunteer RCE Minna Youth Network
2015 YUA Meet Fellow
14
18. 3.1 WHY THE 1ST AFRICAN RCE YOUTH VIRTUAL
CONFERENCE
African countries over dependence on mono-
economy.
Youths tends to be majorly affected, hence the
high rate of youth unemployment.
Little economic perspective, Incoherent youth
programmes and little funding by government.
18
19. To address this, the Regional Centres of
Expertise (RCE) Minna, Nigeria and Grand
Rapids, Michigan, USA brought together young
people and panelist to discuss ways of
addressing youth unemployment and climate
change through TVET, entrepreneurship, and
lifelong learning in the various regions of
Africa.
19
3.1 WHY THE 1ST AFRICAN RCE YOUTH CONFERENCE
21. 3.3 MAJOR OUTCOME OF THE CONFERENCE
That both youth unemployment and Climate Change are
global challenge, hence, the need for Lifelong Learning to
transform our society.
That Entrepreneurship training and mentoring should be
given more priority in our learning process to solve the
problem of unemployment in Africa and the world at
large.
That networking, education (both formal, non-formal
and informal) and sharing ideas is vital to the
development of African youth across all sectors.
21
22. That political will of governments play a major role in
combating the effect of climate change and youth
restiveness across the world.
That moving forward, the conference will be sustained
annually as a vital tool for best practice sharing on
Lifelong Learning.
That the youth, both at regional and local levels, be
exposed to the rudiments of social, economic and
environmental sustainability for their survival.
22
3.3 MAJOR OUTCOME OF THE CONFERENCE
25. Youth, Education and SDG 4.7
Youth-led and Youth-driven
In order to build more peaceful and sustainable societies we
recognize that role of youth is a critical factor that will help us
achieve positive transformation in our societies, and largely the
world.
SDG 4.7
“By 2030, ensure that all learners acquire the knowledge and
skills 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 cultural diversity and of culture’s
contribution to sustainable development.”
26. The Campus Ambassadors Project
(Key Objectives)
Nurture an atmosphere for intercultural learning,
understanding and respect for all diversities
Foster intercultural learning and understanding
through innovative activities through the medium of
dialogue
Undertake research on youth perspectives on cultural
diversity and provide inputs into policy processes on
youth and intercultural understanding
Compile best practices on youth engagement on
intercultural in higher education and scale up actions
on upstream perspectives.
27. International Mandates
Campus Ambassador Programme responds to and contributes to the global
mandates on peace sustainable development, global citizenship and
education:
Goal 4 of Agenda 2030 which seeks to “Ensure inclusive and equitable
quality education and lifelong learning for all”. The programme fits within the
mandate of SDG Target 4.7
International Decade for the Rapprochement of Cultures (2013-2022) to To
give students a sense of ownership in the design and implementation of the
inter and intra campus activities.
Global Action Programme on Education for Sustainable Development (2015-
2019), with reference to priority areas of Policy, Whole Institution Approach
and Youth.
UNESCO Operational Strategy on youth (2014-2021) with respect to young
women and men engaging as active citizens towards democratic
consolidation, sustainable communities and peace.
28. Activities
1. Identification of institutes of Higher Education from each of
the six United Nations Region
2. Selection of Campus Ambassadors and co designing of
activities
3. E mapping of resources on intercultural dialogue
4. Identification of Peer Network
5. Development of Student led toolkit on Intercultural Dialogue
6. Development of Teachers Orientation Module on
Intercultural Dialogue
7. Research on Intercultural understanding amongst the youth
with special focus on Discursive Violence
8. Campus Outreach Challenges- action projects
29. Contact
For more details please contact:
Ms. Deepika Joon
Programme Officer
UNESCO MGIEP
d.joon@unesco.org
Mr. Simon Kuany Kiir Kuany
Associate Project Officer
UNESCO MGIEP
s.kuany@unesco.org
Mr. Sajid Sheikh
Programme Coordinator
UNESCO MGIEP
s.sheikh@unesco.org
30. MOVING FORWARD
We are hopeful that the conference will become
an annual event. Outcomes of the conference
could then be scaled up and discussed in the
upcoming regional and global RCE conferences in
order to prepare a roadmap for youth
involvement in Education for Sustainable
Development (ESD) and as a major push for the
Global Action Plan (GAP) and the Sustainable
Development Goals (SDGs).
30