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Project Based Learning for Peace and Development - Annual International (...)

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Project Based Learning for Peace and Development - Annual International (...)

High Level Workshop See detailled presentation

6th Annual International Conference on Inclusive Education and Project Based Learning for Peace and Development - 12 December, 2019, United Nations
One week of High Level Meetings, Crossing the Spheres of the Stakeholders
The halfway point between the PORTO-ALLEGRE FORUM and the DAVOS FORUM ; the platform for the creation and development of projects for peace and SDGs.


6th Annual International Conference on Inclusive Education and Project Based Learning for Peace and Development - 12 December, 2019, United Nations
(Other continental or worldwide networks, please contact us)

Please forward to everybody you know active in the domain.

Bellow the Call for Contributions (Call for Abstract).

For all proposal of communication for the Program, please use the form on this page.

Call for Contribution 2019 :

International Annual Conference on the Project Based Learning for Peace and Development
in the frame of the 10th GENEVA FORUM, December 9-13, 2019
United Nations, Geneva, Switzerland

The program

Thursday 12 December, 2019

from 13:30 to 18:00

Wednesday evening, from 19:00 to 23:00 : Networking Dinner of Education and Project Based Learning networks for Peace and Development Networks

Presentations will be held in english and french. Debates and questions will be organized in english and french.
Leading Projects of Education to Science and Citizen Sciences since 1992, and creating 1st Participatory Researches Camps in 2004, the NGO Objective Sciences International have the Special Consultative Status to United Nations. Active in all continents, the NGO organize every year, since 2012, the International Annual Conference on Rights of Nature in United Nations, at which one participate all Governments actives in this domain or interested by these works. From 2016, and every year, OSI organize into the heart of the United Nations hemicycle the International Annual Conference on Inclusive Education for Sustainable Development, in order to allow all the actors and operators in these domains to exchange, meet and share directly and at the largest international level.
Inclusive Education

Operators of Education formal or informal, Alternative Pedagogy, and science of education who exchange already at national and continental levels (Europe, America, Asia, Africa, Middle-East...) and who desire to exchange together, and share practices and solutions, at the world level, meet together at the Annual International Conference organized in the United Nations.

Project Based Learning / Problem Based Learning / Research Action

Several public or associative organizations that are active in the domain of Education, federated or organized, at the international level. The main national actors, the federations, and the specific operators, organized presently at the international level, and are called to meet annually at the end of the civil year, at the International Annual Conference on Inclusive Education and Project Based Learning for Peace and Sustainable Development, at United Nations, in Geneva.

This annual space of sharing results and pooling of skills, allow to the actors of the domain to exchange practices, solutions, ideas, needs.

Your Annual Exchanges Resource

In the following of the national and continental meetings that are organized in each country and continent by the local federation, this International Annual Conference at United Nations allow the actors to implement in consultation, or to inform mutually, of progress and actions they lead during the year, or that they have in project.

The participants at this Conference are:

  • Local and regional actors of different countries
  • Thematic Actors by disciplines
  • Regional or national federations
  • Thematic Federations, by disciplines
  • Large Institutions of Education and Instruction
  • Regional agencies of Education (Academies...)
  • Governmental departments (Education, Research, Environment, Tourism, Industry ...) and international associations of Ministries
  • Specialized Journalists (science, environment, education, tourism, sustainable development ...)
  • UN agencies (UNESCO, IBE of UNESCO, UNDP, UNEP ...)

Subjects that are in the agenda of this year are:

  • Sustainable Development of Education
  • Education and Instruction for Sustainable Development
  • Education as a social agent (poverty reduction, peace maker)
  • Education 3.0
  • Education and Instruction : a tool for Development and Science
  • Hospitality and openminding to Others by the Education
  • Policies on Education and Instruction of quality
  • The Sharing Economy and Education
  • New types of Instructions
  • Education management front of the Responsible entrepreneurship
  • Sustainability Trends in the Education

Detailed Program

Exchanges between stakeholders of the meeting will happen in a round table between speakers and debates with the audience of the Assembly.

Organiser : NGO Objectif Sciences International, Geneva
Chairman : Thomas EGLI, Founder of Objectif Sciences International, Head of the GENEVA FORUM
Moderators : Christa MUTH, Professor at the University of Applied Sciences Western Switzerland

Here the Programme of the 5 days of GENEVA FORUM of December 2019, where are described the 2019 days dedicated to the Conference on Education and Project Based Learning Peace and Sustainable Development Goals.

Programme of GENEVA FORUM 2019 (Public side)

Official Opening Session - Thursday 12 December 13:30

Session organised by Objectif Sciences International in the frame of the International YEar of Sustainable Tourisme for Development.

  • Keynotes
  • Remarks on current situation
  • Remarks about concepts of the International Annual Conference

Presentations currently proposed for 2019

Validated Presentations

STEM Edu - Coding and Robotic Workshops for Teenage Mothers
In the Democratic Republic of Congo (DRC), more than 3 million children across the country are out of school, often because of different social, economic and insecurity factors. Poverty in the DRC is often to blame, with high costs of schooling, gender inequality and insufficient jobs opportunities for newly graduated.
Articles 43 and 44 of the DRC’s Constitution stipulate free obligatory education and the eradication of illiteracy. However, girls often drop out of school because of marriage and pregnancy, which leads to a gender gap in education. Compared to men, women’s literacy, and especially that of young women, is low. In 2009, the literacy rate of men and women aged 15 and above was 67%, that of men was 77%, that of women was 57%, and that of women aged 15–24 was 51%, reports the Japan International Cooperation Agency (JICA) 2017.
The reasons for girls not reaching tertiary education are mainly adolescent pregnancy, forced marriage and discouragement or lack of career guidance thereof. Generally, boys’ education is prioritised and schools do not allow pregnant students to come to school and these girls do not try to continue their education and give up on their dreams. After-school activities and career guidance opportunities are very limited. Non-formal education opportunities, offered through by non-profit organisations and religious centers, have now become the beacon of hope for children who were unable to continue with schooling.
CONGOLESTIC seeks to provide coding and robotic workshops to teenage mothers and equip them with hope and skills to help them further or consider a possible career path in the STEM fields. More, our workshop is child-friendly so that both teen mother and their baby can play while learning motor, programmatic and coding. A full detail list of workshops are available on our website.

Mr.Ntala Adam MUKENDI, CONGOLESTIC, Democratic Republic of Congo,
A global voice for survival : an ecosystem approach to the problems of our time
An ecosystemic approach defines and deal with environmental problems, quality of life and the state of the world in the core of the “boiling pot”, from where the problems emerge, instead of reducing them to the ‘bubbles’ on the surface (effects, fragmented, taken for granted issues).
Contrariwise to disjointed public policies, teaching and research reduced formats, tendentious media communication and advocacy, the ecosystemic approach addresses the general phenomenon, encompassing political, economic, cultural and , environment conditions, all considered altogether.
All dimensions of being in the world (intimate, interactive, social and biophysical) are combined in the diagnosis and prognosis of the problems, in view of their complementarity and mutual support, as they intermingle to elicit the events, suffer the consequences and organize for change.
Challenges are conceptual, more civic and political than technical : institutional capacity, judicial neutrality, informational transparency, social spaces for civic engagement are the main factors to define desirable goals and explore new paths to reach them in view of the dynamics that create and sustain lock-ins and barriers to change.
Protective spaces for path breaking innovations (socio-cultural learning niches), can develop awareness, interpretation and understanding beyond established stereotypes, shielding, nurturing and empowering, in view of a thematic (what), an epistemic (how) and a strategic (when, who) point of view

Mr. André Fransisco PILON, University of Sao Paulo / Int. Acad. Science, Health Ecology, BRAZIL,
Tóta tánon Ohkwá:ri – Facilitating Learning Kanien’kéha Language, Culture and Healthy Lives with a Community Driven Children’s Television Show
Tóta tánon Ohkwá:ri – Facilitating Learning Kanien’kéha Language, Culture and Healthy Lives with a Community Driven Children’s Television Show
Marion Konwanénhon Delaronde
The Kanien’kehá:ka People of Kahnawà:ke are in a critical point in preserving our language of heritage, Kanien’kéha (Mohawk). The Mohawk Immersion schools in Kahnawà:ke have brought the language back from near extinction since the nineteen eighties, but language revitalization is a movement that requires engagement at home and in the town as well. The Kanien’kehá:ka Onkwawén:na Raotitióhkwa Language and Cultural Center runs many programs to preserve and promote our language. One program is “Tóta tánon Ohkwá:ri”, a television show, starring Kanien’kéha speaking puppets, running on our local cable network to engage the children in the language in a fun and lively way that promotes our identity. Teachers, elders and health care professionals all help to guide the writers of “Tóta tánon Ohkwá:ri” which keeps the themes grounded in our traditional ways of being and experiencing life. There are a lot of episodes, since 2004, which revolve around our connection to the earth and our relationship to the life forces found in nature, as well as our connection to the other Haudenosaunee Nations. The characters also appear on the radio with guests, sometimes students from immersion programs, to promote the language and aid in the renormalization of Kanien’kéha in the community. The support of the community, the dedication of the small production team and the funding structure for health programs in Kahnawà:ke all play a role in the continuation of this lively production for the children.
Ms. Marion DELARONDE, Kanien’kehaka Onkwawenna RaotitiohkwaLanguage&CulturalCenter, Canada,
Combating Dyslexia & other Learning Difficulties using Technology POSTER
1 in 5 children globally have some form of learning difficulty (dyslexia, ADHD, autism and others). In many developing countries they are not even diagnosed so this puts them at a great disadvantage when they try to keep up with school work. Most of the time, they struggle to read and write. Students with learning difficulties are more prone to end up as early school leavers, since they give up. They feel ‘different’ and cannot keep up with their peers, and many times they are bullied.
iSmart provides an assistive app that redresses this inequality. iSmart gives students the opportunity to format documents on tablets and mobile devices in a way they understand more, giving them easier access to reading text books and creating visual representations to study better. iSmart has the following impacts:
Make students enjoy reading using our text adaptation tools - colours, highlights, backgrounds - Teach students how to study using mind mapping visual aids whilst reading
Keep their focus whilst reading with a reading ruler
Listen to words, sentences or paragraphs when they get stuck
Analyse reading styles, speeds and provide reporting to schools, psychologists, publishers
Our software is the result of research and piloted already in 3 European countries (Turkey, Sweden, Czech Republic), and has been getting several recognitions already like the World Summit Award nomination by the United Nations amongst others. Our software is already available in English, Finnish, Swedish, Norwegian, Italian, Spanish, Polish and Maltese on both Android and iOS.
Ms. Angele GIULIANO, Malta, AcrossLimits & iSmart,
A Wisdom Journey - A philosophical board game for peace education POSTER
A Wisdom Journey is a philosophical board game accessible from 8 years old that has been developed by ÉPhiScience association. It is open source (CC BY-NC-SA) and free to download on the association’s website. It currently exists in 5 languages and is trully designed as an easily adaptable educational tool for many educational themes and projects. It was developed with the expertise of game designers and educators, as well as scientific knowledge on mechanisms that promote learning.
Feel free to come and discover it and download it for free on

Mr. Pleen (Nathanael) LE JEUNE, Association ÉPhiScience, France,

Presentations curently in Validation process

With the program of the school for all, Burkina Faso, like other african countries engaged in mass schooling in the primary schools and the accelerated recruitment of new teachers while reducing considerably the time of their training.The insufficiency of the initial training received and the lack of accompaniment affect the competence of teachers to deal with certain situations in the field of the work and the quality of their teaching much more than one thinks. If the quality of the teaching staff is considered as a prerequisite for good academic performance, how can we support these teachers in primary education with a view to real professionalization ? The purpose of this work is to find strategies to improve the level of the schools’ output and the quality of the teachers.
Two aspects of the method were selected for this work : the historical aspect through a documentary research and the sociological aspect through the interviews. We have adopted a qualitative approach (Bezille et Trancart, 2006). Qualitative epistemology is particularly appropriate because of the descriptive aspect of this study. Semi-structured interviews were carried out in this work in order to understand the representation of the pedagogical advisors of the accompaniment and to examine the activity of accompaniment in its existing form like a contribution with the teachers in their function. For this purpose, we have used the tool of content analysis of the Bardin model which aims to take into consideration the totality of a text for the classification and counting by frequency of presence or absence of meaning items (Bardin, 2016 ; p.41).
The data analysis revealed three functions already played by the educational coaches in Burkina Faso : i) an intermediary function which consists of taking responsibility between the management, i.e. the decision-makers of the instructions and the teachers ; ii) a guidance function (they lead the teachers to the exploration of pedagogical approaches) ; iii) an administrative function (they also check the teaching resources used by teachers).
According to the results, the majority of the subjects consider that the accompaniment should adopt another form more centered on the evolution of the skills of the teacher than on the control of his actions. According to the declarations of the subjects, the accompaniment of the teachers throughout their career is a need in Burkina Faso to improve the quality of education. So they prefer another paradigm of the accompaniment which is different from the one that they currently have i.e. which makes the teacher to be as an executant of the orders.
At this stage of our study, it is important to find actions to take the challenge of the quality of education in the BF. We propose an “action training” similar to a pedagogical engineering as accompaniment device, that is a provisional answer to the question of our research.

Ms.Germaine ILBOUDO, Ms. Christine POPLIMONT, Doctorante at Adef University , France,
Universities and sustainable development in Haiti
Many difficulties prevent the Haitian Universities from having a higher education that can promote the sustainable development of the country. After a brief history of higher education in Haiti, the problems of Haitian universities are presented: the virtual absence of scientific research within the University, the mistreatment of university professors, the devaluation of higher education, the lack of regulation of higher education, the lack of consideration of sustainable development goals in the training of students etc. with irrefutable argumentation, the difficult situation of Haitian Universities is demonstrated and so we understand why they cannot play their role as a vector of sustainable development. In this context, it is imperative to think and realize the reform of higher education in Haiti and the international community must be involved with much more efficiency to help Haiti in this reform work.
Mr. Caleb DESHOMMES, Université d’État d’Haïti-UEH (Professor of Law at UEH), Haiti,
The aim of this paper is to highlight the crucial roles chiefs play in the development agenda of indigenous people and how they can be empowered to further position them to formally join and facilitate our modern day development agenda; UN SDG 2030. The primary objective of this paper is to argue that the institution of traditional leadership and chieftaincy is still valuable in our current bid to attain SDG 2030, contrary to the current political trend of discrediting them and relegating them to the back seat on issues relating to development and SDG 2030. In Africa, the role of traditional rulers and chiefs in the development of their people cannot be underestimated.
The traditional leadership and chieftaincy institution in Africa predates the arrival of the colonial rulers in Africa. Before the arrival of the whites, the traditional leadership and chieftaincy institution was firmly in charge of leadership affairs and the development and welfare of their people. Leadership was ordained by the gods of the land and the kingmaker’s enstooled the Chiefs. The Chieftaincy institution had quite a number of branches for leadership and this included the office of the high priest. This office was tasked with communication with the gods of the land to give direction in the leadership of the people. In the days of our forefathers, Chiefs were in charge of protecting their people, the land, and was quickly alerted by the high priest in the event a calamity was looming. Furthermore, permission needed to be sought from the Chiefs (gods of the land) before one embarks on any successful adventure including initiative meant to serve the interest of the people. This worked well for our forefathers until the arrival of colonial rulers. It is also worthwhile to mention here that for Africans, in most cases, the culture and tradition of the people is very much related to the development of the people. Development agendas that undermine the culture or tradition of the people mostly fail to succeed and in some cases the results can be catastrophic leading to the loss of lives.
In recent times, democracy and the modern system of government have failed to give traditional leaders their rightful place in the development agenda of local people. These systems of government have eventually rendered the chieftaincy and traditional leadership institution obsolete and thus depleting its significance in the development agenda of local people. The constitution of many democratic states in Africa has largely failed to conclusively outline and comprehensively clarify the role of traditional leadership and chieftaincy institution in the formal government system. This is quite worrying in view of the role chiefs and traditional leadership can play in mobilizing its people to rally behind the flag of development as a unified team capable of triggering significant progress towards achievement of UN SDG 2030.
In the area of nature conservation, Chiefs and Traditional leadership can be quite instrumental and further amplify the efforts of organizations working in the sector if they are able to form a viable and strong partnership with the chiefs. Chiefs and traditional leadership have a prestigious position and play a crucial role in the affairs of local people and are therefore highly respected by their subjects. Their call to action is seen as a call from God and this can be vital in mobilizing community members to further understand the state of our environment, climate and mother earth and what must be done to safeguard it from depletion
Un Nouveau Paradigme SocialREMOTE PRESENTATION
Il s’agit de la présentation d’un autre système politique, de nouvelles structure économiques et sociales, pragmatiques, pouvant amener une impulsion réelle vers une véritable justice sociale.
Mr. Christian DEGIORGI, Charles SIMON - Représentant principal de l’ONG ECOSOC UNESU, Switzerland, ONG ECOSOC UNESU,

Presentations done in 2018

General Inroduction to Project Based Learning Concept
Introduction to Project Based Learning
In a fast-changing globalised and interdependent world, modern educational systems are failing to give learners the skills, knowledge and values that they need to survive and thrive.
This introduction to project-based learning outlines some of the key issues facing educational systems today and explains how we need to move away from top-down knowledge-focussed instructional approaches. Instead we need to develop learner-led curricula connected to real-life challenges that emphasise social and emotional skills and values as well as knowledge-acquisition. Implemented effectively, project-based learning is an educational method that is better suited to preparing today’s learners for tomorrow’s challenges than the current industrial model of education.
Joffy Conolly has over 15 years’ experience working in education, including 5 years as head teacher of an outstanding school in central London. He is currently undertaking a Masters in Education & Globalisation at the University of Oulu, Finland. Joffy’s research areas of interest include Global Citizenship Education, project-based learning and critical thinking.
Group 1 Projects for the improvement of the learning process and the professional integration in the educational system
MEDIAPARKS - improving a global citizenship model through educativ journalism
Mediaparks is an educative review written and led by young pupils, helped by teachers and qualified contributors. This project follows a pedagogical, innovative teaching, placing students at the heart of their apprenticeship. By publishing their journalistic productions they learn more about the world, understanding and connecting people and about themselves. This project indeed helps them, as they construct their own identity in différent scale from personnal to global, not only as individuals but also as a group. It also allows them to strengthen their social and civic life in a sustainable way, pushing the experience. This gate now needs to broaden out worldwide and thus pave the way for the emergence of new collaborations with various schools, or educative structures from different countries. This would allow Mediaparks to grow and flourish, and confront itself to a diversity of environments and situations.
Mr. Ronan CHEREL, Mr. Axel LENOUVEL, Mr. Guillaume BELAN, Education Nationale , France,
How to become : a challenge for Global Education today and in the future
School is confronted to a new challenge nowadays. I think it is urgent to put the stress on EDUCATION serving teaching and not the other way round. It supposes to have in mind all the competencies required today to make the young grow and become. Lots of these competencies are related to a supra concept that is HOW TO BECOME. Among those competencies, I will mention Awareness, curiosity, creativity, critical sense, adaptability, autonomisation, responsabilisation, engagement, projection, world citizenship, sociability, mutualisation, and other softskills needed for actuel jobs. These concepts, gathered within How to Become, constitute a crucial challenge for tomorrow societies, and are supposed to be integrated in school curriculums, preparing young people to adapted attitudes in life.
Mr. Dominique GEIMER, GEIMER Consulting, FRANCE,
Global competencies and stereotypes REMOTE PRESENTATION
There are many challenges in our societies: more migrations, different cultures in most countries. Violence, terrorism and radicalisation threaten our societies. To address this issue, the latest PISA proposes to assess students’ acquisition of global skills, which will enable students to live in the world of tomorrow, taking into account its complexity. To learn to live with others, the OECD asks that stereotypes be taken into account. Although central, this issue is never addressed in the classroom, in literature, and especially children’s literature. In our communication we will show how to address the issue of stereotypes from primary school onwards.
Ms. Viviane DEVRIESERE, Evalue, France,
Group 2 New educative methods to improving the learning process and its evolution in time
Digital Transformation Effects on Education System
In order to ensure that the digital transformation is carried out effectively in all institutions and organizations, the creation of sustainable human resources employment environments is necessary. For sustainable human resources, it is inevitable to develop the robotic coding and STEAM trainings, which have gained popularity nowadays, with all kinds of materials and projects in order to support the creativity of young talents, not only with a specific curriculum.
At this stage, the concepts of fablab, makerspace and hackerspace, which contribute to the process change in the developments in the Industry 4.0 process, come to the fore. The importance of workshops in these laboratories established in different methodologies in STEAM education is undeniable, and the purposes for which they should create workshops, the importance of sustainable and interoperable workshops and their role in determining the place of education in digital transformation are examined.
In this context, it has been investigated whether artificial intelligence technologies, which are very important breakthroughs in our country or in the world, should be used as a tool or purpose in the field of education. As a result, a sustainable and interoperable model was proposed in order to ensure that all available education and training technologies are interactively interacted with different disciplines.
Ms. Meltem IMAMOGLU YILDIRIM, Turky, Turkish Aeronautical Assocition University,
La pédagogie par la ronronthérapie
L’association Candide a créé le Groupe scolaire indépendant Candide lié à la ronronthérapie dans le but de rendre les élèves heureux d’apprendre. Comme Nelson Mandela l’a si bien exprimé : « L’éducation est l’arme la plus puissante qu’on puisse utiliser pour changer le monde ». Notre expérience, unique au monde, nous conduit à observer que les élèves développent de multiples compétences humaines grâce aux chats, mais aussi à notre pédagogie innovante, pourtant exigeante (empathie, générosité, absence de violence, gestion du stress et des émotions, confiance en soi, amour et respect du Vivant dans sa globalité).
Ainsi, leur désir d’apprendre est considérable tout comme leur conscience de devenir de précieux acteurs du changement en tant que citoyens de la Terre.
Notre objectif est de diffuser cette pédagogie à travers le Monde, certes, pas obligatoirement avec des chats mais en lien avec les animaux et la Nature afin que chaque enfant puisse un jour avoir le choix de son devenir en tant qu’Etre Humain indispensable pour la société. A notre petit niveau, nous avons réussi mais nous aimerions que cette forme d’éducation participe à un véritable réseau pour la Paix dans le Monde.
Ms. Michèle BOURTON, Ms. Celine BRUSA, France , Groupe scolaire Candide,
Pedagogie de l’innovation:le prototypage et Chances du Sud.
La pedagogie continue à être comprise et utilisée pour mettre en valeur l’acte d enseigner et de transmettre un savoir.
Sagissant de projets et d’innovation,la perception a beaucoup évolué dans les pays du Nord.Cela devrait être de même dans les pays du Sud...Cependant,les auteurs de cette communication differencient les impacts de ces nouvelles approches et souhaitent partager et surtout mettre en débat les specificités salutaires de l’introduction de l’innovation et sa pedagogie dans les projets a fort valeur socioeconomique dans les pays du Sud.Ainsi,seront présentées les resultats obtenus en prototypage rapide,impression 3d et les gains immediats realisés que ce soit en pédagogie ou montage de projet entrepreunariaux réalisés.
Le débat proposé par le Conferencier pourrait servir comme chemin a debroussailler pour allier pédagogie et projets pour linnovation coté Sud.
The citizenship by the practice of music
The Musical Device (Plan) of Jonchère is a program strengthened by music intended for pupils (from 4 to 14 years) of school situated in a popular district in Annecy (France).
The music allowed to support the school learnings(apprenticeships) (listening, concentration, communication, management of the emotions, the pleasure to take part in a collective project, a fine motricity, a consciousness of the body image…), and give the possibility to the children to be able to make a commitment in cultural projects in their city. The DMJ began in 2002 and obtained remarkabke results (profits) on the life of the school, as spectacular decrease of conflicts and the fights between pupils.
The school became again attractive with 4 openings of classes between 2005 and 2015. In 2018, an orchestra (band) occurred on the scene (stage) of Olympia in Paris with the saxophonist Guillaume Perret.
These results were obtained by articulating all the components of the city’s policy : social, educational, cultural and artistic.

Mr. Yannick Kang Shik RUIN, Coordination Dispositif Musical Jonchère - ANNECY, FRANCE,
Group 3 Examples of pedagogic projects applied to participative sciences
Star Finder, des jeunes à la recherche des étoiles
As part of the Universe program and our participatory science objectvies, we decided this year to optimize every moment of clear sky. The goal of the participants was to make observations that would give results in just a few hours, whether for imaging or for data acquisition. The challenge was to detect exoplanets.

Les Participants des séjours de Sciences Participatives OSI UNIVERS, Suisse,
Le Programme de Pédagogie et Logistique du Développement Durable GROWING BY TRAVELLING
The Pedagogical program « Growing by travelling » regroups a whole set of OSI expeditions camps (Into the Great Lakes, End of The Rod, Yellowstone, Iceland’Lab, Oasis-Terre Crue, Total Eclipse… More than half of this are linguistic immersion camp. This program focus on youth and teenagers but is also concern by adults and elders.
12 to 14 worldwide participants, share a 2 weeks life with other people they don’t know ahead, in a foreign country, using English language to communicate.
Adaptation, language, community living, and cultural immersion are our every day meal. The group often tends to become « family » in the context…
Mr Rémy QUEHON, Responsable du Programme de Pédagogie du Développement Durable GROWING BY TRAVELLING, France
Le Programme de Pédagogie et Logistique du Développement Durable d’OSI au NEPAL
Venez découvrir nos nouveaux programmes de sciences participatives au format expédition au Népal. Conservation, Biodiversité, Ethique, sensibilisation et implication des communautés sont au cœur de ces projets.
Mr Clément BURZAWA, Responsable du Programme de Pédagogie du Développement Durable OSI NEPAL, France-Nepal

Presentations curently in Validation process

No Presentations curently in Validation process

Other potential presentations

Intégration des TICE dans l’enseignement secondaire au Sénégal
_Dans les pays développés, l’intérêt porté aux Technologies de l’Information et de la Communication pour l’Enseignement (TICE) conduit les Etats à s’engager dans le développement de ces technologies et leurs utilisations à tous les niveaux à partir de politiques bien élaborées et bien planifiées. L’attente que l’on a des TICE n’est pas seulement qu’elles facilitent l’accès à l’information, mais qu’elles prouvent leur efficacité à rendre meilleure la qualité des enseignements et plus faciles les apprentissages scolaires. C’est en effet conscient de ces enjeux qu’aujourd’hui, en Afrique, les TICE sont de plus en plus présentes à tous les niveaux d’éducation. De l’élémentaire au supérieur, les ordinateurs sont introduits dans le système éducatif.
En Afrique, au cours des années 1990, le débat sur l’intégration des technologies de l’information et de la communication pour l’enseignement (TICE) est d’actualité. L’avènement des TICE semble donner un souffle nouveau à l’enseignement et à l’apprentissage si bien que le problème de l’exploitation pédagogique et didactique des technologies éducatives, suscite un vif intérêt parmi les différents acteurs du système éducatif. Le dernier sommet mondial de l’information (Tunis, 2005) a rappelé que nous vivons dans un monde de transformation rapide dans lequel les technologies occupent plusieurs aspects de nos vies.
Depuis plus de cinquante ans, le Sénégal a officiellement introduit les technologies de l’information et de la communication comme outil pédagogique dans son système éducatif (la radio scolaire). Les TICE peuvent contribuer à l’élimination des barrières dues au manque ou à l’insuffisance de matériels didactiques, de centres de documentation et autres bibliothèques dans les pays sous-développés. Elles offrent l’opportunité à des millions d’élèves et étudiants d’avoir accès à l’information et à la connaissance en ligne.
Au-delà de ce constat, il s’est avéré que dans plusieurs pays africains, le développement des TICE et surtout leur intégration dans l’éducation est souvent lente et faible. En d’autres termes, les politiques d’intégration des TICE sont généralement mal planifiées ou quand c’est le contraire, il y a plusieurs facteurs qui font obstacle à leur application pédagogique. Il se pose donc un problème de vision globale et une volonté politique en la matière.
Depuis plus d’une décennie, le gouvernement sénégalais a tenté plusieurs expériences d’intégration des technologies en éducation.
A partir des années 1990, l’état a fait beaucoup d’efforts aussi bien matériels qu’humains pour développer le secteur des télécommunications et de l’informatique. Pour marquer son adhésion dans la société de l’information, il a favorisé la diffusion de la culture numérique et l’édification de la société du savoir. Il est reconnu de tout le monde que, l’éducation, le savoir, l’information et la communication sont à la base du progrès, de l’esprit d’entreprise et du bien être humain. Ainsi, les TICE doivent être considérées comme un moyen efficace d’y parvenir. Tout l’enjeu consiste non seulement à pouvoir, mais surtout à savoir comment tirer profit des potentialités qu’offrent les TICE dans les systèmes éducatifs.
Dans cette étude, nous présentons dans un premier temps un état des lieux de l’intégration des TICE dans l’enseignement secondaire au Sénégal et dans un second temps l’apport de ces TICE dans le système éducatif. La problématique de l’intégration et de l’apport des TICE constituent l’objet principal de notre étude.
L’intégration des TICE dans le système éducatif est un processus complexe souvent influencé par des facteurs multiples et divers. En Afrique subsaharienne, le défi semble encore plus grand à relever compte tenu des facteurs économiques, socioculturels, politiques ou institutionnels très prégnants. De nombreux responsables d’établissements scolaires du continent parlent de l’intégration pédagogique des TICE par le simple fait de la présence des ordinateurs au sein de leur établissement. Selon certaines études, les contraintes majeures auxquelles se heurtent les établissements scolaires sont pour la plupart du temps liées à la pauvreté, au manque de ressources humaines compétentes, à la carence des infrastructures de base (Karsenti 2009).
De façon plus approfondie, notre étude vise à mieux comprendre pour quelles finalités les TICE sont-elles introduites dans le système éducatif sénégalais ? Sont-elles prises en compte par les programmes solaires en vigueur ? Quels sont les impacts des TICE dans les différents ordres d’enseignement/ apprentissage au Sénégal?
Ces différentes interrogations relèvent des questions spécifiques de notre problématique.
Mots clés : TICE, Education, ressources numériques, système éducatif
Edouard Baboucar DIOUF, Senegal, Lycée Technique André Peytavin

Special 2018 Session about MOOCS wining practices shares

MOOCs connexionnistes et participatifs : des innovations pédagogiques aux modèles économiques.
Le MOOC auquel il sera fait référence, « Quels développements durables pour l’Afrique ? » est interdisciplinaire et inter catégoriel en relation avec sa thématique, interculturel puisque centré sur l’Afrique francophone avec une quinzaine de pays participants. De ce fait les relations aux types de savoir (scientifiques, locaux ou d’expérience) en sont modifiées et les approches par compétences privilégiées sans faire le déni des savoirs utiles.
A l’opposé des MOOC de type cours qui ne proposent parfois qu’un habillage numérique de pédagogies traditionnelles, dans le MOOC connexionniste toutes les capsules vidéo sont interconnectées et conçues selon une pédagogie inversée (Dumont A et D. Berthiaume, 2016). Les situations et les scénarios proposés sont destinés à favoriser la créativité des « mooqueurs », en utilisant des outils de créativité et d’innovation éprouvés. Les modes de relation au savoir (et à sa construction) en sont modifiés (évaluation des processus, évaluation par les pairs). Le statut du formateur glisse du statut d’expert à celui d’accompagnateur. Les scénarios pédagogiques et positionnements professoraux évoluent. Le passage à l’action prôné dans le cadre de l’EDD nécessite de développer de nouvelles compétences, de constituer des communautés qui évolueront en dehors et au-delà des temps de formation selon des modes collaboratifs.
Un point fondamental pour les mooqueurs, est la possibilité de poser des questions, d’être questionnés par les pairs et les experts (autodidaxie collaborative), ce qui nécessite de créer une véritable communauté éducative en mesure de lancer et relancer les débats, d’animer et réguler, sans posture d’autorité.
Dans le cadre de ce MOOC, nous nous sommes totalement affranchis des couts de production des capsules vidéo via l’utilisation d’outils numériques gratuits et accessibles via une formation elle aussi gracieuse. Pour aller au bout de cette démarche qui nécessite la mise sur site, l’animation et la diffusion des contenus de ce MOOC, le crowdfunding semble être la stratégie la plus transparente et éthique qui permette à la fois une diffusion large et indépendante, mais aussi d’assurer le fonctionnement du modèle économique de ce MOOC dont les frais de production ont été réduits au minimum par l’investissement militant de l’ensemble des producteurs de ressources (capsules vidéo et cours d’approfondissement). C’est de ce ces choix stratégiques qu’il sera discuté dans la 2ème partie cette intervention.
MULNET Didier, France, Réseau Universitaire Formation et Education au développe = ment,

Using Project-Based Learning to Support Student Work on Sustainable Development Goals
For almost 50 years, Worcester Polytechnic Institute (WPI) in the state of Massachusetts in the United States has used an undergraduate project-based curriculum that requires students to complete significant project work before graduating. A study of WPI alumni revealed that project work helped students develop professional and personal skills, including taking responsibility for their own learning, functioning effectively on a team, and taking multiple perspectives. This presentation will highlight projects where faculty support students working in interdisciplinary teams in partnerships with local agencies, NGOs, and businesses and industries at over 50 sites across the globe to solve problems and address needs that lie at the intersection of science and society. Examples will be shared of projects that are relevant to the UN’s Sustainable Development Goals, and discussion will focus on ways that faculty can best support student engagement and learning in project work.
Ms. Paula QUINN, Worcester Polytechnic Institute , United States,
Mr. Jean AMOUGOU ESSISSIMA, Guinea, OSI Guinea
Einstein School Program, L’école alternative du numérique d’apprentissage par projets d’entreprises
Du nom de l’un des plus grands scientifiques de l’histoire, la Einstein School Program est une école alternative du numérique gratuite ouverte 24h/24 et 7j/7 qui facilite l’autoformation et l’expertise en divers langages de programmation / systèmes d’information et électronique pendant 6 mois sur des projets réels d’entreprises et faire bénéficier à ses étudiants un programme d’alternance en entreprise (6 autres mois) sur des missions de transformation numérique :
Développement web, logiciel et mobile
Gestion des systèmes d’information et migrations en environnement GNU / Linux
Électronique et fabrication numérique
Ainsi que l’incubation de projets pour les potentiels entrepreneurs innovants.
Les entreprises acceptant le programme d’alternance de la Einstein School Program fournissent des projets réalisables par nos étudiants durant leur parcours sous l’encadrement de nos experts, référents techniques et pédagogiques.
En plus d’un suivi en présentiel, la Einstein School Program intègre dans sa démarches des échanges virtuels avec des Fab Labs, grandes écoles / universités technologiques et entreprises favorables à l’innovation ouverte des pays du nord. Cela à travers des cours ou projets techniques communs en ligne ou des webinaires pour assurer le partage de savoir et le dialogue interculturel sud / nord.
Relevant plusieurs avantages de la mobilité professionnelles pour les apprenants en terme d’apprentissage de nouvelles façons de faire et d’habiletés au contact d’une culture différente, d’élargissement des connaissances et de l’expérience grâce à l’adaptation à un nouvel environnement et d’expérience intensive de développement professionnel et personnel, la Einstein School Program envisage tisser des liens avec d’autres programmes similaires dans le nord pour faciliter la mobilité internationale des bénéficiaires.
Nous recevons des étudiants issues de divers milieux sociaux économiques, sans distinctions académiques et faisons de la motivation un critère majeur de sélection. La Einstein School Program se veut également être un programme d’entrepreneuriat technologique innovant en milieu universitaire en marge du système classique d’enseignement. Elle forme les nouveaux talents du numérique pour les métiers de demain.
Par ailleurs, avec l’idée de soutenir l’émergence de la femme dans le secteur du numérique, de l’action de la Einstein School Program visera à atteindre l’objectif de 50 % de femmes participantes au programme.
Durant leur parcours, les étudiants de la Einstein School Program donnent de leur temps partiel pour former ludiquement des enfants de 8 à 15 ans au code informatique, à l’électronique et à la robotique.
Mr. Guiako OBIN, Côte d’Ivoire, Baby Lab Challenge

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Par laure bettencourt

Bonjour, Je n'ai pu participé qu'à une seule journée du forum, et cela a été passionnant. Les différents intervenants et cas pratiques étaient percutants et les problématiques abordées m'ont beaucoup parlée et touchée. Participer à ce forum m'a permis de me reconnecter au monde et de comprendre que nous sommes dans la bonne voie pour notre association alter brasilis. Nous souhaitons réellement apporter une autre offre et approche de l'apprentissage de la langue portugaise en ayant une approche plus globale de l'acquisition de la langue et de la compréhension d'une culture. Nous allons donc continuer dans notre recherche de toujours veiller à répondre au mieux aux attentes des apprenants et anticiper sur les meilleurs techniques d'apprentissage. Un grand merci donc pour ce moment d'échange. J'ai également beaucoup apprécié le temps de partage en petit groupe où nous avons pu travailler de manière plus concrète sur différentes problématiques, et ainsi faire de belles rencontres. Bravo à toute l'équipe, et j'espère avoir la chance de pouvoir participer à d'autres forums de cette qualité. Bien cordialement Laure Bettencourt

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