7th Annual International Conference on Inclusive Education and Project Based Learning for Peace and Development - 10 December, 2020, United Nations
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Call for Contribution 2020 :
International Annual Conference on the Project Based Learning for Peace and Development
in the frame of the 12th GENEVA FORUM, December 7-11, 2020
United Nations, Geneva, Switzerland
|Thursday 10 December, 2020
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
|FREE ENTRANCE UNDER SUBSCRIPTION (United Nations Access Pass)|
|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.|
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
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 2020, where are described the 2020 days dedicated to the Conference on Education and Project Based Learning Peace and Sustainable Development Goals.
Official Opening Session - Thursday 10 December 13:30
Session organised by Objectif Sciences International in the frame of the International YEar of Sustainable Tourisme for Development.
- Remarks on current situation
- Remarks about concepts of the International Annual Conference
Presentations currently proposed for 2020
Earth Is `Ohana: Honoring Indigenous Perspectives on Educating for These Times ORAL PRESENTATION
Earth Is `Ohana is an immersive environmental educational framework which explores the question, “How do we practice returning home to our landscapes in order to regenerate our relationship with the earth?”
Holistic in design and hands - on in implementation, this curriculum which is facilitated by Kailea Frederick, aims to heal social and environmental divides by finding connection to ourselves, each other and ultimately the spaces we live in.
Earth Is `Ohana classes offer a unique introduction into the fields of spiritual ecology, climate justice and resilience thinking, through the perspective of a First Nations womxn.
This presentation will provide audience members an introduction into the nuances of what it means to be educating for these times, with an emphasis on centering the perspectives and work of Native peoples and other people of color.
Ms. Kailea FREDERICK, Earth Is `Ohana, United States, https://www.earthisohana.com
On Women Empowerment: Feminism is not about ideologies ORAL PRESENTATION
Feminism is not about ideologies: The old feminist model was extremely successful but has already achieved its goals: change the law, approaches, quotas, etc. Now and thanks to all that ladies, we have the law, the approaches are focused on a gender perspective and there are important advances on quotas, however, they were not able to change cultural codes. Indeed, still we ”walk” a thorny path in which there is not a complete acceptance of it but just by imposition from law. A new model must be focused precisely on change cultural codes, under the idea that when there are democratic guarantees we do not need “feminism” just monitoring processes. Those political parties that use it for their own goals are perfectly aware and see on the old model of feminism an opportunity to re-birth –under new names- pure defensive activism. However, we do not need it and we must be AWARE, ALERT and ACTIVE not to see on political partisan feminism or ideological feminism, resilient solutions. The answer is Advocacy, not activism.
Mrs Mar. INTROINI, WomenEconomic Forum, Spain
How more than fifty years of armed conflict could come to end ORAL PRESENTATION
A Peace Agreement to end the 50-year old armed conflict between Colombia’s Military Forces and the insurgents group, The Revolutionary Armed Forces of Colombia, (People’s Army or FARC) was agreed in Havana, Cuba, in 2016. While this treaty represents hope for the people of Colombia, and all peace treaties in conflict zones around the world, there are still some questions left to answer:
1 - what does exactly this agreement mean to the Colombian people and to the world?
2 - how effective has its implementation been?
3 - what lessons we can learn from it?
The Colombian Peace Treaty is probably the most comprehensive peace agreement ever signed in the history of peace treaties. However, its implementation has been extremely hard. It is now four years since it came into force and more than 700 ’social-leaders’, working predominantly in the implementation of the Peace Agreement, have been systematically murdered. Is this our punishment for living in a military economy?
Conducted by Colombian peace and disarmament activist Angelo Cardona, the presentation will aim to answer these questions stressing on how disarmament can help us live in a better world — a world of peace and sustainable development. While governments spend millions of dollars in military equipment, other millions of people live in poverty conditions, die from hunger and curable diseases. Colombia’s Peace Treaty is going through a volatile time and there are many lessons we can learn from it. This session will focus on the lessons learned so far from the implementation of this ambitious Peace Agreement, and how we can use them to change the paradigm of war and conflict in our modern societies.
Mr Angelo CARDONA, International Peace Bureau Youth Network, Colombia, http://ipbyn.org/
Global Disarmament, as the only vehicle that can guarantee long-lasting Peace to humankind ORAL PRESENTATION
HUFUD (Humanity United for Universal Demilitarization) was founded to help all of us live in peace and prosperity, in a world without wars, civil insurgencies, terrorism, unemployment, homelessness, illiteracy, hunger and environmental pollution.
HUFUD believes we should all help our Governments create Peace and save our beautiful planet, something impossible to achieve in a world dominated by the military Economy. If we accept scientific military research, military production, military trading, military training, the existence of Armed Forces, we cannot ban wars. Same as we could not ask our governments to promote the manufacturing and sale of musical instruments, allow us to learn how to play them, allow musicians to form orchestras and choirs, allow the recording and trade of CDs, build concert halls, and then ask the same Governments to ban Music. Militarism for Peace is as logical and effective as recommending lots of chocolate, cream, sugar and cheese as part of a slimming diet. We believe Universal Demilitarization is possible. We shall be presenting our proposal and discuss complementary activities with all present.
Mr Alberto PORTUGHEIS, HUFUD (Humanity United for Universal Demilitarisation), UK, http://www.hufud.org
Educating about and for the abolition of war: Insights from project-based learning with young people around the world ORAL PRESENTATION
Now, in the context of the groundbreaking UN Security Council Resolution 2250 (in 2015) emphasising the critical role that young people play in peace and security, and the Sustainable Development Goals underlining the interlinkages between peace and development, questions are arising about how the global community can respond effectively to what scholars call ‘the violence of exclusion’ that young people continue to experience in relation to peace and security issues locally, nationally and globally. This presentation will explore some of the work World BEYOND War (WBW) is doing around the world, in order to illustrate how our award-winning educational tools and resources are being used by young people and the general public to educate communities around peace and security issues, including war and climate change.
Led by Dr. Phill Gittins, WBW’s Education Director, the presentation will present a model that is proving useful for putting young people at the centre of peace and security initiatives, and showcase innovative ways of including them in project-based learning. Practical examples will be used to illustrate how young people can apply their classroom learning to real-world settings through the implementation of community action projects, with a larger purpose in mind, which is to have a positive impact on peace and security challenges on-the-ground. The session will conclude with a discussion of the challenges in engaging young people and the general public in such educational efforts, as well as some recommendations for programming and policy.
Mr Phill GITTINS, World BEYOND War, United Kingdom, https://worldbeyondwar.org
The Impact of the Project-Based Learning Strategy on Leadership Skills Acquisition among Palestinian Refugees Students in Gaza. ORAL PRESENTATION
This study aimed at investigating the effectiveness of the project-based learning strategy on developing third graders’ leadership skills. The research questions were addressed using the experimental approach. The researchers purposively sampled 76 third graders from Al Zaitun Co-ed Elementary C School in Gaza and randomly sampled two classes of third graders. Participants were divided into two equivalent groups, each consisting of 38 students. The project-based learning strategy was used for teaching English to the experimental group, whereas the traditional method was used for the control group. The study tool consisted of an observation card on which the student’s leadership skills were rated pre- and post-application. Results revealed higher mean scores in leadership skills for the experimental group in the post- application observation card. The researchers attributed these findings to the project- based learning strategy and recommend its use in teaching English to develop leadership skills.
Mr Olivier ARVISAIS, Safa MIGDAD and Amjad JOMA, Université du Québec à Montréal (UQAM), Canada, www.uqam.ca
Tinta.org: Digital Platform for Systemic Education ORAL PRESENTATION
In a more systemic education, transdisciplinary methodologies have been especially sought that allow tackling complex problems from different points of view. In this way, students have the possibility of facing more real situations that lead them to discover that each area of knowledge brings a particular way of asking and understanding.
However, as teachers, we are faced with continuing to use texts and resources that are separate and structured by different disciplines (biology, physics, history, etc.). This talk will explore how we can use technology through the Tinta.org platform to find and use educational resources focusing on the concepts and skills that we want to work with our students so that we can approach teaching in a more systemic way.
Mrs Gabriela RAMIREZ, Tinta, Colombia, www.tinta.org
Education and Conflict: Evidence from a Policy Experiment in Indonesia ORAL PRESENTATION
This presentation studies the impact of school construction on the likelihood of conflict, drawing on a policy experiment in Indonesia. We collect novel panel data on political violence for 289 Indonesian districts in 1955-1994, and exploit exogenous variation in school construction. We find that education has a large conflict-reducing impact, and that the channels of transmission are both related to better economic perspectives, as well as increased inter-religious trust and tolerance. It is also shown that school construction results in a shift away from violent means of expression (i.e. armed conflict) towards non-violent ones (i.e. peaceful protests).
Mr Dominic ROHNER, University of Lausanne, Switzerland
Behind the violence: the one who is excluded struggles to be included ORAL PRESENTATION
Schools and their “inhabitants” go through different experiences that reflect what is experienced in other environments. In this sense, it is extremely important to understand that its functioning is inserted within a complex context, where the relationships do not obey a method of cause and effect. Thus, when we perceive the school as a system, it is possible to amplify the solutions to mitigate the effects of the conflicts that exist in the school. In this specific case, violence.
In order to include all those young people who aggressively expressed interests and needs in being part of the school environment, a space was created within the school so that they could be recognized as they were. Instead of excluding violence out of school, a place was established, with rules, where they could be exactly who they were. Therefore, rather than giving place to violence, it was to establish an environment of deep respect for all, violent and nonviolent youth.
In this sense, the application of the laws that govern relationships - belonging, hierarchy and balance - according to Bert Hellinger, provided the establishment of an environment of peace and well-being.
Mr Fabiano SÄMY, Instituto Desenvolvimento Sistêmico para a Vida - IDESV, Brazil, https://constelacaofamiliar.net.br/
PaRéO : une année pour trouver et réussir dans sa voie ORAL PRESENTATION
Constat unanime fait par tous les acteurs de la communauté́ éducative en France, la problématique des taux de réussite à l’université́ met en évidence la difficulté́ du passage du lycée à l’enseignement supérieur dont les causes sont multiples : orientation subie, manque de méthodologie et d’organisation ou encore niveau disciplinaire fragile. Pour répondre au défi auquel est confronté́ l’université́, le D.U. PaRéO - Passeport pour Réussir et s’Orienter est créé en 2015 à l’université Paris Descartes (aujourd’hui Université de Paris). Le dispositif naît de l’ambition de lutter contre le décrochage et de favoriser la réussite à l’université. Cette année propédeutique à l’enseignement supérieur s’adresse aux bacheliers souhaitant construire leur projet, aux étudiants confrontés à des difficultés ou souhaitant se réorienter. Démarrant avec une cohorte de 50 étudiants en 2015, le D.U PaRéO a été remarqué en tant qu’initiative innovante lors du Tour de France de Mme la Ministre Frédérique Vidal en 2018 (Vidéo de présentation - https://www.dailymotion.com/video/x6jb215) et a reçu des financements lui permettant d’accueillir aujourd’hui 465 étudiants. En janvier 2020, le dispositif PaRéO a été lauréat d’un certificat d’excellence “Accompagnement à la réussite” prix PEPS – prix d’innovation pédagogique décerné par le Ministère de l’enseignement supérieur, de la recherche et de l’innovation.
L’objectif de notre communication est de présenter un retour d’expérience de la mise en place d’une pédagogie par projet implémentée de manière systémique. L’ingénierie développée au sein du D.U PaRéO repose sur la pédagogie par projet, non pas en tant qu‘activité isolée en classe mais en tant que véritable colonne vertébrale du dispositif.
Du point de vue de l’étudiant, le dispositif PaRéO considère le parcours de l’étudiant avec une vision à 360 degrés par le biais d’activités pédagogiques destinées à développer des compétences transversales et à rendre les étudiants acteurs de leur projet. Tous les enseignements et activités proposées ont pour objectif de permettre aux étudiant de développer une posture active et un sens de la responsabilité afin de reprendre confiance en soi. Au cœur du dispositif, le groupe est considéré comme force de proposition et source d’enrichissement. Les étudiants sont invités à de multiples occasion à collaborer, mener des réflexions communes et à travailler ensemble que ce soit pour s’améliorer d’un point de vue académique mais également afin de créer une émulation concernant les différentes recherches en termes d’orientation. La finalité de ce dispositif est de développer la compétence “apprendre s’orienter” et d’amener l’étudiant à devenir autonome dans ses apprentissages en s’appuyant sur une démarche éducative d’orientation. Cette démarche se caractérise par la nécessiter d’amener l’apprenant à expérimenter des situations lui permettant d’apprendre à se connaître et à explorer le monde. La maquette pédagogique est construite de manière à favoriser cette expérimentation à travers tous les enseignements dispensés et activités proposées. Cette démarche pédagogique ne peut être mise en œuvre sans au préalable avoir construit un cadre de bienveillance et d’entraide au sein du groupe.
Du point de vue des équipes pédagogiques, tous les intervenants sont sensibilisés à la pédagogie par projet, à privilégier le travail collaboratif et engager l’étudiant dans une posture active. Les enseignants sont invités à travailler ensemble de manière collaborative sur la progression pédagogique. L’objectif du D.U PaRéO est d’amener les étudiants à une posture autonome et à aboutir à un choix d’orientation. Nous sommes convaincus que pour provoquer un changement de posture chez un étudiant en situation décrochage ou étant hésitant quant à son choix d’orientation il est indispensable qu’un cadre pédagogique renvoyant l’étudiant à cette posture active soit garanti. Pour cela, la formation de coordinateurs pédagogiques PaRéO nous paraît indispensable. La posture d’un tiers, facilitateur et faisant le lien entre l’étudiant, la famille et les enseignants est la clé de l’accompagnement à la réussite à l’université. Ainsi, la lutte contre le décrochage et l’apprentissage d’une posture autonome et active dans les apprentissages passe par le développement de nouveaux profils d’encadrants complémentaires aux enseignants dans les universités, notamment lors de la 1ère année, ou lors d’années “sas” telles que le D.U PaRéO. La notion de réussite est envisagée de manière plurielle où l’essentiel est d’amener l’étudiant à trouver sa voie que ce soit en licence ou dans d’autres types de formations (BTS/DUT/écoles..etc).
La problématique de la pédagogie par projet, implémentée de manière isolée ne peut suffire à créer un profond changement de posture chez le sujet apprenant. Nous expérimentons et développons chaque année, une mise en œuvre systémique de la pédagogie par projet, qui innerve les enseignements, les activités pédagogiques extra-scolaires et également la posture des coordinateurs PaRéO. Cette vision à 360 degrés est aujourd’hui indispensable pour répondre aux défis auxquels nous sommes confrontés. En effet, la rapidité́ des transformations du monde actuel implique de repenser notre manière de concevoir la formation afin de préparer les apprenants à relever les défis du 21ème siècle. Il convient de mettre au cœur des apprentissages l’autonomie, la créativité́, la flexibilité́ et l’adaptabilité. Développer ces compétences de manière transversale, c’est donner la possibilité́ à chacun de développer son potentiel et répondre aux attentes de l’enseignement supérieur mais également de la vie active.
Mrs Marion PETIPRE, UNIVERSITE DE PARIS, France, https://orientationactive.u-paris.fr/
Project Based Learning through Place Based Education Approach ORAL PRESENTATION
Place Based Education Approach
Classroom confined teaching is a common phenomenon in most of the education systems in the world, including Bhutan, mainly because teaching and learning is entirely guided by examination. Passing examination is a priority in the current education system. This has negatively impacted the learners as it causes students to disconnect themselves from the real life experiences, their homes, and communities. As a result, our children are unable to apply in daily life what has been learned in school. The place-based education (PBE) approach was introduced in the Bhutanese education system to narrow the gap between schooling and home/communities and as well as to address the challenges in the teaching and learning process. In PBE, students’ local community is one of the primary learning resources and students’ sense of place is an important factor for learning.
A growing body of evidence-based scientific research shows that, ‘a connection to the natural world is fundamental to all aspects of child development and is a key component to building optimal mental, emotional, social and physical health for every child. This critical link also represents a key building block for the future of a sustainable society. When we foster a child’s connection with nature, the child ﬂourishes: child obesity decreases, bullying rates decrease, child injury rates decrease, while academic achievement rises, physical activity rates increase, attention spans improve, physical and cultural barriers melt away and environmental stewards of the future emerge.’ (A Guide to Teaching in Nearby Nature, Back to Nature Network, Ontario, Canada, 212.)
Like anywhere in the world, Bhutan has adapted much of the educational practices from the west and elsewhere through internet and scholars. Although the educational experiences gained from many parts of the world greatly enhanced our education system, our dependency on others for educational innovation has left us voiceless in determining the future of Bhutanese education system. Fortunately, Bhutan’s unique development philosophy of Gross National Happiness (GNH) based on the four pillars - conservation of natural environment, promotion of good governance, preservation and promotion of culture, and equitable socio-economic development -has provided a strong educational philosophical foundation on which Bhutan can build its own education system. Because of this, our culture is still vibrant and values driven. We have strong sense of belongingness to our place of birth. Our natural biodiversity is one of the best in the world with carbon negative. Our economy is based on renewable natural resources. And we have exemplary leadership from His Majesty the King and the royal government. The concept of place based education not only strengthens our educational philosophical foundation but offers huge scope in improving our education system.
What is place Based Education?
Place Based Education is an approach that connects learning and communities to increase student engagement, academic outcomes, and community impact. It is an approach to learning that takes advantage of ecology, culture, and economy of a place to create authentic, meaningful and engaging personalized learning for students. More specifically, PBE is defined as an immersive learning experience that “places students in local heritage, cultures, landscapes, opportunities and experiences, and uses these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum.” In the Bhutanese context, place can relate to ecology, economy, culture, and governance of a place.
Place Based Education Approach supports the application of the following teaching strategies which have strong research backup.
Project Based Learning (PBL)
Project-based learning is one of the teaching approaches that is used in Place Based Education. It is a learning method in which students identify a real-world problem and develop its solution. Students gain knowledge and skills by working for a longer period of time to investigate and respond to an engaging or complex question, problem or challenge.
In this learning method students to identify, through research, a real-world problem of which they have to develop a solution using evidence to support the claim. PBL is an effective pedagogy for the following reasons (Lucie Renard, 2017):
• PBL provides opportunities for students to use technology
• PBL promotes lifelong learning
• PBL connect students and schools with the real world
• PBL lends itself to formative and authentic assessment
• PBL encourages students to be more engaged and to learn actively
• PBL builds skills for college, career and life
• PBL encourages imagination and creativity
Reference: Bringing Curriculum into Place: Place Based Education in Practice. A Teacher Guide Book on the Implementation of Place Based Education Approach in Bhutan, Royal Education Council, 2020.
Mr Lhundup DUKPA, Royal Education Council, Bhutan, http://www.rec.gov.bt
Innovation in the peacebuilding process: using marine litter education as a peacebuilding tool. Case study from Cyprus. ORAL PRESENTATION
“You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete.” Richard Buckminster Fuller
Innovative paths in peacebuilding can only be made by new model thinking. We cannot presume that by using those same tactics that created conflict we will be able to build peace. New ways of bringing conflict-divided communities together through innovation in peacebuilding are needed, to create long-lasting solutions and concrete results.
This is the philosophy that led to the design and implementation of the MarLitCy project: identify common problems and find common solutions, that will foster cooperation and trust among Greek Cypriots and Turkish Cypriots, the two communities in conflict on the divided Mediterranean island of Cyprus. Marine litter – a problem of common concern - is therefore used as a peacebuilding tool.
Through the implementation of participatory activities and events, ranging from diving lessons for children and youth, joint seabed cleanups with divers from both communities, knowledge transfer workshops for fishermen, and the creation of an island-wide, bi-communal network of responsible coastal businesses, and three competitions on marine litter (creative writing, upcycled art and photography), MarLitCy brings unconventional stakeholders from the two communities together, to work towards the achievement of a common goal: to protect our shared marine environment.
The MarLitCy peacebuilding approach is based on Hass’s ‘positive spill-over effect’, where a positive experience from integration in one area (in our case marine litter) leads to integration in another area. By bringing individuals from specific sectors together to work on the issue of marine litter, trust and collaboration is built through non-confrontational, non-compulsive interaction. This paper will present the outcomes and lessons-learned from the MarLitCy experience in Cyprus, and how this can be replicated to facilitate and forward peacebuilding efforts elsewhere.
MarLitCy Project is funded by the European Union under the Cypriot Civil Society in Action VI grant scheme and implemented by Famagusta Walled City Association (MASDER), AKTI Project and Research Centre, North Cyprus Diving Centres Association, and Enalia Physis Environmental Research Centre.
Mrs Polyxeni LOIZIDOU, AKTI Project and Research Centre ; ATAI Serdar, Famagusta Walled City Association (MASDER) ; ORTHODOXOU Demetra, AKTI Project and Research Centre ; HADJIOANNOU Louis, Enalia Physis Environmental Research Centre ; and ATES Maria Ayca, North Cyprus Diving Schools Association ; Cyprus, www.marlitcy.eu
Involvement the Community Listner’s Clubs in peace consolidation: A case study of the NGO SAMWAKI from South Kivu/RDC ORAL PRESENTATION
The Community Listener’ Club is a participative communication approach first experienced in South Kivu in the Democratic Republic of Congo. Its goal is to allow members of a given community (women and men) to meet regularly in order to identify the problems blocking the development of their area, to analyze the causes and consequences, to adopt strategies to bypass them and undertake community and concerted actions to resolve them.
In the province of South Kivu, many of the Community Listener’ Clubs set up since 2006 have identified community and armed conflicts as a major obstacle to the development of the region taking off. They then resolved to invest in the search for peace at the local level through consultation meetings involving various actors and actresses. From these consultation meetings was born the idea of setting up, in villages severely affected by the conflicts, structures known as "Kahumanya", which means "unifying" headed mostly by women. The kahumanya have become a safe place of mediation allowing members of the community to resolve their differences peacefully, better than the police or the village chief who develop legal and administrative approaches.
Mr Boniface BAHIZIRE, SAMWAKI/Radio Bubusa, Democratic Republic of the Congo, http//www. samwaki.org
Starfinder ORAL PRESENTATION
Starfinder is a research program based on the motivations of young participants on astronomy, the course allows children from seven years old to discover exoplanets. It takes place in the Val d’Anniviers in Switzerland during the summer. This project is in partnership with the François-Xavier Bagnoud Observatory (OFXB) located at an altitude of 2,200 meters.
Mr Andeol DRION ; Objectif Sciences International, France, http://www.vacances-scientifiques.com/-EXCELLENCE-.html
Drone Connexion 2020 ORAL PRESENTATION
The manufacture of drones to sustain scientific projects, a complex subject? Yet it is this very challenge that young people between 7 and 18 years old have offered to take up this summer 2020 at Crupies in France, supervised by professionals. Are you interested in this difficult project, which allowed us to learn by doing? Come and see us this Thursday at the Geneva forum !
Mr Arthur BRIGNONE ; Objectif Sciences International, France, http://www.vacances-scientifiques.com/-EXCELLENCE-.html
Sustainable peace and human capital investment: patterns of media reportage ORAL PRESENTATION
This paper focused on the pattern of media reportage of the various efforts being made by relevant stakeholders in achieving sustainable peace through human capital investment in Nigeria. It explored the various media reportage of governments and CSOs efforts in terms of meaningful interventions to take youths out of violence and empower them to be more responsible citizens of the country. It portrayed the media approaches and styles to reporting strategic efforts and trajectory of government programmes to achieve sustainable peace. About 2 major newspapers, the Punch and the Nation were content analysed within the last 3 months to ascertain this fact. The priming media theory of media affects was employed and the result shows that despite the high level of reportage and government commitments to achieving sustainable peace, very few of the target youths have been reached and benefited from the various government interventions. Findings showed that there were various challenges such as corruption, lack of Political will and proper management of the various intervention schemes to achieve its deliverables. In conclusion, there is dire need to scale up these empowerment programmes and proper and effective implementation strategies must be sought.
Mr Abdulkareem Majemu SHEIFU ; Strength in Diversity Development Centre, Nigeria
Education in Europe is an exemple to fallow by the rest of the world POSTER PRESENTATION
In the world, the european regional is an exemple for the rest of world trought the systhem education. This is the space the most organized that the world has ever know. And this, in ever domaine.
But the educational domaine need a good attention if we want to understand how to build a better educational system and have good results...
Mr Clashisky D. LAROSE, Haiti
Presentations done in 2019
|STEM Edu - Coding and Robotic Workshops for Teenage Mothers ORAL PRESENTATION|
|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, http://congolestic.org/ateliers
|THE QUALITY OF EDUCATION IN BURKINA FASO. PROFESSIONALIZATION OF TEACHERS IN PRIMARY SCHOOLS : PROSPECTS TO SET UP A STRUCTURE OF ACCOMPANIMENTORAL PRESENTATION|
|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, http://adef.univ-amu.fr
|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, http://www.unesu.net
|A global voice for survival : an ecosystem approach to the problems of our time ORAL PRESENTATION|
|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, https://www5.usp.br
|Tóta tánon Ohkwá:ri – Facilitating Learning Kanien’kéha Language, Culture and Healthy Lives with a Community Driven Children’s Television Show ORAL PRESENTATION|
|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, http://www.korkahnawake.org/programming
|The contribution of Design and Architecture REMOTE PRESENTATION|
|This paper aims to present the fundamental contribution of design and architecture to the topics of the forum. The intervention will be dedicated to illustrating some specific issues by means of images and projects of achievements. |
Mr Roberto ZANCAN, HEAD-Genève, Switzerland, https://www.hesge.ch/head
|Universities and sustainable development in Haiti REMOTE ORAL PRESENTATION|
|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, https://www.ueh.edu.ht
|Une éducation participative en adéquation avec les objectifs mondiaux REMOTE PRESENTATION|
|Ma présentation consistera à faire un aperçu général sur le système éducatif africain en particulier l’Afrique sub saharienne tout en recensant dans un tableau succincte les tares du système et faire des modèles de proposition.|
Ensuite établir un rapport de coordination entre le système et les objectifs du développement.
Notre démarche consistera à faire des plaidoyers pour que les systèmes éducatifs puissent répondre aux exigences du développement durable et cela, en fonction des contextes et la transformation inattendue des défis mondiaux
Mr Bah THIERNO ABDOUL, Parlement des Jeunes Leaders de la societe civile Guinéenne, Guinea, https://leaders.asso224.com
|Relevance of mother tongues usability in promoting Education for Sustainable Developpement in subsaharian Africa :The case of Cameroon. ORAL PRESENTATION|
|Recognised as the dominant paradigm in the present global context , Sustainable Development is based on a balance between the three main strands of development : environmental, economic, and social. The next major challenge being adressed to the states all over the world is to take and ensure the full implementation of necessary political, economics, social and cultural steps of relevant Sustainable Development.This is the framework of UNESCO ’s vision within which the international Organization recently strives its action in promoting Education for Sustainable Development. It’s therefore very important to highlight relevant, effective and inclusive methods and approaches to Education for Sustainable Development. In subsaharian africa countries as Cameroon, providing effective teaching of Education for Sustainable Development in mother tongues will henceforth be an essential tool for the promotion and development of knowledge, behaviour, know-how, and pratical knowledge, with a perspective of sustainability. The present communication will focus on that necessary perspective.|
Keys words : Sustainable Development – Education for Sustainable Development - Mother tongues-Subsaharian Africa- Cameroon- Culture-Society
Mr Robert Ebenezer NSOGA , Université Bordeaux Montaigne, France, www.u-bordeaux-montaigne.fr
|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, http://www.getismart.com
|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 https://ephiscience.org/jeu
Mr Nathanael PLEEN LE JEUNE, Association ÉPhiScience, France, https://ephiscience.org
| The challenges in the Era of Globalization: How to convert the classical opposition understanding / learning into a process to build up a genuine Global Citizenship|
|Since I started teaching and doing research in International Law and Politics in Universities in LAC and South East Asia, I have always tried to initiate raw responsesto the pedagogical and academicals issues in my students and team mates. I stretch my mind to improve my students’ abilities considering their cultural background regarding more globalized perspectives. Also, because of my experience within the educational system of developing countries, I have acquired skills such as enthusiasm, ability to engage in dialogues and a high level of adaptability to changing circumstances. |
The world need agents that can help meet the challenges of today, while making investments to prepare for challenges of tomorrow: we must equip our children with skills and tools to address and embrace new realities in order to impart critical competencies to enable them to transform themselves and build genuine environmental sustainability. Nowadays, there is a deep and critical loss of Sacred which implies a growth of religious fanaticism and knock-on-effect of political terrorism as a reaction to crisis.
The dichotomy between understanding and learning can no longer be an issue.
The current international situation is about solving challenges from poverty to climate change but the Gordian Knot is about how the next generation grows up. In other words, completing the Brundltand Report, and being inspired by the World Development Report 2018, as emerging economies, such as the ones of LAC, are assuming a larger role in the amendment of sustainability. However at the same time, they are suffering big disparities regarding learning opportunities. The question of how to device a smarter educational system is arising.
According to the IADB, educated people in a country are more productive and predominantly contribute to knowledge economies. Moreover, educated people can reach higher level of wealth and health. Hence, education is the first step to provide foundation for building transparent institutions and good governance. Education in all its aspects and dimensions, is deeply rooted to economical questions and should respect 3 objectives:
2- To Guide
3- To Empower
Overlapping both political and economical crises, the LAC region has to make necessary investments in its people and communities to take advantage of them. Despite some recent ideological clashes, LAC is trapped in a situation where the “Reform cycle”;planning,dialogue,adoption implementation,sustainability- has not been efficiently implemented.
In order to solve the current challenges our global society is gravely confronting, I propel an innovative pedagogical policy inspired by what happens in LAC titled CREATIVITY AT A STAKEbased on:
1-The reduction of inequality access to education through the optimization of digital media (either in primary, secondary or higher)
a- A way to carry out collaborative intelligence: the focus on increasing and maximizing connectivity makes harnessing pedagogical possibilities open up.ITS contribution enables a revolutionary shift in education from individual content acquisition to collaborative intelligence. This promotes the sharing of information hence the possibility to collaborate more efficiently, solving the space planning issue.
b- A way to promote certain liberty and diversity. Through digital platform, there are no borders or barriers anymore: the ability to play and stimulate imaginations and incite reflection are increasing.
2-The use of artistic support to ensure that learning means understanding(mainly in primary)
a- A way to enhance creativity. Sports and arts are key elements to develop memorization abilities, agility, reflex and creativity. Those four skills are essential to spread as a way to solve the ongoing challenges of the global crises.
b- A way to be re-connected to indigene roots. A loss of identity and a homogeneity of personality is a big risk for the future of a potential Global Citizenship: preserving differences meanwhile cooperation is strengthened can be a way to solve global crises: dialogues will be fruitful.
Tools / Strategy to implement it:
1- The creation of a global pattern of what knowledge / skills must be acquired after graduationwill harmonize the system
2- Enforce the innovative measurement approaches proposed by the Global Education Policy Dashboard
3- Facilitate and Finance access to the Internet and / or facilitate access to on-line knowledges.
4- The homogeneity of what a teacher is. // Abandon de la difference Lecturer and Teacher. At all scales, it is about teaching meaning giving keys to understand and tools act in our current society.
5- Foster the co-financement of alternative schools / projects dedicated to creating awareness of the environment. It can be a partnership between public and private in order to facilitate the access to schools in terms of either space planning, teaching processes, implementation of skills and access or art methods on the model of Green Schools established in Uruguay. Indeed, the decentralization makes that in LAC, some school councils are driven by members from native communities which enhance the idea that we can develop alternative and rooted way of teaching.
6- The boost of regional fellowships such as PA and MERCOSUR fellowships for post-graduate students.
Mr Meryl THIEL, Sciences Po Aix-en-provence, Colombia, https://www.sciencespo-aix.fr
| THE ROLE OF ECOEDUCATION IN SAVING LIFE|
|Education is a necessity and a value for life, because through education one can value the greatest treasure of humanity, the spiritual energy that opens the possibility to create the premises of awakening of the inner consciousness and to develop in the spirit and heart of the human being, on an individual level. and collectively, the essential benchmarks for harmony, health and peace between peoples. |
António Guterres, Secretary General of the United Nations, at the opening of the First International Day of Education, underlined that "Education is at the heart of sustainable development. We need education to reduce inequalities and improve health. “We need education to protect the resources of our planet. Let’s prioritize education as a public good; support it through cooperation, partnerships and financing; and to recognize that in order not to leave anyone behind, we must start with education.”
Today, when humanity is going through not only a deep spiritual crisis, but a global crisis, more than ever it is necessary, to act and stimulate the active ethical consciousness of the human being so that the human being can act beneficially for oneself, for the others and for the whole ecosystem.
In this context, Eco-education, as a trans discipline, offers viable solutions for a new understanding of reality in ourselves and outside of us, in order to be able to reconstruct a world for people, in which the science that has exiled life becomes the science of life, through which man can grow and thrive.
Through sustained eco-education the human-nature connection can be saved, promoting an optimization of the biosphere through the humanization of technical and scientific progress, through educational actions at all levels of society imposes respect for the nature of which is an integral part. Through self-respect and through respecting and protecting nature human beings will save ecosystem life and save their own life.
Mrs E. Viorica UNGUREANU, Academy of Scientists of Romania, Romania, https://acad.ro
| Human place into the Earth History|
|Across several paleontologic expeditions, participants were provided with a better comprehension of the biologic and geologic Earth evolution. Then, they will have been aware to a better comprehension of the Human place in a fragile ecosystem. These camps are therefore an opportunity to integrate a research program in a fun and eco-responsible way, bringing a different perspective to our evolution.|
Mrs Laetitia GENITONI, Objectif Sciences International, France, http://www.osi-paleozoic.org
| OSI’s Astronomy program presentation|
|A quick review of what we did in astronomy in 2019 inside the OSI’s camps, in the swiss mountains.|
We’ll talk about exoplanets!
Mr Stephen RATER, Objectif Sciences International , France, http://www.osi-univers.org
|EMPOWERING TRADITIONAL LEADERS AND LOCAL CHIEFS FOR NATURE CONSERVATION AND COMMUNITY DEVELOPMENT IN DEVELOPING COUNTRIES ORAL PRESENTATION|
|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|
Mr Desmond Kwame MANTEY, Ghana, MARTISANS SPORTS AND CULTURAL FOUNDATION, https://martisanssportsfoundation.webs.com
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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
What kind of actor can participate in the conference?
The GENEVA FORUM is an annual meeting of the community concerned with inclusive education. The different national, regional and international actors from different countries and from the different disciplines associated with this theme will be here to share their practices, experiences and knowledges.
To meet this multitude of stakeholders, such as :
- government departments,
- national and international organizations,
will allow you to strengthen your current and future projects.
How to register to the GENEVA FORUM ?
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1) Check the relevant pages of the conference to get the appropriate information
2) Fill out the pre-registration form by clicking on this link :http://www.osi-genevaforum.org/Registration.html
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4) If you are going to give a presentation, fill out the second registration and confirmation form.
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