Global Summit of Young African Leaders 2021 Edition ORAL PRESENTATION

The African Dynamics: Youth, Statesman organizes the World Summit of African Youth Edition 2021 with the aim of bringing together the various youth umbrella structures, entrepreneurs, politicians, philanthropists, young Africans working abroad in other continents and other partners of Africa around the world for a strong and developed Africa.
The idea to organize this summit stems from the will and the capital concern of young Africans to realize a dream of several decades, namely, to federate the African States in the United States of Africa. It is about area of Africa a power in the heart of planet earth.

Mr Honoré BUYMANINE, Union de jeunes défenseurs des droits humains, RDC, www.ujddh.wordpress.com

The Youth4Ocean Forum: Empowering European Youth and make a change for the ocean ORAL PRESENTATION

The Youth4Ocean Forum is a community of young changemaker from all over Europe and beyond, willing to raise their voice and act for the ocean. This bottom-up inclusive initiative is part of the EU4Ocean Coalition, supported by the European Commission which connects diverse organisations, projects and people to contribute to ocean literacy and the sustainable management of our ocean. The Youth4Ocean Forum aims to empower the youth, also by giving the opportunity to submit projects and obtain the "Young Ocean Advocates" accreditation from the European Commission.

Mr Thomas LESAGE et Ms Eloise FAURE, Youth4Ocean Forum, France, https://webgate.ec.europa.eu/maritimeforum/en/frontpage/1484

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

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

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

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

PALEOZOIC : A participatory research program - Paleontologic expeditions for all ORAL PRESENTATION

PALEOZOIC is the Paleontology research programme proposed by OSI. Participants included are really like scientists in expedition. This summer they could reach new research area in the Alps and increase the data collection of primitive tetrapod footprint tracks. Others will have searched several areas in Provence to look for marine reptiles living at the age of dinosaurs. They will have been able to implement method of excavation in order to better study these paleo-biotopes.

Mr Christophe GIRONIS, ONG Objectif Sciences International (OSI), France, http://www.osi-paleozoic.org/

Volunteer work on environmental amenities ORAL PRESENTATION

We train volunteers to organize environmental events in littered areas. Such events engage not only activists but also local communities. Participants of events compete in waste collecting and sorting, attend workshops, and have fun at festival-like activities raising their awareness. The important task is to keep the territories clean after the clean-ups. We have found a way of establishing environmental amenities. This is the talk about it.

Mr Anton ZAITSEV, Clean Games NGO, Russia, http://cleangames.org

Earth Is `Ohana: Honoring Indigenous Perspectives on Educating for These Times ABSENT

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

Purposeful Participatory Action Research: Developing Responsive DEI Programming Online ORAL PRESENTATION

Scholars and administrators have contemplated how to make higher education more inclusive (i.e., across race/ethnicity, gender, sexual orientation, language, visible and invisible disability divides). The push to graduate a more diverse population has taken on new urgency, as the United States (US) is experiencing a dramatic shift in cultural demographics and faces international pressures to remain competitive in the global economy. More concerning, a 2013 U.S. National Association of Colleges and Employers (NACE) study found that students lacked Diversity, Equity and Inclusion (DEI) skills, making them less desirable to employers (NACE, 2013). Meaning developing DEI skills are no longer an option, but a fundamental part of 21st century education. While many colleges have been implementing programs to address DEI competencies, few have looked to the students themselves to help build programming. This presentation focuses on the use of student data as the baseline for innovative DEI competency programming, development, and implementation.

Ms Rhianna ROGERS, SUNY Empire State College, United States, https://www.esc.edu/

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

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

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/

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

How Education can be used to deradicalize extremists and to promote peace and harmony: A case from deradicalization projects in Pakistan ORAL PRESENTATION

The world has become a different place since 9/11 happened and took innocent lives in New York. It started a long war on terror in many parts of the world, and the terms of radicalization and extremism were introduced to the modern world. Terrorist groups such as Al Qaeda, ISIS and Taliban shock the world with their extremist ideology and radical actions. This oral presentation will discover and analyse the use of education to promote peace and deradicalize extremist and radical groups.
Reintegration and rehabilitation of the extremists and radical youth became a great challenge for the world. Although rehabilitation for terrorists began in the 1940s, the new wave of rehabilitation started in the post 9-11 period. Pre 9-11 programs included Greece, Malaya, Kenya, and Egypt. Programs that emerged after 9-11 are the Saudi, Singaporean, Malaysian, Iraqi, Yemeni, Sri Lankan, Afghan, and Uzbek programs. There are also ad hoc programs in India and Pakistan, as well as emerging programs in the U.K., Australia, Bangladesh, and in the Philippines.

Pakistan has experienced a severe wave of terrorism and extremism since 2001. Almost 70,000 people have been killed, including more than 6500 security personnel and the loss to its economy stands at $123.1 Billion. In 2009, Pakistan introduced various educational and rehabilitation programs for deradicalizing its youth and extremist groups such as Mishal, Sabaoon, Sparley, Rastoom, Pythom and Heila. These programs provided corrective religious education, vocational training, counselling and therapy, and a discussion module that addresses social issues and included sessions with the students’ families. For reintegration and rehabilitation, extremists were sent to Pakistan Institute of Technical Education where they were taught engineering and other skilled courses. Such camps worked as vocational schools for extremists where the focus was kept on the provision of skills to youth so that they can find employment and get integrated into the society. So far, 2500 extremists have been admitted to such educational programs, and the success rate is almost 99% according to official sources.
My oral presentation will explore the rationale for using educational programs for promoting peace, various tools and methods that can be used, how long term peace and stability can be achieved through deradicalization via education, how educational initiatives can reduce the possibility of exploitation and radicalization of youth and their family members. I will also explain how education for peace can prevent radicalization by addressing affective, social and cognitive factors and how social and cultural dynamics can be used via educational programs to reduce extremism. I will also explore some limitations and challenges for such educational initiatives.

Mr Mohammad TOUSEEF, LD Training Ltd, United Kingdom, www.ldtraining.ac.uk

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/

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

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

Peace Education : Teaching of History of World War II in Japan ORAL PRESENTATION

How is it possible to make Japanese students develop their skills to think critically about the contents of world war in the textbooks? The hypothesis is that the students need to be given an opportunity to think critically about the present context of their given education.
In Japan, the question of teaching about the history of World War II can be controversial diplomatically. One reason for this is the focus of perspective is largely different for the countries in Asia. Japan, South Korea and China are prime examples. It is said that Japanese schools tend to focus on the victims of the atomic bombs in Hiroshima and Nagasaki. It may be true that Japanese school textbooks tend to ignore Japan’s aggressive historical past, such as the use of comfort women. This paper focuses on the history textbooks at junior high school and senior high schools in Japan.

Ms Maiko SAWADA ; University of Geneva, Japan ; https://www.unige.ch/fapse/edhice/

Education in Europe is an exemple to follow 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

Evolution of the Gender Paradigm and Sustainable Development in Cameroon ORAL PRESENTATION

Since the adoption of the international texts in favor of women, a dynamic contributing to the construction and destruction of paradigms related to gender relations has spread throughout the world: From "woman ownership", there is an aspiration for the "moral valorization of women"; from the concept "shut up and be beautiful", women are emerging more and more visibly to the "power of decision making" in public affairs. Thus, a shift in social paradigms can be observed with societal institutions as the driving force. Among these institutions, the Cameroonian State has adopted the Millennium Development Goals (MDGs), and a development strategy aimed at promoting gender equality and the empowerment of women has gradually been put in place in Cameroon. This is based on the observation that education plays a central role in inclusive growth, equity, social transformation and sustainable development. The Cameroonian authorities have centered Cameroon’s education policy around two main points: the fight against poverty and the issue of parity. The challenge of this strategy is precisely the strengthening of employability and thus the empowerment of women. In spite of the actions on the institutional level, social habits remain a brake on the effectiveness of the institutions set up. The Sustainable Development Objectives (SDOs) are a response to the limitations of the MDGs. The overall mission of the MDGs was to "promote gender equality and women’s empowerment"; thus, action focused on the appropriation of the concept by state authorities. For the MDGs, the overall mission was to "achieve gender equality and empower women"; therefore, action focused on ownership of the concept by the individuals who are the girl child, the woman, the boy and the man.

Aicha MANDOU TANKEU, Entreprise de presse-ladies news-cameroun, Cameroon

The Contribution of Art and Culture to Peace and Development ORAL PRESENTATION

Our contemporary society has the peculiarity that it often seems to obey principles that escape us. Consumerism and media society seem to dominate the social game to the point of discrediting artistic and cultural values.

Mr Francis MBELLA, Art Reflex International - France, France, www.artreflexinternational.com

PaRéO : a year to find and succeed in his path ORAL PRESENTATION

A unanimous observation made by all those involved in educational communauté́ in France, the problem of success rates at université́ highlights the difficulté́ of the transition from high school to higher education, the causes of which are multiple: orientation suffered, lack of methodology and organization, or a fragile disciplinary level. To respond to the challenge at confronté́ the université́, the D.U. PaRéO - Passeport pour Réussir et s’Orienter was created in 2015 at the University of Paris Descartes (now the University of Paris). The system was born out of the ambition to fight against dropping out and to promote success at university. This preparatory year for higher education is aimed at baccalaureate holders wishing to build their project, students facing difficulties or wishing to reorient themselves. Starting with a cohort of 50 students in 2015, the D.U PaRéO was noticed as an innovative initiative during Minister Frédérique Vidal’s Tour de France in 2018 (Presentation video - https://www.dailymotion.com/video/x6jb215) and has received funding enabling it to welcome 465 students today. In January 2020, the PaRéO scheme was awarded a certificate of excellence "Accompaniment to success" PEPS prize - prize for pedagogical innovation awarded by the Ministry of Higher Education, Research and Innovation.

The objective of our communication is to present a feedback of experience in the implementation of a pedagogy by project implemented in a systemic way. The engineering developed within the D.U PaRéO is based on project-based pedagogy, not as an isolated activity in the classroom but as the real backbone of the system.

From the student’s point of view, the PaRéO device considers the student’s career path with a 360-degree view through pedagogical activities designed to develop transversal skills and to make students actors of their project. All the teaching and activities proposed are aimed at enabling students to develop an active posture and a sense of responsibility in order to regain self-confidence. At the heart of the system, the group is considered as a source of proposals and enrichment. Students are invited on multiple occasions to collaborate, to lead common reflections and to work together whether it is to improve themselves from an academic point of view but also to create an emulation concerning the different research in terms of orientation. The aim of this device is to develop the competence "learning to orientate" and to bring the student to become autonomous in his learning by relying on an educational approach of orientation. This approach is characterized by the need to bring the learner to experiment situations that allow him/her to get to know him/herself and to explore the world. The pedagogical model is built in such a way as to encourage this experimentation through all the teaching and activities offered. This pedagogical approach cannot be implemented without first having built a framework of benevolence and mutual aid within the group.

From the point of view of the pedagogical teams, all the participants are sensitized to project-based pedagogy, to privilege collaborative work and to engage the student in an active posture. The teachers are invited to work together in a collaborative way on the pedagogical progression. The objective of the D.U PaRéO is to bring students to an autonomous posture and to lead to a choice of orientation. We are convinced that in order to bring about a change of posture in a student who is dropping out of school or who is hesitant about his or her choice of orientation, it is essential that a pedagogical framework that refers the student to this active posture be guaranteed. For this, the training of PaRéO pedagogical coordinators seems indispensable to us. The posture of a third party, facilitator and link between the student, the family and the teachers is the key to support for success at the university. Thus, the fight against dropping out and the learning of an autonomous and active position in learning requires the development of new profiles of supervisors to complement the teachers in universities, especially during the first year, or during the "sas" years such as the PaRéO D.U. The notion of success is considered in a plural way where the essential is to lead the student to find his way, whether it is in bachelor’s degree or in other types of training (BTS/DUT/schools, etc.).

The problematic of project-based pedagogy, implemented in isolation, cannot suffice to create a profound change in the learning subject’s posture. Every year, we experiment and develop a systemic implementation of project-based pedagogy, which innervates the teaching, the extra-curricular pedagogical activities and also the posture of the PaRéO coordinators. This 360-degree vision is today essential to meet the challenges we are facing. Indeed, the rapidité́ transformations of today’s world imply rethinking the way we conceive training in order to prepare learners to meet the challenges of the 21st century. Autonomy, autonomy, créativité́, flexibilité́ and adaptability must be placed at the heart of learning. Developing these skills in a transversal way means giving possibilité́ everyone the opportunity to develop his or her potential and meet the expectations of higher education but also of working life.

Mrs Marion PETIPRE, UNIVERSITE DE PARIS, France, https://orientationactive.u-paris.fr/

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

The CJ&VED. A YOUTH COOPERATIVE ORAL PRESENTATION

The CJ&VED is a Youth Cooperative that intervenes for the benefit of the population to give a second chance to abandoned youth through training projects etc.

Ms Sena ZANOU, ONG VED, France, https://www.facebook.com/Ongved/

Human rights education in the world especially in southern countries ORAL PRESENTATION

The United Nations, through the Office of the High Commissioner, affirms that human rights education makes an essential contribution to preventing human rights abuses in the long term and to achieving a just society in which all human rights human rights of all have value and are respected. Despite this assertion by the United Nations, respect for human rights remains a major challenge.
This presentation aims to show that the States of the world, partially the States of the South, have the obligation to include in their national education program modules relating to the respect and promotion of human rights because the dimension of protection, promotion and human rights advocacy must go through basic education of society in order to make behavior change of individuals.
In the countries of the south, we see the lack of respect for human rights day by day and this fact has repercussions on the world population because the world has become a small village. Failure to respect the rights of a territory exposes the rest of the world because through tourism and the trade relations that exist between states, everyone is called to meet.
After the presentation of human rights, the strategy for integrating human rights education into the public policies of States is presented in several categories which involve the participation of civil society, organized civil society, NGOs and public figures.
Finally, a call for the empowerment of states around the world to participate in Human Rights Education in order to respect and promote them in every state around the world.

Mr Lacks-Guvens CADETTE ; Cercle de Reflexion sur la Justice, Haïti ; https://www.facebook.com/crejus.haiti

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

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