9th Annual International Conference on Inclusive Education and Project Based Learning for Peace and Development - 15 December, 2022, United Nations
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Call for Contribution 2022 :
International Annual Conference on the Project Based Learning for Peace and Development
in the frame of the 13th GENEVA FORUM, December 12-16, 2022
United Nations, Geneva, Switzerland
|Thursday 15 December, 2022
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 2022, where are described the sessions dedicated to the Conference on Education and Project Based Learning Peace and Sustainable Development Goals.
Official Opening Session - Thursday 16 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 2022
The Role of Civil Society Partnerships in Transforming Timor-Leste’s Education Sector: A Case Study of NGO BETTER ORAL PRESENTATION
Civil society organisations are playing a pivotal role in rebuilding Timor-Leste’s education sector. However, more research is needed to understand how CSO partnerships can help bridge the gap between approved government policies and implementing mechanisms to achieve policy goals. Our research project seeks to understand this gap by problematising two things: the Theory of Change of actors involved in rebuilding Timor-Leste’s education sector, and the assumption that tension between actors is more often than not a bad thing in development. We present a case study of our CSO, Building East Timor Through Education & Resources (BETTER), sharing our journey and projects of developing a national curriculum and teacher training program as an entirely volunteer-based organisation.
To emphasise the complexity of education practices and institutions, our research project is framed by the concept of Assemblages which represents education as a constellation of heterogeneous elements including social relations, institutional arrangements, material substances, technologies and discourses. In doing so, our research offers insight into the threats to progress faced by those working towards an equitable education sector.
Mr Maxim MANCINO, Building East Timor Through Education & Resources (BETTER), Australia, https://bettertimor.org/
Social representations of specialized teachers on the schooling of children with disabilities in Burundi ORAL PRESENTATION
The conceptual evolution of the concept of disability towards "situation of disability" or "special educational needs" has influenced educational transformations towards children with disabilities (ESH). At the same time, social representations have proven to be the driving force behind the orientation of educational policies. Currently, the inclusive perspective is applied in national contexts, but with great variations. In Burundi, ESH have been excluded from the education system for some time and it is since 2010 that Burundi has committed to the inclusive perspective. This article allows us to understand the social representations of teachers in special education centers about inclusive education. To do so, we started with the question: How do special education teachers represent the schooling of ESH in the Burundian educational environment? And the provisional answer was: "teachers in special education centers express reservations about the schooling of ESH". This study was conducted with 64 teachers, 54.7% of whom were female and 45.53% male. The data collected by questionnaire were processed in SPSS. The pre-test included 5 teachers and took place in August 2021 and the actual survey from September to December 2021. Using the chi-square test, the hypothesis was tested. This study showed that teachers in special education centers believe that conditions in regular schools in Burundi are unfavorable for children with disabilities. The majority of them express discriminatory representations. They even manage to categorize the types of disability to be excluded from the ordinary environment. They expressed reservations about the enrolment of ESH in mainstream settings. In this study, the semiological image dominates the representation of disability among these specialised teachers, since the word impairment constitutes the core of the representation of disability.
Mr Révérien NSIMIRIMANA, Université de Bordeaux, Burundi, www.u-bordeaux.fr
Terre de mémoires : the projet to form, transmit and sensitize inhumanities through the arts to reconcile humans ORAL PRESENTATION
Born in reaction to the increase of violence and the persistence of human facts tending to the loss of humanity on a global scale, this project wants to be an attempt at re-humanization. Created in November 2021, the project is present in six countries and brings together some twenty committed personalities, including artists, lawyers and others. Land of Memories is a project that mixes different resources, in perpetual evolution and of different origins and artistic sectors in order to guarantee a constant movement and adaptation. Terre de mémoires is articulated on an original and collective basis: its specificity is based on the learning and the transmission of knowledge around the concept of inhumanity.
Two main axes, the first of which is training for all audiences in public and private structures and private structures, around the pedagogy and the teaching of what are these inhumanities (origins, consequences and future prospects). The second axis is the realization of workshops of artistic expression for any public in any possible structure. These workshops will be assured with the partnership of artists of all horizons, whose work is in with inhumanities. The themes will not only focus on the subject of Land of Memories, but also the beginnings of these inhumanities, including racism and discrimination. It is through the cooperation and valorization of artists from these disciplines, that the workshops of learning and transmission of the concept of inhumanity will be forged, allowing for a better knowledge and collective experience. Terre de mémoires, an attempt to re-humanize.
Mrs Anouk BERTAUX, Organisation Terre de Mémoire, France, https://terredememoires.com/
Project-Based Learning for Global Climate Justice ORAL PRESENTATION
Climate change is one of the most serious threats facing humanity. K-12 schools and higher education institutions can play a pivotal role in responding to the climate crisis by creating opportunities for students to have a meaningful impact on their communities now while also inspiring their commitment to this work in the future. It is for this reason why the UN’s Sustainable Development Goal 4.7 calls for transformative education including environmental and climate education that delivers not only the knowledge, but also the competencies, values, and skills necessary for current and future generations to achieve the goals outlined in the 2030 Agenda and the Paris Climate Agreement"; (www.mission4point7.org). Yet if schools and teachers are to respond to this call, then they need support in designing and implementing transformative learning experiences. The University of Pennsylvania Graduate School of Education’s Project-Based Learning (PBL) for Global Climate Justice program aims to prepare educators to do just that. The first, entirely virtual iteration of this program launched in September 2022, bringing over 100 educators from over 20 countries together to design project-based curricula focused on the problems and questions of global climate change. Over the course of this five-month program, our team collected participants’ pre- and post-program surveys, feedback forms, reflections, and facilitators’ memos, and analyzed them in order to better understand how this sort of professional development around environmental education can be scaled, so that it reaches a wider audience, and sustained, so that its effects transfer and last over time.
In this oral presentation, we take up the specific questions:
1) How have the ideas and practices from this program shown up in participants’ teaching practice?
2) What are the barriers to this sort of professional development?
and 3) What elements of the program do educators report as being most (and least) important in supporting their learning? We hope that answering these questions will help teacher educators and professional development providers expand the impact of our collective efforts to support authentic and action-oriented climate justice education.
HAUSBURG Taylor and HERRMANN Zachary, University of Pennsylvania, United States, www.gse.upenn.edu/academics/center-professional-learning
Role of Education as an instrument of social change and development ORAL PRESENTATION
The role of education as an instrument of social change and development is highly regarded today and widely discussed. Education brings changes in the outlook and attitude of society. Education plays a critical role in alleviation of poverty and peace promotion. Unlike the traditional Educational system and its role, the cotemporary educational model is seen as an instrument of change. Education equips societies and individuals with knowledge, skills and values that are crucial for social and economic development. Education nowadays is also addressing and combating with the structures of poverty. This oral presentation will explore the concept of social change, the role of education in economic stability and as an investment, education as a discipline and how education affects the social and cultural behaviours of individuals.
The presentation will also explore the positive effects of education on peace. It will also shed some light on how education can affect the violent conflicts and what role it can play to promote peace and harmony. The presentation will also discuss how education can promote sustainable development, human rights, promotion of a culture of peace and nonviolence and global citizenship. The presentation will also explore how conflict sensitive education can be developed. It will also include some key recommendations to Governments.
Mr Touseef Mohammad, Waltham International College, United Kingdom, www.wic.ac.uk
OSI-Kyrgyzstan; Participatory science missions in Kyrgyzstan ORAL PRESENTATION
Discover a program allowing the implementation of participatory science missions in Kyrgyzstan in collaboration with local organizations. All this via the contribution of material and human resources, the sharing of know-how, the training of local guides (language, culture, group management in the mountains and safety, contribution of naturalist knowledge), the training of guards and connecting with trusted service providers. Cultural exchanges are at the heart of the project and as soon as possible we also include Kyrgyz teenagers and students in our field missions. So far we are working mainly with OSI-Panthera and a project is underway with OSI-Biodiversita.
Mrs Anne-Lise CANABAT, OSI-KIRGHIZSTAN, Kirghizstan, www.osi-ngo.org/groupes-locaux/article/osi-kirghizistan
Feedback from a Participatory Research Programme expedition OSI-Panthera ORAL PRESENTATION
After participating in an expedition with the OSI-PANTHERA team, I was able to learn more about the functioning of a reserve in Kyrgyzstan (Central Asia), counting animals and their identification. We also understood the importance of the preservation of the snow leopard in relation to the ecosystem and the impact for the inhabitants (work-mission).
It was an enriching experience, scientifically and humanly. it was a pleasure to discover the Kyrgyz culture, their incredible sense of observation and patience and to have been able to help them.
Mrs PONCON Camille, OSI-Panthera, France, www.osi-panthera.org
Globalisation is about creating a new kinetic system, not centralising old models ORAL PRESENTATION
The current not consolidated global model of living within a status quo based on multiple crisis exacerbated by pandemics is pushing into an emergency at political decision making level. The need for searching new models is an imperative that would let us become sustainable in the long term, and reducing vulnerabilities in the short term, it should be a priority, although is driven by political decisions that do not reflect the real senses for a global order, in terms of conciliation. Is precisely the political sector that prevent the transition because of their own weakness and ineffectiveness in order to gain mass muscle and make reforms.
Globalisation is an ambition not a reality, although is it by standardisation of products and centralisation from Media that the citizenship is forced to think and perceive international information as if we’re a real global system. However, not with the guarantees of the latest: respect and integration from all national sovereignties, within the complexity of religions and cultures. Is it for this main reason that an innovative reform the system is key. From global institutions to local governments, making of accountability and open integration the big goals.
Keeping a multipolar world rather than a centralised one that in the end, tends to become dictatorial, biased and not results driven for crises. Globalisation is about creating a global kinetic system, not pre determined concepts that become global.
Mrs. INTROINI Mar, The Sustainability Reader, Spain, https://thesustainabilityreader.com
Building Equity through Participatory Action Research ; Lessons from the Center to Advance Racial Equity Policy (CAREP) ORAL PRESENTATION
We are at a critical point in history where creating equitable ways to engage diverse populations is not only necessary but a central component of achieving racial equity, developing inclusive public policy, and ensuring global justice for all. In 2021-2022, RAND’s Center to Advance Racial Equity Policy (CAREP) piloted a series of equity-centered, participatory-based case studies focused on developing new methodological frameworks to achieve these goals.
This presentation will provide our initial findings and offer tips and best practices for developing meaningful, action-oriented research that advances racial equity policy.
Mrs. Rhianna ROGERS, RAND Corporation - Center to Advance Racial Equity Policy, United States, www.rand.org/well-being/racial-equity-policy.html
Presentations done in 2021
Have public interventions been effective? A global panel vector autoregression analysis of the COVID-19 spread and control policies ORAL PRESENTATION
Since the onset of the COVID-19 pandemic, more than 219 million people are reported to have been infected while more than four million deaths have been recorded across the globe. However, the degree of the spread varies from one country to another. Government actions and preventive measures are regarded as vital to mitigate the spread of this disease. Yet, lockdown and other restrictive measures have not always been effective in alleviating the pandemic. This paper reexamines the causal relationships between government control measures and the rates of infection and deaths attributed to the COVID-19 by applying the panel vector autoregressive (PVAR) model to the data obtained from the World Health Organization and Oxford COVID 19 Government Response Tracker. The results show that bi-directional relationships exist between government responses and new COVID-19 cases. The new COVID-19 cases respond negatively to the stringency index and positively to the economic support index. Conversely, new COVID-19 cases have positive effects on the stringency index and negative effects on the economic support index. It is also found that stringency measures tend to be followed by economic support policies. Furthermore, temperature shows negative effects on new cases and deaths. In contrast, stringency and economic support indices do not show significant effects on new deaths from the COVID-19. In light of the ultimate goal of reducing the death toll from this disease as well as the economic consequences of restrictive measures, including suicidal cases, world leaders may need to rethink about the lockdown and commonly implemented stringent containment measures as a means of tackling this pandemic.
Mr Worawat SRISAWADI, Takuji W Tsusaka, Sylvia Szabo, Worawat Srisawasdi, Julia Wentworth, Lisen Runsten, Neil D. Burgess, Asian Institute of Technology, Thailand, https://www.ait.ac.th/
University-Community Collaboration for preventing youth violence in disadvantaged minority communities REMOTE ORAL PRESENTATION
University-community collaboration has grown in popularity due to mutual benefits – university has an opportunity to attempt evidence-based programs while community resolves its emerging needs and problems. However, collaboration is a complex and challenging process because coalitions bring two different organizations to work together. Using the Building Resilience Against Violence Engagement (BRAVE) project that is funded by the USA Department of Health and Human Services, this presentation describes the pathway of developing university-community collaborative youth violence prevention program in poor and disadvantaged urban communities.
In addition, this presentation explores significant facilitators and barriers that influence the collaboration process from its initiation to completion. Identified facilitators are mutual benefits, trust relationship, mutual respect, shared power in decision-making, flexibility, and cultural competence while barriers are higher staff turnover, scarce agency space for program, and lack of adequate funding. Building on the lessons from this BRAVE youth violence prevention project, this presentation provides core factors enhancing effective university-community collaboration.
Mr Caleb KIM, Loyola University Chicago, United States, https://www.luc.edu/
Role of Education as an instrument of social change and development ORAL PRESENTATION
The role of education as an instrument of social change and development is highly regarded today and widely discussed. Education brings changes in the outlook and attitude of society. Education plays a critical role in alleviation of poverty and peace promotion. Unlike the traditional Educational system and its role, the cotemporary educational model is seen as an instrument of change. Education equips societies and individuals with knowledge, skills and values that are crucial for social and economic development. Education nowadays is also addressing and combating with the structures of poverty.
This oral presentation will explore the concept of social change, the role of education in economic stability and as an investment, education as a discipline and how education affects the social and cultural behaviours of individuals. The presentation will also explore the positive effects of education on peace. It will also shed some light on how education can affect the violent conflicts and what role it can play to promote peace and harmony. The presentation will also discuss how education can promote sustainable development, human rights, promotion of a culture of peace and nonviolence and global citizenship. The presentation will also explore how conflict sensitive education can be developed. It will also include some key recommendations to Governments.
Mr Mohammad TOUSEEF, Trent Education Centre, United Kingdom, www.trenteducation.co.uk
Happy Hearts ORAL PRESENTATION
Practicing mindfulness in early years can help students connect with themselves and with others. As a consequence of adequate mindfulness practice in the classroom, service learning projects can arise in a natural and in a familiar form to students.
The link that both practices have, is that they both work on kindness and concentration, skills that show students how to take care of themselves both inside and out and to become conscious of what surrounds them, so that afterwards they can think of attainable ways of finding solutions for the problems that they detect.
Mrs Rosie HERNANDEZ-MORALES, Colegio Internacional de San Francisco de Paula, Spain, https://colegiosfpaula.com/en/
South African Youth Sustainable Development Programme REMOTE ORAL PRESENTATION
Drakenstein Environmental Watch (DEW) is committed to environmental sustainability and the related ongoing health and wellbeing of its people, animals and environment, both within the region and beyond its borders nationally and internationally.
Towards its end, Dew is involved in projects which protect and preserve and educate all in terms of sustainable life and environmental principles.
Mrs Coral Roberta POTOCNIK, (DEW) Drakenstein Environmental Watch, South Africa, https://www.facebook.com/groups/489256321243016
The Biscay Whale ORAL PRESENTATION
ABiodiversity is currently at risk, in all types of ecosystems. So, we need to protect it, and the best way to do that is to get to know it better. Cetaceans are major indicators of the state of the marine ecosystem. Therefore, The Biscay Whale stay aims to improve scientific knowledge on the evolution of cetacean populations by observing their natural environment: the ocean.
This stay complements the one on the dolphins of Brittany, which allows to observe the migrations of cetaceans. It is carried out on a sailboat to guarantee a responsible approach to marine fauna. Discover how to protect marine biodiversity by learning to navigate.
Mrs Esther DELBREL, Sarah OTHENIN-GIRARD and Inès MENETRIER, ONG Objectif Sciences International, France, https://www.osi-ngo.org/
Nourished by experience, sense is a prerogative ORAL PRESENTATION
The wolf reappeared in France in the 1990s after having been intensively hunted throughout the 19th and 20th centuries. Coming from the Italian Alps and spreading progressively across the country since then, it is a controversial animal that divides public authorities, breeders and animal rights activists. What solutions have been put in place to address the issue? What is the role of the wolf in its ecosystem?
And finally, doesn’t this issue represent a more global and equally complex subject: mechanisms of ecosystems as well as the rights of nature? Following our stay, we consider that reason is a prerogative when it is nourished by experience, which is what we experienced during our "Meatings of excellence" camp.
Mrs Olivia PARIS and Mr Milan GAULT, ONG Objectif Sciences International, Country, https://rencontres-excellence.com/Rencontres-de-l-Excellence-Loup-ecosystemes-et-Droits-de-la-Nature-24-au-31.html
Women Empowerment: moving towards new models? Motivation & individual skills are not enough, social & structural environment are determining factors. ORAL PRESENTATION
For many girls and women, the problem in life is not a lack of motivation or skills, but rather not finding the necessary support in the social and structural environment to dare to make non-traditional educational and career choices.
For education, training choices and work organisation, LYVA implements a TRIO of actions to discover new horizons and dare new ways of living together.
Mrs Sylvie VILLA, LYVA, Switzerland, www.lyva.ch
Empowerment equality: the networking panopticon REMOTE ORAL PRESENTATION
<docNNNN|left> SDG5 is pushing us into new dimensions of the own meaning ¨gender equality" representing by innovative public policies, leading by global institutions. However, the SDGs framework is a challenge that impacts the citizens individually considered, is for this reason that each Goal comes to transform traditions at institutional level as well as the type of leadership. In relation to Gender it becomes part of a political agenda too much politicised to make true system reforms. Empowerment seems to be the definition and measure for gender equality however, is not until we look at the data and predictions for the next 100 years that we realise that other creative solutions must be done to really enter into a sustainable process in itself. SDGs framework needs to meet the needs of each women at community level and adopt a new sense of leadership rather than a stronger leadership, new institutions rather than a whole transformation of them. A new panopticon for a global world within local rules and an SDGs idealistic theoretical framework
IcelandLab ExplorEarth OSI ORAL PRESENTATION
Presentation of a research project on the observation of glacier melting in Iceland to study the impact of global warming.
Project led by IcelandLab 2021, a citizen science trip organized by OSI, in collaboration with the University of Iceland.
Mr Léo SOULES, ONG Objectif Sciences International, France, https://www.osi-explorearth.org/
Archipelago dolphins ORAL PRESENTATION
Our archipelago dolphin trip aimed to count the number of bottlenose dolphins in the Cotentin and to follow their evolution.
Thanks to this trip, we can hypothesise that global warming plays a major role in the evolution of bottlenose dolphins and has major consequences on the food chain.
Mrs Guénaëlle DEVIN and Emma PLANCHON ROUANET, ONG Objectif Sciences International, France, https://www.osi-ngo.org/groupes-locaux/article/osi-france
African youth track the Sustainable Development Goals for their full achievement by 2030 in Africa REMOTE ORAL PRESENTATION
Thanks to this pan-african project, african youth around the world will take ownership of the united nations 2030 agenda and make their contribution to it.
It is a means par excellence of putting digital at the service of sustainable development in the perspective of boosting the achievement of the sustainable development goals in Africa by 2030 thanks to the full commitment of young Africans.
Mr Honoré BYUMANINE, Collectif panafricain JEUNE, HOMME D’ETAT, République Démocratique du Congo, https://m.facebook.com/Jeune-Homme-dEtat-105009561491513/?ref=bookmarks
Evaluation methodologies in complex development projects: a scoping review POSTER PRESENTATION
Evaluation plays a crucial role in determining the outcomes and impact of international development projects. By applying strict evaluation criteria, it becomes clear whether the project was effective and what specific change it contributed to. Existing studies emphasized the importance of project evaluation, however there are limited systematic review studies, which would allow to understand the most widely applied evaluation methods as well as linking specific evaluation approaches to Sustainable Development Goals (SDGs), which the development projects contribute to. In order to fill this gap, a systematic review was carried out using Covidence, a Cochrane adopted systematic review management software. Studies included in the review were selected from the Thomson Reuters Web of Science, SCOPUS, ProQuest, Science Direct and Google Scholar databases. The results of the review were classified based on existing evaluation approaches typologies and SDG contributions were mapped at the SDG target level. Finally, the UKRI GCRF Trade Hub, a 5-year multi-country research consortium investigating the impacts of trade on livelihoods and biodiversity, was also used as a case study to examine best evaluation methods in the context of SDG progress monitoring.
M Arlene Gonzales, Sylvia Szabo, Takuji W. Tsusaka, Reuben M.J. Kadigi, Seree Park, Brighton Nhau, Zoe Matthews, and Neil Burgess, Dongguk University, Department of Social Welfare Counselling, College of Future Convergence, South Korea ; Department of Development and Sustainability, Asian Institute of Technology, Thailand ; School of Agricultural Economics and Business Studies, Sokoine University of Agriculture (SUA), Tanzania ; Division of Social Statistics and Demography, University of Southampton, UN Environment Programme World Conservation Monitoring Centre, United Kingdom ; Republic of Korea, www.dongguk.edu
Droits Humains Sans Frontières est une Association Sans But Lucratif de Droit Congolais créée en 1999 par des cadres des Universités de Kinshasa,de Lubumashi et Mbuji Mayi,les femmes des communautés locales,les Avocats et Magistrats et d’autres opérateurs sociaux engagés pour la cause de la dignité de la personne hmaine dans toute sa dimension. ORAL PRESENTATION
L’ONG Droits Humains Sans Frontières conduit plusieurs activités dans la réalisation de ses objectifs. Nous comptons entre ces activités :
1. La formation et l’information sur les droits humains, le droit international humanitaire, la démocratie, la résolution des conflits et la participation politique des jeunes et des femmmes dans les pays en transition.
2. L’assistance judiciaire gratuite pour les personnes démunies et les nécessiteux
3. Les Nouvelles technologies de l’information et de la communication au service du développpment et de l’enseignement.
4. La formation et l’éducation sur le VIH/SIDA dans les milieux de la jeunesse et le milieu du travail.
5. La recherche sur la paix et la résolution pacifique des conflicts dans la région des Grands Lacs, les réfugiés et les déplacés internes.
6. Lencadrement professionnel de la jeunesse et des filles mères pour le développement durable et intégré.
Mr Emmanuel MPIAANA WA MPIANA, DROITS HUMAINS SANS FRONTIERES, République Démocratique du Congo
Evolution of the Gender Paradigm and Sustainable Development in Cameroon POSTER PRESENTATION
<docNNNN|left> Since the adoption of international texts in favor of women, a dynamic contributing to the construction and destruction of paradigms linked to social relations between the sexes has spread throughout the world: From "woman property", we aspire to " moral valuation of women. ”From the concept of“ shut up and be beautiful ”, women emerge more and more visibly to“ decision-making power ”in public affairs. Thus, we observe an evolution of social paradigms with the driving force behind societal institutions. Among these institutions, the Cameroonian State adopted through the Millennium Development Goals (MDGs). From then on, a development strategy aimed at promoting gender equality and the empowerment of women gradually began. in place in Cameroon. This starts from the observation that education plays a central role in inclusive growth, equity, social transformation and sustainable development.
<docMMMM|left> The Cameroonian authorities, through the Ministry for the Promotion of Women and the Family, have centered Cameroon’s educational policy around two main points: the fight against poverty and the issue of parity. The stake of this strategy is precisely, the reinforcement of employability and thus of the empowerment of women. Despite actions at the institutional level, "social habits" remain a brake on the effectiveness of the institutions put in place. The overall mission of the MDGs was to “promote gender equality and empower women” ; thus, the action was centered on the appropriation of the concept by state authorities. With regard to the SDGs (Sustainable Development Goal), it is about "achieving gender equality and empowering women" ; the action is therefore centered on the appropriation of the concept by the individuals who are the girl, the woman, the boy and the man.
Keywords : Millennium Development Goals, Sustainable Development Goals, empowerment of women, Cameroon, Gender concept.
Mrs Aicha MANDOU TANKEU, Ladies news Cameroun, Cameroon
L’Impression et ses règles de Développement Durable POSTER PRESENTATION
<docNNNN|left> Contrairement aux idées reçues, le Développement Durable ne concerne pas uniquement la préoccupation de l’environnement. Il s’agit d’une approche « sociétale » ou « holistique » qui reprend les normes existantes (management, environnement, sécurité, social, ….) et qui les resitue dans un périmètre élargi à tous les aspects de la société.
La norme ISO 26000 par exemple, permet de créer des valeurs d’entreprise et d’y adhérer naturellement pour amener une cohésion au sein de l’entreprise et démontrer sa volonté d’une démarche de développement durable. Elle est, à ce jour, le meilleur passeport pour avoir une démarche environnementale et sociétale affichée.
Cette norme étant une norme de lignes directrices et non d’exigences, elle n’est pas « certifiable ». Un autre point d’attention des entreprises concerne les encres, et surtout la désencrabilité (capacité à ce que l’encre puisse en être retirée) des papiers imprimés. L’ensemble des acteurs travaille à fournir des encres qui sont désormais plus facilement recyclables, désencrables, à base d’encres huileuses plus faciles à extraire contrairement aux encres à base d’eau qui, elles, pénètrent dans la fibre. C’est également l’intérêt des sociétés de recyclage papetier qui auront moins d’actions fastidieuses pour fournir des papiers recyclés, et surtout pourront réduire leur consommation d’eau (saviez-vous que l’eau utilisée pour le recyclage des papiers est ensuite rendue à la nature plus propre que lors de son prélèvement ?) Par ailleurs, l’utilisation d’imprimantes à jet d’encre permettant de réduire jusqu’à 40% la consommation énergétique est de plus en plus répandue. Dans un monde où l’on nous pousse à la dématérialisation, pourquoi parlons-nous « papier » ?
La dématérialisation représente un gain rapide et visible sur l’envoi d’un courrier à un particulier : l’économie visible correspond au coût du timbre. Elle apporte également une capacité à partager avec plusieurs interlocuteurs au travers de divers moyens de communications (web, smartphone, CRM…) une même information ou une même communication.
Mrs Téclaire Clarisse ONDINGUI NDJIE, Imprimerie Nationale du Cameroun. Teclaire Clarisse ONDINGUI, Cameroon
Gender Equality in the Service of Development in Africa POSTER PRESENTATION
<docNNNN|left> Improving the conditions of women and men is accompanied by the emergence of different approaches and economic theories. This new situation has also led to an exchange between the North and South. Thus, the economic and theoretical corpus has been enriched in favor of developing countries in particular.
Despite the efforts that have been made terms of equality of gender relations and changing laws, it is still difficult to identify this equality in the development.
This article is part of development economics. Its main objective is to seek the equality of gender relations and their implementation for development in Africa, through the experience of African Countries..
The first part presents the general theoretical framework of economic approaches that are essential for our work of research. The second part describes the methodological and mobilized tools through the capabilities approach, human capital and discrimination.
This section attempts to present feminist politics of African Government so as to practice the equal gender relations.
Keywords : gender relations, equality, development, human capital, discrimination, capabilities.
Mrs Marie Anastasie MELINGUI, Ladies news Cameroun, Cameroon
Literacy and Empowerment of women around the World POSTER PRESENTATION
<docNNNN|left> This article examines how literacy can help empower women in the world, especially in Africa and enhance equality, for the benefit of every woman involved, but also their families, communities and economic systems. It describes and analyzes some of the most promising approaches to scale up literacy and learning for women, who form the majority of illiterate adults on the planet. It then identifies the key success factors that feed the recommendations for international institutions wishing to promote the empowerment of women. These are initiatives full of hope and opportunity. Indeed, with more imagination and determination, the literacy of women is accomplished and changes the game, and can propel her into a driving role for the progress and multifaceted evolution of the world and Africa. in particular. Some programs exist thanks to the establishment of policies and strategies at the international, national or regional level. In other cases, changes are the result of local initiatives, inspiring confidence in learning for all, and unwavering determination. These stories demonstrate that change, transformation and empowerment are possible for the world’s most vulnerable women, as is the achievement of greater equality.
Mrs Danielle Charlie PEDMI MBENA, Ladies news Cameroun, Cameroon
Le Secteur Informel : un nouveau paradigme de développement Durable et de l’Intégration Régionale en Afrique POSTER PRESENTATION
<docNNNN|left> Après plusieurs décennies d’expériences d’intégration régionale en Afrique, le bilan du modèle linéaire d’intégration adopté par les Communautés Economiques Régionales est mitigé. Ce processus d’intégration orchestré par le haut c’est-à-dire par les règles et les institutions ne permet pas d’optimiser les résultats de l’intégration en matière de développement économique. Face à cette faible performance, un autre modèle d’intégration parallèle allait s’imposer : l’intégration par le bas c’est-à-dire par les peuples. Parfois considérée comme une remise en cause radicale du rôle central des Etats, cette intégration se réalise en marge des institutions grâce à la volonté manifeste des groupes sociaux qui sortent des cadres et structures réglementaires pour développer des réseaux marchands transfrontaliers. L’informalité devient une alternative capable d’engendrer un développement inclusif et dont sa formalisation peut contribuer à la transformation structurelle de l’Afrique. L’objectif de cet article est de nourrir la réflexion sur l’informalité comme nouveau paradigme de développement et d’intégration en Afrique. A la lumière du modèle théorique de Weber, nous montrons que l’informalité constitue un vecteur de développement local et d’intégration par le bas en Afrique. Les Etats doivent procéder à une refondation de l’intégration en Afrique et faire du secteur informel un véritable partenaire de la politique de développement et d’intégration en Afrique.
Mots clés : informalité - développement - intégration - par le haut - par le bas - paradigme.
Mr Barick TCHAPTCHET MOHAMMED NGASSA, Cameroon
the NGO Candide International exports the Candide’s teaching method including purring therapy ORAL PRESENTATION - ABSENT
The NGO Candide International aims to promote the Candide’s teaching method including purring therapy, founded by Michèle Bourton in 2012, by helping to create schools around the world. After the conclusions of the study carried out with the students of the Candide school, we were able to measure the obvious impact of this innovative concept on the students. Undeniably, welcoming cats into the classroom brings about lasting changes in the behavior and academic performances of young people. Today, the NGO Candide International exports the Candide pedagogy to Africa.
She will tell the story of her start to settle in Benin following the trip made in October 2021 to this country. The cats school will be located in an animal park in the north of the country in order to immerse the pupils participating in this adventure in their natural environment. We link this project to SDGs4 and 15 to develop quality education in the service of children and animals.
Mrs Michèle BOURTON and Céline BRUSA, ONG Candide International, France
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Par laure bettencourt
Bonjour, Je n'ai pu participé qu'à une seule journée du forum, et cela a été passionnant. Les différents intervenants et cas pratiques étaient percutants et les problématiques abordées m'ont beaucoup parlée et touchée. Participer à ce forum m'a permis de me reconnecter au monde et de comprendre que nous sommes dans la bonne voie pour notre association alter brasilis. Nous souhaitons réellement apporter une autre offre et approche de l'apprentissage de la langue portugaise en ayant une approche plus globale de l'acquisition de la langue et de la compréhension d'une culture. Nous allons donc continuer dans notre recherche de toujours veiller à répondre au mieux aux attentes des apprenants et anticiper sur les meilleurs techniques d'apprentissage. Un grand merci donc pour ce moment d'échange. J'ai également beaucoup apprécié le temps de partage en petit groupe où nous avons pu travailler de manière plus concrète sur différentes problématiques, et ainsi faire de belles rencontres. Bravo à toute l'équipe, et j'espère avoir la chance de pouvoir participer à d'autres forums de cette qualité. Bien cordialement Laure Bettencourt
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