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Restricted distribution NGO Section/AICESIS/Sciences Po/Academia.

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Presentation on theme: "Restricted distribution NGO Section/AICESIS/Sciences Po/Academia."— Presentation transcript:

1 Restricted distribution NGO Section/AICESIS/Sciences Po/Academia

2 Basic philosophy Knowledge of the 8 MDGs: Knowledge of the 8 MDGs: By 2015 all 191 United Nations Member States have pledged to : 1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and empower women 4. Reduce child mortality 5. Improve maternal health 6. Combat HIV/AIDS, malaria and other diseases 7. Ensure environmental sustainability 8. Develop a global partnership for development

3 Basic philosophy ECOSOC and the existing network of national Economic and Social Councils play a leading role in MDG education/training. ECOSOC and the existing network of national Economic and Social Councils play a leading role in MDG education/training. Emphasis on the interaction between government policies, programmes (actionable elements) and resources (human, social, institutional, financial etc.) in order to effectively influence the minds of people. Emphasis on the interaction between government policies, programmes (actionable elements) and resources (human, social, institutional, financial etc.) in order to effectively influence the minds of people. Aligning policies, programmes and resources in order to obtain programmemed and measurable results. Aligning policies, programmes and resources in order to obtain programmemed and measurable results.

4 Basic philosophy Creating communities focused on practice along with global networking on given themes and issues. Creating communities focused on practice along with global networking on given themes and issues. Creation of multi-stakeholder workgroups and networks: interaction between policy-makers, governments, local administrations, CSOs/NGOs, students, academia and persons working on the ground. Joint efforts by ground- level community groups/networks and policy-makers with the aim of assuring cross-fertilization and allowing continuous feedback. Interaction and integration to promote the emergence of a community of people spread around the world developing a global network. Creation of multi-stakeholder workgroups and networks: interaction between policy-makers, governments, local administrations, CSOs/NGOs, students, academia and persons working on the ground. Joint efforts by ground- level community groups/networks and policy-makers with the aim of assuring cross-fertilization and allowing continuous feedback. Interaction and integration to promote the emergence of a community of people spread around the world developing a global network.

5 Basic philosophy The new MDG-oriented academic programmes are not rigid preconceived formulas The new MDG-oriented academic programmes are not rigid preconceived formulas Consideration must be given to regional boundaries, socio-economic and political realities, cultural values, community beliefs, linguistic and religious factors in various countries/regions, as well as conflict and post- conflict situations Consideration must be given to regional boundaries, socio-economic and political realities, cultural values, community beliefs, linguistic and religious factors in various countries/regions, as well as conflict and post- conflict situations The new MDG-oriented academic programmes, pedagogical tools and educational software are flexible, adaptable and creative The new MDG-oriented academic programmes, pedagogical tools and educational software are flexible, adaptable and creative

6 Basic philosophy Modular approach Modular approach Systemic approach: emphasis on the thesis that all MDGs are interrelated and interdependent Systemic approach: emphasis on the thesis that all MDGs are interrelated and interdependent Adaptation of MDG training/programmes to the situation/realities on the ground Adaptation of MDG training/programmes to the situation/realities on the ground

7 Forms of MDG programmes curricula in the framework of general educational programmes; curricula in the framework of general educational programmes; targeted courses and seminars targeted courses and seminars workshops/workgroups/field training and community programmes workshops/workgroups/field training and community programmes intensive CSO/NGO and Training of Trainers (ToT) programmes intensive CSO/NGO and Training of Trainers (ToT) programmes on-line distance MDG training on-line distance MDG training

8 Pedagogical and educational tools Publications Publications CD/DVD/removable media courses and documentation CD/DVD/removable media courses and documentation On-line/download tools/websites On-line/download tools/websites Artistic/cultural/ presentations Artistic/cultural/ presentations Media, national TV, radio, newspaper Media, national TV, radio, newspaper Roving tools: caravan, parade, goodwill ambassadors Roving tools: caravan, parade, goodwill ambassadors

9 Concrete MDG educational/training programmes and courses Basic, approx. 12 hours (four 3-hour modules) Basic, approx. 12 hours (four 3-hour modules) Intermediate, approx. 24 hours (eight 3-hour modules) Intermediate, approx. 24 hours (eight 3-hour modules) Advanced, approx. 48 hours (sixteen 3-hour modules) Advanced, approx. 48 hours (sixteen 3-hour modules) On-line course: general, approx. 12 hours; plus specialized MDG courses, approx. 12 hours each. On-line course: general, approx. 12 hours; plus specialized MDG courses, approx. 12 hours each. Intensive workshops/seminars: 2 days, approx hours Intensive workshops/seminars: 2 days, approx hours Informal educational techniques Informal educational techniques

10 Five pedagogical formulas 1. The basic 12-hour programme is general, non-mandatory and does not imply the need for any specialization. It is intended for primary, secondary schools and higher education institutions. It may include the four following modules and field/community training : 1. An introduction to MDGs. 2. Global development goals: eradicating extreme poverty and hunger, ensuring environmental sustainability, developing a global partnership for development. 3. Social and healthcare goals: achieving universal primary education, promoting gender equality and empowering women, reducing child mortality, improving maternal health, combating HIV/AIDS, malaria and other diseases. 4. Conclusion: On the way towards a better world.

11 Five pedagogical formulas 2. The intermediate 24-hour programme (eight 3-hour modules) may be general and logically follow the eight MDGs, or it may be specialized in a specific domain, and include field/community training. It can be taught to teachers, university students and the personnel concerned. The intermediate 24-hour programme (eight 3-hour modules) may be general and logically follow the eight MDGs, or it may be specialized in a specific domain, and include field/community training. It can be taught to teachers, university students and the personnel concerned.

12 Five pedagogical formulas 3. The advanced 48-hour programme is intended for local government, social, educational, medical, CSO/NGO personnel and Training of Trainers (ToT) courses and, as in the preceding case, it may be based on an in-depth presentation of all eight MDGs, or it may be specialized in a specific domain. The main difference with the intermediate 24-hour programme is that it is a more extensive and in- depth programme and includes extensive field/community training. The advanced 48-hour programme is intended for local government, social, educational, medical, CSO/NGO personnel and Training of Trainers (ToT) courses and, as in the preceding case, it may be based on an in-depth presentation of all eight MDGs, or it may be specialized in a specific domain. The main difference with the intermediate 24-hour programme is that it is a more extensive and in- depth programme and includes extensive field/community training.

13 Five pedagogical formulas 4. Intensive workshops/seminars are also intended for local government, social, educational, medical, CSO/NGO personnel and Training of Trainers (ToT) courses with emphasis on achieving specific MDGs Intensive workshops/seminars are also intended for local government, social, educational, medical, CSO/NGO personnel and Training of Trainers (ToT) courses with emphasis on achieving specific MDGs

14 Five pedagogical formulas 5. The on-line course (media, distance learning, satellite, interactive IT kit) will consist of an introduction, a general in-depth presentation of all eight MDGs, and conclusions on the challenges related to achieving MDGs, as well as targeted MDG courses in different domains (development/poverty reduction; education; pre- natal education; social domain; healthcare; issues related to women and children; environmental issues) The on-line course (media, distance learning, satellite, interactive IT kit) will consist of an introduction, a general in-depth presentation of all eight MDGs, and conclusions on the challenges related to achieving MDGs, as well as targeted MDG courses in different domains (development/poverty reduction; education; pre- natal education; social domain; healthcare; issues related to women and children; environmental issues)

15 Examples of concrete MDG-focused programmes Development/poverty reduction programme (Intermediate 24-hour programme (eight 3-hour modules)) Overview: 1. An introduction to MDGs. 2. Towards eradicating extreme poverty. 3. Combating material and non-material poverty. 4. Fighting hunger and malnutrition. 5. Ensuring environmental sustainability. 6. Assuring increased aid and debt relief. 7. Towards the opening of trade and accelerated transfer of technology, ways and means for achieving improved employment opportunities. 8. The need for a global partnership for development.

16 Programmes (1) Primary education development programme (Intermediate 24-hour programme (eight 3-hour modules)) 1. An introduction to MDGs. 2. Overview/survey of the situation in the field of primary education. 3. Regional challenges and adjustment of pedagogical/didactical tools to the situation on the ground. a. Addressing and understanding the cultural and traditional influences that stymie creating a new approach for education b. Experiential approach to cultural practices, traditional practices, legal practices, religious practical and political practices c. Addressing the “CULTURE OF FEAR” that not only prevents new approaches but aggressively opposes any new perspectives or change 4. The mandate of primary education, bridging the gap between primary, secondary and higher education and the role of ministries of education. –UNESCO Declaration –High Level Segment 2002: “The contribution of human resources development, including in the areas of health and education, to the process of development”. a. Eliminating discrimination of gender b. Addressing the issue of “CHOICE” for women

17 Programmes (1) Primary education development programme (Intermediate 24-hour programme (eight 3-hour modules)) 5. Attendance problems: causes and solutions. 5. Attendance problems: causes and solutions. a. Modifying perceptual indoctrination and practices through focusing on “fear of change” and consequences of change using experiential approach 6. Specific gender issues related to attendance, economic situation, local customs, religion etc. 7. School retention problems. 8. Family and community involvement, solutions and local/global partnerships.

18 Programmes (2) Children and youth MDG programme (Intermediate 24-hour programme (eight 3-hour modules)) 1. An introduction to MDGs. 2. Overview/survey of the situation in the field of children and youth. 3. Regional challenges: mortality, lack of education, unemployment, child labor, trafficking/abuse, children’s rights, street children/orphans a. Addressing and understanding the cultural and traditional influences that stymie creating a new approach for children and youth education b. Experiential approach to cultural practices, traditional practices, legal practices, religious practical and political practices c. Addressing the “CULTURE OF FEAR” that not only prevents new approaches but aggressively opposes any new perspectives or change 4. Mandate: Convention on the Child (UNICEF). 4. Mandate: Convention on the Child (UNICEF). –General Assembly Resolution 58/282 Follow-up to the outcome of the Special Session on Children a. Eliminating discrimination of gender b. Addressing the issue of “CHOICE” for women

19 Programmes (2) Children and youth MDG programme (Intermediate 24-hour programme (eight 3-hour modules)) 5. The marginalization problem: causes (local practices, customs, beliefs, religion) and solutions a.Modifying perceptual indoctrination and practices through focusing on “fear of change” and consequences of change using experiential approach 6. Increasing motivation and mobilization: giving a voice to the youth and promoting involvement. 6. Increasing motivation and mobilization: giving a voice to the youth and promoting involvement. 7. The reflection of societal violence on children and the youth (delinquency, criminality, violence, child soldiers). 7. The reflection of societal violence on children and the youth (delinquency, criminality, violence, child soldiers). 8. Community, family, inter-generational dynamics/education and global responses to the issues of children and the youth. 8. Community, family, inter-generational dynamics/education and global responses to the issues of children and the youth.

20 Programmes (3) Healthcare programme (Intermediate 24-hour programme (eight 3-hour modules)) 1. An introduction to MDGs. 2. Overview/survey of the situation in the field of healthcare. 3. Regional challenges, environmental and infrastructure issues, human resources, local customs, religion and community beliefs etc. a. Addressing and understanding the cultural and traditional influences that stymie creating a new approach for healthcare b. Experiential approach to cultural practices, traditional practices, legal practices, religious practical and political practices c. Addressing the “CULTURE OF FEAR” that not only prevents new approaches but aggressively opposes any new perspectives or change 4. The mandate of healthcare: bridging the gap between preventive and curative medicine, and the role of health and environment ministries. –High Level Segment 2002: The contribution of human resources development, including in the areas of health and education, to the process of development a. Eliminating discrimination of gender b. Addressing the issue of “CHOICE” for women

21 Programmes (3) Healthcare programme (Intermediate 24-hour programme (eight 3-hour modules)) 5. Community involvement and new approaches to healthcare financing. a. Modifying perceptual indoctrination and practices through focusing on “fear of change” and consequences of change using experiential approach 6. Lack of healthcare accessibility: causes and solutions. 7. Specific issues: short life expectancy, improving maternal health, combating HIV/AIDS, combating malaria, combating infectious diseases and pandemics. 8. Towards a new approach to global healthcare.

22 Programmes (4) Women MDG programme (Advanced 48-hour programme (eight 6-hour modules)) 1. An introduction to MDGs. 2. Overview/survey of the situation regarding gender equality and empowerment of women. 3. Regional challenges: the role of women in society, women’s status as an overall society issue, community involvement. a. Addressing and understanding the cultural and traditional influences that stymie creating a new approach for women b. Experiential approach to cultural practices, traditional practices, legal practices, religious practical and political practices c. Addressing the “CULTURE OF FEAR” that not only prevents new approaches but aggressively opposes any new perspectives or change 4. Implementation of the Beijing mandate: gender mainstreaming. –Beijing + 10 outcome document a. Eliminating discrimination of gender b. Addressing the issue of “CHOICE” for women

23 Programmes (4) Women MDG programme (Advanced 48-hour programme (eight 6-hour modules)) 5. Exclusion of women: causes (religion, community beliefs, customs, traditions etc.) and solutions. a. Modifying perceptual indoctrination and practices through focusing on “fear of change” and consequences of change using experiential approach 6. Specific women’s issues: education, employment, caregivers, women’s rights, participation in decision-making, inter-generational gaps etc. 7. Motherhood: birth incentives, pre-conception and pre-natal education, maternal health and child care etc. 8. Promoting multi-stakeholder partnerships for achieving women- related MDGs. 8. Promoting multi-stakeholder partnerships for achieving women- related MDGs.

24 Programmes (5) Environmental MDG programme (Intermediate 24-hour programme (eight 3-hour modules)) 1. An introduction to MDGs. 2. Overview/survey in the field of environmental sustainability. 3. Regional challenges: improving the use of natural resources, protecting complex ecosystems, preventing deforestation, land degradation and desertification, dealing with local pollution, providing access to drinking water, assuring sustainable biodiversity etc. a. to Addressing and understanding the cultural and traditional influences that stymie creating a new approach for environmental protection b. Experiential approach cultural practices, traditional practices, legal practices, religious practical and political practices c. Addressing the “CULTURE OF FEAR” that not only prevents new approaches but aggressively opposes any new perspectives or change 4. Implementation of Agenda 21. –Outcome document: political declaration – World Summit on Sustainable Development (Johannesburg 2002)

25 Programmes (5) Environmental MDG programme (Intermediate 24-hour programme (eight 3-hour modules)) 5. Pollution and global warming: causes and solutions. a. Modifying perceptual indoctrination and practices through focusing on “fear of change” and consequences of change using experiential approach 6. Cooperation between civil society, policy-makers and economic stakeholders. 7. Community involvement in the respect of the environment. 8. Promoting global environmental MDG partnerships.

26 Programmes (6) HIV/AIDS eradication programme: a new psycho-pedagogical approach (Intermediate 24-hour programme (eight 3-hour modules)) (Proposed by African Action on AIDS) 1. An introduction to MDGs. 2. Basic knowledge, survey/overview and UN mandate on HIV/AIDS. –Declaration of Commitment on HIV/AIDS (UN General Assembly special session on HIV/AIDS) Regional challenges of HIV/AIDS: urban/rural diffusion, male/female ratios, behavioural and cultural dimensions, denial/lack of testing, accessibility to medication and preventive means. a. Addressing and understanding the cultural and traditional influences that stymie creating a new approach for HIV/AIDS eradication b. Experiential approach cultural practices, traditional practices, legal practices, religious practical and political practices c. Addressing the “CULTURE OF FEAR” that not only prevents new approaches but aggressively opposes any new perspectives or change 4. Ways and means of HIV/AIDS education and prevention. a. Eliminating discrimination of gender b. Addressing the issue of “CHOICE” for women

27 Programmes (6) HIV/AIDS eradication programme: a new psycho-pedagogical approach (Intermediate 24-hour programme (eight 3-hour modules)) (Proposed by African Action on AIDS) 5. HIV/AIDS and socio-economic development: the impact of poverty, social and family degradation. a. Modifying perceptual indoctrination and practices through focusing on “fear of change” and consequences of change using experiential approach 6. Community responses to the HIV/AIDS issue and inter- generational factors. 7. CSO/NGO action in addressing HIV/AIDS. 8. Forging global partnerships for HIV/AIDS prevention/eradication.


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