GEO/ICAE - REGISTER NOW FOR ICAE SEVENTH WORLD ASSEMBLY
VOICES RISING
YEAR IV - Nº195
September, 1, 2006
ICAE SEVENTH WORLD ASSEMBLY COUNTDOWN:
138 DAYS
LEFT
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content
1.- INTERNATIONAL LITERACY DAY
2.- WORLD CONFERENCE ON OPEN LEARNING
AND DISTANCE EDUCATION THIS YEAR IN BRAZIL
3.- FRAMEWORK AND CONTEXT IN ADULT
EDUCATION
4.- EDUCATING CITIES: PEOPLE'S
PLACE IN THE CITY
5.- SEP 6 EVENT: 2 DAYS LEFT FOR
EARLY REGISTRATION--'WOMEN AS EQUAL CITIZENS,' WASHINGTON DC
6.- CALL FOR CONCEPT NOTES -
COMMUNICABLE DISEASES IN LATIN AMERICA AND THE CARIBBEAN: ECO-HEALTH
RESEARCH FOR POLICY AND ACTION
………………………………………………………
DAWN Training Institute 2007
19
November – 7 December, 2007
South Africa
Important Information:
Closing
date for all applications is September 30, 2006
Application Form
E-mail:dti2007@dawnnet.org
1.- INTERNATIONAL LITERACY DAY
SEPTEMBER 8
http://portal.unesco.org/education/en/ev.php-URL_ID=42332&URL_DO=DO_TOPIC&URL_SECTION=201.html
International Literacy Day on 8 September is an occasion to give hope to the
millions of women, men and children who cannot read or write even their own
name.
This year’s theme is “Literacy sustains development”. It emphasizes that
literacy is not This year’s theme is “Literacy sustains development”. It
emphasizes that literacy is not only a positive outcome of development
processes but also a lever of change and an instrument for achieving further
social progress.
Celebrations are taking place throughout the
world.
……………………………………………………………..
Message from Mr Koïchiro Matsuura, Director-General of UNESCO on the occasion of International Literacy Day
8
September 2006
http://www.unesco.org/education/literacyday_2006/message-ENG.doc
The annual celebration of International Literacy Day on 8 September is an opportunity to remind the world of the importance of literacy for individuals, families, communities and whole societies. It is also an occasion to remember that literacy remains a right that is denied to about a fifth of the world’s adult population. The world’s literacy challenge is to translate our recognition of the importance of literacy into practical effect so that hope is given to the millions of women, men and children who cannot read or write even their own names.
Considerable achievements have been made in many poor countries. The Global Monitoring Report on Education for All (2006) shows that enrolments in primary education have risen in both sub-Saharan Africa and South and West Asia, with almost 20 million new students in each region. Around 47 countries have achieved universal primary education and 20 others are expected to achieve this goal by 2015. Girls’ primary enrolments have likewise increased rapidly as gender and educational quality measures have been included in national educational plans. The achievement of universal primary education (UPE) is vital in order to staunch the flow of young people entering adulthood without a good command of basic literacy skills.
Progress has also been attained through adult literacy and non-formal education programmes in many countries but tremendous challenges still remain. An estimated 771 million adults live without basic literacy skills and two-thirds of them are women. Over 100 million children are still not enrolled in primary school and more than half of them are girls. Moreover, the sustainability of literacy is not assured as drop-out rates remain high. Globally, adult literacy is allocated only 1% of the national education budget. By their actions, governments and aid agencies show that they do not assign sufficient priority to literacy programmes for adults and youth. If the objectives of the United Nations Literacy Decade (2003-2012) and the Education for All literacy goal are to be met, pledges have to be translated to concrete action.
Literacy is important in its own right but it is also widely acknowledged as one of the most powerful tools of development, which makes its relative neglect all the more frustrating. Against the background of the United Nations Literacy Decade and the Decade of Education for Sustainable Development (2005-2014), it is evident that literacy is not only a positive outcome of development processes but also a lever of change and an instrument for achieving further social progress. Hence, the theme of this year’s International Literacy Day is “Literacy sustains development”.
This theme seeks to highlight the fact that literacy is not merely a cognitive skill of reading, writing and arithmetic, for literacy helps in the acquisition of learning and life skills that, when strengthened by usage and application throughout people’s lives, lead to forms of individual, community and societal development that are sustainable. Literacy programmes are increasingly making this connection, as shown by the ways in which literacy is often taught in close association with the acquisition of other skills relating to livelihoods, income generation, small business skills, environmental protection, nutrition and health (including HIV & AIDS prevention).
For these reasons, it is imperative that acquiring literacy skills is done in context-sensitive ways, especially in terms of identity, culture and vocation. Literacy offers chances to develop new capabilities and practise new freedoms, which can have a transformative impact on people’s lives. In order to have an enduring impact, literacy needs to be nurtured and supported through the availability of books, newspapers, magazines, computers, and other modalities of written communication. Literacy cannot sustain development if it is itself allowed to wither and die through lack of materials.
The work
of literacy cannot be done without helping hands. And so today, I
congratulate the outstanding achievements of countless women and men in
different regions of the world – teachers, literacy tutors, community
workers, family members, friends, volunteers and other individuals – who
work tirelessly to help others express themselves through the written word.
In small ways, at the local level, they are making a big difference to
people’s lives and they deserve our support and appreciation. On
International Literacy Day, let their efforts and commitment be a shining
example to others of the power of literacy.
Koïchiro Matsuura
2006 EFA Global Monitoring Report - Literacy for Life
http://portal.unesco.org/education/en/ev.php-URL_ID=43009&URL_DO=DO_TOPIC&URL_SECTION=201.html
2.- WORLD CONFERENCE ON OPEN LEARNING AND DISTANCE
EDUCATION THIS YEAR IN BRAZIL
http://portal.unesco.org/ci/en/ev.php-URL_ID=22438&URL_DO=DO_TOPIC&URL_SECTION=201.html
UNESCO is one of the co-sponsors of the 22nd World Conference on Distance Education, that the International Council for Open and Distance Education (ICDE) and the Brazilian Distance Education Association organize from 3 to 6 September 2006 in Rio de Janeiro, Brazil.
The theme of the Conference is “Promoting Quality in On-Line, Flexible and Distance Education”. It aims at bringing together professionals and the general public interested in distance education in order to present, debate and analyze current initiatives in Brazil and its diverse regions, in all segments of education – elementary, middle, high school and university level, as well as technical, professional and corporate – in the academic, corporate, public and free sectors. Participants from all over the world are expected, to exchange their experiences of what is presently being done in the field, at the global level.
3.- FRAMEWORK AND CONTEXT IN ADULT EDUCATION
SEPTEMBER
7th -10th 2006, IASI, ROMANIA
http://www.eaea.org/events.php?aid=10182&d=2006-09
Entitled Framework and Context in Adult Education, the conference will create the opportunity for some personalities from different institutions and countries to share their own results and experience as well as to debate and discover new ways of a common approach achievement, concerning adults' education and the permanent learning.
Adopting the learning process during the lifetime - Lifelong Learning - the agency of the European Council 2000 Memorandum, represents a necessity for the new European space and its fundamental objectives are: the labour promotion, increasing the economic development and also the promotion of an active citizenship.
We are specifying that in 2006 there will reach 110 years old since the establishment of the first schools with adults' education profile from Romania - thanks to Spiru Haret and also 140 years old of the first schools specialized in parents' education functioning - founded up to Iassy, by Mihail Kogalniceanu.
2006 is the year of adopting the EQF - European Qualification Framework - and it suppose that every trainer and every institution which deals with training the trainers has new responsibilities.
On the other hand, the Spiru Haret performance’s, who was the Minister of the Education at that time, had the significance of Europe's Japan for the Romania’s neighbours. Romania is that state in the East of Europe which is the most susceptible to Western culture and it is assimilating this culture the soonest - were words of Magyarorszag paper, Budapest, the 24 th of March 1911.
The Program intention is that to praise also the continuity and discontinuity elements to the level of the educational politics and institutions specialized in adults' forming, with underlining of the perspectives for the European and international new context.
4.- EDUCATING CITIES: PEOPLE'S PLACE IN THE CITY
September
14-17 2006
Lyon
http://www.eaea.org/events.php?aid=8797
The city of Lyon will host the 9th International Congress of Educating Cities from 14 to 17 September 2006. The Congress' theme is "People's place in the City", which places citizen as main priority in all areas of public intervention.
Lyon, in direct response to its humanist tradition, confirms this commitment today when planning its future. It promotes building a balanced city where all men and women have a chance to grow; guaranteeing a quality of life that allows a sustainable development.
It proposes to assure the consistency of the lands, where a new urban citizenship reinvents a new governance nearer to citizens. The goal is the policy of a shared urban project, where everyone is conscious of his or her co-educator role.
5.- SEP 6 EVENT: 2 DAYS LEFT FOR
EARLY REGISTRATION--'WOMEN AS EQUAL CITIZENS,' WASHINGTON DC
From: WLP <wlp@learningpartnership.org>
Women’s Learning Partnership for Rights,
Development, and Peace (WLP)
in cooperation with the Dialogue Project of the School of Advanced
International Studies, Johns Hopkins University
presents
Women as Equal Citizens: Advocating for Change in Muslim-Majority Societies
Click to Register Online
When:
Wednesday, September 6, 2006
12:00 pm – 2:00 pm
Where:
Kenney Auditorium (map
it)
Johns Hopkins University
School of Advanced International Studies
1740 Massachusetts Avenue, NW
Washington, DC
* * Two days left for early registration. Register today. * *
Across the Middle East region, women are using grassroots-based, bottom-up,
culture-specific methods to reform policies and legislation to ensure
greater equality and social justice. Women's right to equal citizenship is
guaranteed by the majority of constitutions in Arab countries, as well as by
international law. In many countries in the region, however, women are
denied their right to nationality - a crucial component of
citizenship. Women in the region who marry men of other nationalities cannot
confer their nationality on their husbands or children. These laws undermine
women's status as equal citizens in their home countries, preventing them
from participating fully in public life. On September 6th, Women’s
Learning Partnership will convene a panel discussion and launch an
international campaign in support of a seven-country regional campaign for
Arab women’s right to nationality in Algeria, Bahrain, Egypt, Jordan,
Lebanon, Morocco, and Syria.
Lina Abou-Habib (Lebanon) coordinates the Campaign for Arab Women's
Right to Nationality. She is Executive Director of the Collective for
Research and Training on Development – Action an organization that creates
opportunities for women to learn and exchange information about women's
rights through networks across the Middle East and North Africa.
Mahnaz Afkhami (Iran/USA), author and leading advocate of women’s
rights internationally for more than three decades, is the Founder and
President of Women’s Learning Partnership. She is Executive Director of the
Foundation for Iranian Studies and former Minister of State for Women’s
Affairs in Iran.
Asma Khader (Jordan), a leading advocate of the campaign to
strengthen legislation outlawing honor killing, is a member of the Permanent
Arab Court as Counsel on violence against women. She is the General
Coordinator of Sisterhood is Global Institute/Jordan and former Minister of
Culture.
Amina Lemrini (Morocco) is an Executive Committee member of the
Association Démocratique des Femmes du Maroc and a Board member of Collectif
95 Maghreb-Egalite, a women’s regional NGO. She lectures widely on women's
human rights issues, including reform of family law and the push for Morocco
to adopt the optional protocol to CEDAW.
Azar Nafisi (Introductory Remarks), author of the acclaimed book
Reading Lolita in Tehran, is Director of the SAIS Dialogue Project at
Johns Hopkins University. She has written and lectured widely on the
political implications of literature and culture and on the human rights of
women and girls.
Registration
Fees (Lunch
included):
- $15 before August 31, 2006
- $20 after August 31, 2006
- SAIS students: Registration free with ID. Lunch not included.
* * Two days left for early registration. Register today. * *
6.- CALL FOR CONCEPT NOTES - COMMUNICABLE DISEASES IN LATIN AMERICA AND
THE CARIBBEAN: ECO-HEALTH RESEARCH FOR POLICY AND ACTION
From:
"Ruggiero, Mrs. Ana Lucia (WDC)" <ruglucia@PAHO.ORG
Deadline for submission of concept notes: 31 October 2006
The Ecosystem Approaches to Human Health (Ecohealth) Program Initiative of
the International Development Research Centre (IDRC), Canada
August
2006
Website:
http://www.idrc.ca/ecohealth/ev-101179-201-1-DO_TOPIC.html
Call for concept notes for research on the use of ecosystem approaches to
human health in the control and prevention of communicable diseases with a
thematic focus on three public health priority vector-borne diseases in the
region: Chagas disease, dengue and malaria.
Collaborating sponsors
• International Development Research Centre (IDRC), Ecohealth
Program Initiative
• Inter-American Development Bank (IDB)
• Organization of American States (OAS)
• Pan American Health Organization (PAHO)
Communicable diseases such as dengue, malaria and Chagas disease affect the
poor disproportionately in developing countries. Environmental change
coupled with the social and economic challenges poor people face affect
disease exposure and transmission. Effective solutions require thinking that
integrates environmental, social and economic aspects of health issues, and
research processes that include communities and decision-makers. The ecology
and transmission of dengue, malaria and Chagas disease are closely related
to environmental resource (mis) management and social interactions at many
levels. Poverty is a major constraint in implementing possible solutions.
By using an Ecohealth approach, projects should explore the following
hypothesis: it is feasible to improve community health through an integrated
understanding and modification of social and ecological determinants of
disease. In order to develop appropriate preventive and remedial approaches,
a twofold challenge exists: (i) a need for a better understanding of
societal and environmental causal dynamics; and
(ii) the implementation of participatory interventions and policies
responding to specific local factors as well as to large-scale forces.
* * * *
This message from the Pan American Health Organization, PAHO/WHO, is part of
an effort to disseminate information Related to: Equity; Health inequality;
Socioeconomic inequality in health; Socioeconomic health differentials;
Gender; Violence; Poverty; Health Economics; Health Legislation; Ethnicity;
Ethics;
Information Technology - Virtual libraries; Research & Science issues. [DD/
IKM Area]
“Materials provided in this electronic list are provided "as is".Unless
expressly stated otherwise, the findings and interpretations included in the
Materials are those of the authors and not necessarily of The Pan American
Health Organization PAHO/WHO or its country members”.
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PAHO/WHO Website:
http://www.paho.org/
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