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GEO/ICAE -
REGISTER NOW FOR ICAE SEVENTH WORLD ASSEMBLY
VOICES RISING
YEAR IV - Nº197
September, 15, 2006
ICAE SEVENTH WORLD ASSEMBLY COUNTDOWN:
124 DAYS
LEFT
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content
1.- ICAE SEVENTH WORLD ASSEMBLY /
PROPOSAL: ORGANISATION OF A ROUND TABLE CONFLICT RESOLUTION,
PEACE AND HUMAN RIGHTS
2.- PRONOUNCEMENT ABOUT THE NEW IMF AND
WB STRATEGIES
3.- STAND UP Against Poverty
4.- GLOBAL CAMPAIGN FOR EDUCATION
PRESS RELEASE
5.- REPORT ON CRISIS IN EDUCATION
FOR CHILDREN IN CONFLICT-AFFECTED AREAS - THE GIRL CHILD
6.- II INTERNATIONAL CONGRESS ON
TECHNOLOGICAL LITERACY
7.- A NEW PUBLICATION: "FROM
MICROFINANCE TO MICRO CHANGE: INTEGRATING
HEALTH EDUCATION AND MICROFINANCE TO EMPOWER WOMEN AND REDUCE POVERTY"
8.- SECONDMENT OPPORTUNITIES
………………………………………………………
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.- ICAE SEVENTH WORLD ASSEMBLY / PROPOSAL: ORGANISATION OF A ROUND TABLE
CONFLICT RESOLUTION,
PEACE AND HUMAN RIGHTS
PRESENTED BY:
Network of Popular Education Among Women. REPEM Colombia
International League of Women for Peace and Freedom. LIMPAL Colombia
-
Presentation
ICAE’s
Seventh World Assembly, open to individuals and organisations that promote
the right to education for adults,
will take place within the framework of the World Social Forum 2007. In this
way, it will be possible to find synergies
with other social movements that operate recognising the strategic
importance of adult education towards the building
of another possible world and as a sign of the commitment to actively
support the peoples’ struggle to build a world that
respects cultural diversity and where women and men can live with dignity
and peace.
A theme
for analysis and proposals will be Conflict Resolution, Peace and
Human Rights. Deliberations around this topic
will be guided by common concerns around equality as the right for all to be
treated with dignity; poverty eradication and
the struggle to overcome such condition; gender justice understood as total
equity for the fulfilment of human rights for
women, including social, cultural, civic, reproductive, sexual and political
ones; education as the framework in which these
aims materialise; the recognition of the particular needs and contributions
of indigenous peoples, afro-descendants, homosexual,
bisexual and trans-gender people, ethnic minorities, displaced populations,
refugees and populations historically discriminated,
for whom the impact of conflicts is of a greater dimension.
To build
a global perspective in this respect implies to look at different
alternatives and opportunities and search for new
approaches in order to transform needs, social roles, responsibilities and
aspirations that have been socially assigned to men
and women. In these new approaches their expectations and relations will not
be framed within a patriarchal and sexist perspective
biased in favour of one or the other.
That is
why education is a constant and permanent need in order to have access to
such alternatives. But the lack of educational
coverage, state non-implementation, unemployment, lack of resources, health
problems, child labour and the little importance that
the population attributes to education together with the patriarchal schemes
have segregated men and –specially- women for a long
time from exercising this right.
Principles as equality, eradication of poverty and gender justice must be
incorporated into the right of education for peace in as far
as this is a fundamental right. Education for peace must transform these
principles into social articulators that support processes of
living together and exercising public freedoms. In this way human rights and
democracy become real and concrete.
Those in
power and who define how social behaviors owe to be tend to refer to
marginalized groups as marginal and clandestine;
but education with the principles described above can overcome the situation
of marginalization in which their current reality has
placed them, particularly due to the low attention given to their needs and
their minimal participation in social projects.
1.
Justification
The
Assembly will reaffirm the right to learn throughout life, it will highlight
the great value of adult education as a tool to strengthen
human beings in their struggle against poverty, inequality, discrimination
and exclusion; it will analyze the specific contributions that
adult education can make towards the achievement of the Millennium
Development Goals (MDG) and other development objectives
agreed upon by the international community.
A
three-hour round table around this theme (that will also be presented at the
WSF) will try to identify the role that education for
peace and the exercise of human rights can play in the understanding of
conflicts (economic, social, political and cultural) and in
the possible steps for overcoming them. It also aims at analysing the
contributions and experiences of various organisations and
movements working from the perspective of education for peace in conflict
and post-conflict zones. It will highlight the lessons
learnt in these processes and the promotion of convergence and solidarity
actions with the affected communities.
A concept
of education for peace will be promoted that:
-
Recognises the multiple identities people have according to their
gender, race, sexual orientation, geographical origin, etc.
and the intersections between these identities that aggravate
discrimination.
-
Allows unlearning ideas and practices that legitimise violence (armed,
sexual, patriarchal, etc.) as a way to deal with conflicts.
-
Strengthens the guarantee and the exercise of human rights as an
inherent condition for a sustainable human development,
with social and gender justice, that constructs forms or resistance and
of dealing with conflicts based on negotiation and the
refusal of war.
These
aims in themselves justify the need for the organisation of these round
tables because the theme does not have much
visibility in the debates around educational needs of adults and they
contain elements that obstruct the fulfilment of human rights.
3. Topics
for analysis, debate and proposals
-
Conflicts. Role of education in the resolution of conflicts and in
the achievement of peace (SUDAN)
-
Armed conflicts and their impact in the education of adults.
Presentation of concrete situations. (LIMPAL COLOMBIA).
-
Urban and social conflicts (gender violence, the role of adult
education in the achievement of secure cities for all)
(LIMPAL AND REPEM COLOMBIA).
-
Educational experiences in post-conflict zones (AFGHANISTAN)
-
Education for peace as a strategy for building another possible
world.
(REPEM COLOMBIA).
-
Objectives
-
Reaffirm the right to education for peace as an element that allows
human beings to struggle for equality, gender justice,
eradication of poverty and social inclusion.
-
Show the contribution of education for peace and of human rights in
the resolution of conflicts.
-
Show how discrimination triggers conflicts and how education for
peace is a way to prevent discrimination.
-
Promote convergence and solidarity actions among organisations and
social movements that work in the area of conflict
resolution, education for peace and human rights.
-
Methodology: Round
table
-
Presentation of four papers (20 minutes each)
-
Group work with the support of documents,
inputs from the presentation and a working guide
-
Plenary: education for peace in the framework of equality, gender
justice, eradication of poverty and the recognition of
education needs from adults.
-
Resources
ITEM
Tickets to Nairobi from Colombia, Sudan and Afghanistan
AMOUNT
IN US DOLLARS
US$6.000
Materials
US$ 500
Room
and board and transport (10 days, 5 people)
$2.500
Total
for running two round tables
US$ 9.000
2.-
PRONOUNCEMENT ABOUT THE NEW IMF AND WB STRATEGIES
AFTER THE
SINGAPORE MEETING IN THE LIGHT OF THE LATIN AMERICAN REALITY
Poverty
and inequality have remained at the same level or have increased in recent
years in different countries in Latin America.
This situation is reflected in the fact that millions of people do not have
access to employment and basic services, by the increased
flow of immigration toward the North and the increasingly critical levels of
despair and dissatisfaction.
The net
flow of capital, human resources and natural goods toward rich countries for
debt payments, remittance of profits or
dividends and the deterioration of the terms of exchange continue and are in
fact increasing, directly affecting the productivity,
employment and quality of life in the region.
For the
past 20 years the IMF and the WB have been applying structural adjustment
policies whose central axis includes promoting
private investment, freeing up trade and the privatization of collective
goods and services of national interest (natural resources, energy,
health, education, etc). At the same time these policies have sought to
reduce the size of the State and public spending as well as direct
taxes. Only later were poverty reduction programs added, designed and
monitored by the WB.
The
international bodies that spearhead these measures, which we consider to be
the cause of the above mentioned social results, insist
that in order to stay on the path of development or maintain GDP growth, we
must further their application through:
- Opening
up foreign trade under asymmetric relations;
- Direct foreign investment with an unrestricted capital flow;
- Subordination of national public law to private law at both a local and
international level;
- To perfect the frameworks that regulate the business environment,
strengthening the policy of competition.
This insistence takes place in a context in which the IMF is planning a
reformed Mid Term Strategy that does not imply a significant
change in the orientation of its work. It objectives are:
- The supervision and monitoring of our economies;
- Crisis prevention in countries with emerging markets;
- Financial support to low income countries, whose priority is debt
alleviation;
- To concede greater participation to developing nations in IMF bodies.
The IMF has launched this new strategy at a time when it is going through a
three-tiered crisis: a crisis of legitimacy, a financial crisis
and a crisis about its role and identity.
Its
legitimacy is questioned by the failure of structural adjustment policies
that have caused recession and greater poverty and by
its incapacity to prevent financial crises in the countries it has been
supervising and advising. The new crisis prevention support
mechanisms the IMF is promoting for countries that have fulfilled all the
measures it imposed essentially herald a crisis it will not be
able to avoid.
The
financial crisis has grown worse, among other reasons, because of the
decision on the part of big countries with middle incomes
to anticipate credit payments to the fund, in order to have greater autonomy
in the management of their economies.
On the
other hand, its support for low income countries has not been effective
given the different conditions it has demanded.
The debt alleviation failed to reach the necessary scope and has not been
accompanied by a move toward inclusive and sustainable
development or by an indispensable progressive and equitable tax reform.
Originally the role and identity of the IMF were related to the equilibrium
in the Balance of Payments and the development of trade.
Its objective was to contribute to economic stability in member countries
and improve trade and financial relations. After the monetary
crisis in the United States and its separation from the gold standard at the
beginning of the 1970s, the Fund changed its role and identity,
placing itself at the service of the interests of developed nations and
international financial groups. Aside from being a creditor, the IMF
systematically intervened in the economies of debtor nations to guarantee
the payment of debt services through structural adjustment
and Stand By credit measures. This new role carried out by the IMF has been
repeatedly denounced by sectors that defend the interests
of the South.
The bias
in the process begun by the World Bank on good governance is
interventionist. It designs, finances and implements programs that
seek to carry out judicial reform, combat corruption, decentralize public
management, improve public debt management, carry out tax reforms
and even reforms in public administrations. In summary, the World Bank
intervenes in democratic State institutions (judicial branch, executive
and legislative branches and control bodies) promoting market mechanisms in
public administration that facilitate transnational investment.
The aim is culminate what was set out by the Washington Consensus more than
15 years ago.
For these
actions that do not correspond to its original mission, the World Bank would
earmark close to $20 million dollars, which join
the enormous and disproportionate debt that our intervened nations already
carry.
The Bank
has created a Sanction Committee for cases of corruption, however, this role
should be assumed by the competent jurisdictional
channel, principally at a national leve like Comptroller Generals at a state
level and watchdog committees as a civil society level in each country.
In the international arena there is a need for economic Tribunals such as
the International Tribunal on Sovereign Debt while both courts such as
the International Criminal Court and the International Justice Court should
assume this role. However, currently the Bank seeks to act both as
judge and jury when in reality it is one more actor in the financial
architecture that could be capable of being involved in corrupt acts.
In terms
of corruption, the focus of the Bank reduces its causes to actions carried
out by States in the south and the assumption that they
distort the market and do not help overcome poverty. It does not consider
corruption to be a systemic problem that also involves the private sector,
in particular transnational corporations. Here, programs that the bank
finances (anti-corruption advice) include work in the communication media
and
the promotion of social responsibility. This is to say that the Bank will
also finance ideological components.
PROPOSALS
Formulation and implementation of an International Financial Code based on
human economic, social and environmental rights where foreign
debt accords are barred from being instruments of political pressure
allowing a creditor State or a body controlled by creditor State to impose
unsustainable conditions on a debtor state, particularly reflected in
structural adjustment.
The
financial system should serve to impel economies in development and not the
opposite.
Creation
of a Latin American monetary regulation body that will use the financial
code as a framework, based on the structure of the Latin
American Reserves Fund (FLAR) with more committed support from the Mercosur
governments and others. For this reason it is urgent that
Latin American States assume this proposal and that a Latin American
conference be convened to launch this body in the light of discussions
that are being carried out in Asia to this end.
In
critical cases, IMF loans subject to economic policy conditions should be
substituted by unconditional loans to support the balance of
payments through a fund that is managed by the Latin American regulation
body. The debts of countries that still have agreements with
the IMF should be annulled and those that do not have debts but do have
contingency credit agreements should liberate themselves in
order to regain autonomy in the definition of policies.
The International Monetary Fund only occupy itself with gathering and
providing information and serving as an analytical bridge between
debtors and creditors. The IMF should render accounts to the UN General
Assembly about its progress and advances and should be permanently
monitored by an international network of civil society organizations.
A referendum should be carried out following the one held in Brazil on the
FTAA in 2004 allowing the population to voice its opinion about the role
of the IMF in view of the applied policies and their effects. The population
as a whole is aware of the role of the IMF and has the experience of
the last two and a half decades.
Initiatives against corruption should be aimed at promoting an international
agreement against impunity that contains aspects such no statute of
limitations on corruption crimes, audits of financial process, in particular
the foreign debt and the democratization of world institutions in order to
begin a process to affirm a world ethic. We consider that the Bank is not an
actor called to lead anti-corruption and good governance actions.
The
international promotion of actions against corruption should be assumed by
UN human rights Protection Bodies in alliance with global civil society
as the good governance of countries in the south depends principally on the
inclusive agreements between work and capital that guarantee the effective
enjoyment of economic, social, civil, political and cultural rights. For
this, a special office should be created within the United Nations to combat
corruption
and it should be separated from the office to combat drugs.
At the
same time, there is a need to strengthen special bodies for the prevention,
persecution and sanction of corruption cases and the more
active participation of civil society in each country in the framework of a
national system to combat corruption.
It is
necessary for our countries to carry out a profound restructuring of the
internal debt and to carry out reform in the tax system that will
make them more progressive and more efficient in order to provide the State
with adequate resources for the fulfillment of its responsibilities to
achieve the elimination of poverty and exclusion as well as its causes.
Fundamental issues such as debt negotiations, the liberalization of Trade
and funding for development that affect all citizens should be the
objective of a national process that is open and transparent with
broad-based democratic participation and full access to all the necessary
information and does not only involve a reduced group of officials from
International Bodies and government officials as has been the traditional
practice in these negotiations.
LATTINDADD will join the Global Action Mobilizations in the month of
September.
3.- STAND UP Against Poverty
From:
ngls@unctad.org
STAND UP is an innovative and exciting challenge to set an official Guinness
World Record - the greatest number of people ever
to STAND UP Against Poverty and for the Millennium Development Goals - on
October 15-16 2006. Within a 24-hour period, as
many people as possible must physically and symbolically "STAND UP" to
communicate their desire to fight poverty and to hold
their governments and leaders accountable for promises to end poverty by
2015. The purpose of this action is to raise awareness
of the Millennium Development Goals (MDGs) and to publicly demonstrate to
policy makers the growing global support for the
achievement of the MDGs and for the strengthening of development policies in
both Northern and Southern countries.
To find out more and to learn how you can participate go to
http://www.milleniumcampaign.org
4.- GLOBAL CAMPAIGN FOR EDUCATION PRESS RELEASE
14th
September
Report Embargoed until 0600 17th September
From: Alex Kent
alexakent@gmail.com
G8 nations are 'Underachievers': School Report shows how rich countries have
broken promises to poor children Wealthy G8 nations Germany,
Italy, Japan and the US have failed dismally to target their overseas aid
towards poor people in need of basic education, and are jeopardising
the achievement of crucial development targets. This is the finding of a new
report titled 'Underachievers', released by the Global Campaign for
Education at this weekend's World Bank meetings in Singapore . There are
only two years remaining to get 100 million children into classrooms
with teachers and materials, if the Millennium Development Goal, of every
child having a complete primary education by 2015, is to be met.
The report focuses not only on the quantity of aid that is given, marked up
against commitments made since 2000, but also on the quality of
aid which ensures that the money actually gets to those who need it. Young
girls in low income countries should be a particular target for good
quality education assistance, as there is a direct correlation between the
number of years that a girl is in school on the one hand, and her income
and the health of her children in subsequent years on the other.
"Education", in the words of UK Chancellor Gordon Brown, "is the best
investment
for development available".
In a class of the 22 OECD countries, Germany , Japan and Italy all receive
an embarrassing final 'D' grade, coming 14th, 16th and 17th place
respectively.
And America , the richest country in the world, comes equal 20th with
Australia who both score an overall 'E' grade.
Whereas each American citizen contributes one dollar a year to the education
of poor people, citizens of Norway contribute $15 each.
The report finds that very few donor countries are giving enough support to
the Education for All Fast Track Initiative (FTI), which was established
in 2002 to ensure that donor funds are increased and targeted to where they
are needed. Under this agreement, world leaders committed to ensure
that no poor country with a viable plan to educate all its children should
go unfunded. To date, 20 poor countries have been given the green light for
their plans - but not the money. The FTI remains chronically under-funded
with a shortfall of at least US$415 million for these 20 smaller countries.
In the next two years FTI could reach out to a further 40 countries, to help
70% of the world's excluded children, the report notes, but donors' failure
to back it so far discourages progress.
"Leaders must commit their fair share to The Fast Track Initiative; it is
the only real chance of keeping our promise to the 100 million children
waiting at the school gates, hoping one day for their own report card," says
Kailash Satyarthi, President of the Global Campaign for Education.
The report also criticises other smaller yet rich countries like Austria,
Spain, Australia and Switzerland for failing to make any real contribution
to the FTI.
Between them, they could fill the current financing gap by increasing their
aid to 0.33% of GNI and targeting just 7% of it towards basic education in
poor countries.
Norway, Sweden, the Netherlands and Denmark come top of the class while
Ireland and Luxembourg were noted to have made enormous strides to increase
their aid and harmonise it with other donors. The report credits the UK for
showing leadership with a commitment to 10 year plans, allowing money to be
used on recruitment, training and retention of qualified teachers.
" Without teachers, there is no education. Without money, poor country
governments cannot afford to pay good, living wages to teachers or ensure
that all children can learn in a decent classroom and in a reasonable class
size. This may seem obvious to people in rich countries but the norm in many
poor countries tells a different story.
Often, for lack of school buildings, textbooks and pens, children are
learning outdoors, under the guidance of unqualified teachers and are
literally doing their class work in the sand." said Gorgui Sow, Chair of
Africa National Campaigns of Education for All
The report highlights the fact that only 2 years remain to get all children
to start school if development targets are to stand any chance of being met.
'This weekend represents an opportunity for rich nations to lay out a clear
programme of action for the next two years, which departs from business as
usual and throws new energy and resources into education. Getting every boy
and girl a decent education is an achievable goal, but not without a joint
effort by all - especially the richest nations'. said Lucia Fry, Policy
Advisor for the Global Campaign for Education
ends
Notes to Editors:
For interviews, please contact:
Nicky Wimble -
nwimble@oxfam.org.uk +44 7876 476402
Alex Kent -
alex@campaignforeducation.org +44 7977 157879 or +27 76 428
5390
To obtain a copy of the School Report 'Underachievers' please email
alex@campaignforeducation.org .
The pdf will be available on the GCE website
www.campaignforeducation.org
after the 18 th September.
The Global Campaign for Education is a coalition of teachers unions,
international non-governmental organisations, teachers, children and
campaigners in over 110 countries. Our members are united in their
mission to make sure all governments live up to their promises and take
immediate action to deliver the right to every person to have a free,
quality education. To find out more or to download the school report
visit:
www.campaignforeducation.org
5.- REPORT ON CRISIS IN EDUCATION FOR CHILDREN IN CONFLICT-AFFECTED AREAS -
THE GIRL CHILD
From:
WUNRN
wunrn@WHATHELPS.COM
WUNRN
http://www.wunrn.com
http://www.savethechildren.org/news/releases/release_091206.asp?stationpub=i_hpln_091206&ArticleID=&NewsID=
Report can be Downloaded from website Link.
Armed
Conflict Creating Crisis in Education for 43 million Children, New Save the
Children Report Finds
Download the Policy Report
WASHINGTON, D.C. (September 12, 2006) — More than 43 million children living
in countries wracked by war and armed conflict are
being left without the chance to go to school, according to a new report
published today by Save the Children.
The report is part of Save the Children’s five-year Rewrite the Future
education initiative, which seeks to help millions of children in
conflict-affected areas gain access to and reap the current and future
benefits of a quality education.
Over 40 countries are launching the campaign today. Among Rewrite the
Future’s international supporters are Archbishop Desmond
Tutu and United Nations Under-Secretary-General for Humanitarian Affairs and
Emergency Relief, Jan Egeland.
In Washington, D.C., Members of Congress who support increasing educational
opportunities for children around the world will join
Save the Children at a press briefing on Capitol Hill to speak about the
important role that education can play in the lives of children
in conflict-affected areas. Cokie Roberts, senior news analyst for National
Public Radio, political commentator for ABC News and vice
chair of Save the Children, will moderate the event. Following the press
briefing, Save the Children officials will meet with Ellen Sauerbrey,
U.S. Assistant Secretary of State for Population, Refugees and Migration,
and officials of the U.S. Agency for International Development.
“Today the majority of victims from war are civilians, not soldiers and
those left destitute are mostly children,” said Charlie MacCormack,
president and CEO of Save the Children, based in Westport, Connecticut. “The
world cannot stand by, leaving these children without
education and without hope or opportunity, in some cases for generations.”
“With the launch of Rewrite the Future, Save the Children will
challenge the world to ensure that 43 million children in conflict-affected
areas have access to quality education and the opportunity to rewrite their
own future for the better” MacCormack continued.
School can provide a safe place in an otherwise dangerous world, imparting
skills to help children protect themselves and recover from
the psychological impact of war and violence. Education offers a route out
of conflict and poverty. In addition, research shows that primary
education significantly contributes to individual productivity and national
economic development. However, the report found that children living
in these countries receive the least amount of assistance for education —
only 2 percent of humanitarian funding — because major international
donors find it too difficult to deliver aid to them.
Education can and should be part of all humanitarian responses — including
those in conflict situations, the report concluded. Early investment
in education protects children from the most damaging aspects of conflict
and plays a significant role in building peace, restoring countries to a
positive development path and breaking the cycle of violence.
The new report outlines the consequences of armed conflict on education in
30 countries, 18 of which face ongoing violence. In many cases,
schools have been destroyed or commandeered by armed forces; teachers have
been killed or forced to flee because they are government
employees or community leaders; and children have been recruited and forced
to participate in the violence.
The report
reveals that:
-
In
2003, more than half of armed conflicts had children under 15 as
combatants.
-
More
than 5 million primary-school-age children (6 – 11 years) are out of
school in the Democratic Republic of the Congo (DRC), and
more than 6 million 12- to 17-year-olds have never been to school.
-
In
Nepal, between January and August 2005, more than 11,800 students were
abducted from rural schools for indoctrination or forced
recruitment into the militia.
-
In
Afghanistan, most qualified teachers fled the conflict. Now fewer than
15 percent of teachers hold professional qualifications.
“Children
all over the world are eager to get an education,” said MacCormack. “For
Rewrite the Future, Save the Children Alliance members
across the globe will work together on an unprecedented scale — speaking out
for children who have no voice and working in conflict zones
to ensure that children do not miss out on a quality education. Save the
Children has decades of practical field experience providing quality
education to children in conflict and post-conflict situations.”
Save the
Children is calling for:
-
The
international community to fill the funding gap by providing an extra
$5.8 billion in aid to fund education in conflict-affected fragile
states.
-
The
international community to ensure that adequate systems are in place to
deliver aid to conflict- affected countries.
-
Education to be part of the humanitarian response in every emergency.
-
All
national governments to ensure that military or armed militia members
who are violent toward teachers and students are prosecuted.
Over the next five years, Save the Children will work to ensure that 3 million out-of-school children in conflict-affected countries enter school by
2010 and, at the same time, improve the quality of education for 5 million additional children.
Save the Children provides programs across the developing world to improve educational opportunities for children, helping to build schools, train
teachers and provide essential materials such as books and pens. Save the Children is working worldwide to persuade national governments and
international donors and institutions to significantly increase their funding for education and prioritize education for the more than 43 million children
affected by armed conflict.
Jan Egeland, United Nations under-secretary-general for humanitarian affairs and emergency relief coordinator, said: “It is a moral outrage how the
world is treating these children. The international community cannot leave vulnerable children, already living with the consequences of armed conflict,
without the hope of a decent future. Children cannot wait for conflict to end before we give them the opportunity to go to school.”
Learn more about Rewrite the Future
http://www.savethechildren.org/rewrite-the-future/index.asp
6.- II INTERNATIONAL CONGRESS ON TECHNOLOGICAL LITERACY
Dear Sir/Madam
In the name of the Regional Ministry for Infrastructure and Technological Development, AUPEX (through the Tecnological and Free
Software Literacy Plan), Fundación Ciudadanía (Citizenship Foundation), Fundecyt, the University of Extremadura and the Identic
Consortium I am glad to get in contact with you in order to report about the II International Congress on Technological Literacy,
hold in Badajoz (Extremadura-España), at the “Manuel Rojas” Congress Centre, during november, 29, 30 and december 1, 2006 under the
slogan “Overcoming the digital split”
The main aim of the Congress is to create a forum for the debate and reflection, a space to present ideas, plans and experiences,
offered by professionals and regional, national and international experts, that work on strategies designs to finish up with those imbalances
in access to information, to global knowledge and to education, through the use of Information and Communication Technologies.
The 2nd International Congress on Technological Literacy will try to offer a “barrage” of new ideas that could let all the institutions,
associations and general netwoks to improve themselves, no matter if they are regional, national or international, but worried about digital
literacy, Free Software, e-administration and digital culture, thematic areas all of them of the Congress.
In the website www.alfabetizaciontecnologica.esyou might find wide information about the Congress in all their aspects: goals, thematic areas,
committees, application forms, documents, as well as relevant information about the city (Badajoz).
Should you require any further information, do not hesitate to contact the Congress Technical Secretary.
Thank you very much in advance for your participation and for recommending this event to your colleages and friends..
Best Regards.
Secretaría Técnica
II Congreso Internacional de Alfabetización Tecnológica: Superando la Brecha Digital
E-mail: secretaria@alfabetizaciontecnologica.es
Fundación Ciudadanía
C/ Severo Ochoa, 18, 1º C
06800 – Mérida (Badajoz)
Spain
Tel: 0034 924 38 91 77 / 0034 924 00 90 12
Fax: 0034 924 38 91 77
--
II INTERNATIONAL CONGRESS ON TECNOLOGICAL LITERACY REGISTRATION AND CALL FOR PAPERS IS NOW OPEN.
We are pleased to announce that the Registration and the Call for Papers period for the II International Congress on Tecnological
Literacy: “Overcoming the Digital Divide” is now open. The Congress will take place on November 29th, 30th and December 1st,
2006 at “Manuel Rojas” Congress Palace in Badajoz (Extremadura, Spain)
The Congress registration is free and you can fill out the online form in our registration webpage
This year's Congres will focus on estrategies to bridge the "Digital Divide". We encourage submissions of papers from a variety of
perspectives, including:
DIGITAL LITERACY, E-ADMINISTRATION, FREE SOFTWARE, E-CULTURA, DIGITAL DIVIDE, DIGITAL CITIZENSHIP...
Full details of the congress, including an online call for papers instruction and form, are available at the congress
website: http://www.alfabetizaciondigital.es
7.- A NEW PUBLICATION: "FROM MICROFINANCE TO MICRO CHANGE: INTEGRATING HEALTH EDUCATION AND MICROFINANCE
TO EMPOWER WOMEN AND REDUCE POVERTY"
Subject: Resource Net Announcements: Issue 330
From: resource@awid.org
Source: United Nations Population Fund (UNFPA)
by UNFPA
Contributor: Carmen Villegas Caballero
Published: 2006
This advocacy booklet calls for integration of reproductive health education with microfinance services in developing countries. It presents
individual stories, case studies and dramatic findings to show the impact this combination can have on reducing poverty and improving individual
lives.
For more information and to download the complete paper, please go to http://topics.developmentgateway.org/gender/rc/ItemDetail.do~1072129
8.- SECONDMENT OPPORTUNITIES
PROGRAMME
COORDINATORS (ZAMBIA, RWANDA, LESOTHO, SWAZILAND)
Introduction
AAI is
expanding and consolidating its presence in a number of countries. Towards
the processes of set up and expansion, we are looking for seasoned and
experienced AAI programme staff to support the newly recruited Country
leaders in the set up and consolidation processes in various countries in
Africa These posts will initially be for a six month period on AAI’s
secondment policy. The positions may be subject to extensions, based on the
differing needs in each country.
Summary
Reporting
directly to the Country Representative (CR), the Programme Coordinator (PC)
is a full-time position requiring significant leadership and management
skills and capacity. The PC will have operational responsibility for
implementing the Country Programme (CP), ensuring that it achieves results
in consonance with ActionAid International’s (AAI’s) Strategy 2005 to 2010,
Rights to End Poverty (RTEP) while accentuating the complimentary
application Right Based Approach (RBA). Additionally, the PC will facilitate
a process of increasing compliance to AAI’s Accountability Learning and
Planning Systems (ALPS), support and lead strategic change processes
especially in programmes and strongly participate in setting the strategic
direction of ActionAid International in the various countries..
Reporting
to:
The Country Representative/Director in respective countries
Responsible for:
Programme staff (thematic and generic) and Special Projects Staff
Member:
Country Management Team (CMT)
Job purpose and KRAs:
The job
holder will have responsibility for supporting the Country leader in the
following broad areas:
1.
Programme Design and Development Strategy
2. Deepening quality, practice and appropriate methodology
3. Management
4. Partnerships and External Relations
5.
Financial management in relation to programme work, plans and budgets
6. Fundraising
7. M&E and Impact Assessment
Key attributes – Person Specification
The PC
should have conceptual and analytical clarity on all development issues.
i. The PC should have proven leadership skills.
ii. The PC should be a good networker.
iii. The PC should have excellent communication skills.
iv. The PC should have adequate experience in proposal development.
v. The PC should have had adequate project and human resource
management experience.
vi. The PC should have adequate planning and monitoring and evaluation
skills.
vii. The PC should have excellent and effective analytical skills.
viii. The PC has adequate skills in using PRA and other participatory
tools.
ix. The PC be a team player and also have excellent human relations.
x. The PC has adequate financial management skills
Qualification and
Experience
ü
First
degree + minimum 5 years working experience in programme management
ü
Contribution to (development) knowledge development
ü
Strategic management experience (2 – 5 years)
Behavioural Core
Leadership; vision; coaching; group leadership; delegation; planning and
organization; management control; customer orientation; entrepreneurship;
market orientation; self-development; networking; problem analysis; results
orientation; quality orientation; judgment; organizational sensitivity;
extra-organizational awareness; learning ability; self-organization; oral
communication; oral presentation; written communication; listening;
sensitivity; persuasiveness; negotiating; impact; sociability; stress
tolerance
Influencing / Negotiating;
Others
teamwork;
creativity; adaptability; independence; tenacity; behavioural flexibility;
initiative; ambition; integrity; discipline; organizational loyalty; gender
awareness
Interested persons should submit their application letter along with your
recent CV to:
Loice.Odhiambo@actionaid.org
no later than 26th September 2006. Short-listed candidates will
be interviewed telephonically sometime in late September.
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