content
1.- THE COMMISSION OF ADULT LEARNERS’ MOVEMENT AND MOBILISATION OF THE INTERNATIONAL COUNCIL FOR ADULT EDUCATION WORLD ASSEMBLY JANUARY 17TH – 19TH 2007 NAIROBI
2.- INTERNATIONAL LITERACY DAY / THE PRESIDENCY: REPUBLIC OF SOUTH AFRICA
3.- G20 LOBBYING IN AUSTRALIA – 2006
4.- 16 DAYS OF ACTIVISM AGAINST GENDER VIOLENCE
5.- UN: New Report Says Violence Against Women Is a Human Rights Violation
6.- NEW AWID REPORT AVAILABLE ONLINE
7.- WOMEN TRAINERS NEEDED
8.- COMPETITION: SENIOR PROGRAM OFFICER/ SENIOR PROGRAM SPECIALIST (REF.:255)
 
 
………………………………………………………………………….
 

1.- THE COMMISSION OF ADULT LEARNERS’ MOVEMENT AND MOBILISATION OF THE INTERNATIONAL COUNCIL FOR ADULT EDUCATION

ICAE WORLD ASSEMBLY JANUARY 17TH – 19TH 2007 NAIROBI
 
Call for papers/abstracts and invitation

 
Introduction
The Kenya Adult Learners' Association and the Pan–African Association for Literacy and Adult Education are facilitating the commission on Adult Learner’s Movement and Mobilisation during the International Council for Adult Education, 7th World Assembly which takes place between 17th and 19th January 2007 in Nairobi.
 
The World Assembly’s theme is Adults’ Right to Learn: Convergence, Solidarity and Action has been adapted into the objective of the commission under the sub-theme ‘Adult Learners’ Inclusion: Agents for Cultural Diversity’ reflecting on the need to include adult learners in the promotion of cultural integration through poverty reduction, human rights and gender education as a major aspects for mobilisation framework because for shaping development economically, socially, politically and culturally.
 
Guiding Principles:
The commission will adapt the following ideals as guiding principles in addressing the theme:
 
i.Learners’ Needs
Learners are best placed to know their needs thus can be better placed to seek solution to their problems.
 
ii.Learners’ Participation
The process of participation in literacy is an integral part in the promotion of adult education hence enhances process of learning.
 
iii.Learners’ Involvement
In order to promote adult education, direct learners involvement as the major target group validates programmes, and increases efficiency and effectiveness in the initiation, methodology and promotion of education. Learners’ involvement encourages self-reliance, self-determination, self-dignity and self-confidence. It also creates possibilities for self-help, advocacy and movement for social change.
 
The commission of Adult Learners’ Movement and Mobilisation will address these principles based on the following topics:
                 i.   Gender education in the promotion of literacy programmes.
               ii.   Effects of literacy programmes specifically through mobilisation and involving of learners in adult education 
             iii.   Approaches in functional literacy to the needs of learners through recognised methods of pedagogy provision such as Regenerated Freirean Literacy and Community Empowering Technique (REFLECT) etc and the effect of adapting such programmes to meet the local needs of the people.
            iv.   The linkage between adult education, human rights and peace through popular education
              v.   Expansion of learners participation through mobilisation
            vi.   Adapting information, communication and technology as tools for involving learners in the achievement of EFA and MDGs
            vii.   Cultural/linguistics issues and values that promote the empowerment of learners
                                                                       
The objectives of the Commission are:
a) To sensitise learners worldwide on the ICAE World Assembly (WA) and the World Social Forum (WSF)
b) To mobilise the participation of learners throughout the world to participation in the ICAE World Assembly and the  World Social Forum
c) To prepare presentations and diverse contributions to highlight the on the ‘Another World is Possible’
d) To steer the commission on Adult Literacy and Mobilisation
e) To participate actively in World Social Forum
 
The Kenya Adult Learners' Association is the first adult learners’ movement to bring together learners based on her experience in mobilisation and motivation of learners. This has been achieved through sensitisation meetings with the local administrators, and the community in general in defining their needs through strategic planning and follow-up meetings and workshops. The same ideals will be shared during the World Assembly in shaping the needs of adult learners, which vary according to the environment, that they live in.
Adult education goes beyond reading and writing but also involves other programmes, which enhance and develop their quality of life and self-esteem through taking part in functional literacy (earning and learning) among others.
Most importantly, genders are greatly affected in disproportion rates. Women being the most affected gender, face a myriad of shortcomings leading to high drop out rates and poor results especially in the rural areas. Major factors, which militate against women participation, include:
·  Lack of time: Women are overburdened with domestic tasks, child rearing, food preparation, etc.  Women generally work longer hours than men do.
·  Attitudes of men: Some husbands and guardians forbid women to attend literacy classes and to participate in development programme.
·  Attitudinal barriers at the level of policy makers and planners: lack of awareness of the economic and social benefits of educating women.
·  Lack of special provisions to help women participate in literacy, such as childcare, facilities and opportunities for receiving of intensive instruction.
·  Long distances to literacy classes especially in rural areas render women’s active participation to literacy centres impossible.
·  Lack of Skills: Women normally lack training market/management skills, technical expertise, etc in income generating projects.
 
Achieving literacy is the first step in enabling women to take control of their lives, participate in development activities, and free themselves from economic and patriarchal exploitation. Literacy is not a panacea for all ills since it is adversely affected by hindrances of poverty and religious and cultural traditions. Literacy empowers women for ‘unlocking’ closed doors and facilitates their empowerment by creating access to paid employment. It is vital to development and the basic building block for involvement.
 
Although adult literacy varies in different countries, it is imperative that there is some uniformity in the promotion of the pedagogy to achieve the Education for All (EFA) and the Millennium Development Goals (MDGs). This commission lays emphasis on reflection of the improvement of the social welfare of adult and youths with regards to the Millennium Development Goals (MDGs) especially Goals 1, 2 and 3 which outlines the eradication of extreme hunger and poverty, promote the achievement of universal
education and promotion of gender equality and empowerment of women respectively, and strengthening of the empowerment of the youths and adult are met in the Education for All (EFA) framework specifically Goals 2, 3, 4, 5 and 6.
In most of the developing world, adult education is still in the infancy, revolving around the basic stage where learners are still at the basic literacy level, the developed world has adapted the use of ICT in the promotion of adult education. This imbalance is strategically directed in the lowering of the educational standards for the benefit of the majority in the developing world.
The commission will use World Assembly as an advocating tool to urge governments and development partners to promote the adult education with the same energy as the basic education including the legislation and financial consideration for the programmes. This is because in some countries there is no clear policy defining adult education or recognizing it as a right. Literacy programmes receive only 1% of the national budget in many countries thus progressing in the high illiteracy rate due to poor investment.
 
Your involvement in the Commission  
The Commission would like to invite participants to take part through presentations of papers/documents, experiences and best practices for the promotion of adult literacy.
If you are interested in participating in activities leading up to, during and after the World Assembly, contact the undersigned before 15th October 2006.
 
 
Magdalene Gathoni Motsi                                         
National Coordinator                                               
Kenya Adult Learners' Association                              
P.O. Box 19343 – 00202 Nairobi Kenya                        
Tel: (+254 0-20) 27 30 735                   
Fax: (+254 0-20) 27 30 735                                     
Cell: (+254 0-733) 64 15 51                                     
Email: mgathoni2002@yahoo.com                                          
            mgathoni@kalakenya.org
 
 
 

2.- INTERNATIONAL LITERACY DAY / THE PRESIDENCY: REPUBLIC OF SOUTH AFRICA

The South African Deputy President, Ms Phumzile Mlambo Ngcuka, gave the third Julius Nyerere Annual Lecture on Lifelong Learning at the University of Western Cape.
 
From: "Shirley Walters" <ferris@iafrica.com
 
Address delivered by the Deputy President, Ms Phumzile Mlambo-Ngcuka, at the Third Annual Julius Nyerere Memorial Lecture, at the University of the Western Cape, Library Auditorium, 06 September 2006.
 
Vice Chancellor, Professor Brian O’Connell,
Vice Rector Academic Affairs, Professor Stan Ridge, 
Vice Rector Students Affairs, Lulu Tshiwulla,
Tanzanian High Commissioner, His Excellency, Emmanuel Mwambulukutu, 
Members of the academic staff and Students,
Distinguished guests,
Family of S, Walters,
Ladies and gentlemen,
 
It has been said that the benefits of Adult Education “are by no means universal neither are they negligible” which presupposes that the results and benefits from adult education depend on an integrated effort. It means that adult learning should not take place in isolation.
It has to be an integral part of improving the quality of life of adults, youths, families and communities. It has to respond to real needs.
 
We meet here today to honour one of the finest politicians and elder statesmen to have emerged out of the African continent, Julius Kambarage Nyerere, says one African intellectual, Professor Ali Mazrui who described Nyerere with the following words: “In global terms he was one of the giants of the 20th Century… He did bestride this narrow world like an African colossus.” p 9. (Nyerere And Africa: End of an Era – Biography of Julius Kambarage Nyerere 1922 – 1999, President of Tanzania.) Godfrey Mwakikagile, (2002, Protea Publishing, United States).
One of his biographers also pays tribute to Nyerere by saying he was: “A towering intellectual, and a paragon of virtue, he had profound insight and highly analytical skills and knew exactly what he wanted to do for Tanzania and for Africa as a whole. Yet he was not without fault, and admitted his mistakes, unlike most leaders who see that as a sign of weakness and not an attribute of leadership.” p 8. (Nyerere And Africa: End of an Era – Biography of Julius Kambarage Nyerere 1922 – 1999, President of Tanzania.) Godfrey Mwakikagile, (2002, Protea Publishing, United States).
He was one of the most consistent campaigners for education that improves basic conditions of people his approach to education was for education to be an integral part of community life. – The Ujamaa villages were such an attempt. However, they did not come without controversy. 
Mwalimu Nyerere as he was affectionately known by his people came from that pioneering generation of African leaders, who led struggles against colonialism and imperialism, who led their countries to independence from the late 1950’s to the early 1960’s. Among such luminaries are leaders who left unparalleled legacies like Kwame Nkrumah (Ghana), Jomo Kenyatta (Kenya), Patrice Lumumba (Congo) and Kenneth Kaunda (Zambia) and our own Oliver Tambo just to mention a few.
They led the struggles for the emancipation of Africa at a time when the world was divided into two bi-polar positions by the Cold War between the East and the West. The challenges of rebuilding their countries from the ravages of colonialism were enormous beyond belief. But their achievements were significant.
Julius Nyerere was one of the most influential leaders in the twentieth century, and his death in October 1999 marked an end of a political career that spanned almost half a century. It also meant an end of era of the African founding fathers who led their countries to independence in the sixties. At the time he passed away he had left Africa with a rich legacy in humanism, modesty and humility, all invaluable lessons for our continent.
At a time when Africa was plagued by dictatorships, corrupt leaders and leaders who overstayed their welcome in power, Nyerere showed the way by stepping down from being a President of his country without people having had to force him out of power. That was an important lesson for all those who believe in democracy.  
In my generation every young person who was ever an idealist, who dared to dream about a better Africa, about the role of education in liberation had to know about this great African – agree or disagree with him but you could not ignore his ideas or be indifferent to the originality of his thoughts – the passion for pro poor policies and the painfully simply but not simplistic ways with which he approached even very complex issues.  
Speaking to students at the University of Dar es Salaam he once described Tanzania as a country under siege from poverty and the university students represent the emissaries on whom the whole society invest and give everything so that they can go and get help to rescue the nation. They are sent out to seek help out of the siege he said. If they go and not come back with help, the nation dies under the siege, and that will be after giving all the nation has to the emissaries.
I think those of us who are fortunate to have higher education even in South Africa, are indeed emissaries. We need to think about our responsibility to resource the nation both in small and in big ways and to rescue our people from the siege. So ours is not a small contribution.
As a committed Pan-Africanist, Nyerere provided a home for a number of African liberation movements including the African National Congress (ANC) and the Pan African Congress (PAC) of South Africa, Frelimo of Machel when seeking to overthrow Portuguese rule in Mozambique, Zanla of Robert Mugabe in their struggle to unseat the white regime in Southern Rhodesia (now Zimbabwe).
He also opposed the brutal regime of Idi Amin in Uganda. Following a border invasion by Amin in 1978, a 20,000-strong Tanzanian army along with rebel groups, invaded Uganda. It took the capital, Kampala, in 1979, restoring Uganda’s first President, Milton Obote, to power also not without controversy nevertheless a remarkable show of force by an otherwise very peaceful and loving Tanzanian people, even at war it was a war for peace. 
For some of us it is in the education arena that Nyerere’s influence and ideas have proven to be long lasting and with an enduring impact. Indeed he will always be remembered for his efforts of linking education and the everyday and basic needs of the people.  
My own views about education as a student of education and later as a teacher were profoundly impacted upon by this great intellectual and educator.
In the Declaration of Dar es Salaam Julius Nyerere made a ringing call for adult education to be directed at helping people to help themselves and for it to approached as part of life: 'integrated with life and inseparable from it'. (Nyerere 1978: p. 29). For him adult education had two functions to:
1.      “Inspire both a desire for change, and an understanding that change is possible.
2.      Help people to make their own decisions, and to implement those decisions for themselves.” (Nyerere 1978: p. 30)
Again bearing in mind about ABET (that) “the gains are by no means Universal neither are they negligible!” which should mean that ABET has to be an important part of our education and with development interventions, a tool to intercede in the Second Economy and to develop and empower women. It must not be in isolation from broader developmental interventions and the macro-economic context. 
Having said this, I must also add that lifelong education as against literacy and adult basic education is a much more ambitious proposition which takes on board the concept of a learning nation.
In a country such as ours where skills shortage and skills inadequacy is so glaring, lifelong learning must be seen as a way of life with basic adult education as only a stepping stone, to those with any certificates or qualifications, it has to be a way for self improvement to move from being qualified to being able.
There is indeed a difference between being educated in the formal sense and being productive and acquiring competencies and capabilities, being educated does not automatically mean “you can”. Qualifications show us what learning you have been exposed to, books you have read and so on. Ideally education and learning to be productive must happen together. When it does not happen we must use life long learning to close the gap.   
 
In the case of the Republic of South Africa, we have not made the kind of progress that we require in ABET or life long learning education. There has been an increasingly enabling environment which is yet to give us the results we so desperately need. We all have not taken full advantage of the political environment we have created, which does not mean I think, we have created a perfect environment but it is enabling. The Department of Labour’s qualifications framework is part of this enabling environment. 
 
“A survey of the 1996 Census statistics shows that 4,066,187 adults had received no schooling at all, while 3,512,415 had received some primary schooling. Out of a population of 40,583,573, this translates into a percentage of 18.67% persons who had very little or no schooling” (2004 : Statistics South Africa - Stats in brief ten years of democratic governance).
“The 2001 Census figures show that 4,567,497 adults had received no schooling at all, while 4,083,742 had received some primary schooling. Out of a population of 44,819,778, this translates into a percentage of 19.3% persons who had very little or no schooling.” (2004: Statistics South Africa). This represents a major challenge and socio-economic deprivation. While these statistics are not new they are very indicative.
Our Department of Education is working on a programme to take our work on ABET to new and greater heights. That work will need to be integrated in the broader developmental agenda, as part of the Integrated Developmental Plans (IDP’s) and Local Economic Development (LED’s), to achieve what is envisaged in the Nyerere dream referred to earlier. It remains troubling that some of our Sector Education and Training Authorities (SETA’s) employees choose not to use training resources to train people at lowest and sometimes even peripheral aspects and not for cutting edge
critically needed and relevant capabilities.
Further to that we have to lift our people out of functional literacy to skills that make them effective and productive citizens, who are also critical thinkers, citizens who are able to take full advantage of opportunities in our economy and benefits of democracy. Too many South Africans are missing out and instead they are becoming dependants of the state. Our Accelerated and Shared Growth Initiative for South Africa (ASGISA) is much about growth as it is about the sharing of it.
The phenomenon of unemployed graduates, who are without abilities to self employ and self determine, after spending three to four years of post secondary education is an indication to all of us of a challenge in our education at a tertiary level.
Universities and government have to share responsibility for this state of affairs and take corrective actions sooner, for the emissary has gone and not brought back help. This has been the underlying motivation for ASGISA and the Joint Initiative for Priority Skills Acquisition (JIPSA), in the short term to equip the emissaries. The solution lies in large part in more fundamental institutional and curriculum reform. 
It has become accepted worldwide that all individuals require a sound general education in order to participate effectively in increasingly complex social and economic environments. A good general education is therefore no longer simply a basic human right, but a strategic necessity, but so is lifelong learning. To give people another chance to acquire competencies that will make them survive better and live better. 
 
Lifelong learning is also not age bound so it is crucial for the development of both young and old citizens. We cannot talk positively of a growing economy if we cannot share the benefits of that growth. We know that the biggest limitation to shared growth in South Africa is skills. We also know that millions of our people have no means to tackle challenges of growth without acquiring appropriate life long learning skills and also know that you are educators and students and as policy makers and private sector you hold the key to this puzzle. 
 
We must move away from historically simplified adult learning that is sometimes more sentimental than practical and equipping. We have to count the cost to individuals of being given an education that is not relevant to the real needs of those individuals. The poorer they are the less they can afford the luxury of irrelevance. 
 
 
The disjuncture between the demand and supply in the skills and learning arena is a luxury our country cannot afford even for a noble goal of academic freedom as that freedom and right comes with responsibilities. and accountability in relation to what we plough and what we reap.
 
It is a case with life long learning which must be connected and give a real change. It must assist with socio-economic justice in a direct and simple manner, but not simplistic. The curriculum developers are not paying enough attention to issues of relevance and ensuring that we all pay attention to the skills and competencies learners acquire when they come out of higher education and other training programmes, including SETAs. Government, business and labour are all guilty. 
 
In the Tanzania of Nyerere there was so much poverty that it was harder to see opportunities for economic growth let alone empowerment. In South Africa we have missed so many opportunities because of skills. We import artisans, welders even for regular scheduled activities such as statutory shutdowns of oil refineries. Our lifelong learning interventions must deal with these distortions, in policy and proactive and ongoing manner. In my language we say “Umuntu Ufunda Aze Afe” which recognises the fact that you learn until you die.
 
In South Africa we have 70% of the potentially economically active youth out of work, in poverty and under-skilled. Our life long learning has to address these matters. As we speak we believe that our economy has to grow at a minimum of 6% of the Gross Domestic Product (GDP) per annum by 2010. If only we get the skills alignment right and a skills revolution going. It is in the life long learning arena that we can advance a significant part of this skills revolution, in the short and medium term.
 
But, concurrently we also need a skills revolution in the curriculum of tertiary education, as well as in the quality of public education, especially around teacher training as teachers are becoming a scarce and priority skill in South Africa. I am referring here mainly to teachers of mathematics and science, technology and language teachers (including African languages teachers) in public schools. But in general the culture of teaching which has been significantly eroded.
 
In identifying growth areas in our economy we have isolated the growth and areas in which inadequate service provision constrains growth. These are:
Infrastructure limitation as a constraint,
Sectoral Development: e.g.  
- Tourism,
-          Business Process Outsourcing (BPO),
-          Bio-Fuels,
-          Agriculture and agro-processing,
-          Cultural Industries,
Second Economy Initiatives - targeted at especially and in particular education,  
-          Youth, and,
-          Women, both in urban and rural areas.
Service Delivery, and, especially basic services at municipal level,  
Human Resource Development (HRD) – The biggest cross-cutting constraint.       
 
Since the issue of appropriate skills arises as the most constraining factor. In ASGISA we have established the Joint Initiative for Priority Skills Acquisition (JIPSA) as an interim response to deal with skills shortages. The skills that we lack and desperately need not to do the work of established education institutions such as schools and Universities, but work with them to deliver.  
 
-          Engineering skills - (100 000 per annum),
-          Planning and Management Skills – especially for Local and Provincial governments, and Education and Health managers.
-          Artisans – including welders, plumbers and boilermakers,
-          Teachers – in public education – in mathematics and science – the inability to communicate by graduates has been identified by employers as a major problem that contributes to the unemployment of graduates.
-          Cross – cutting skills – at the very top where experience is needed –
-          Information and Communication Technology,
-          Project managers,
-          Finance skills – but entry level and middle level skills are needed to avoid further shortage at the top.
-          Skills for Growing Sectors – e.g. ICT – we need about 500 000 ICT practitioners at different levels as we speak.
 
Lifelong learning is very critical to the challenge of sharing growth so we have to use it as such. 
 
South Africa is hugely indebted to leaders and pioneers like Nyerere who achieved the liberation of their countries earlier than us and thereby showed us a way, what to do and what not to do, so that we also avoid doing the same mistakes that they did and benefit from their strengths. Humility and solidarity is one of the greatest lessons Tanzanians and Julius Nyerere bequeathed us. Indeed we are very grateful to him for showing us the important role of education in development and nation building.
 
I thank you. 
 

 

3.- G20 LOBBYING IN AUSTRALIA – 2006

globalactionforum@whiteband.org
MPH Campaign focus
The public focus will be on debt relief and increases in pro-poor aid. The G20 meeting is the major event on MPH Australia - 2006 campaign schedule. Instead of a month lead up to October 17 as per other GCAP coalitions, we are planning a month of action from October 17.
On debt relief, as the G8 Gleneagles debt commitments have been delivered, there are two main areas:
1. Debt relief expansion as above
2. Australian bilateral debt cancellation (we have Indonesia, Filipino and other smaller bilateral indebted countries)
On aid, we will be looking to ensure accountability to G8 Gleneagles commitments, most of which are undelivered. We will also continue to push those developed nations that haven’t, including Australia, committed to a timetable to achieve aid investment as a proportion of Gross National Income of 0.5 by 2010 and 0.7 by 2015.
The main public engagement vehicle will be a "Generation 2015" concert in Melbourne’s Federation Square with linked in events around the country. A parallel ideas festival. Public G20 Forum is planned for Nov 16.
The G20 is an important part of the lead in to the midway point to the Millennium Development Goal Targets by 2015. The major global campaign focal point for that midway review is still to be determined by GCAP but is likely to be the 2007 G8 in Germany.
GCAP Partners Request
MPH Australia is seeking the support of fellow GCAP coalitions and member organisations to support this work with any, all or more of the following:
lobbying of their Government (a form letter is available),
a send off ceremony for their respective attending Finance Minister or Treasurer and
other campaign events including an Australian embassy action or any other creative suggestion.
Contact MPH Australia
If you are willing to help or require further assistance please do not hesitate to contact us:
• Luke Fletcher, MPH G20 Policy Convenor: lfletcher@ncca.org.au
• John Connor, MPH Co-Convenor (Media and Campaigns): john.connor@worldvision.com.au
 

4.- 16 Days of Activism Against Gender Violence

2006 Campaign Take Action Kit

From: WUNRN <wunrn@WHATHELPS.COM
 
November 25 - December 10, 2006
 
Celebrate 16 Years of 16 Days:
Advance Human Rights – End Violence Against Women

2006 marks the 16th anniversary of the 16 Days of Activism Against Gender Violence campaign! Since 1991, the 16 Days campaign has worked to increase the visibility of violence against women as a human rights violation. The campaign has been utilized by groups all over the world to demand support services for survivors, enhance prevention efforts, press for legal and judicial reform, and use international human rights instruments to address violence against women as a human rights violation, a public health crisis and a threat to human security and peace worldwide.
 
This year, the 16 Days campaign celebrates activists who have made the campaign a success and honors women human rights defenders who have suffered intimidation and violence for their activism and/or have given their lives fighting for gender equality. (See information on the website about November 29th which was declared in 2005 as the day to recognize women’s human rights defenders.) This year commemorates progress on addressing violence against women in our communities, nations, regions and around the world and calls for reflection on how to continue to advance this work. 
 
While there has been progress in the struggle to end violence against women, many challenges persist.  This year’s campaign seeks to revisit and strengthen the human rights focus of work on gender based violence against women.  It also hopes to look at the many obstacles women face in our communities and nations that intersect with violence against women, such as armed conflict, war, poverty, HIV/AIDS, globalization and other challenges to human rights. As the United Nations undergoes internal reform, we seek to ensure that women’s human rights concerns, including violence,
are fully integrated into all of the UN’s agendas. In October of 2006, the UN Secretary General will release an in-depth study on all forms of violence against women. The 16 Days campaign provides an opportunity to capitalize on the report and pressure governments and the UN to make greater concrete commitments to eradicating violence against women. 
 
The 2006 theme reinforces an understanding that advancing human rights and ending violence against women are mutually reinforcing:  We encourage you to use this year to share 16 Days successes and struggles with one another, and to strategize collectively about ways to increase the effectiveness of the campaign, especially its human rights focus.
 
Please see the 2006 Take Action kit for more details, including actions tailored especially for 16 Years of 16 Days! The kit will be available online and in print form in September – contact the Center for Women’s Global Leadership at the address below to request a kit.
 
Center for Women’s Global Leadership
Rutgers University, 160 Ryders Lane, New Brunswick, NJ 08901-8555 USA
Phone (1-732) 932-8782 Fax: (1-732) 932-1180
E-mail: cwgl@igc.org
http://www.cwgl.rutgers.edu
 

Join the 16 Days movement!

Create or join a community, campus, national or international activity for the 16 Days. Request a Take Action kit, join the 16 Days listserv, and use past 16 Days International Calendars of Activities (available online) to spark ideas for your activities or to find information about groups in your area. Submit your planned projects to CWGL for posting to the 2006 International Calendar of Activities and become part of the global 16 Days movement.
Join the 16 Days electronic discussion!
Join the 16 Days of Activism against Gender Violence email listserv discussion, which assists activists to share work against violence, to build partnerships with others worldwide, and to develop strategies and themes for the annual 16 Days campaign. To join the discussion, visit:
https://email.rutgers.edu/mailman/listinfo/16days_discussion .
Request a 2006 Take Action kit!
Contact CWGL to receive a free copy of the Take Action kit for the 16 Days campaign. The Take Action kit will be available in September and includes:
 
suggested actions and materials for the 2006 campaign: 16 Years of 16 Days 
a campaign profile and information about dates
a list of participating organizations and countries
a bibliography and resource list
 
The contents of the Take Action kit will also be posted online.
Submit your materials!  Help us build a 16 Days Archive!
CWGL requests that participants in the 16 Days campaign – past as well as present – send descriptions
of your current or past 16 Days events to the contact information below for posting in the electronic
International Calendar of Activities.  CWGL would also be pleased to receive other materials, including
posters, fliers, photographs, t-shirts, video footage, poems, songs, statements, and reports for the
campaign archives. If you have photographs, documents, or other examples of your work that you
can send in an electronic version, please do so and we will post it on the website.
 
Get Involved - Online!
CWGL will post information about the 16 Days campaign online at: http://www.cwgl.rutgers.edu/16days/home.html .




5.- UN: New Report Says Violence Against Women Is a Human Rights Violation

For Immediate Release
Classification Obliges States to Punish Perpetrators and Prevent Abuse  

From: Neelanjana Mukhia Neelanjana.Mukhia@actionaid.org

 
(New York, October 9, 2006) – The Center for Women's Global Leadership and Human Rights Watch welcomed a report issued by the United Nations today that classifies abuse against women – whether it happens in the home or elsewhere – as a human rights violation. As such, states are obliged by international human rights standards to hold perpetrators accountable.
The 140-page report, entitled "In-depth study on all forms of violence against women," which was issued by Secretary-General Kofi Annan's office, confirms that violence against women by spouses, family members and employers is a human rights violation, settling any outstanding debate on this issue.
By squarely stating that it is, the report says that governments have an obligation to protect women whether the perpetrators are state or non-state actors.
"This report acknowledges for the first time from the highest levels of the United Nations what human and women's rights advocates have documented over the past few decades:  violence against women is a massive human rights violation that is both a cause and a consequence of deeply ingrained inequality between men and women," said Charlotte Bunch, executive director of the Center for Women's Global Leadership at Rutgers University, and a member of the secretary-general's International Advisory Committee for the study.
The report describes promising practices in the fight against violence against women, but dismisses state efforts so far as mostly ineffective. Even with a sophisticated analysis of the problem and, in certain cases, strong laws related to this violence, most national-level responses have been inadequate, and have not eradicated the impunity perpetrators too often enjoy.
"The secretary-general's study conveys a very simple message," said LaShawn R. Jefferson, executive director of Human Rights Watch's Women's Rights Division. "The individual who carries out any form of violence against women has committed a crime. A government that does not develop, fund and implement all necessary laws and programs to prevent and to punish this violence violates international human rights law. Both the individual committing
the violence and the government blithely letting it happen must be held responsible."
The study highlights the need for additional attention to violence suffered by women from marginalized groups (such as indigenous peoples or ethnic minorities). The report also draws attention to the problem of under-documentation of violence and control of women's bodies and sexuality as an insidious component of gender inequality. In addition,
the study addresses violence in conflict situations, pertinent issues related to criminal justice systems, service provision for survivors, the need to work with men to address violence, and needs of women who are facing multiple forms of discrimination.
It is incumbent upon the next UN secretary-general to commit to advancing the specific recommendations set out in Kofi Annan's study, and it is imperative for human rights advocates to keep pressure on governments to fulfill their responsibility, said Human Rights Watch and the Center for Women's Global Leadership upon the launch of the report.
The report's recommendations are directed at member states and at various entities within the UN system, and include a call to document and register all forms of violence against women and to provide leadership at all levels in the condemnation and prevention of violence against women. 
"What the secretary-general's study makes clear is that this violence is not inevitable: with sufficient political will, funding, and carefully developed and targeted programs, violence against women can be significantly reduced," said Bunch. "The issue now is, will governments and the United Nations make a firm commitment to act on the findings of this report?"
To read the UN report, "In-depth study on all forms of violence against women,"
please visit: http://www.un.org/womenwatch/daw/vaw/violenceagainstwomenstudydoc.pdf 
 

For more information, please contact:
At Center for Women's Global Leadership, Charlotte Bunch (English): +1-732-932-8782; or +1-732-642-5271 (mobile)
At Human Rights Watch, LaShawn R. Jefferson (English, Spanish): +1-212-216-1290; or +1-917-442-8256 (mobile)




6.- NEW AWID REPORT AVAILABLE ONLINE

From: resource@awid.org

New AWID Report - Achieving Women's Economic and Social Rights: Strategies and Lessons from Experience
In 2005 AWID asked over 50 activists working in diverse settings all over the world what strategies they found most useful in their efforts to improve economic and social rights for women? What were the greatest challenges they were encountering in their work? Did the ESCR framework actually fulfill its promise in presenting them with a new and more effective approach to their work?
This report synthesizes and analyzes some important examples and lessons that emerged through this investigative process.
 
The insights provided include those from feminist activists working with A variety of strategies including the use of litigation and judicial processes, making and reforming policy, engaging with budgets, drawing on UN mechanisms, using fact finding and research, and organizing campaigns and popular mobilizations. The report reflects on some of the challenges as well as the strengths of using these different approaches and highlights what we can draw as lessons for our own advocacy work.
Profiled here are interesting and instructive case studies and examples, strategies for success and lessons from experience in translating "rights on paper" to ensuring their concrete implementation in women's lives.
 
The full report available for download at
http://www.awid.org/go.php?pg=escr_report
 

7.- WOMEN TRAINERS NEEDED

From: Everjoice Win :Everjoice.Win@actionaid.org
 
Positive Women Trainers Needed
 
CEDPA, has recently received funding from the Ford Foundation for an exciting new initiative, “Advancing Women’s Leadership and Advocacy for AIDS Action”.  The goal of this program is to achieve greater and more meaningful participation of women, particularly women living with HIV/AIDS, in decision-making at all levels to ensure programs, policies and funding respond to the unique impact of HIV/AIDS on women and girls.
 
The Ford initiative consists of two complementary components.  A small grants program led by UNAIDS/Global Coalition on Women and AIDS (GCWA), and a training component led by CEDPA and a consortium that includes the International Community of Women Living with HIV/AIDS, the International Center for Research on Women, and the National Minority AIDS Council.
 
The training component includes international, regional and country level workshops with two overarching aims: 1) to equip and empower a cadre of confident, skilled, and respected women advocates to advance effective HIV/AIDS policies and resources at local, national and international levels, and 2) to enhance the technical and management capabilities of women managers working to prevent the spread and mitigate
the effects of AIDS through gender sensitive, community-based HIV/AIDS programs.
 
Our first major activity under this grant is to develop a pool of 20 master trainers to work with us to design and conduct the international, regional and country-level workshops on women’s leadership and advocacy for HIV/AIDS.  We need your help in identifying appropriate candidates for these master trainer positions from Africa, Asia, Latin America. Please submit suggested candidate contact information by October 3 to Beri (beri@icw.org ) also copy corrinne@icw.org and carmen@icw.org .
 
Once selected, CEDPA will bring the master trainers together for the 10-day Planning and Design Workshop for Master Trainers on March 19 – 30, 2007 in Washington, DC.  During the workshop, the master trainers will work with the implementing partners’ staff and trainers to review and adapt training curricula for the international and regional Women’s Leadership and HIV/AIDS workshops.
 
The selection process for the Master Trainer positions is highly competitive. We are looking for women who demonstrate a commitment to developing women’s HIV/AIDS leadership and advocacy skills and who meet the following criteria:
 
Current staff, volunteer, or member of an NGO or network working in the field of HIV/AIDS
A minimum of  3 years experience as a trainer / facilitator
A minimum of 3 years experience as a manager of all phases of training
A minimum of 3 years experience working in HIV/AIDS
A minimum of 3 years experience working in a combination of women’s rights, gender, advocacy or social mobilization.
Demonstrated commitment to experiential, participatory training
Demonstrated commitment to promoting women’s leadership in the field of HIV/AIDS
Demonstrated commitment to diversity and gender equity
Demonstrated initiative and ability to work as member of a training team
Strong interpersonal skills
Previous work with grassroots communities
Fluency in written and spoken English
 
If you personally know of any candidates who meet these criteria­particularly from your partner and CEDPA alumni networks­please send me  their names and email addresses to beri@icw.org by October 3, 2006.  We will send the workshop application directly to each nominee with an invitation to apply. 
 
Thank you for your help in making this initiative a success!  Please let me know if you have any questions.
 
With many thanks and best wishes,
 
Beri Hull
 

8.- COMPETITION: SENIOR PROGRAM OFFICER/ SENIOR PROGRAM SPECIALIST (REF.:255)
 

Job Title: Senior Program Officer/ Senior Program Specialist
Position Number: 255
Location: New Delhi, India
Group: Programs & Partnership Branch
Level:  (77,219$ - 102, 277$)
Immediate supervisor:  Program Leaders, Rural Poverty and Environment and Ecosystem 
Approaches to Human Health
Regional Director
Duration: indeterminate
Closing Date: November 3rd, 2006
Job Summary
 
The Rural Poverty and Environment program initiative supports research and scientific capacity development globally, including a significant presence in South Asia, that strengthens countries’ capacity to manage the environment and natural resources in a manner that is more equitable and sustainable while reducing rural poverty.
 
The Ecosystems Approach to Human Health (Ecohealth) programme initiative supports research on the relationship between all components of an ecosystem to define and assess problems that affect the health of people and the sustainability of their ecosystem.
 
Working as a member of one or two multi-disciplinary teams under the guidance of the Program Leader(s) (PL) and the Regional Director (RD), the Program Officer:
 
·  under the supervision of the PL and RD develops, monitors, manages, and evaluates research projects;
·  can sign project approval documents up to $50,000
·  with guidance from PL and RD takes the lead for a portfolio of PI projects in the range of 10-20 projects and RSPs values at $5-7 million.
·  liaises with program colleagues in Ottawa and the regional offices on issues of project development and management;
·  plays a role in the identifying, developing and managing IDRC’s contacts with other international agencies and Canadian institutions;
·  contributes to Centre-wide public relations efforts and to knowledge issemination and utilization, including participation in IDRC, public and scientific fora;
·  identifies the external contacts to support specific program directions and projects;
·  identifies donors for revenue generation;
·  participates in team meetings


For more information: http://www.idrc.ca/en/ev-104377-201-1-DO_TOPIC.html

********************************
PLEASE TAKE NOTE
One of the objectives of Voices Rising, the on line magazine from ICAE (International Council for Adult Education) is to democratize the access to information.
Although Voices Rising believes that the information it receives is of trustable sources and before publishing it measures are taken to ensure that it is reliable, the possibility is always there that we can make a mistake or that wecan besurprised by ill intentions.
Therefore, and with the aim of protecting the interests of all our subscribers and readers, VOICES RISING recommends that you take all necessary precautions before taking significant decision in relation to the published information.