|
GEO/ICAE
VOICES RISING
YEAR V - Nº235
September, 07, 2007
Content
1.-
International Conference “The
Right to Education in the Context of Migration and Integration“
2.- International Womens´
Tribunal on Poverty
3.- CONFINTEA VI / Sixth
International Conference on Adult Education (2009)
4.-
HOPE AT LAST FOR ADULT LITERACY?
5.-
International Literacy
Day: One in five people can't read this!
6.- International Literacy Day
2007: Springboard to the African Regional Conference in Support of
Global Literacy
7.- Learn how to successfully
implement result-oriented multi-stakeholder dialogues in our
two-module seminar
8.- Global Action Week 2008
- April 21-27, 2008
9.- WHAT OLDER PEOPLE LEARN –
RESEARCH FROM NIACE
1.- International Conference “The Right to
Education in the Context of Migration and Integration“
15/16.11.2007 in Bonn
Germany
http://www.iiz-dvv.de/englisch/default.htm
Online Registration:
http://www.migrationandintegration.de/
Register by mail
If
you want to register by mail, please print* the
registration form http://home.arcor.de/zentralasien2003/materialien-dt/Registration.pdf
out and send it to:
2.- International Womens´ Tribunal on Poverty
Ana
Agostino, Feminist Task Force coordinator
On October 17 the GCAP Feminist Task Force will highlight the
feminization of poverty at four major International Womens´
Tribunals on Poverty (IWTP). With 70% of the worlds´ poor being
women, the Tribunals will serve to inform and present testimony on
the conditions of women worldwide. The Tribunals will serve to
pressure governments and collect testimony to present to officials
on the worsening conditions of women.
Global in scope with a localised activity, the Tribunals will be
held in four regions: in North America at the UN in New York for
International Day for Rural Women (October 15); in the Middle East
in Cairo, Egypt (October 17); in Latin America to highlight
International Day for Rural Women and International Day for the
Eradication of Poverty (October 18) in Lima, Peru and in India, Asia
on October 17. The Tribunals will raise the issues of extreme
wealth, the liberal economic model, rural women, and other local
issues, as well as to highlight the interconnectedness of poverty
and racism, violence against women among other factors leading to
womens´ poverty.
GCAP national coalitions and members are invited to organize your
own Women's Tribunal on Poverty and to incorporate them into your
October 17 mobilization activities.
For more information on how to organize your own tribunal, or to
contact the person in your region, contact the GCAP Feminist Task
Force coordinator, Ana Agostino
ana@icae.org.uy
3.- CONFINTEA VI / Sixth International
Conference on Adult Education (2009)
spanish
french
UNESCO’s Sixth International Conference on Adult Education
(CONFINTEA VI) will be hosted by Brazil in 2009. The UNESCO
Institute for Lifelong Learning (UIL), as the UNESCO unit in charge
of adult learning, non-formal education and lifelong learning, is
coordinating the preparation of the conference, in cooperation with
UNESCO Headquarters and Regional Bureaus and the CONFINTEA VI Host
Country.
In line with the tradition, CONFINTEA VI will be a UNESCO Category
II intergovernmental conference.
The conference itself as well as the preparatory and follow-up
processes will provide platforms for policy dialogue and advocacy on
adult learning and education within and across countries at global
level, with a large participation of UNESCO Member States, United
Nations agencies and international
development partners, civil society, research institutions, and the
private sector.
The previous five CONFINTEA conferences took place in Helsingor
(Denmark) in 1949, Montreal (Canada) in 1960, Tokyo (Japan) in 1972,
Paris (France) in 1985, and in Hamburg (Germany) in 1997. CONFINTEA
V, which was considered a landmark conference, established a
holistic understanding of adult learning and education within the
perspective of lifelong learning. Adult learning and education were
recognized as key tools to address current social and development
challenges all over the world. However, the recognition and strong
commitment expressed in 1997 did not lead to the corresponding
integration, policy prioritization and allocation of resources for
adult learning and education, either nationally or internationally.
Overall Orientation and Objectives
CONFINTEA VI aims to renew international momentum for adult learning
and education, and to redress the discrepancy between the insights
and discourse on the one hand and the lack of systematic and
effective policies and conditions for adult education and learning
on the other hand.
The CONFINTEA VI preparatory process, conference and follow-up will
enable a global review of the state of the art of adult education
and learning, and will serve as a sounding board for the most
relevant and emerging political, cultural, social and economical
issues in relation to international education and development.
CONFINTEA VI will offer the opportunity to articulate adult
education and learning with the major current international policy
frameworks in relation to education and development: the Education
for All (EFA) goals and the Millennium Development Goals (MDGs), as
well as the United Nations Literacy Decade (UNLD), the Literacy
Initiative for Empowerment (LIFE) and the United Nations Decade of
Education for Sustainable Development (DESD). Finally, CONFINTEA VI
will engage in producing the tools (e.g. benchmarks) to ensure that
previous and future commitments to adult education and learning are
implemented.
Concretely, the objectives of CONFINTEA VI are:
•
to push forward the recognition of adult learning and education as
an important element of and factor conducive to lifelong learning,
of which literacy is the foundation;
•
to highlight the crucial role of adult learning and education for
the realization of current international education and development
agendas (EFA, MDGs, UNLD, LIFE, and DESD); and
•
to renew political momentum and commitment and to develop the tools
for implementation in order to move from rhetoric to action.
CONFINTEA VI will focus on improving the quality of adult learning
and education as a field in itself, and concentrate on three to four
priority issues.
Expected Outcomes
In pursuance of the above objectives to advance the recognition as
well as the horizontal and vertical integration of adult learning
and education and the shift from rhetoric to action, CONFINTEA VI
will aim at accomplishing the following results and products:
•
advocacy, political momentum and commitment for adult learning and
education within and across countries generated;
•
synergies with the EFA, UNLD, LIFE, DESD agendas and the MDGs at
national and international levels ensured;
•
links and interfaces with other areas (e.g. health, agriculture)
created;
•
national and international cooperation (between governments and
civil society, bilateral organizations and UN agencies) increased;
•
new national and international financing possibilities (e.g.
commitment of international development organizations and
south-south cooperation) developed and applied;
•
professional growth and quality in adult education improved;
•
empowerment of all actors (policy makers,
professionals/practitioners, researchers, and the private sector,
and adult and out-of-school learners) enhanced;
•
internationally applicable/adaptable tools (e.g. benchmarks) to
measure progress and to ensure implementation produced; and
•
a final conference document (e.g. “framework for action”) which
includes the tools adopted.
Process, Strategies and Activities As an overall principle,
CONFINTEA VI will be based on partnerships between UN Agencies,
international development partners, civil society, research
institutions, the
private sector and learners in all preparatory activities.
CONFINTEA VI being a UNESCO Category II intergovernmental meeting,
the preparatory process will include the following pillars:
National reports on the state of the art of adult learning and
education at country level, which will be prepared by UNESCO Member
States under the leadership of the UNESCO National Commissions on
the basis of questionnaires and selected indicators; and
•
Regional preparatory meetings, which will assess the overall
regional state-of-theart of and the challenges for adult learning
and education. These meetings will be prepared and organized in
cooperation with the respective UNESCO Regional Bureau and hosted by
a UNESCO Member State in 2008.
The preparatory process will also entail:
•
Thematic consultation and reviews (coordinated as well as
independent), including links with other trans-national or national
adult education conferences/events, as well as virtual consultations
carried out by UIL or under the leadership of a partner
organization; and
•
The collection of research-based evidence on the benefits and
importance of adult learning and education, including:
-
selected cases of successful/effective adult learning and education
practice,
-
commissioned studies (e.g. by UN agencies and other
organizations/actors) to help understand barriers and to highlight
options in adult learning and education,
-
commissioned studies summarizing and disseminating already existing
research results in the field of adult learning and education to
practitioners and policy makers,
-
stories and voices of adult learners and out-of-school youth, and
their participation in the consultation as well as in the analysis,
and
-
the preparation of a Global Adult Education Report.
A critical element in the preparatory and follow-up strategy will be
the development of benchmarks on adult learning and education in
order to provide the tools to measure progress and to ensure
implementation. The benchmarks will serve as input for CONFINTEA VI
and will be further discussed, refined and adopted during the
conference, and constitute one of its crucial outputs.
A communication and advocacy strategy will complement the
preparatory process.
To support UIL in coordinating the preparatory process, a
Consultative Group has been set up, which is functioning as the key
conceptual unit and advisory committee. The Consultative Group
includes approximately 10-15 persons with an education expert
profile, reflecting an institutional, geographic and gender balance.
Their members represent UNESCO Member States, UN Agencies,
development agencies, intergovernmental bodies, international or
regional non-governmental organizations and
academicians, the CONFINTEA VI host country and UNESCO
(Headquarters, Regional Bureaus and UIL).
For further information, please contact:
UNESCO Institute for Lifelong Learning
Feldbrunnenstrasse 58
20148 Hamburg, Germany
www.unesco.org/uil
uil@unesco.org
4.- HOPE AT LAST FOR ADULT LITERACY?
David Archer
(
david.archer@actionaid.org)
On September 8th celebrations of another
International Literacy Day
will take place around the world. This year there may be some real
cause for celebration. After decades of being disregarded and
under-funded, adult literacy is climbing up the agenda. Although
most governments still spend less than 1% of their education budget
on adult literacy there is growing momentum behind the demand for at
least 3%.
This demand is one of the twelve "International
Benchmarks on Adult Literacy" developed in 2005 by
the Global Campaign for Education. Based on the largest ever survey
of good quality literacy programmes the publication "Writing the
Wrongs" has helped to galvanise new action on literacy. (see
http://www.actionaid.org/main.aspx?PageID=175.)
In February this year 60 participants from 24 countries convened
in Abuja Nigeria to review the GCE benchmarks, including Ministers
of Education, Permanent Secretaries, Directors and Managers of
National Literacy Programmes, United Nations officials, donors and
leading civil society organisations. These delegates issued a
call for action,
demanding:
-
new literacy surveys to reveal the real scale of the literacy
challenge;
-
new national dossiers to show evidence on the benefits of
literacy;
-
new national dialogue on literacy policies and practices using
the International benchmarks, and
-
the inclusion of adult literacy in education sector plans,
especially those submitted to the Fast Track Initiative.
There has already been dramatic progress on this. The FTI has now
endorsed Benin's education sector plan, which includes adult
literacy. It is now clear that
donors can and will support adult
literacy if national governments prioritise it.
The challenge now is to make sure
national governments
place adult literacy higher on their agenda. This is one goal of a
series of high-level regional meetings organised by the United
Nations Literacy Decade. Following recent meetings in Doha and
Beijing, next week it is the turn of Bamako, where delegates from
across Africa will meet. Victorine Kemonou Djitrinou from ActionAid
will give a keynote speech on the benchmarks and will bring the
Abuja Call for Action to everyone's attention.
When delegates fly in to Bamako they will be met by literacy
activists from across the region who are travelling in a
literacy caravan
through Guinea, Senegal and Mali to demand new spending on adult
literacy. This caravan, organised by Pamoja West Africa (the Africa
Reflect Network) is a perfect example of popular mobilisation for
literacy that can make a real difference.
There may be particular cause for celebration on September 8th in
Nigeria. The Nigerian NGO: Family Re-orientation Education and
Empowerment (FREE) has been awarded a 2007 UN International Literacy Prize.
Remarkably this is the third time in 5 years that
Reflect
practitioners have won a UN International Literacy Prize.
We call on everyone to
join the
celebrations of international literacy day and to
add their voice to the growing movement demanding more investment in
adult literacy
5.- International Literacy Day: One in five people can't read this!
Global Campaign for Education advocates for literacy to be
prioritised
Press Release
Global Campaign for Education
6th September 2007
Today more than 800 million adults are ill equipped to work their
way out of poverty and ill health. Missing out on education, has
meant more than missing out on the ability to read this article.
Without an education 1 in 5 people, are without the knowledge,
empowerment and skills to better their lives, to escape poverty, to
protect their children from illness and participate fully in shaping
the society in which they live.
Women are less likely to be educated than men. Yet educating women
and girls is crucial for saving lives. Educated women are better
able to negotiate safer sex and protect themselves from HIV. The
amount they earn correlates directly with the numbers of years of
education, and if they can read and write their children are 50%
more likely to survive past the age of 5.
Seven years ago world leaders from 185 countries met in Dakar at the
World Education Forum and agreed the Education for All goals. One
of these six goals was to achieve a 50% reduction in adult literacy
by 2015. The world is half way to the deadline, but far from half
way to the target.
"We are supposed to be in the middle of the United Nations
Literacy Decade but is anyone remotely aware of this? Today global
experts are meeting in Paris to review the decade so far - but sadly
there is almost nothing to review. There is almost no investment
going into adult literacy around the world. This is a broken
promise and a violation of human rights on a massive scale"
comments David Archer, GCE Board Member and Head of Education at
ActionAid
The Global Campaign for Education has conducted a survey of adult
literacy programmes across 35 countries, which shows that there is
consensus about what works. It has identified 12 simple
"benchmarks" which governments can follow to develop good quality
programmes. But the first challenge is money.
"Most governments across Africa spend less than 1% of their
education budgets on adult literacy ... but our research shows that
they need to be spending at least 3%" adds Gorgui Sow, GCE Board
Member and Coordinator of the African Network Campaign on Education
for All.
There are some signs of hope for the future.
· 1.2 million adults in Uganda have recently benefited from
the free training provided by the government Adult Literacy
programmes,
· Benin's national education plan, includes adult literacy
and has recently been endorsed by the Education for All - Fast Track
Initiative, proving that international aid can and will support
adult literacy if national governments prioritise it.
National governments must continue to prioritise the education for
ALL their citizens - both children and adults. The world today is
still far from giving every child a quality education, and when they
don't make it to the school gates, they drop out or their learning
environment is too poor to learn, they must be given a second
chance. Governments must also prioritise the needs of mothers,
fathers, and grandparents of society and give them the skills,
know-how, and empowerment to realise their rights for themselves and
their families.
ENDS
Notes to Editors:
Contact:
Alex Kent
alex@campaignforeducation.org
+27
76 428 5390
David Archer
David.Archer@actionaid.org
+44 7771 781452
Writing the Wrongs: International Benchmarks on Adult Literacy
This GCE report compiles the largest ever survey on good quality
literacy programmes and benchmarks for achieving adult literacy.
The report is available on the GCE website:
http://www.campaignforeducation.org/resources/Nov2005/1.%20Writing%20Wrongs%20Literacy%20Benchmarks%20Report.pdf
The Global Campaign for Education (GCE) is a movement that
promotes education as a right and pressurises governments and the
international community to action now to deliver on their promises
of quality, free, compulsory education for all. Since formation in
1999, over 18 million people and thousands of organisations in over
100 countries have come together as part of GCE and to call for
Education for All now!
www.campaignforeducation.org
6.- International Literacy Day 2007: Springboard to the African
Regional
Conference in Support of Global Literacy
UNESCO UIL
Maren Elfert
Public Relations/Programme Specialist
UNESCO Institute for Lifelong Learning
m.elfert@unesco.org
www.unesco.org/uil
www.unesco.org/education/uie/QualiFLY
International Literacy Day provides an occasion to put the spotlight
on the neglected goal of literacy
which is crucial not only for achieving Education for All but, more
broadly, for attaining the overarching
goal of reducing human poverty. This year, International Literacy
Day (ILD) is focusing on the vital
relationship between literacy and health, notably on literacy and
its links with general health care,
nutrition, family and reproductive health and health-related
community development. Each year on
ILD, UNESCO awards the International Literacy Prizes to outstanding
practices which have proven to
be sustainable and innovative in this particular field.
This year, ILD will be celebrated back to back with the
African Regional Conference in Support of
Global Literacy, which will take place from 10 to 12 September 2007
in Bamako, Mali, under the title
“Renewing Literacy to face African and International Challenges”.
The African Regional Conference is
embedded in a series of six Regional Conferences supporting global
literacy that are organized by
UNESCO within the framework of EFA and, in particular, the United
Nations Literacy Decade (UNLD)
and UNESCO's Literacy Initiative for Empowerment (LIFE).The
conferences are part of a major drive
to promote literacy at national, regional and international levels
as a priority EFA goal and foundation
of Lifelong Learning. The ultimate aim of the initiative is to
assist countries in addressing their literacy
challenges and to make a real and measurable impact in the life of
their populations, with the aim of
contributing towards sustainable human development and poverty
eradication.
Literacy is a very important issue in Africa. Of the 35 LIFE
priority countries, 20 are African countries
with a literacy rate of less than 50 per cent or a population of
more than 10 million without literacy
competencies. Thus, the conference is of the utmost importance for
UNESCO and its Member States
and partners in achieving the Education for All goals, the
Millennium Development Goals and in
responding to its commitments to EFA, the UNLD and the Decade for
Sustainable Development.
Momentum for advocacy will be gained through five important
initiatives during the conference:
1. The strong involvement of First Ladies to drive a movement of
support for and promotion of literacy
in their respective countries and regions but also internationally;
2. A forum of ministers in charge of literacy and language, informed
by research and analytical work to
create a solid commitment for new policies and renewed investment in
literacy;
3. The building of a broad coalition of partners and multiple
stakeholders in support of new literacy
policies, renewed commitment and increased investment and resources;
4. UNESCO’s official celebration of the International Literacy Day
to be held during the conference,
thereby drawing greater attention to it on the part of the
international community; and
5. A forum to enable exchange and the sharing of experiences in
terms of innovations and evidencebased studies on critical issues,
and access to a stock of knowledge and know-how.
Partnerships will be forged among key stakeholders, decision makers,
civil society organizations,
community-based organizations, bilateral and multilateral
organizations and private providers in the
field of literacy. The conference is intended to lead to renewed
commitment with concrete proposals in
support of activities at country level.
The main themes of the conference will be: Family Literacy and
Intergenerational Learning; Literacy
for Health and HIV/AIDS Prevention; Literacy for Empowerment and
Economic Self-Sufficiency;
Languages in Literacy and Basic Education; and Literacy and ICTs. In
addition, roundtables and panel
discussions will be organized around the following themes:
·
Trends and Innovations in Policies, Gender Mainstreaming, Effective
Cost and Financing
Strategies: Integration of Literacy into Sector-wide Education and
Development Policies;
·
Innovative Programme Content and Delivery in Response to African and
International
Challenges;
·
Benchmarking, Monitoring and Evaluation; and
·
Creating a Literate Environment in Multilingual Settings.
The Conference is being organised by the UNESCO Education Sector
under the direct responsibility
of the UNESCO Institute for Lifelong Learning (UIL), the Regional
Bureau for Education in Africa
(BREDA), the Division of United Nations Priorities (ED/UNP), the
Division of Basic Education
(ED/BAS) and the Bamako Cluster Office. Key partners are the
Government of Mali, the Education
Program Development Fund (EPDF) of the EFA Fast Track Initiative and
the World Bank, the
Association for the Development of Education in Africa (ADEA), USAid
and the Organisation
Internationale de la Francophonie (OIF).
Key sponsors are Microsoft Africa, the Swedish International
Development Cooperation Agency (SIDA), the Government of Norway and
the Swiss Agency for
Development and Cooperation (SDC).
For more information please consult the conference website
(http://portal.unesco.org/education/en/ev.php-URL_ID=53894&URL_DO=DO_TOPIC&URL_SECTION=201.html)
or the UIL website
(www.unesco.org/uil )
Contact: Christine Glanz (c.glanz@unesco.org
) or Madina Bolly (m.bolly@unesco.org
)
7.- Learn
how to successfully implement result-oriented multi-stakeholder
dialogues in our two-module seminar
”Facilitating Multi-Stakeholder-Dialogues“
The
first class of our two-module course on "Facilitating
Multi-Stakeholder-Dialogues” seminar has been completed in June 2007
in Berlin, Germany, with encouraging resonance. Read what one of
the graduates commented on this course:
"The CLI is not teaching just another facilitation course. Far from
that! The Facilitating Multi-Stakeholder-Dialogue seminar conveys a
rich understanding on how to get different stakeholders into a
dialogue that brings them to results that none of them could have
achieved on their own".
Annette Ruef, Swiss Federal Institute of Aquatic Science and
Technology
Graduate of the two-module seminar on Facilitating Multi-Stakeholder
Dialogues Feb./June 2007
As
Collective Leadership Institute we believe that the challenge of
successful multi-stakeholder dialogues exists in many regions of the
world and we are therefore convinced that this course should be
offered in other regions of the world, too. We are proud to announce
that we have found a brilliant cooperation partner in South Africa:
the Leadership Support and Development Centre (LSDC) in Cape Town,
South Africa. The Director, Ms. Glenda Wildschut, highly
experienced in dialogue, conflict resolution and leadership
development, has joined the senior faculty team.
We
believe that the challenge of sustainability has reached all actors
in the global society. Multi-Stakeholder Dialogues have become a key
element for finding solutions to complex problems. However, not
always do stakeholder dialogues lead to concrete results.
What is essential for their success?
Do
you need to build trust-based stakeholder relationships and
partnerships with multiple stakeholders in standard development,
regional development, company stakeholder engagement und
sustainability strategies? What are effective ways of engaging
stakeholders to ensure collective knowledge and individual
experience and expertise are harvested sufficiently? What is the
methodology that generates productive multi-stakeholder dialogue?
How can you build capacity for constructive and successful outcomes
around complex social, political and environmental issues?
Our
two-module dynamic program is designed to help you build your
strategic abilities, and your implementation skills in stakeholder
engagement and dialogue. You will exchange experience, gain
insights, knowledge and facilitation skills to build
consensus-building stakeholder relationships, convene networks for
high impact solutions, and create the space for learning and
collaborating with different stakeholders.
”Facilitating Multi-Stakeholder-Dialogues“
Creating result-oriented and consensus-building communication
architectures
Stakeholder Dialogues need professional design, good moderation and
reliable process management. The seminar represents a comprehensive
skills development program in 2 modules for facilitating and
implementing multi-stakeholder dialogues and takes place:
Module I: 26th - 30th November 2007
Module II: 24th - 28th March 2008
Cape Town, South Africa
Key
takeaways:
Our
dialogic facilitation program is experience-based and focuses on
practical application of skills. It introduces you to the basic
principles of the dialogical approach and provides you with all
important instruments for the preparation and implementation of
stakeholder dialogues. You will...
1 understand the business case for co-creative stakeholder
engagement
2 know in what kind of situations Multi-Stakeholder-Dialogues
are the best way forward to problem solution
3 know how to engage potential stakeholders in the best
possible way
4 produce a stakeholder network map to prioritize engagement
activities
5 understand effective communication design
6 be able to design consensus –building stakeholder-dialogues
7 learn how to prepare stakeholder dialogues together with
the involved actors and define the cornerstones for the success of
the dialogue project
8 Develop new engagement strategies to minimize unproductive
conflict
9 learn essential facilitation instruments
10 learn about the difference between facilitating smaller or
larger groups
11 learn how collective intelligence, commitment and ownership
can emerge
12 know how to professionally review a stakeholder forum together
with the relevant actors
13 Explore issues of leadership in a multi-stakeholder settings
The
faculty:
Petra Künkel, Berlin, Germany, Senior Consultant strategic change
management, organizational development, partnership building and
multi-stakeholder-processes, accredited partnership broker with
PBAS, Director Collective Leadership Institute e.V.
Glenda Wildschut, Cape Town, South Africa, Director LSDC (Leadership
Support and Development Centre), Consultant in leadership
development and training, executive and senior management coaching,
transformation and diversity management
Dr.
Minu Hemmati, Berlin, Germany, Senior Consultant, Researcher and
Expert in partnership building and multi-stakeholder-dialogues,
related to sustainability and social integration,
www.minuhemmati.net ,
cooperation partner of the Collective Leadership Institute e.V..
You
can find more information and the application form attached or on
our Website:
http://www.collectiveleadership.com/images/stories/Files/160707_dialogic_facilitation_africa_0708.pdf
Further comments from participants who recently completed the
course:
“The importance of Multi-Stakeholder Dialogues consists of direct
communication between different stakeholders with specific
interests, but with same goals. The CLI facilitates in a
professional way the preparation and implementation of this direct
communication in the frame of MSDs”.
Octavian Pernevan (GTZ, Romania)
“Although I have a number of years of dialogue facilitation and
training experience, this program took my awareness, skills and
confidence to another level and improved my ability to take on great
levels of complexity. The CLI has brought together a spirit of
inquiry, development and collaboration which honours the best of
theory, application and network in ways which truly make a powerful
difference to the challenges of sustainability”.
David Bond (Rotterdam School of Management, The Netherlands)
Are
you interested? If you have any further questions please contact
Petra Künkel or Kristiane Schäfer under:
+49 331 5058865 or per e-mail
at:
info@collectiveleadership.com .
We
are looking forward to welcoming you as a participant in our
advanced training program!
Best regards,
Your CLI Team
For
more information on successful stakeholder engagement and
multi-stakeholder dialogues please read our recent newsletter:
http://www.collectiveleadership.com/images/stories/aktuell/clinewsletter_6_042007.pdf
The
Collective Leadership Institute stands for competency in
sustainability programs. It is an independent initiative which was
found in September 2005 in Berlin, Germany. With our educational
programs, our consultancy and our research in the area of collective
leadership, dialogue and cross-sector-partnerships, we offer
innovative concepts and useful practices for your sutainability
change initiatives. The Collective Leadership Institute serves
anyone who wishes to become part of a sustainable future by bringing
forth sound collective processes. Our network offers you the
opportunity to find the right contacts and be informed about the
latest developments in the field.
Collective Leadership Institute
www.collectiveleadership.com ,
Petra Künkel
petra.kuenkel@collectiveleadership.com
Accredited Partnership Broker (PBAS)
www.petrakuenkel.com
Kompetenz für Nachhaltigkeitsengagement
Strategieentwicklung
Multi-Stakeholder-Dialoge
Cross-Sector Partnerships
Führung für Nachhaltigkeit
Germany
Hebbelstrasse 49
D-14467 Potsdam
Tel.:
+49 331 5058865
Mobile:
+49 171 5328211
Competence for Sustainability Action
Strategy Development
Multi-Stakeholder-Dialogues Cross-Sector
Partnerships
South Africa
P.O Box 44071
Scarborough 7975, Western Cape
South Africa
Tel
+27 21 7801082
8.- Global Action Week 2008 - April 21-27, 2008
Marcela Hernandez
ICAE
Every year the Global Campaign for Education organizes a Global
Action Week that takes place simultaneously all over the world.
Millions of people around the world join this campaign for the right
to learn through different advocacy actions and under different
slogans which vary every year. The Global Campaign for Education
promotes education as a basic human right, and mobilizes public
pressure on governments and the international community to fulfill
their promises to provide free, compulsory public basic education
for all people; in particular for children, women and all
disadvantaged, deprived sections of society.
If you have never participated in a Global Action Week before, and
you wish to join the campaign this year, you can visit GCE website:
www.campaignforeducation.org
and see which is the national coalition in your country, so as to
contact them and coordinate actions for next year.
If you wish to download the Planning Pack, please double click
below. This year the planning pack is available well in advance to
allow for an early coordination and preparation of actions at local
level.
Hope all of you can join the GAW 2008.
http://www.campaignforeducation.org/action/2008/action_2008.html
9.- WHAT OLDER PEOPLE LEARN – RESEARCH FROM NIACE
National Institute of Adult Continuing Education
www.niace.org.uk
Press Release
The age of the Silver Surfer is upon us. More than half (51.3%) of
all the courses that people over 65 are taking relate to computer
skills. The second most popular subject amongst older people is
foreign languages with over one in ten (10.2%) of people aged over
55 engaged compared to just 4.3% of people aged 17 - 44. These are
the main findings of the latest research into what older people
learn to be published by the National Institute of Adult Continuing
Education (NIACE) at a Conference in Leicester today (Thursday 6th
September 2007).
The report – What Older People Learn - examines older
people’s preferred subjects of study, their motivations to learn,
and their ways of finding out about - and accessing - learning
opportunities. It details the benefits older learners perceive from
learning, the ways they learn and their views on qualifications and
fees. The report also identifies the key barriers to learning, the
effects of illness and disability and also access to technology.
Alan Tuckett, Director of NIACE and co-author of
What Older People Learn,
said, “Learning matters in later life. It enables older workers to
sustain their productiveness in the workplace and adapt their
experience and skills to changing contexts. Older workers count. The
age of retirement is increasing. Moving away from paid work is
becoming a more prolonged process and less of an abrupt
transformation. It is no surprise that computer skills are so
popular for older people. The physical distance they have from
family and friends is critically important to overcome and getting
to grips with ICT helps to reduce isolation, quite apart from
satisfying a desire to keep an eye on the latest developments.”
He continued, “Encouraging adult learning in all its forms is under
threat; it is important to listen to those who benefit to help us
better understand how the complex and broad ways of learning,
particularly in later life, is valued. People who carry on learning
throughout their lives lead healthier lives. Learning delays the
effects of Alzheimer’s on learners’ social interactions. Older
people are more civically active, they vote in larger numbers than
young people and are usually the mainstay of voluntary
organisations.”
Ends
For
further information please contact:
Ed
Melia, NIACE Press Officer, on 0116 204 4248 or 07795 358 870.
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