Concept note: Although the concept of Lifelong Learning is relatively recent, it has already been incorporated into the mission of higher education. In many countries, lifelong learning provided by public higher education institutions is already integrated into their mandates and is governed by numerous laws and regulations emanating both from the field of education and that of employment They reveal the different roles that lifelong learning plays with regards to both fields and the numerous problems related to it. Issues for debate at the Round Table:
Why and how did universities integrate Lifelong Learning into their mission?
What problems have they faced in assuming the new tasks related to Lifelong Learning and what strategies have been devised and implemented to overcome them?
Are there mesurable positive results in this undertaking? What are the prospects for the future of Lifelong Learning?
- Introduction: Marlena R. Bouche Osochowska
- “Rethinking Higher Education in the Perspective of Lifelong Learning for Sustainable Development” : Dumitru Chitoran
- “L’enseignement supérieur du XXIe siècle : nouveaux défis, nouveaux moyens, nouvelles pratiques”: Pierre Landry
Moderator: H.E. Gabriel Macaya-Trejos Ambassador of Costa Rica in France
- Alejandro Tiana Ferrer (Spain)
- Francisco Seddoh (Togo)
- Yuewei Jiang (China)
- Jorge Rojas Hernández (Chile)
- Remus Pricopie (Romania)
Concept note: According to UNESCO, “Distance education is the use of specific pedagogical techniques, resources, and means of communication to facilitate learning and teaching between students and teachers who are separated by time or distance” and categorizes it as “Learning Free access “education based on the principle of flexibility.
The objective of this table is to show how distance education, especially Higher Distance Education, contributes in an exceptional way to the goal of making learning not limited to a specific moment but to extend it throughout life.
This session will be attended by representatives of different Distance Education associations, with a focus on different geographic areas and different types of institutions. EADTU, ICDE, AIESAD and EDEM.
1 – Edgar Castro
2 – Anja Oskamp
3 – Segundo Píriz Durán (To be confirmed)
4 – Gard Totlestad
Coordinator: Esther SOUTO-GALVÁN (UNED/Madrid)
Concept note: The adoption by the United Nations of the Agenda 2030 for Sustainable Development supposes a great challenge for Universities and all social agents, since they are a universal call to take measures to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity.
In this direction, the role of the University is fundamental to initiate a process of strategic reflection on the integration of the Sustainable Development Objectives (ODS) in university politics, which implies addressing these objectives transversally in university policies, as well as how to integrate the agenda in the different areas of action of the university: training, research, and university extension.
The Agenda 2030 is one of the major challenges facing the University and not only must be a fundamental pillar in its development and implementation, but must be a pioneer in the implementation of active policies to achieve these goals.
In this sense, lifelong learning becomes the fundamental tool to disseminate, sensitize and develop strategies aimed at achieving the objectives set out in the Agenda.
1 – Carmelo Angulo Barturen
2 – Fernando García Casas (To be confirmed)
3 – Daniel Hernández Ruipérez (To be confirmed)
4 – Paulo Speller
Coordinator: André SCHLÄFLI (ICEA)
Concept note: Global Citizenship Education (GCED) is becoming very important in the modern world marked by conflicts and crises, nationalism and fanaticism, environmental problems and challenges. It has individual and social dimension – aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive, and secure world. GCED is defined as a target of the education SDG at the United Nations Summit and UNESCO and United States make special effort to promote education to prevent violent extremism. Education 2030 Agenda and Framework for Action, especially Target 4.7 calls on countries to “ensure that all learners are provided with the knowledge and skills to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development”. For civil society, GCE is one of the crucial areas of activities, especially because of its value based character and transformative potential and ICAE has it on its list of thematic priorities.
In this workshop the role of Global Citizenship Education in the frame of SDG agenda, especially in relationship with Education for Sustainable Development. Since there is still a lot of different understandings of GCE and a common ground for different actors in the field is to be found, it is important to explore:
- the concept, paradigm, approach to GCE within LLL
- content and issues covered by GCE
- methodological aspects of GCE implementation
- To identify the role, scope and content of GCE within the LLL approach and in the framework of SDG agenda
- To critically evaluate previous policies of GCE and suggest areas of improvement
- To examine existing practices of interactions between GCE and vocational education and training, to explore mechanisms and connection
- To analyse the possibilities of new linkages between GCE and
- literacy and basic education
- vocational education and training
Participants are encouraged to reflect on the relationship between GCE and vocational education and training and to explore innovative ways of creating new relationships.
1 – Sandy Morrison
Abstract: The Recognized Seasonal Employment (RSE) scheme is a seasonal labour strategy introduced to New Zealand in 2007. It allows for the temporary entry of migrant workers in the horticulture and viticultural industries, with a preference for workers from the Pacific nations. For those who enter a new country as labour migrants the appropriate support to adopt to the work place and the country is essential. An appreciation of cultures against the background of a strongly capitalistic model where human labour can be treated as a commodity must be negotiated. Some employers provide just minimal care while others adopt a ‘family’ model.
This paper draws on the adult learning aspects of the RSE scheme and especially the learning that occurs through the engagement of the seasonal workers with a Māori1 business employer. In this case study, the informal indigenous education through cultural rituals is an integral part of the pastoral care model. Culture is exchanged, practiced and validated through sound cultural leadership both from the Māori and the Tongan partners. The cross-cultural relationship prompts a dynamic and innovative synergy of cultural expression ritualized at important key points throughout the terms of the employment. Thus, a base for sustainability is built and the workers learn skills appropriate for global citizenship.
While skills acquisition, skills transfer, literacy and financial literacy learning outcomes are also important for the workers and employers, it is through these cultural and learning exchanges, that a successful pastoral care model or what we theorize as the ‘kainga’ (village) has been created.
The RSE scheme is one avenue in which a kāinga can start to work towards building a sustainable and self-determining livelihood but is highly dependent on what broader development goals are set by the workers and their kainga which is important to being a global citizen.
2 – Katarina Popovic
Abstract: Education for Democratic Citizenship as an integral element of Lifelong Learning: Contemporary approaches to Education for Democratic Citizenship (EDC) are rooted into the global agenda for lifelong learning and seen as the part of policy discourse. On the other hand, theory of transformative learning offers a good theoretical background for EDC and can explain the learning process embedded in this kind of education. The transformative learning theory approach can also provide a critical assessment of assumptions related to the EDC; at the same time, it can help shaping the learning process and its phases and elements that leads to development of necessary knowledge and skills and to transformations needed to achieve the goals of EDC. Self-examination, critical reflection, rational dialogue and other steps in transformative learning process are also characteristics of anthropological basis of EDC. The role of educator, which is very important in EDC, is easily related to the role of educator in transformative learning approach – he helps learners it become aware and critical of assumptions, provides them practice in recognizing frames of reference and encourage practice in redefining problems from different perspectives.
3 – Timote M. Vaioleti
Abstract: Pacific knowledge systems have always had to deal with change. Living in the vastness of the Pacific and exposed to environmental challenges has resulted in communities that are constantly needing to adapt to improve their conditions. Climate change is a more recent and indeed an urgent phenomenon to which to respond. The ESD agenda established by UNESCO is an attempt to encourage communities to set in place educational responses and strategies and to make informed choices regarding sustainable issues now and in the future and as a means to contribute also to Education for Global Citizenship.
The author has worked on educational responses to ESD and Climate Change and Education for Global Citizenship in the Pacific over many years. Central to his approach has been the acknowledgement that both ESD, GCE and CC require a broad based, interdisciplinary and holistic approach and any approach must uphold culture as its underpinning driver. Being critically sharpened by their experiences of living in the colonized reality of Aotearoa New Zealand and familiar with old Polynesian values, he offers well-honored practices for consideration to assist in the global agendas under consideration in the context of the South Pacific.
This article will review his approach in two case studies. Firstly, in Kiribati where he worked with Ministries, UNESCO Apia and NGO’s to enhance the current school curriculum with the inclusion of climate change education by creating a CCE framework. Secondly in Tonga where his approach to GCE and ESD took a more business approach by working with communities on the ground. On both occasions, the approaches allowed for an innovative mix of indigenous models to be an integral part of finding solutions to the ESD and CC challenges and to also ensure that their application was appropriate and allowed for successful educational outcomes as determined by the communities themselves.
Concept Note: As stated by UNESCO, and also confirmed by the European Union within the framework of European programmes “Education and training 2020” and “Erasmus+ 2014-2020”, the idea of learning throughout life is deeply rooted in all cultures and it lays the foundation for sustainable social, economic, and environmental development. Studies carried out in many countries have shown that the citizens who regularly acquire new knowledge, skills and attitudes in a wide range of contexts through their life are better equipped to adapt to changes in their environments.
This round table aims at demonstrating how four European territories situated in France, Belgium, Portugal and Romania will put into pragmatic application the concept of Learning Territory, understood as “a space where the initiatives of the stakeholders who act in favour of education and training throughout life, a place where a process of motivation of the stakeholders ensuring a coherence in their actions thanks to an effective coordination as well as sharing of the resources and the methods. It is a place where there is life, dynamics and complexity. It is an open and welcoming space, initiator of innovation through interaction between complementary and permeable networks in pursuit of achievement of common, shared objectives which brings about a lasting socio-professional integration of the relevant public”.
- To present good practices put forward by the partners to promote mutual enrichment and future common productions within the framework of Learning Territories and to discuss them with other participants.
- To highlight the relationship between Learning Territories and Lifelong Learning with the complementarity between professional and personal development to empower citizens and to facilitate a transition to sustainable societies.
- To integrate larger concepts of accompaniment towards social & professional inclusion that comprise not only training, but also components before and afterwards (training not perceived as an autonomous objective, but as one of the means).
- To explain partnerships to be built up on the territories in favour of social & professional inclusion of specific beneficiary groups.
To specify indicators to be found to measure that the partners are about to act on the areas progressively becoming “learning territories”.
1 – Laëtitia Beckers
Abstract (FR) : Collaborations renforcées des acteurs de l’insertion socioprofessionnelle dans le cadre d’un développement durable des personnes et des entreprises. L’IFAPME est un organisme d’intérêt public créé en 1960 dont la mission principale est de proposer des formations en alternance à des métiers dans une multitude de secteurs professionnels. Les formations diplômantes concernent plus de 100 professions différentes. S’appuyant sur un réseau de partenaires, de professionnels et d’experts du secteur, les centres IFAPME proposent diverses formations adaptées à ses publics cibles : chefs d’entreprise actuels et futurs, employés, ouvriers, indépendants, demandeurs d’emploi, apprentis, formateurs d’entreprise, enseignants et étudiants du supérieur. Les Centres fonctionnent également comme de réels fournisseurs d’informations et proposent un espace de documentation, participent à des salons, sensibilisent le public, étudient des besoins des secteurs professionnels en compétences, etc. Il s’agira de présenter ces collaborations renforcées avec d’autres acteurs de la professionnalisation, tels que partenaires sociaux, institutions de gouvernance de la formation professionnelle, organismes favorisant la création d’activités économiques ou organismes permettant un accompagnement financier des entreprises.
2 – Jean-Pierre Hagneré
Abstract (FR) : Coordonner et décloisonner les pratiques professionnelles des acteurs de l’insertion socioprofessionnelle dans le cadre d’un développement durable de la personne.
À travers ce projet européen, l’Association Formation et Métier, tout en travaillant pour la qualification professionnelle des jeunes et des publics défavorisés, cherchera à répondre aux besoins des entreprises du secteur numérique, à anticiper les mutations économiques, les évolutions des métiers et des compétences attendues afin de construire des parcours adaptés à la problématique de chaque bénéficiaire, ainsi qu’à évaluer l’efficience des dispositifs de positionnement, d’accompagnement, de formation et d’insertion socioprofessionnelle. La réalisation de ces objectifs passera par les actions pragmatiques permettant d’expérimenter, d’innover et d’inventer de nouveaux modes de collaboration territoriale :
- Mise en place d’un Guichet Unique au service d’une personnalisation des parcours et d’un meilleur accompagnement.
- Décloisonnement des organisations et des services facilitant la communication, l’échange d’informations et le travail collaboratif.
- Renforcement des liens avec l’entreprise : passerelles pour mieux connaître l’univers de l’autre et pour être plus efficace ensemble au service de la personne avec toutes ses dimensions.
3 – Marek Lawinski
Abstract (FR) : Professionnaliser l’accompagnement vers l’insertion socio-professionnelle durable en formalisant et en expérimentant le concept de « territoires apprenants tout au long de la vie » dans plusieurs pays européens. « Il s’agira de présenter une mise en place d’un projet européen qui réunit six organismes-experts en insertion ou reconversion socio-professionnelle, dont le Comité mondial pour les apprentissages tout au long de la vie, issus de quatre pays (France, Belgique, Portugal et Roumanie). L’objectif du projet est de donner du sens concret et concerté au concept de « territoires apprenants tout au long de la vie », en le mettant concrètement en œuvre sur quatre territoires présentant des caractéristiques à la fois différentes et complémentaires et termes de situations sociales, économiques et culturelles. L’intervention pourra être axée sur la présentation des motivations des partenaires pour ce projet, sur la façon dont ceux-ci capitaliseront les expériences déjà faites, généreront l’innovation et instaureront des coopérations entre tous les acteurs territoriaux intervenants sur les champs concernés, pour préfigurer les territoires apprenants de demain. »
4 – Emilia Pecheanu
Abstract: The presentation will lay emphasis on implementation of the Learning territories’ concept in a developing country from Eastern Europe. The new Learning territory will be created with aim to sustain the professional inclusion of people in a region of Romania, and will be destined to bridge the gap between the community demand of life long and life wide learning and the local economic provision. The local-specific approach will be to combine various methods and instruments in order to capture, model and package the local resources and know-how into an organizational framework, which will be the foundation of the new Learning territory. The organizational framework will include specific models of action, consisting of adapted training and accompanying programs for the learning public. While the target domain will be the IT&C domain, a network of action will ensure access to training and guidance for persons wishing to engage the IT&C labour market.
Coordinator: Esther Dubois (CMA)
Concept Note: How can we organise physical and virtual places that allow everyone to become the co-author and actor of their own life, while continually learning? Should sustainable development not engage different regions in the transversal dynamics that arise from intelligent cooperation in order to ensure human well-being in the present and in the future? Do digital tools not represent a means of optimising the organisation of regions and an opportunity to offer to the entire public, everywhere, a means to access learning in order to lead a dignified life and develop sustainable action?
Challenges and openness for the future: if citizens are the primary contributors to change, is political will and commitment not necessary?
Moderator: Raul Valdes Cotera
1 – Alpha Dramé
Abstract (FR) : Territoire et Ecologie : apprentissage et formation duale le long de la vie : Cette table ronde abordera les deux enjeux auxquels l’humanité est violemment confrontée :
- Le changement de paradigme de notre système économique qui a désormais l’obligation d’entamer une transition vers un système plus écologique,
- La mise en place d’un système sociétal capable de gérer cette transition en préservant nos valeurs et acquis sociaux dans un contexte de développement durable.
La table ronde analysera l’apport de l’Apprentissage tout au long de la vie dans l’articulation de ces deux nécessités afin de faire entrer la communauté humaine dans une logique de progrès durable et de savoir-faire, faire-savoir, savoir-être et savoir-vivre adaptables.
Nous sommes aujourd’hui confrontés à une catastrophe environnementale qui est le résultat de la logique de croissance de notre système économique néo-libéral. L’indispensable découplage implique que les métiers vont changer, et ceci n’est possible qu’avec un « apprentissage le long de la vie ». La formation elle seule permet le changement de paradigme de notre système économique vers un système plus écologique, ainsi que la mise en place d’un système sociétal préservant nos valeurs et acquis sociaux dans un contexte de développement durable. La spécificité de l’écologie industrielle et territoriale, basée sur l’analyse de la matérialité des échanges (matières et énergies), en constante évolution, sera développée.
L’apprentissage s’inscrit dans une logique durable à travers ses aspects de multiculturalité et de répétition. Ce sont ses modalités d’application qui diffèrent selon le territoire. A travers deux exemples de terrain, l’apprentissage dual en Suisse et l’adaptation en contexte sénégalais, seront développés.
2 – Philippe Le Gonnidec
Abstract : Undertaking an expanded territorial’s valorization based on immersive experiences of augmented reality.
Whether is the ability of the brain to reconstruct the reality of a territory, or the effect of new technologies, for the present and for the future, the complex thinking of a connective civilization is constantly remodeling its territories.
(Religions, cosmogony of the Dogon civilizations, poetry by William Blake … arts, sciences, situational video games, modified states of consciousness by meditation, paleo-anthropology, biomimicry, economics, …) the consciousness of humanity over its own existence and its ability to interact has always been hesitating and sinuous. Until August 23, 1966, when it saw, for the very first time, a picture of the earth, taken from the moon; it floated in space like a spaceship … and discovered as a gift its own habitat…
Since then, it has constantly recomposed its civilizational filters and the reshaped vision of its territories…
3 – Jenneth Parker
Abstract: Learning Cities: experiences, reflections and opportunities – This talk will draw on the example of Bristol as the UK’s first Learning City and look at the progress made. Consideration will be given to links made with other relevant initiatives including Bristol’s recent year as European Green Capital and the commitment to be a Sanctuary City. Issues to do with learning and moves to equality and diversity in the city will also be considered. The role of systems thinking in the city and beyond will be explored.
This summary will lead to some reflection on the role of learning in cities as a new and potent level of political action for sustainability and the potential roles in connection to the Sustainable Development Goals. A few deeper thoughts about the links of learning to new models of prosperity and the replacement of ‘stuff’ with human development through lifelong learning will be developed.
The concluding section will explore further opportunities for the Learning Cities approach to make synergies with other global networks and address some of the complexities of the local-to-global relation in knowledge sharing. The need to consider the changes in the public sphere brought about by the internet and questions of political literacy for human development and environment will leave some questions to be debated further.
4 – Mariam Sy-Diawara
Abstract (FR) : Afrique 3.0 : Comment les schémas informels ont créé des autodidactes du digital : Les villes africaines semblent s’urbaniser dans le chaos, avec notamment l’entrepreneuriat informel qui fait partie à part entière du paysage. Il s’agit en d’une urbanisation “organique”. Une réalité à travers laquelle la population “fait avec”, reste dynamique en s’organisant “comme elle le peut” se manifeste dans l’appropriation du numérique.
C’est ainsi que des lieux et communautés de savoir du numérique se développent dans des environnements inattendus comme le “le Black Market” de Adjamé ou le Fab Lab “Babi Lab” de Abobo en Côte d’Ivoire.
La démarche de AWF est de rapprocher les acteurs informels et formels (États, industries, formation classique) au même niveau et avec l’objectif commun de favoriser l’accès au savoir en l’apportant là où les gens se trouvent et pas forcément l’inverse.
Nous pourrons prendre le cas des Amazones du Web qui vont dans les salons de coiffure pour apprendre.
En Afrique, apprendre tout au long de la vie et de manière durable, se conjugue avec le fait d’investir tous les lieux où, de manière organique, se trouvent les apprenants.
L’outil numérique à cela de particulier qu’il peut sauter les barrières (sociales, géographiques, bureaucratiques, etc.) pour permettre à chacun de s’approprier cette dynamique de l’Afrique 3.0.
Coordinator: Francisco QUEIRUGA (CMA)
Concept note: Corporate Social Responsibility (CSR) requires greater consideration of the environmental and social impacts of business activities. In a globalised world, managing cultural diversity becomes a societal issue and a challenge for business. Lifelong Learning is considered a powerful lever for creating synergy and transforming diversity into wealth and performance.
What solutions can CSR bring to the issue of interculturalism when dealing with cultural diversity within companies?
What role does CSR play in the need to train people in intercultural intelligence and develop a culture of mutual recognition, an essential basis in the strategy of all international actions?
How can education contribute to a managerial vision based on social responsibility, taking into account the interests of all actors in multicultural contexts where a multitude of values, religions, ideologies, norms, etc. are confronted?
1 – Margarita Celedón
Abstract (FR) : Le pouvoir de persuasion, « le soft power », rapproche des personnes d’autres cultures et facilite la convergence interculturelle. C’est cet aspect qui sera développé, c’est-à-dire, comment dans les grandes corporations la compréhension et l’apprentissage interculturel est la clé qui permet la transformation des compétences linguistiques implicites en connaissances explicites qui facilitent la cohabitation multiculturelle au sein de l’entreprise et permettent l’intégration socio-professionnelle des populations migrantes ou déplacées par leur entreprise sans souffrance identitaire. L’Entreprise responsable réussie ainsi le changement, permettant le développement des compétences personnelles et collectives des travailleurs et garantissant un développement durable dans la dignité.
2 – Alfonso Lizarzaburu
Abstract (FR) : La question de la montée des inégalités dans le monde est maintenant au premier rang du débat public.
Comme le souligne le Rapport du PNUD de 2013 intitulé : L’Humanité divisée : comment faire face à l’inégalité dans les pays en développement et aussi dans les pays dits ‘développés’ : Le monde est plus inégalitaire aujourd’hui qu’il ne l’a jamais été depuis la Seconde Guerre mondiale. Il est toutefois évident que cette situation ne pourra se poursuivre bien longtemps. Depuis des années, les inégalités compromettent la croissance économique et la réduction de la pauvreté. Elles freinent la progression de l’éducation, de la santé et de la nutrition pour une grande partie de la population, ce qui affaiblit les potentialités humaines qui sont justement nécessaires à une bonne qualité de vie. Elles limitent les perspectives et l’accès aux ressources économiques, sociales et politiques. Par ailleurs, les inégalités entraînent des conflits et déstabilisent la société.
Selon ma vision, la problématique du développement durable va de pair avec celle de l’équité, et l’éducation –comprise comme éducation tout au long de la vie– est l’un des vecteurs clefs pour que la résultante dans ce « parallélogramme de forces » conduise à respecter les principes, les valeurs, les droits et le devoirs qui fondent ou doivent fonder la cohabitation entre ceux qui aspirent à devenir des êtres humains, tels qu’exprimé dans la Déclaration universelle des droits de l’homme approuvée par l’Assemblée Générale des Nations Unies le 10 décembre 1948.
Le développement est intégral et intégré ou ne sera pas.
Donnons-nous les moyens de nos ambitions, parce que « la meilleure manière de dire est de faire » (José Martí, 1853-1895).
3 – Julien Nizri
4 – Alejandro Otazu Salle
Abstract (FR) : Un des principaux problèmes des entreprises multinationales est de reconnaître leur propre capital symbolique, compte tenu de la multi culturalité de leur cadre de vie et des affaires. Le capital symbolique des marques et l’apprentissage des stratégiques transnationales dans le cadre d’un développement durable est un des éléments clés dans la prévention de conflits tant internes (adhésion à l’entreprise par ses travailleurs et leur environnement social), qu’externes (positionnement de la marque sur le marché et face à la concurrence). Ces deux facteurs sont les piliers de la confiance que doivent générer les entreprises responsables et ne pas l’accepter c’est le chemin direct vers la démarquisation..
La Responsabilité Sociétale des Entreprises (RSE) impose une meilleure prise en compte des impacts environnementaux et sociaux des activités des entreprises. Dans un monde globalisé, la gestion de la diversité culturelle de la ressource humaine devient un enjeu sociétal et un défi pour les entreprises. La Formation Tout au Long de la Vie s’inscrit comme un véritable levier pour créer une synergie et transformer la diversité en richesse et en performance.
Nous voulons répondre, pendant ce Forum, à un certain nombre de questions :
- Quelles réponses la RSE peut-elle apporter à la question de l’interculturalité lorsqu’on est confronté, au sein des entreprises, à la diversité culturelle ?
- Quel rôle pour la RSE dans la nécessité de former à l’intelligence interculturelle pour développer une culture de la reconnaissance mutuelle, base incontournable dans la stratégie de toute action à l’international ?
- Comment l’éducation peut–elle contribuer en faveur d’une vision managériale basée sur la responsabilité sociale tenant compte des intérêts de tous les acteurs dans les contextes multiculturels où sont confrontés une multitude de valeurs, de religions, d’idéologies, de normes etc..?
5 – Christophe Pesneaud
Abstract (FR) : L’interculturel est un enjeu pour la Responsabilité Sociétale des Entreprises (RSE) des organisations transnationales : L’application de la « Doctrine du bien commun » impose ses corolaires, les principes de Souveraineté, de Fraternité, de Sincérité et de Responsabilité, tels que les « guidelines » de la politique de développement sociétal des organisations transnationales et de leurs activités collaboratives interculturelles.
Ces guidelines :
- Permettent d’améliorer les stratégies de développement des fonds ou d’entreprises qui peinent à concilier les croissances respectives de leurs bénéfices et de leur impact social auprès de certaines populations.
- Sont vecteurs de progrès générationnels. Ceci, au travers de la Parité et du Travail durable qui créent le lien synergétique de la chaîne du changement sociétal pour des communautés locales.
- Génèrent les clés de succès suivantes pour la politique ESG transnationale, qui sont une garantie complémentaire pour les investisseurs :
- Des Business modèles transnationaux ou locaux innovants qui préservent davantage le capital humain.
- Des équipes interculturelles et paritaires efficaces.
- Des accords d’entreprises transnationaux qui contractualisent des engagements paritaires RSE pour tous les salariés d’un même Groupe. Entre autres, pour la qualité des conditions du travail formel et pour la formation professionnelle.
6 – Carlos Rabassó
Abstract (FR) : Les travaux de recherche que M. Rabasso présentera ont pour objectif de vous faire découvrir différentes façons de percevoir, de penser et d’exercer la gestion responsable, des façons rassembleuses, stimulantes, valorisantes, propices à l’amélioration continue et à l’innovation, qui permettent de résoudre des situations complexes et de bâtir ensemble un avenir durable et responsable. Il vous parlera des nouvelles formes de gouvernance et de leadership ainsi que de pratiques innovantes en gestion.
Coordinators: Marlena BOUCHE and Evelyne DERET (CMA)
Concept Note: Despite the ambitious goals set by the global Education for All program, gender inequalities are increasing in some regions, and are disappearing to slowly even within the most developed countries. Disparities in schooling between girls and boys persist. In a number of areas cultural, religious, and political constraints are often serious obstacles for women personal development. How to educate girls, so that they understand that it is their right to decide their fate for themselves, as adults? How to create a friendly environment which will support their ambitions and dreams? Education is certainly indispensable, but if it is not accompanied by the concrete public policy measures, including the respect of universal human rights, it is not enough by itself to change the women lives. Then it is difficult for societies to achieve equality and strike the balance between the genders. What are the points and advice of those women who have succeeded in very unfavourable environments?
1 – Lucia Caetano
Abstract: We need to talk about gender in schools – In Brazil, it is estimated that a rape happens every minute. The majority (70%) of the victims are children and teenagers. Another alarming statistic is the high pregnancy rate among young people who have stopped studying. Of the total of 1.3 million young people aged 15 to 17 out of high school, 610,000 are women. Of these, more than a third (34%) were already mothers. Data such as these indicates the urgency of discussing, among Brazilian society, issues related to gender equality and violence and discrimination practiced against girls and women in the country. In 2015, due to pressures from religious groups, the Brazilian Congress eliminated from the Law that sanctioned the National Education Plan, any and all terminology referring to the promotion of gender equality and sexual orientation in schools. The decision disregards current statistics on violence and discrimination against girls and women in the country and seriously compromises compliance with some of the Agenda 2030 goals. Despite the resolution, several schools and social organizations continue to promote actions that allow boys and girls to express themselves on issues of gender and sexuality – a very challenging task especially within the school environment. Many of them are innovative educational initiatives that use collaborative methodologies and technological and media support to, in a way closer to the youth universe, identify and problematize the reproduction mechanisms of existing inequalities, multiplying the ways in which the young people understand, make sense and live the genders and sexuality.
2 – Gurmu Eshetu
Abstract: Girls Education in Ethiopia: Opportunities and Challenges.
The Ethiopian Government has increased the number of schools and universities in the country over the last two decades. Affirmative actions and gender strategies that ensure equity and equality in school enrollment and employment opportunities have also been in place to diminish the gender gap in education and employment. Despite all such endeavors and initiatives to alter the prevailing situations, there are still socio-cultural, physical, psychological and economic barriers that suppress girls’ education in Ethiopia. The barriers are playing significant roles at secondary and higher level of education though school enrollment at primary level is nearly universal both in rural and urban areas. The purpose of this study is to review opportunities and challenges of girls’ education in Ethiopia and suggest mechanisms to increase their access to education at all levels. Study results reveal that early marriage, participation in domestic chores, providing care and support to the family, gender bias in educational investment, distance of high schools and universities from home, gender based violence and discrimination, financial difficulties to afford living and school expenses, etc. are major factors deterring girls’ education in Ethiopia. Evidences also show that girls’ enrollment at secondary and higher education is not only lower but is also characterized by increased repetition and dropout rates. Adopting household technologies that reduce girls’ participation in domestic chores, promoting gender sensitive curricula and school management systems, offering scholarship opportunities for girls living in poor households, providing adequate sanitation facilities in schools, promoting campaign to eradicate cultural resistance to girls education and increasing the number and roles of successful female role models in education at community levels are believed to accelerate girls education in the country.
3 – Asma Ibrahim
Abstract: Lifelong Occasion of Informal Education for Women.
The importance of educating women cannot be stressed more if we consider the conditions in Pakistan. The non-availability of the adequate number of female schools is just one aspect. Second being lack of women teachers up to secondary level is another aspect.
In the colleges and universities, the focus on the provision of quality education can be witnessed but most of the female students pursue the education as external students.
Once the women get the basic education, which mostly lack the quality, they have no chance available of the refreshers. There interaction too is limited to women folks, family affairs, familial extensions, thus they seldom get any odd chance to continue to acquire knowledge, to be current about many things which are otherwise necessary for humans, and also for parents.
The SBP has developed a program that revolves around the lifelong chain action, where the female from lower age groups to the middle age get a chance to remain associated with the SBP Museum.
Further the working women in the SBP get linked in to the hook by inviting the children of these female employees in the annual Summer Camps, thus their association is consciously utilized to enhance their understanding of things.
The SBP Museum targets one of the important segments in this manner and provides a platform for life-long involvement in the informal education, though a very small effort, definitely influencing a little part of the society provides a model for replicating.
4 – Shashikala Sitaram
Abstract: Health Literacy in School Education- Effect on Girl Child Retention- A Case Study in South India
Introducing health literacy as a definitive intervention in school education is a recent concept in India and is taking firm roots as the sectors are interrelated and interdependent. Interweaving health issues with educational curriculum would create awareness on various issues including child rights.
Education policy –with emphasis on every child should be in school- has helped improve school enrolment. But the gender differences are seen in the girl vs. boy child enrolment and more importantly retention at school. The socio-cultural stipulation discourages adolescent girls of poor families from completing higher secondary schooling, even when they perform better than boys at schools, as encouragement and support of the family/s is lacking. The deep-rooted practices of giving prominence to boys and ignoring the girl child’s needs – in all aspects, including educating them, forcing marriage on the girl child has been perpetuated by the patriarchal norms of the society which places the girl child in a vulnerable position – for lifetime.
There have been experiments which have considered multi- stakeholder involvements to improve girl child enrolment and retention at schools, given that they (the girls) encounter a variety of socio-cultural barriers. One such pilot intervention has been implemented by a not-for-profit organization in a difficult area in Karnataka, South of India. as a pilot intervention and closed end March 2017.
The evaluation of the outcomes of the intervention would throw light on a number of policy issues and provide a model for better shaping girls’ education -whether multi stakeholder approach would help in reducing school dropout rates, whether introducing health issues at higher secondary schools would help increase girls’ awareness on issues such as HIV AIDS. Learning points could also be drawn from understanding which of the following are more useful: (a) life skill training imparted for girls covering confidence building, gender issues, leadership development, career counseling sessions, b) gender sensitization programs for the boys, (c) attitudinal changes of family members on importance of girl child education, (d) orienting school functionaries on creating a conducive school environment (d) awareness programs for the community
Coordinator: Ricardo MAIRAL USON (UNED/Madrid)
Concept note: “The role of research is essential to strengthen the potential of countries” Delors Report to UNESCO
What role will research in higher education play in response to the challenge of an active contribution to human and social development? We must find an appropriate balance in the basic functions of research to avoid risks related to governance. While focusing only on the transformative role of research can pose risks to the human dimension and development, concentrating unilaterally on aspects of responsible development can generate reactive responses and delay economic benefits. Neglecting the inclusiveness function can lead to slower development and even isolationism, and focusing on short-term issues does not favor long-term goals and future generations. We need to strengthen research networks between the ‘North’ and ‘South’, between the rich and the poor, between developed and developing countries and institutions to bridge the gap between consumers and producers.
Higher education faces challenges and difficulties in terms of funding, equal access to studies and stay in there, better training of staff, skills-based training, The quality of education, research and services, the relevance of curricula, the employment opportunities of graduates, the establishment of effective cooperation agreements, and the equal access to benefits of international cooperation. Higher education must meet the challenges posed by the new opportunities opened up by technologies that improve the way in which knowledge is produced, organized, disseminated and controlled and accessed. Equitable access to these technologies should be ensured at all levels of education systems. As set out in the preamble to the UNESCO World Declaration on Higher Education in the 21st Century.
1 – José Carlos Gómez Villamandos
2 – António Manuel da Cruz Serra (To be confirmed)
3 – Salustiano Mato de la Iglesia (To be confirmed)
Concept note: In today’s complex and fast-changing world, knowledge, skills and competences require constant renewal and updating through continuous learning, retraining and further training on a lifelong and life-wide basis. In response to the challenges of our time, people need to learn throughout their life. However, opportunities for education are provided mainly through formal education at the initial level. Even when it comes to giving people access to either education or employment, many societies still focus exclusively on the outcomes of formal learning in educational institutions. This means that all the learning that takes place after initial education, in adulthood and through non-formal and informal learning settings remain ignored and undervalued unrecognized, and many people are denied the opportunities, motivation and confidence to engage in lifelong learning.
Recognition, validation and accreditation of non-formal and informal learning are a key lever in making lifelong learning a reality. They make visible and value the large amount of invisible knowledge, skills and competences that individuals have obtained in various settings and in different phases of their lives. Increased visibility of these learning outcomes may significantly improve individuals’ self-esteem, motivate them to further learning and strengthen their labour market position. RVA may help to integrate broader sections of the population into the learning process, and help societies to make better use of their existing human resources.
It is important therefore to establish mechanisms for recognition, validation and accreditation of the learning outcomes that young people and adults acquire over the course of their life in non-formal and informal settings.
- To reflect on RVA’s relevance for individual citizens and communities.
- To move from principles and suggestions to actual implementation of validation arrangements.
- To discuss the extent to which different RVA tools can be used creatively to support the development of lifelong learning including credentials and qualifications.
- To analyse the linkages between RVA and Qualification Frameworks
1 – Anny Piau, France
Abstract (FR) : Les systèmes de formation dans leur version formelle et la diversité des apprentissages informels ont rarement l’occasion de se côtoyer les uns les autres. La reconnaissance validée des acquis de l’expérience (RVAE) constitue l’une de ces occasions privilégiées car elle apparaît de premier abord comme étant la possibilité de conférer une formalisation aux apprentissages informels, ces apprentissages issus de l’expérience, donc invisibles et implicites. Cette formalisation se manifeste doublement, par un travail d’explicitation écrite du candidat adulte de ses acquis expérientiels et par l’obtention d’une certification qui sanctionne ce travail, en guise de repère normé et collectif.
Aborder la RVAE comme un processus formateur et non seulement comme appartenant à une finalité qualifiante, relève d’une démarche originale, différente mais complémentaire des dispositifs formels de formation existants.
Entrer dans une démarche visant à reconnaître ses acquis expérientiels par le biais d’une instance de formation validante, permet à la personne concernée de prendre conscience de ce qu’elle a pu acquérir pour elle-même et par elle-même. Ce travail réflexif, au-delà de la valorisation personnelle qu’il offre à travers une prise de confiance en soi qu’il garantit, par-delà aussi la valorisation sociale qu’il procure en garantissant une reconnaissance institutionnelle de la part d’autrui, constitue un authentique travail réflexif : c’est un véritable processus auto formatif qui amène le candidat à changer le regard qu’il porte tant sur lui-même que sur son expérience mise à distance et relativisée, qu’aussi sur son utilité dans le monde au sein duquel il se trouve inséré. Cette démarche de validation expérientielle prend donc toute sa dimension en produisant un savoir issu d’une connaissance expérientielle, un savoir propre, dans toute sa singularité et son ingéniosité.
2 -Madhu Singh, India
Abstract: Quality issues in promoting lifelong learning. Role of Qualifications frameworks and mechanisms for recognizing all learning; This presentation explores how countries use National Qualifications Frameworks and mechanisms for recognition, validation and accreditation (RVA) of non-formal and informal learning as tools to promote a lifelong learning system of quality. In the last decade or so, with the development of NQFs and moves towards learning outcomes approach, reforms in governance, and involvement of social partners and other stakeholders, there is an increasing demand for recognizing learning outcomes from all learning, against standards in qualifications frameworks.
The thrust of my presentation is four-fold. First, the presentation will identify five indicators within the policy objectives of countries’ NQFs that strengthen lifelong learning. Second, it places the quality of lifelong learning within a systems approach. Assuring the quality of lifelong learning involves a systems approach to continuously improving quality at all levels – macro, meso and micro – including the quality components of structures, processes and outcomes/results. Third, it highlights the importance for countries to be aware of the contexts outside the educational sector in which lifelong learning and recognition processes operate and the influence this has on quality. Fourth, the presentation looks at how NQFs and recognition mechanisms can promote a holistic lifelong learning system, which means the harmonization of social and economic objectives, and the facilitation of the integration of efficiency, equity and relevance, effectiveness These practical elements are important for enhancing quality in lifelong learning.
The presentation uses evidence from the UIL Global Observatory of the Recognition of Nonformal and Informal Learning Outcomes (UIL, 2017) and The Global Inventory of Regional and National Qualifications Frameworks (UNESCO, UIL, ETF and Cedefop, 2017), to elaborate on five indicators that countries have highlighted in their National Qualification Frameworks (NQFs) as having a bearing on monitoring and evaluating qualification and recognition processes that create a quality lifelong learning system.
3 – Ernesto Villalba, Spain
Abstract : Prospects and trends on validation in Europe: Validation of non-formal and informal learning, or the efforts to make visible and value the learning taking place outside formal education, is gradually becoming an integrated part of national education and training and lifelong learning arrangements in Europe. The 2012 Council recommendation on validation encourages Member States to put in place national arrangements for validation by 2018. The recommendation also outlines a series of principles that have been recorded and developed in the European guidelines.
This paper provides an overview of validation policies and implementation in Europe using data from the 2016 European inventory on validation update. The majority of the countries provide opportunities for individuals to validate their non-formal or informal learning; normally in the framework of educational policies that permit the acquisition of a qualifications through validation, but also through bottom-up initiatives in the labour market or in the third sector. However, there is a need to provide those initiatives with further political back-up and resources. Further progress is required in terms of having a broader base of evidence regarding the actual use and the impact of validation arrangements as well as in the development of links across sectors and with other policies.
4 – Guy Fortier, Canada
Abstract : On the importance of Recognition, Validation and Accreditation of basic youth and adult education as a foundation of lifelong learning.
In 2015, UNESCO initiated a research project examining the way in which youth and adult literacy and basic education may be better integrated into national recognition, validation and accreditation framework systems and mechanisms. The ultimate aim is to enable disadvantaged young people and adults to obtain recognized qualifications starting from the lowest levels through sensitive policies and operational systems and supportive mechanisms.
Worldwide, hundreds of millions of youths and adults have not had the opportunity to acquire foundational skills through sufficient basic schooling of adequate quality. In addition, even more of them do not have a formally recognized qualification, which limits their career chance at work and access to higher education opportunities.
We will have a closer look to what extent some existing national policies include provisions for the RVA of informal and non-formal learning at basic level and how they operate.
Coordinator: Marlena BOUCHE OSOCHOWSKA (CMA)
Concept Note: Increasingly more citizens are becoming aware that their health is not their doctors’ responsibility, but rather it depends on their own behaviour and lifestyle. Learning about health is the most effective if we know how to motivate the individuals themselves. Health issues gain if they are addressed in a cross-cultural and holistic way for all ages and on continents. Innovation can be rooted in the analysis of ancestral knowledge, as for example ethnopharmacology tries to understand how knowledge of herbal medicine has been shifted through generations to shed light to the medicine of the third millennium. Lifelong education and learning is the best way to enable individuals to take care of themselves consciously and effectively. And, what are the policies, programs and projects whose results could be shared and brought together if health is the priority.
1 – Eugênio Scannavino Netto
Abstract: Projeto Saúde & Alegria (Health & Happiness Project)
Projeto Saúde & Alegria (Health & Happiness Project) has been created to reach isolated communities living along the Amazon River, in Brazil. The objective is to support participatory and integrated processes of sustained community development, managed by the population itself. The Amazon is the largest remaining tropical forest in the world and home to about 20 million people, including an estimated 180,000 indigenous people and more than 5 milion caboclos. These people rely on this ancient forest for their way of life. The Project has an interdisciplinary team of doctors, agronomists and educators who regularly visit the communities to pursue Integrated Development through activities devoted to community health, agro-forestry production and management, income generation, education, art and culture, gender, children and youth, popular communication and participatory research. It includes a small touring circus which includes a radio, a TV and a newspaper which are produced by the youth of the forest, in 150 localities, involving around 30,000 beneficiaries. Our impact on the Amazon communities is evident. In a modern hospital boat called Abaré, a team of highly qualified doctors regularly visits the communities. The results have been outstanding: 100% of the families have sanitation, clean water, 98% children immunization, infant mortality has dropped to 48:1,000 to 18:1,000. Our educational programs for the younger population show a significant difference between the literacy rate of SA communities (5.5%) and those without the organization’s involvement (11.3%). SA’s work is helping to build forest economy and are having positive effects on the region as a whole.
2 – Thierry Troussier
Abstract: Why it is important to integrate the SDGs in a sexual and reproductive health and Human Rights (SRHR) strategies, to improve the results and to achieve the SDGs ?
The 2030 Agenda for Sustainable Development defines a set of ambitious global health goals and targets. The Goal 3 is related to health : Ensure healthy lives and promote well-being for all at all ages. This goal could be applied to sexual and reproductive health. Many of goals and targets are directly related to SRHR, others are essential for creating an environment in which sexual health and reproductive health can be realized.
The UNESCO Chaire for Sexual health & Human rights is engaged in the implementation, follow-up and review of the SDGs. Strategically, she uses them to advance her advocacy on SRHR, in a global perspective. For increase understanding and exchange experiences on SRHR, the UNESCO Chaire proposes a chart developing targets for 17 SDGs, in relation with SRHR. For the first time the chart on “Sexual and Health and Rights” in the 2030 Agenda NU, will be presented for the 5th World Forum Lifelong learning dor Sustainable development an integrated approach. This chart will open all manifestations, events and online courses, international and national, of the Chaire UNESCO for Sexual health & Human rights.
The aim of this chart is to describe the relation between the SDGs, Human rights and sexual health.
The final objective of this chart is to strengthen and advance our advocacy on sexual and reproductive health and sexual rights on the ground, among healthcare professionals, social and legal professionals, as well as with the decision makers.