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Report on the Questionnaire-Survey AICESIS NGO Universities

Report on the Questionnaire-Survey AICESIS NGO Universities.

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Report on the Questionnaire-Survey AICESIS NGO Universities

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  1. Report on the Questionnaire-Survey AICESIS NGO Universities

  2. Study on the development of new academic programs, pedagogical tools and educational software, for promoting the advancement and achievement of the Millennium Development Goals in conjunction with civil society organizations, the National Economic and Social Councils and institutions of higher education

  3. Project AICESIS NGO Universities for the implementation of the Millennium Development Goals 1 -Questionnaire for the Universities 2 - Questionnaire for the National Economic and Social Councils 3 - Questionnaire for Non-Governmental Organizations

  4. Questionnaire university MDG QUESTIONNAIRE/SURVEY 1- To what extent the September 2000 United Nations Millennium Declaration, the 2015 Millennium Development Goals and the recent UN reports on these topics have been promoted and discussed inside your University ? Through what means: meetings, circulars, Faculty, Senior management, Students Association, etc ? Can you provide copy of the papers or reports resulting from such discussions and meetings ? 2- Did your government or Ministry of Education inform Universities in your country of the above UNMD, MDG, national reports, etc ? (Please provide copies) 3- Which of your University’s teaching, training courses, diplomas and Departments are most relevant to the 8 major MD Goals ? (Please provide a list).

  5. 4- Does any of your University’s teaching and training courses and diplomas already include components or modules related to the 8 MD Goals ? (provide list) 5- Do these diplomas lead to careers or professions related to the implementation of the MDGs ? (Provide list) 6- What is the internal process, inside your University, in order to propose, design, adopt and/or modify existing teaching/training programmes, or new ones ? (provide organigram on this process) 7- Do you have an active Association of Professors (or Union) at your University and are they involved in the development of academic programmes ? 8- To what extent academic freedom is applied to teaching, training and new programmes in your University ? (Any statement or labor convention on this issue ?)

  6. 9- Do you consult with national or international pedagogical experts during the design and preparation of new training and teaching courses ? 10- Are your government authorities or Ministries involved in this process ? 11- Are national NGOs related to these 8 MDGs invited to participate to the design and preparation of these new training and teaching courses, including didactical material ? 12- Involvement of United Nations experts or senior officials in this process ? 13- Does your University participate to a national and international Association of Universities ? (Which one) 14- Where there any discussions within University Association(s) on the implementation of MDGs in University curriculum ? (Details)

  7. 15- Is there a National Plan or strategy by the government to implement MDGs in its activities or to promote them in the public and in the private sectors of your country, or in any of its regions ? 16- Does your University maintain an Academic Strategic Development Plan and Priorities ? Does it include MDGs ? Who is responsible ?(details) 17- If such plan exist, what is the process for its design, amendments, improvements, involvement of NGOs, of students bodies and Faculty members and UN authorities ? 18- If your University is involved otherwise in NGO matters, what form does it take? Conferences, meetings with NGOs, contacts with government officials involved in NGOs ? 19- Are you aware of other universities in your own country involved in the implementation and insertion of MDGs in its teaching and training programmes ? (names and officials responsible )

  8. 20- Are you in relation with external experts to insert MDGs in your academic programmes ? 21- Does your University Senate, Board of Governors and other deliberative bodies include representatives of Civil Society and NGOs ? 22- Does your University have any cooperation programmes with external Civil Society or NGOs ? 23- In which regions of your Country are anyone of the 8 MD Goals applicable ? and what measures or programmes are in place with or within these regions ? 24- What is the current status of MDG implementation in your country ? Which government authorities act as interface on MDG issues ? Are you in contact with them ? 25- Is your University involved at t the international level with other institutions or NGOs already active on MDG and United Nations issues ? (details)

  9. The Eight Millennium Development Goals 1- Eradicate extreme poverty and hunger 2- Achieve universal primary education 3- Promote gender equality and empower women 4- Reduce child mortality 5- Improve maternal health 6- Combat HIV/AIDS, malaria and other diseases 7- Ensure environmental sustainability 8- Develop a global partnership for development

  10. Lists of universities • Sciences- Po_France • University of la Sapienza _Italy_ • UNITAR _ Switzerland_ • National School of Administration _Algeria_ • International Education For Peace Institute _ Canada_ • University of Saint-Petersburg _Russia_

  11. The universities, divided according to economic development of the country

  12. Goal 1 Eradicate extreme poverty and hunger • Reduce by half the proportion of people living on less than a dollar a day • Reduce by half the proportion of people who suffer from hunger

  13. Goal 2 Achieve universal primary education • Ensure that all boys and girls complete a full course of primary education

  14. Goal 3 Promote gender equality and empower women • Eliminate gender disparity in primary and secondary education preferably by 2005, and at all levels by 2015

  15. Goal 4 Reduce Child Mortality • Reduce by two thirds the mortality rate among children under five.

  16. Goal 5 Improve maternal health • Reduce by three quarters(3/4) the maternal mortality ratio

  17. Goal 6 Combat HIV/AIDS, malaria and other diseases • Halt and begin to reverse the spread of HIV/AIDS • Halt and begin to reverse the incidence of malaria and other major diseases

  18. Goal 7 Ensure environmental sustainability • Integrate the principles of sustainable development into country policies and programs; reverse loss of environmental resources • Reduce by half the proportion of people without sustainable access to safe drinking water • Achieve significant improvement in lives of at least 100 million slum dwellers by 2020

  19. Goal 8 Develop a global partnership for development

  20. La Sapienzarecommendations • The university together with national, regional and international institutions should capitalize on their experiences and create the appropriate conditions to develop and transfer knowledge in the area of conflict prevention, peace building, democratic governance through the identification of new methodologies • Information sharing, networking and dialogue among universities, civil society and regional and international organizations should be enhanced • Cooperation and networking between universities and other institutions should not be accidental but systematic and professional • Exchange of professors, students, experts, practitioners of national, regional and international institutions should be strengthened

  21. New for building partnership where all actors are equally engaged should be devised • The university itself should be a model of good governance by promoting internal transparency, accountability, fair recruitment and promotion, gender and diversity inclusion • Universities should develop the skills needed to provide critical knowledge on how to fight poverty and inequality • Universities should tailor their curricula to the needs of, and the unique circumstances prevailing in, the society of witch they are a part • Universities should assist policy makers acquire the capacity for positive peace building which thrives on dialogue and cross-cultural communication, as against its negative counterpart that seeks peace through the application of force

  22. UNITARDevelopment of new pedagogical tools meant to help realize the Millennium Development Goals • UNITAR offers a large amount of experience concerning the implementation of educational programs linked to human development objectives, as determined by the United Nations. Furthermore, the Decentralized Cooperation Program of UNITAR has already integrated the MDGs in numerous programs that are found at CIFAL centers across five continents. • UNITAR, in collaboration with UN-HABITAT, presented an intergovernmental resolution on « the access of essential services for all , » which was adopted at the heart of the Administrative Council of UN-HABITAT (Nairobi, Kenya, April 2005)

  23. Thus, whether it be the political or the practical aspect of the MDG implementation, the Decentralized Cooperation Program of UNITAR devotes a huge part of its educational sessions to the MDGs. • For this reason, the educational programs of the Decentralized Cooperation Program of UNITAR are based on techniques of promoting knowledge. They combine the expertise of municipalities, civil society, and private academic sectors. As such, UNITAR also offers a multi-partnered network on the local level. • UNITAR proposes to the teaching body an educational program that is adapted to university standards and criteria. This program will contain to parts: a didactic aspect (general teaching of the MDGs) and a second aspect that approaches the practical implementation of the MDGs (UNITAR’s own fieldwork experiences).

  24. A didactic and practical education: The teaching of MDGs at the heart of university institutions could take the following format : Step one:evaluation and identification of educational needs Status of current educational programs concerning MDGs: content of the programs, pedagogical tools used, evaluation of teaching knowledge, specific professional orientation of the students Step two:proposition a program to the educators Two possible options: 1- The betterment of existing pedagogical tools by the educators if a program already exists, but is poorly adapted following the conclusion of the preliminary step (evaluate and identify educational needs) 2- The Proposition of a pedagogic framework of education (tools and content) if tools exist

  25. Possible content of the educational programs on the Millennium Development Goals • Introduction: - The origins of the Millennium Declaration and a plan for implementation - Content of the Millennium Goals (8 goals,18 targets, and 10 recommendations) - To whom do the MDGs address? - The expected costs and advantages of realizing the MDGs and the identified obstacles that might hinder their realization - The following of United Nations actions to realize the MDGs

  26. Structure: - Sectoral studies of one or more of the 8 goals by teaching according to the professional orientation of the students - Case studies: - The actions undertaken by the partners (State, local authorities, private sectors, NGOs, civil society, etc.) to realize by sector(s) the MDGs/ obtained results/ encountered constraints. • Experiences of UNITAR in the sectoral implementation of certain MDGs (difficulties encountered, obtained results) - Implication of civil society and professionals to attain the MDGs (politicians’ stances, private and public partnerships)

  27. Possible Tools • Testimony of United Nations experts/ fieldwork professionals (NGOs, local authorities) • Study and analysis of official United Nations documents (following reports of the Secretary General, reports of the Secretary General at the Millennium Summit follow-up (2005), video archives from the United Nations) • Simulation of practical cases, based on help given towards decisions

  28. The participation of partners in the implementation of this pilot project • UNITAR wishes in the long term to launch this ambitious program across numerous countries, and to hear out the mobilization of all of its partners, in order to create a mobile access system. In making Spain and Catalonia the locations where the pilot project will take place, UNITAR offers these countries and this region visibility and a strong international image based on innovation, openness, and adaptability. The challenge is a serious one, as it is about preparing and/or enlightening future generations and the professionals of tomorrow for the enormous humanitarian tasks presented by the United Nations by way of these MDGs.

  29. CanadaInternational Education For Peace Institute Implementation of the MDGs thus poses a realistic, but unique, challenge. The main challenge is now to ensure its complete, just, and sustained implementation in a manner appropriate to the specific conditions and requirements of each participating community. This requires that the participating agencies of the United Nations, NGO’s, and Governments working to achieve the goals do so in a manner that reflects and engenders the worldview of the MDGs, while having the necessary capacity and skills to meet the indicators. ™

  30. Millennium Development GoalsA Training Curriculum Proposal • In order to accomplish this, any curriculum and training program must have: 1- An integrative, peace-oriented worldview based on the principle of unity and diversity; 2- An ability to introduce universal concepts within the specific contexts of each community, while safeguarding their respective sanctity; 3- An ability to mobilize a large volunteer and diverse group of youth and young adults and teach them the skills for implementing MDG;

  31. 4- An ability to mobilize for each country, a large volunteer and diverse group of youth and young adults and teach them the skills for monitoring the progress of MDG; 5- An ability to train a large number of UN, NGOs, and Government employees, at various levels as MDG consultant experts who would be able to create the necessary motivation, knowledge, and skills required by the implementation and monitoring volunteer groups discussed above; and above all with 6- An ability to provide all groups identified above with the knowledge and skills required to exercise effective and creative leadership in their respective areas of responsibility and ensure the sustainability of the program.

  32. The idea of engaging a very large number of volunteer youth and young adults from around the globe in both the implementation and monitoring of MDG is based on the fact that the youth of today will be the main recipients of the benefits of MDG. They will also be the future leaders of their respective communities and by being actively involved in the implementation of MDG, would have a much greater appreciation of the program and a strong resolve and motivation to carry the goals forward. Furthermore, this experience will provide them with an excellent opportunity to develop their leadership knowledge and skills. The volunteers will receive a subsistence level remuneration.

  33. The development of such a curriculum and training program would take place in the following phases: Phase 1: A team of curriculum and training specialists with expertise in transforming worldview, and the relationship between worldview and development will work with development economists with expertise in the MDGs to develop a curriculum for training of UN staff, NGO’s, and government representatives. A supplemental curriculum for youth training will also be developed. Phase 2: A core group of trainers will be identified, who will then participate in pilot trainings for each of the four target groups. The curriculum will be modified and adjusted based on the training experience. Phase 3: A training map devised for downloading training to each of the target groups, which strategically pinpoints offices, departments, and personnel who are most strategically advantaged to advance the MDGs. A UN organizational expert will assist in the mapping process. Phase 4: Delivery of the training program.

  34. Implementing Institution • The proposed MDG Curriculum will be developed and implemented by the faculty of the International Education For Peace Institute (EFP-INTERNATIONAL) in collaboration with various UN, NGO, and Governmental agencies. • EFP-INTERNATIONAL is a non-profit, non-governmental organization registered in Switzerland. The institute has research, training, project implementation, and consulting areas of activity. It offers its programs globally through establishing national and regional EFP Institutes. Currently three such institutes are established in Bosnia and Herzegovina, Canada, and the United States. In At present, EFP programs are being implemented in over 100 schools in Bosnia and Herzegovina, involving some 80,000 students, 5,000 teachers, and 140,000 parents. • Among the programs of EFP-International are: - Education for Peace (EFP) - Leadership for Peace (LFP) - Creating a Culture of Healing (COH) - Leadership Development Program (LDP) - Youth Peace builders Network (YPN) - Conflict-Free Conflict Resolution (CFCR)

  35. Thank You Hanifa MEZOUI, Chief, NGO Section DESA/ECOSOC Tel 1 212 963 1183 - Fax 1 212 963 9248 – Email : mezoui@un.org

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