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United Nations - 2021, December 16, Project Based Learning for Peace and Development - Annual International Conference

8th Annual International Conference - High Level Workshop at United Nations See detailled presentation

United Nations - 2021, December 16, Project Based Learning for Peace and Development - Annual International Conference

8th Annual International Conference - High Level Workshop at United Nations See detailled presentation

Home > Records > Project Based Learning for Education for Peace and Development > United Nations - 2021, December 16, Project Based Learning for Peace and Development - Annual International Conference

8th Annual International Conference on Inclusive Education and Project Based Learning for Peace and Development - 16 December, 2021, United Nations
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Call for Contribution 2021 :

International Annual Conference on the Project Based Learning for Peace and Development
in the frame of the 13th GENEVA FORUM, December 13-17, 2021
United Nations, Geneva, Switzerland

Thursday 16 December, 2021

from 13:30 to 18:00

Wednesday evening, from 19:00 to 23:00 : Networking Dinner of Education and Project Based Learning networks for Peace and Development Networks

Presentations will be held in english and french. Debates and questions will be organized in english and french.
Leading Projects of Education to Science and Citizen Sciences since 1992, and creating 1st Participatory Researches Camps in 2004, the NGO Objective Sciences International have the Special Consultative Status to United Nations. Active in all continents, the NGO organize every year, since 2012, the International Annual Conference on Rights of Nature in United Nations, at which one participate all Governments actives in this domain or interested by these works. From 2016, and every year, OSI organize into the heart of the United Nations hemicycle the International Annual Conference on Inclusive Education for Sustainable Development, in order to allow all the actors and operators in these domains to exchange, meet and share directly and at the largest international level.
Inclusive Education

Operators of Education formal or informal, Alternative Pedagogy, and science of education who exchange already at national and continental levels (Europe, America, Asia, Africa, Middle-East...) and who desire to exchange together, and share practices and solutions, at the world level, meet together at the Annual International Conference organized in the United Nations.

Project Based Learning / Problem Based Learning / Research Action

Several public or associative organizations that are active in the domain of Education, federated or organized, at the international level. The main national actors, the federations, and the specific operators, organized presently at the international level, and are called to meet annually at the end of the civil year, at the International Annual Conference on Inclusive Education and Project Based Learning for Peace and Sustainable Development, at United Nations, in Geneva.

This annual space of sharing results and pooling of skills, allow to the actors of the domain to exchange practices, solutions, ideas, needs.

Your Annual Exchanges Resource

In the following of the national and continental meetings that are organized in each country and continent by the local federation, this International Annual Conference at United Nations allow the actors to implement in consultation, or to inform mutually, of progress and actions they lead during the year, or that they have in project.

The participants at this Conference are:

  • Local and regional actors of different countries
  • Thematic Actors by disciplines
  • Regional or national federations
  • Thematic Federations, by disciplines
  • Large Institutions of Education and Instruction
  • Regional agencies of Education (Academies...)
  • Governmental departments (Education, Research, Environment, Tourism, Industry ...) and international associations of Ministries
  • Specialized Journalists (science, environment, education, tourism, sustainable development ...)
  • UN agencies (UNESCO, IBE of UNESCO, UNDP, UNEP ...)

Subjects that are in the agenda of this year are:

  • Sustainable Development of Education
  • Education and Instruction for Sustainable Development
  • Education as a social agent (poverty reduction, peace maker)
  • Education 3.0
  • Education and Instruction : a tool for Development and Science
  • Hospitality and openminding to Others by the Education
  • Policies on Education and Instruction of quality
  • The Sharing Economy and Education
  • New types of Instructions
  • Education management front of the Responsible entrepreneurship
  • Sustainability Trends in the Education

Detailed Program

Exchanges between stakeholders of the meeting will happen in a round table between speakers and debates with the audience of the Assembly.

Organiser : NGO Objectif Sciences International, Geneva
Chairman : Thomas EGLI, Founder of Objectif Sciences International, Head of the GENEVA FORUM
Moderators : Christa MUTH, Professor at the University of Applied Sciences Western Switzerland

Here the Programme of the 5 days of GENEVA FORUM of December 2021, where are described the 2021 days dedicated to the Conference on Education and Project Based Learning Peace and Sustainable Development Goals.

Programme of GENEVA FORUM 2023 (Public side)

Official Opening Session - Thursday 16 December 13:30

Session organised by Objectif Sciences International in the frame of the International YEar of Sustainable Tourisme for Development.

  • Keynotes
  • Remarks on current situation
  • Remarks about concepts of the International Annual Conference

Presentations currently proposed for 2021

Validated Presentations

Have public interventions been effective? A global panel vector autoregression analysis of the COVID-19 spread and control policies ORAL PRESENTATION

Since the onset of the COVID-19 pandemic, more than 219 million people are reported to have been infected while more than four million deaths have been recorded across the globe. However, the degree of the spread varies from one country to another. Government actions and preventive measures are regarded as vital to mitigate the spread of this disease. Yet, lockdown and other restrictive measures have not always been effective in alleviating the pandemic. This paper reexamines the causal relationships between government control measures and the rates of infection and deaths attributed to the COVID-19 by applying the panel vector autoregressive (PVAR) model to the data obtained from the World Health Organization and Oxford COVID 19 Government Response Tracker. The results show that bi-directional relationships exist between government responses and new COVID-19 cases. The new COVID-19 cases respond negatively to the stringency index and positively to the economic support index. Conversely, new COVID-19 cases have positive effects on the stringency index and negative effects on the economic support index. It is also found that stringency measures tend to be followed by economic support policies. Furthermore, temperature shows negative effects on new cases and deaths. In contrast, stringency and economic support indices do not show significant effects on new deaths from the COVID-19. In light of the ultimate goal of reducing the death toll from this disease as well as the economic consequences of restrictive measures, including suicidal cases, world leaders may need to rethink about the lockdown and commonly implemented stringent containment measures as a means of tackling this pandemic.

Mr Worawat SRISAWADI, Takuji W Tsusaka, Sylvia Szabo, Worawat Srisawasdi, Julia Wentworth, Lisen Runsten, Neil D. Burgess, Asian Institute of Technology, Thailand,

University-Community Collaboration for preventing youth violence in disadvantaged minority communities REMOTE ORAL PRESENTATION

University-community collaboration has grown in popularity due to mutual benefits – university has an opportunity to attempt evidence-based programs while community resolves its emerging needs and problems. However, collaboration is a complex and challenging process because coalitions bring two different organizations to work together. Using the Building Resilience Against Violence Engagement (BRAVE) project that is funded by the USA Department of Health and Human Services, this presentation describes the pathway of developing university-community collaborative youth violence prevention program in poor and disadvantaged urban communities.

In addition, this presentation explores significant facilitators and barriers that influence the collaboration process from its initiation to completion. Identified facilitators are mutual benefits, trust relationship, mutual respect, shared power in decision-making, flexibility, and cultural competence while barriers are higher staff turnover, scarce agency space for program, and lack of adequate funding. Building on the lessons from this BRAVE youth violence prevention project, this presentation provides core factors enhancing effective university-community collaboration.

Mr Caleb KIM, Loyola University Chicago, United States,

Role of Education as an instrument of social change and development ORAL PRESENTATION

The role of education as an instrument of social change and development is highly regarded today and widely discussed. Education brings changes in the outlook and attitude of society. Education plays a critical role in alleviation of poverty and peace promotion. Unlike the traditional Educational system and its role, the cotemporary educational model is seen as an instrument of change. Education equips societies and individuals with knowledge, skills and values that are crucial for social and economic development. Education nowadays is also addressing and combating with the structures of poverty.

This oral presentation will explore the concept of social change, the role of education in economic stability and as an investment, education as a discipline and how education affects the social and cultural behaviours of individuals. The presentation will also explore the positive effects of education on peace. It will also shed some light on how education can affect the violent conflicts and what role it can play to promote peace and harmony. The presentation will also discuss how education can promote sustainable development, human rights, promotion of a culture of peace and nonviolence and global citizenship. The presentation will also explore how conflict sensitive education can be developed. It will also include some key recommendations to Governments.

Mr Mohammad TOUSEEF, Trent Education Centre, United Kingdom,


Practicing mindfulness in early years can help students connect with themselves and with others. As a consequence of adequate mindfulness practice in the classroom, service learning projects can arise in a natural and in a familiar form to students.

The link that both practices have, is that they both work on kindness and concentration, skills that show students how to take care of themselves both inside and out and to become conscious of what surrounds them, so that afterwards they can think of attainable ways of finding solutions for the problems that they detect.

Mrs Rosie HERNANDEZ-MORALES, Colegio Internacional de San Francisco de Paula, Spain,

South African Youth Sustainable Development Programme REMOTE ORAL PRESENTATION

Drakenstein Environmental Watch (DEW) is committed to environmental sustainability and the related ongoing health and wellbeing of its people, animals and environment, both within the region and beyond its borders nationally and internationally.

Towards its end, Dew is involved in projects which protect and preserve and educate all in terms of sustainable life and environmental principles.

Mrs Coral Roberta POTOCNIK, (DEW) Drakenstein Environmental Watch, South Africa,


ABiodiversity is currently at risk, in all types of ecosystems. So, we need to protect it, and the best way to do that is to get to know it better. Cetaceans are major indicators of the state of the marine ecosystem. Therefore, The Biscay Whale stay aims to improve scientific knowledge on the evolution of cetacean populations by observing their natural environment: the ocean.

This stay complements the one on the dolphins of Brittany, which allows to observe the migrations of cetaceans. It is carried out on a sailboat to guarantee a responsible approach to marine fauna. Discover how to protect marine biodiversity by learning to navigate.

Mrs Esther DELBREL, Sarah OTHENIN-GIRARD and Inès MENETRIER, ONG Objectif Sciences International, France,

Nourished by experience, sense is a prerogative ORAL PRESENTATION

The wolf reappeared in France in the 1990s after having been intensively hunted throughout the 19th and 20th centuries. Coming from the Italian Alps and spreading progressively across the country since then, it is a controversial animal that divides public authorities, breeders and animal rights activists. What solutions have been put in place to address the issue? What is the role of the wolf in its ecosystem?

And finally, doesn’t this issue represent a more global and equally complex subject: mechanisms of ecosystems as well as the rights of nature? Following our stay, we consider that reason is a prerogative when it is nourished by experience, which is what we experienced during our "Meatings of excellence" camp.

Mrs Olivia PARIS and Mr Milan GAULT, ONG Objectif Sciences International, Country,

Women Empowerment: moving towards new models? Motivation & individual skills are not enough, social & structural environment are determining factors. ORAL PRESENTATION

For many girls and women, the problem in life is not a lack of motivation or skills, but rather not finding the necessary support in the social and structural environment to dare to make non-traditional educational and career choices.

For education, training choices and work organisation, LYVA implements a TRIO of actions to discover new horizons and dare new ways of living together.

Mrs Sylvie VILLA, LYVA, Switzerland,

Empowerment equality: the networking panopticon REMOTE ORAL PRESENTATION

<docNNNN|left> SDG5 is pushing us into new dimensions of the own meaning ¨gender equality" representing by innovative public policies, leading by global institutions. However, the SDGs framework is a challenge that impacts the citizens individually considered, is for this reason that each Goal comes to transform traditions at institutional level as well as the type of leadership. In relation to Gender it becomes part of a political agenda too much politicised to make true system reforms. Empowerment seems to be the definition and measure for gender equality however, is not until we look at the data and predictions for the next 100 years that we realise that other creative solutions must be done to really enter into a sustainable process in itself. SDGs framework needs to meet the needs of each women at community level and adopt a new sense of leadership rather than a stronger leadership, new institutions rather than a whole transformation of them. A new panopticon for a global world within local rules and an SDGs idealistic theoretical framework

Mrs Mar. INTROINI, G100, Spain, /


Presentation of a research project on the observation of glacier melting in Iceland to study the impact of global warming.

Project led by IcelandLab 2021, a citizen science trip organized by OSI, in collaboration with the University of Iceland.

Mr Léo SOULES, ONG Objectif Sciences International, France,

Archipelago dolphins ORAL PRESENTATION

Our archipelago dolphin trip aimed to count the number of bottlenose dolphins in the Cotentin and to follow their evolution.

Thanks to this trip, we can hypothesise that global warming plays a major role in the evolution of bottlenose dolphins and has major consequences on the food chain.

Mrs Guénaëlle DEVIN and Emma PLANCHON ROUANET, ONG Objectif Sciences International, France,

African youth track the Sustainable Development Goals for their full achievement by 2030 in Africa REMOTE ORAL PRESENTATION

Thanks to this pan-african project, african youth around the world will take ownership of the united nations 2030 agenda and make their contribution to it.

It is a means par excellence of putting digital at the service of sustainable development in the perspective of boosting the achievement of the sustainable development goals in Africa by 2030 thanks to the full commitment of young Africans.

Mr Honoré BYUMANINE, Collectif panafricain JEUNE, HOMME D’ETAT, République Démocratique du Congo,

Evaluation methodologies in complex development projects: a scoping review POSTER PRESENTATION

Evaluation plays a crucial role in determining the outcomes and impact of international development projects. By applying strict evaluation criteria, it becomes clear whether the project was effective and what specific change it contributed to. Existing studies emphasized the importance of project evaluation, however there are limited systematic review studies, which would allow to understand the most widely applied evaluation methods as well as linking specific evaluation approaches to Sustainable Development Goals (SDGs), which the development projects contribute to. In order to fill this gap, a systematic review was carried out using Covidence, a Cochrane adopted systematic review management software. Studies included in the review were selected from the Thomson Reuters Web of Science, SCOPUS, ProQuest, Science Direct and Google Scholar databases. The results of the review were classified based on existing evaluation approaches typologies and SDG contributions were mapped at the SDG target level. Finally, the UKRI GCRF Trade Hub, a 5-year multi-country research consortium investigating the impacts of trade on livelihoods and biodiversity, was also used as a case study to examine best evaluation methods in the context of SDG progress monitoring.

M Arlene Gonzales, Sylvia Szabo, Takuji W. Tsusaka, Reuben M.J. Kadigi, Seree Park, Brighton Nhau, Zoe Matthews, and Neil Burgess, Dongguk University, Department of Social Welfare Counselling, College of Future Convergence, South Korea ; Department of Development and Sustainability, Asian Institute of Technology, Thailand ; School of Agricultural Economics and Business Studies, Sokoine University of Agriculture (SUA), Tanzania ; Division of Social Statistics and Demography, University of Southampton, UN Environment Programme World Conservation Monitoring Centre, United Kingdom ; Republic of Korea,

Presentations currently in Validation process

Droits Humains Sans Frontières est une Association Sans But Lucratif de Droit Congolais créée en 1999 par des cadres des Universités de Kinshasa,de Lubumashi et Mbuji Mayi,les femmes des communautés locales,les Avocats et Magistrats et d’autres opérateurs sociaux engagés pour la cause de la dignité de la personne hmaine dans toute sa dimension. ORAL PRESENTATION

L’ONG Droits Humains Sans Frontières conduit plusieurs activités dans la réalisation de ses objectifs. Nous comptons entre ces activités :
1. La formation et l’information sur les droits humains, le droit international humanitaire, la démocratie, la résolution des conflits et la participation politique des jeunes et des femmmes dans les pays en transition.
2. L’assistance judiciaire gratuite pour les personnes démunies et les nécessiteux
3. Les Nouvelles technologies de l’information et de la communication au service du développpment et de l’enseignement.
4. La formation et l’éducation sur le VIH/SIDA dans les milieux de la jeunesse et le milieu du travail.
5. La recherche sur la paix et la résolution pacifique des conflicts dans la région des Grands Lacs, les réfugiés et les déplacés internes.
6. Lencadrement professionnel de la jeunesse et des filles mères pour le développement durable et intégré.

Mr Emmanuel MPIAANA WA MPIANA, DROITS HUMAINS SANS FRONTIERES, République Démocratique du Congo

Other potential presentations

Evolution of the Gender Paradigm and Sustainable Development in Cameroon POSTER PRESENTATION

<docNNNN|left> Since the adoption of international texts in favor of women, a dynamic contributing to the construction and destruction of paradigms linked to social relations between the sexes has spread throughout the world: From "woman property", we aspire to " moral valuation of women. ”From the concept of“ shut up and be beautiful ”, women emerge more and more visibly to“ decision-making power ”in public affairs. Thus, we observe an evolution of social paradigms with the driving force behind societal institutions. Among these institutions, the Cameroonian State adopted through the Millennium Development Goals (MDGs). From then on, a development strategy aimed at promoting gender equality and the empowerment of women gradually began. in place in Cameroon. This starts from the observation that education plays a central role in inclusive growth, equity, social transformation and sustainable development.
<docMMMM|left> The Cameroonian authorities, through the Ministry for the Promotion of Women and the Family, have centered Cameroon’s educational policy around two main points: the fight against poverty and the issue of parity. The stake of this strategy is precisely, the reinforcement of employability and thus of the empowerment of women. Despite actions at the institutional level, "social habits" remain a brake on the effectiveness of the institutions put in place. The overall mission of the MDGs was to “promote gender equality and empower women” ; thus, the action was centered on the appropriation of the concept by state authorities. With regard to the SDGs (Sustainable Development Goal), it is about "achieving gender equality and empowering women" ; the action is therefore centered on the appropriation of the concept by the individuals who are the girl, the woman, the boy and the man.
Keywords : Millennium Development Goals, Sustainable Development Goals, empowerment of women, Cameroon, Gender concept.

Mrs Aicha MANDOU TANKEU, Ladies news Cameroun, Cameroon

L’Impression et ses règles de Développement Durable POSTER PRESENTATION

<docNNNN|left> Contrairement aux idées reçues, le Développement Durable ne concerne pas uniquement la préoccupation de l’environnement. Il s’agit d’une approche « sociétale » ou « holistique » qui reprend les normes existantes (management, environnement, sécurité, social, ….) et qui les resitue dans un périmètre élargi à tous les aspects de la société.

La norme ISO 26000 par exemple, permet de créer des valeurs d’entreprise et d’y adhérer naturellement pour amener une cohésion au sein de l’entreprise et démontrer sa volonté d’une démarche de développement durable. Elle est, à ce jour, le meilleur passeport pour avoir une démarche environnementale et sociétale affichée.

Cette norme étant une norme de lignes directrices et non d’exigences, elle n’est pas « certifiable ». Un autre point d’attention des entreprises concerne les encres, et surtout la désencrabilité (capacité à ce que l’encre puisse en être retirée) des papiers imprimés. L’ensemble des acteurs travaille à fournir des encres qui sont désormais plus facilement recyclables, désencrables, à base d’encres huileuses plus faciles à extraire contrairement aux encres à base d’eau qui, elles, pénètrent dans la fibre. C’est également l’intérêt des sociétés de recyclage papetier qui auront moins d’actions fastidieuses pour fournir des papiers recyclés, et surtout pourront réduire leur consommation d’eau (saviez-vous que l’eau utilisée pour le recyclage des papiers est ensuite rendue à la nature plus propre que lors de son prélèvement ?) Par ailleurs, l’utilisation d’imprimantes à jet d’encre permettant de réduire jusqu’à 40% la consommation énergétique est de plus en plus répandue. Dans un monde où l’on nous pousse à la dématérialisation, pourquoi parlons-nous « papier » ?

La dématérialisation représente un gain rapide et visible sur l’envoi d’un courrier à un particulier : l’économie visible correspond au coût du timbre. Elle apporte également une capacité à partager avec plusieurs interlocuteurs au travers de divers moyens de communications (web, smartphone, CRM…) une même information ou une même communication.

Mrs Téclaire Clarisse ONDINGUI NDJIE, Imprimerie Nationale du Cameroun. Teclaire Clarisse ONDINGUI, Cameroon

Gender Equality in the Service of Development in Africa POSTER PRESENTATION

<docNNNN|left> Improving the conditions of women and men is accompanied by the emergence of different approaches and economic theories. This new situation has also led to an exchange between the North and South. Thus, the economic and theoretical corpus has been enriched in favor of developing countries in particular.

Despite the efforts that have been made terms of equality of gender relations and changing laws, it is still difficult to identify this equality in the development.
This article is part of development economics. Its main objective is to seek the equality of gender relations and their implementation for development in Africa, through the experience of African Countries..

The first part presents the general theoretical framework of economic approaches that are essential for our work of research. The second part describes the methodological and mobilized tools through the capabilities approach, human capital and discrimination.

This section attempts to present feminist politics of African Government so as to practice the equal gender relations.

Keywords : gender relations, equality, development, human capital, discrimination, capabilities.

Mrs Marie Anastasie MELINGUI, Ladies news Cameroun, Cameroon

Literacy and Empowerment of women around the World POSTER PRESENTATION

<docNNNN|left> This article examines how literacy can help empower women in the world, especially in Africa and enhance equality, for the benefit of every woman involved, but also their families, communities and economic systems. It describes and analyzes some of the most promising approaches to scale up literacy and learning for women, who form the majority of illiterate adults on the planet. It then identifies the key success factors that feed the recommendations for international institutions wishing to promote the empowerment of women. These are initiatives full of hope and opportunity. Indeed, with more imagination and determination, the literacy of women is accomplished and changes the game, and can propel her into a driving role for the progress and multifaceted evolution of the world and Africa. in particular. Some programs exist thanks to the establishment of policies and strategies at the international, national or regional level. In other cases, changes are the result of local initiatives, inspiring confidence in learning for all, and unwavering determination. These stories demonstrate that change, transformation and empowerment are possible for the world’s most vulnerable women, as is the achievement of greater equality.

Mrs Danielle Charlie PEDMI MBENA, Ladies news Cameroun, Cameroon

Le Secteur Informel : un nouveau paradigme de développement Durable et de l’Intégration Régionale en Afrique POSTER PRESENTATION

<docNNNN|left> Après plusieurs décennies d’expériences d’intégration régionale en Afrique, le bilan du modèle linéaire d’intégration adopté par les Communautés Economiques Régionales est mitigé. Ce processus d’intégration orchestré par le haut c’est-à-dire par les règles et les institutions ne permet pas d’optimiser les résultats de l’intégration en matière de développement économique. Face à cette faible performance, un autre modèle d’intégration parallèle allait s’imposer : l’intégration par le bas c’est-à-dire par les peuples. Parfois considérée comme une remise en cause radicale du rôle central des Etats, cette intégration se réalise en marge des institutions grâce à la volonté manifeste des groupes sociaux qui sortent des cadres et structures réglementaires pour développer des réseaux marchands transfrontaliers. L’informalité devient une alternative capable d’engendrer un développement inclusif et dont sa formalisation peut contribuer à la transformation structurelle de l’Afrique. L’objectif de cet article est de nourrir la réflexion sur l’informalité comme nouveau paradigme de développement et d’intégration en Afrique. A la lumière du modèle théorique de Weber, nous montrons que l’informalité constitue un vecteur de développement local et d’intégration par le bas en Afrique. Les Etats doivent procéder à une refondation de l’intégration en Afrique et faire du secteur informel un véritable partenaire de la politique de développement et d’intégration en Afrique.

Mots clés : informalité - développement - intégration - par le haut - par le bas - paradigme.


the NGO Candide International exports the Candide’s teaching method including purring therapy ORAL PRESENTATION - ABSENT

The NGO Candide International aims to promote the Candide’s teaching method including purring therapy, founded by Michèle Bourton in 2012, by helping to create schools around the world. After the conclusions of the study carried out with the students of the Candide school, we were able to measure the obvious impact of this innovative concept on the students. Undeniably, welcoming cats into the classroom brings about lasting changes in the behavior and academic performances of young people. Today, the NGO Candide International exports the Candide pedagogy to Africa.

She will tell the story of her start to settle in Benin following the trip made in October 2021 to this country. The cats school will be located in an animal park in the north of the country in order to immerse the pupils participating in this adventure in their natural environment. We link this project to SDGs4 and 15 to develop quality education in the service of children and animals.

Mrs Michèle BOURTON and Céline BRUSA, ONG Candide International, France

Presentations done in 2020

Validated Presentations

Project Based Learning, Projects (Session 1/2)
Thursday dec 10, 3pm-5pm (Geneva Time)

Global Summit of Young African Leaders 2021 Edition ORAL PRESENTATION

The African Dynamics: Youth, Statesman organizes the World Summit of African Youth Edition 2021 with the aim of bringing together the various youth umbrella structures, entrepreneurs, politicians, philanthropists, young Africans working abroad in other continents and other partners of Africa around the world for a strong and developed Africa.
The idea to organize this summit stems from the will and the capital concern of young Africans to realize a dream of several decades, namely, to federate the African States in the United States of Africa. It is about area of Africa a power in the heart of planet earth.

Mr Honoré BUYMANINE, Union de jeunes défenseurs des droits humains, RDC,

The Youth4Ocean Forum: Empowering European Youth and make a change for the ocean ORAL PRESENTATION

The Youth4Ocean Forum is a community of young changemaker from all over Europe and beyond, willing to raise their voice and act for the ocean. This bottom-up inclusive initiative is part of the EU4Ocean Coalition, supported by the European Commission which connects diverse organisations, projects and people to contribute to ocean literacy and the sustainable management of our ocean. The Youth4Ocean Forum aims to empower the youth, also by giving the opportunity to submit projects and obtain the "Young Ocean Advocates" accreditation from the European Commission.

Mr Thomas LESAGE et Ms Eloise FAURE, Youth4Ocean Forum, France, Digital Platform for Systemic Education ORAL PRESENTATION

In a more systemic education, transdisciplinary methodologies have been especially sought that allow tackling complex problems from different points of view. In this way, students have the possibility of facing more real situations that lead them to discover that each area of knowledge brings a particular way of asking and understanding.

However, as teachers, we are faced with continuing to use texts and resources that are separate and structured by different disciplines (biology, physics, history, etc.). This talk will explore how we can use technology through the platform to find and use educational resources focusing on the concepts and skills that we want to work with our students so that we can approach teaching in a more systemic way.

Mrs Gabriela RAMIREZ, Tinta, Colombia,

Drone Connexion 2020 ORAL PRESENTATION

The manufacture of drones to sustain scientific projects, a complex subject? Yet it is this very challenge that young people between 7 and 18 years old have offered to take up this summer 2020 at Crupies in France, supervised by professionals. Are you interested in this difficult project, which allowed us to learn by doing? Come and see us this Thursday at the Geneva forum !

Mr Arthur BRIGNONE ; Objectif Sciences International, France,

Project Based Learning through Place Based Education Approach ORAL PRESENTATION

Place Based Education Approach
Classroom confined teaching is a common phenomenon in most of the education systems in the world, including Bhutan, mainly because teaching and learning is entirely guided by examination. Passing examination is a priority in the current education system. This has negatively impacted the learners as it causes students to disconnect themselves from the real life experiences, their homes, and communities. As a result, our children are unable to apply in daily life what has been learned in school. The place-based education (PBE) approach was introduced in the Bhutanese education system to narrow the gap between schooling and home/communities and as well as to address the challenges in the teaching and learning process. In PBE, students’ local community is one of the primary learning resources and students’ sense of place is an important factor for learning.

A growing body of evidence-based scientific research shows that, ‘a connection to the natural world is fundamental to all aspects of child development and is a key component to building optimal mental, emotional, social and physical health for every child. This critical link also represents a key building block for the future of a sustainable society. When we foster a child’s connection with nature, the child flourishes: child obesity decreases, bullying rates decrease, child injury rates decrease, while academic achievement rises, physical activity rates increase, attention spans improve, physical and cultural barriers melt away and environmental stewards of the future emerge.’ (A Guide to Teaching in Nearby Nature, Back to Nature Network, Ontario, Canada, 212.)

Like anywhere in the world, Bhutan has adapted much of the educational practices from the west and elsewhere through internet and scholars. Although the educational experiences gained from many parts of the world greatly enhanced our education system, our dependency on others for educational innovation has left us voiceless in determining the future of Bhutanese education system. Fortunately, Bhutan’s unique development philosophy of Gross National Happiness (GNH) based on the four pillars - conservation of natural environment, promotion of good governance, preservation and promotion of culture, and equitable socio-economic development -has provided a strong educational philosophical foundation on which Bhutan can build its own education system. Because of this, our culture is still vibrant and values driven. We have strong sense of belongingness to our place of birth. Our natural biodiversity is one of the best in the world with carbon negative. Our economy is based on renewable natural resources. And we have exemplary leadership from His Majesty the King and the royal government. The concept of place based education not only strengthens our educational philosophical foundation but offers huge scope in improving our education system.

What is place Based Education?
Place Based Education is an approach that connects learning and communities to increase student engagement, academic outcomes, and community impact. It is an approach to learning that takes advantage of ecology, culture, and economy of a place to create authentic, meaningful and engaging personalized learning for students. More specifically, PBE is defined as an immersive learning experience that “places students in local heritage, cultures, landscapes, opportunities and experiences, and uses these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum.” In the Bhutanese context, place can relate to ecology, economy, culture, and governance of a place.

Place Based Education Approach supports the application of the following teaching strategies which have strong research backup.

Project Based Learning (PBL)
Project-based learning is one of the teaching approaches that is used in Place Based Education. It is a learning method in which students identify a real-world problem and develop its solution. Students gain knowledge and skills by working for a longer period of time to investigate and respond to an engaging or complex question, problem or challenge.

In this learning method students to identify, through research, a real-world problem of which they have to develop a solution using evidence to support the claim. PBL is an effective pedagogy for the following reasons (Lucie Renard, 2017):
• PBL provides opportunities for students to use technology
• PBL promotes lifelong learning
• PBL connect students and schools with the real world
• PBL lends itself to formative and authentic assessment
• PBL encourages students to be more engaged and to learn actively
• PBL builds skills for college, career and life
• PBL encourages imagination and creativity

Reference: Bringing Curriculum into Place: Place Based Education in Practice. A Teacher Guide Book on the Implementation of Place Based Education Approach in Bhutan, Royal Education Council, 2020.

Mr Lhundup DUKPA, Royal Education Council, Bhutan,


Starfinder is a research program based on the motivations of young participants on astronomy, the course allows children from seven years old to discover exoplanets. It takes place in the Val d’Anniviers in Switzerland during the summer. This project is in partnership with the François-Xavier Bagnoud Observatory (OFXB) located at an altitude of 2,200 meters.

Mr Andeol DRION ; Objectif Sciences International, France,

PALEOZOIC : A participatory research program - Paleontologic expeditions for all ORAL PRESENTATION

PALEOZOIC is the Paleontology research programme proposed by OSI. Participants included are really like scientists in expedition. This summer they could reach new research area in the Alps and increase the data collection of primitive tetrapod footprint tracks. Others will have searched several areas in Provence to look for marine reptiles living at the age of dinosaurs. They will have been able to implement method of excavation in order to better study these paleo-biotopes.

Mr Christophe GIRONIS, ONG Objectif Sciences International (OSI), France,

Volunteer work on environmental amenities ORAL PRESENTATION

We train volunteers to organize environmental events in littered areas. Such events engage not only activists but also local communities. Participants of events compete in waste collecting and sorting, attend workshops, and have fun at festival-like activities raising their awareness. The important task is to keep the territories clean after the clean-ups. We have found a way of establishing environmental amenities. This is the talk about it.

Mr Anton ZAITSEV, Clean Games NGO, Russia,

Earth Is `Ohana: Honoring Indigenous Perspectives on Educating for These Times ABSENT

Earth Is `Ohana is an immersive environmental educational framework which explores the question, “How do we practice returning home to our landscapes in order to regenerate our relationship with the earth?”
Holistic in design and hands - on in implementation, this curriculum which is facilitated by Kailea Frederick, aims to heal social and environmental divides by finding connection to ourselves, each other and ultimately the spaces we live in.

Earth Is `Ohana classes offer a unique introduction into the fields of spiritual ecology, climate justice and resilience thinking, through the perspective of a First Nations womxn.
This presentation will provide audience members an introduction into the nuances of what it means to be educating for these times, with an emphasis on centering the perspectives and work of Native peoples and other people of color.

Ms. Kailea FREDERICK, Earth Is `Ohana, United States,

Purposeful Participatory Action Research: Developing Responsive DEI Programming Online ORAL PRESENTATION

Scholars and administrators have contemplated how to make higher education more inclusive (i.e., across race/ethnicity, gender, sexual orientation, language, visible and invisible disability divides). The push to graduate a more diverse population has taken on new urgency, as the United States (US) is experiencing a dramatic shift in cultural demographics and faces international pressures to remain competitive in the global economy. More concerning, a 2013 U.S. National Association of Colleges and Employers (NACE) study found that students lacked Diversity, Equity and Inclusion (DEI) skills, making them less desirable to employers (NACE, 2013). Meaning developing DEI skills are no longer an option, but a fundamental part of 21st century education. While many colleges have been implementing programs to address DEI competencies, few have looked to the students themselves to help build programming. This presentation focuses on the use of student data as the baseline for innovative DEI competency programming, development, and implementation.

Ms Rhianna ROGERS, SUNY Empire State College, United States,

On Women Empowerment: Feminism is not about ideologies ORAL PRESENTATION

Feminism is not about ideologies: The old feminist model was extremely successful but has already achieved its goals: change the law, approaches, quotas, etc. Now and thanks to all that ladies, we have the law, the approaches are focused on a gender perspective and there are important advances on quotas, however, they were not able to change cultural codes. Indeed, still we ”walk” a thorny path in which there is not a complete acceptance of it but just by imposition from law. A new model must be focused precisely on change cultural codes, under the idea that when there are democratic guarantees we do not need “feminism” just monitoring processes. Those political parties that use it for their own goals are perfectly aware and see on the old model of feminism an opportunity to re-birth –under new names- pure defensive activism. However, we do not need it and we must be AWARE, ALERT and ACTIVE not to see on political partisan feminism or ideological feminism, resilient solutions. The answer is Advocacy, not activism.

Mrs Mar. INTROINI, WomenEconomic Forum, Spain

Project Based Learning, for Peace (Session 2/2)
Thursday dec 10, 6pm-8pm (Geneva Time)

Innovation in the peacebuilding process: using marine litter education as a peacebuilding tool. Case study from Cyprus. ORAL PRESENTATION

“You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete.” Richard Buckminster Fuller

Innovative paths in peacebuilding can only be made by new model thinking. We cannot presume that by using those same tactics that created conflict we will be able to build peace. New ways of bringing conflict-divided communities together through innovation in peacebuilding are needed, to create long-lasting solutions and concrete results.

This is the philosophy that led to the design and implementation of the MarLitCy project: identify common problems and find common solutions, that will foster cooperation and trust among Greek Cypriots and Turkish Cypriots, the two communities in conflict on the divided Mediterranean island of Cyprus. Marine litter – a problem of common concern - is therefore used as a peacebuilding tool.
Through the implementation of participatory activities and events, ranging from diving lessons for children and youth, joint seabed cleanups with divers from both communities, knowledge transfer workshops for fishermen, and the creation of an island-wide, bi-communal network of responsible coastal businesses, and three competitions on marine litter (creative writing, upcycled art and photography), MarLitCy brings unconventional stakeholders from the two communities together, to work towards the achievement of a common goal: to protect our shared marine environment.

The MarLitCy peacebuilding approach is based on Hass’s ‘positive spill-over effect’, where a positive experience from integration in one area (in our case marine litter) leads to integration in another area. By bringing individuals from specific sectors together to work on the issue of marine litter, trust and collaboration is built through non-confrontational, non-compulsive interaction. This paper will present the outcomes and lessons-learned from the MarLitCy experience in Cyprus, and how this can be replicated to facilitate and forward peacebuilding efforts elsewhere.
MarLitCy Project is funded by the European Union under the Cypriot Civil Society in Action VI grant scheme and implemented by Famagusta Walled City Association (MASDER), AKTI Project and Research Centre, North Cyprus Diving Centres Association, and Enalia Physis Environmental Research Centre.

Mrs Polyxeni LOIZIDOU, AKTI Project and Research Centre ; ATAI Serdar, Famagusta Walled City Association (MASDER) ; ORTHODOXOU Demetra, AKTI Project and Research Centre ; HADJIOANNOU Louis, Enalia Physis Environmental Research Centre ; and ATES Maria Ayca, North Cyprus Diving Schools Association ; Cyprus,

How more than fifty years of armed conflict could come to end ORAL PRESENTATION

A Peace Agreement to end the 50-year old armed conflict between Colombia’s Military Forces and the insurgents group, The Revolutionary Armed Forces of Colombia, (People’s Army or FARC) was agreed in Havana, Cuba, in 2016. While this treaty represents hope for the people of Colombia, and all peace treaties in conflict zones around the world, there are still some questions left to answer:
1 - what does exactly this agreement mean to the Colombian people and to the world?
2 - how effective has its implementation been?
3 - what lessons we can learn from it?

The Colombian Peace Treaty is probably the most comprehensive peace agreement ever signed in the history of peace treaties. However, its implementation has been extremely hard. It is now four years since it came into force and more than 700 ’social-leaders’, working predominantly in the implementation of the Peace Agreement, have been systematically murdered. Is this our punishment for living in a military economy?

Conducted by Colombian peace and disarmament activist Angelo Cardona, the presentation will aim to answer these questions stressing on how disarmament can help us live in a better world — a world of peace and sustainable development. While governments spend millions of dollars in military equipment, other millions of people live in poverty conditions, die from hunger and curable diseases. Colombia’s Peace Treaty is going through a volatile time and there are many lessons we can learn from it. This session will focus on the lessons learned so far from the implementation of this ambitious Peace Agreement, and how we can use them to change the paradigm of war and conflict in our modern societies.

Mr Angelo CARDONA, International Peace Bureau Youth Network, Colombia,

Education and Conflict: Evidence from a Policy Experiment in Indonesia ORAL PRESENTATION

This presentation studies the impact of school construction on the likelihood of conflict, drawing on a policy experiment in Indonesia. We collect novel panel data on political violence for 289 Indonesian districts in 1955-1994, and exploit exogenous variation in school construction. We find that education has a large conflict-reducing impact, and that the channels of transmission are both related to better economic perspectives, as well as increased inter-religious trust and tolerance. It is also shown that school construction results in a shift away from violent means of expression (i.e. armed conflict) towards non-violent ones (i.e. peaceful protests).

Mr Dominic ROHNER, University of Lausanne, Switzerland

How Education can be used to deradicalize extremists and to promote peace and harmony: A case from deradicalization projects in Pakistan ORAL PRESENTATION

The world has become a different place since 9/11 happened and took innocent lives in New York. It started a long war on terror in many parts of the world, and the terms of radicalization and extremism were introduced to the modern world. Terrorist groups such as Al Qaeda, ISIS and Taliban shock the world with their extremist ideology and radical actions. This oral presentation will discover and analyse the use of education to promote peace and deradicalize extremist and radical groups.
Reintegration and rehabilitation of the extremists and radical youth became a great challenge for the world. Although rehabilitation for terrorists began in the 1940s, the new wave of rehabilitation started in the post 9-11 period. Pre 9-11 programs included Greece, Malaya, Kenya, and Egypt. Programs that emerged after 9-11 are the Saudi, Singaporean, Malaysian, Iraqi, Yemeni, Sri Lankan, Afghan, and Uzbek programs. There are also ad hoc programs in India and Pakistan, as well as emerging programs in the U.K., Australia, Bangladesh, and in the Philippines.

Pakistan has experienced a severe wave of terrorism and extremism since 2001. Almost 70,000 people have been killed, including more than 6500 security personnel and the loss to its economy stands at $123.1 Billion. In 2009, Pakistan introduced various educational and rehabilitation programs for deradicalizing its youth and extremist groups such as Mishal, Sabaoon, Sparley, Rastoom, Pythom and Heila. These programs provided corrective religious education, vocational training, counselling and therapy, and a discussion module that addresses social issues and included sessions with the students’ families. For reintegration and rehabilitation, extremists were sent to Pakistan Institute of Technical Education where they were taught engineering and other skilled courses. Such camps worked as vocational schools for extremists where the focus was kept on the provision of skills to youth so that they can find employment and get integrated into the society. So far, 2500 extremists have been admitted to such educational programs, and the success rate is almost 99% according to official sources.
My oral presentation will explore the rationale for using educational programs for promoting peace, various tools and methods that can be used, how long term peace and stability can be achieved through deradicalization via education, how educational initiatives can reduce the possibility of exploitation and radicalization of youth and their family members. I will also explain how education for peace can prevent radicalization by addressing affective, social and cognitive factors and how social and cultural dynamics can be used via educational programs to reduce extremism. I will also explore some limitations and challenges for such educational initiatives.

Mr Mohammad TOUSEEF, LD Training Ltd, United Kingdom,

Behind the violence: the one who is excluded struggles to be included ORAL PRESENTATION

Schools and their “inhabitants” go through different experiences that reflect what is experienced in other environments. In this sense, it is extremely important to understand that its functioning is inserted within a complex context, where the relationships do not obey a method of cause and effect. Thus, when we perceive the school as a system, it is possible to amplify the solutions to mitigate the effects of the conflicts that exist in the school. In this specific case, violence.

In order to include all those young people who aggressively expressed interests and needs in being part of the school environment, a space was created within the school so that they could be recognized as they were. Instead of excluding violence out of school, a place was established, with rules, where they could be exactly who they were. Therefore, rather than giving place to violence, it was to establish an environment of deep respect for all, violent and nonviolent youth.

In this sense, the application of the laws that govern relationships - belonging, hierarchy and balance - according to Bert Hellinger, provided the establishment of an environment of peace and well-being.

Mr Fabiano SÄMY, Instituto Desenvolvimento Sistêmico para a Vida - IDESV, Brazil,

Educating about and for the abolition of war: Insights from project-based learning with young people around the world ORAL PRESENTATION

Now, in the context of the groundbreaking UN Security Council Resolution 2250 (in 2015) emphasising the critical role that young people play in peace and security, and the Sustainable Development Goals underlining the interlinkages between peace and development, questions are arising about how the global community can respond effectively to what scholars call ‘the violence of exclusion’ that young people continue to experience in relation to peace and security issues locally, nationally and globally. This presentation will explore some of the work World BEYOND War (WBW) is doing around the world, in order to illustrate how our award-winning educational tools and resources are being used by young people and the general public to educate communities around peace and security issues, including war and climate change.

Led by Dr. Phill Gittins, WBW’s Education Director, the presentation will present a model that is proving useful for putting young people at the centre of peace and security initiatives, and showcase innovative ways of including them in project-based learning. Practical examples will be used to illustrate how young people can apply their classroom learning to real-world settings through the implementation of community action projects, with a larger purpose in mind, which is to have a positive impact on peace and security challenges on-the-ground. The session will conclude with a discussion of the challenges in engaging young people and the general public in such educational efforts, as well as some recommendations for programming and policy.

Mr Phill GITTINS, World BEYOND War, United Kingdom,

Global Disarmament, as the only vehicle that can guarantee long-lasting Peace to humankind ORAL PRESENTATION

HUFUD (Humanity United for Universal Demilitarization) was founded to help all of us live in peace and prosperity, in a world without wars, civil insurgencies, terrorism, unemployment, homelessness, illiteracy, hunger and environmental pollution.

HUFUD believes we should all help our Governments create Peace and save our beautiful planet, something impossible to achieve in a world dominated by the military Economy. If we accept scientific military research, military production, military trading, military training, the existence of Armed Forces, we cannot ban wars. Same as we could not ask our governments to promote the manufacturing and sale of musical instruments, allow us to learn how to play them, allow musicians to form orchestras and choirs, allow the recording and trade of CDs, build concert halls, and then ask the same Governments to ban Music. Militarism for Peace is as logical and effective as recommending lots of chocolate, cream, sugar and cheese as part of a slimming diet. We believe Universal Demilitarization is possible. We shall be presenting our proposal and discuss complementary activities with all present.

Mr Alberto PORTUGHEIS, HUFUD (Humanity United for Universal Demilitarisation), UK,

Peace Education : Teaching of History of World War II in Japan ORAL PRESENTATION

How is it possible to make Japanese students develop their skills to think critically about the contents of world war in the textbooks? The hypothesis is that the students need to be given an opportunity to think critically about the present context of their given education.
In Japan, the question of teaching about the history of World War II can be controversial diplomatically. One reason for this is the focus of perspective is largely different for the countries in Asia. Japan, South Korea and China are prime examples. It is said that Japanese schools tend to focus on the victims of the atomic bombs in Hiroshima and Nagasaki. It may be true that Japanese school textbooks tend to ignore Japan’s aggressive historical past, such as the use of comfort women. This paper focuses on the history textbooks at junior high school and senior high schools in Japan.

Ms Maiko SAWADA ; University of Geneva, Japan ;

Presentations currently in Validation process

Education in Europe is an exemple to follow by the rest of the world POSTER PRESENTATION

In the world, the european regional is an exemple for the rest of world trought the systhem education. This is the space the most organized that the world has ever know. And this, in ever domaine.
But the educational domaine need a good attention if we want to understand how to build a better educational system and have good results...

Mr Clashisky D. LAROSE, Haiti

Evolution of the Gender Paradigm and Sustainable Development in Cameroon ORAL PRESENTATION

Since the adoption of the international texts in favor of women, a dynamic contributing to the construction and destruction of paradigms related to gender relations has spread throughout the world: From "woman ownership", there is an aspiration for the "moral valorization of women"; from the concept "shut up and be beautiful", women are emerging more and more visibly to the "power of decision making" in public affairs. Thus, a shift in social paradigms can be observed with societal institutions as the driving force. Among these institutions, the Cameroonian State has adopted the Millennium Development Goals (MDGs), and a development strategy aimed at promoting gender equality and the empowerment of women has gradually been put in place in Cameroon. This is based on the observation that education plays a central role in inclusive growth, equity, social transformation and sustainable development. The Cameroonian authorities have centered Cameroon’s education policy around two main points: the fight against poverty and the issue of parity. The challenge of this strategy is precisely the strengthening of employability and thus the empowerment of women. In spite of the actions on the institutional level, social habits remain a brake on the effectiveness of the institutions set up. The Sustainable Development Objectives (SDOs) are a response to the limitations of the MDGs. The overall mission of the MDGs was to "promote gender equality and women’s empowerment"; thus, action focused on the appropriation of the concept by state authorities. For the MDGs, the overall mission was to "achieve gender equality and empower women"; therefore, action focused on ownership of the concept by the individuals who are the girl child, the woman, the boy and the man.

Aicha MANDOU TANKEU, Entreprise de presse-ladies news-cameroun, Cameroon

The Contribution of Art and Culture to Peace and Development ORAL PRESENTATION

Our contemporary society has the peculiarity that it often seems to obey principles that escape us. Consumerism and media society seem to dominate the social game to the point of discrediting artistic and cultural values.

Mr Francis MBELLA, Art Reflex International - France, France,

Other potential presentations

PaRéO : a year to find and succeed in his path ORAL PRESENTATION

A unanimous observation made by all those involved in educational communauté́ in France, the problem of success rates at université́ highlights the difficulté́ of the transition from high school to higher education, the causes of which are multiple: orientation suffered, lack of methodology and organization, or a fragile disciplinary level. To respond to the challenge at confronté́ the université́, the D.U. PaRéO - Passeport pour Réussir et s’Orienter was created in 2015 at the University of Paris Descartes (now the University of Paris). The system was born out of the ambition to fight against dropping out and to promote success at university. This preparatory year for higher education is aimed at baccalaureate holders wishing to build their project, students facing difficulties or wishing to reorient themselves. Starting with a cohort of 50 students in 2015, the D.U PaRéO was noticed as an innovative initiative during Minister Frédérique Vidal’s Tour de France in 2018 (Presentation video - and has received funding enabling it to welcome 465 students today. In January 2020, the PaRéO scheme was awarded a certificate of excellence "Accompaniment to success" PEPS prize - prize for pedagogical innovation awarded by the Ministry of Higher Education, Research and Innovation.

The objective of our communication is to present a feedback of experience in the implementation of a pedagogy by project implemented in a systemic way. The engineering developed within the D.U PaRéO is based on project-based pedagogy, not as an isolated activity in the classroom but as the real backbone of the system.

From the student’s point of view, the PaRéO device considers the student’s career path with a 360-degree view through pedagogical activities designed to develop transversal skills and to make students actors of their project. All the teaching and activities proposed are aimed at enabling students to develop an active posture and a sense of responsibility in order to regain self-confidence. At the heart of the system, the group is considered as a source of proposals and enrichment. Students are invited on multiple occasions to collaborate, to lead common reflections and to work together whether it is to improve themselves from an academic point of view but also to create an emulation concerning the different research in terms of orientation. The aim of this device is to develop the competence "learning to orientate" and to bring the student to become autonomous in his learning by relying on an educational approach of orientation. This approach is characterized by the need to bring the learner to experiment situations that allow him/her to get to know him/herself and to explore the world. The pedagogical model is built in such a way as to encourage this experimentation through all the teaching and activities offered. This pedagogical approach cannot be implemented without first having built a framework of benevolence and mutual aid within the group.

From the point of view of the pedagogical teams, all the participants are sensitized to project-based pedagogy, to privilege collaborative work and to engage the student in an active posture. The teachers are invited to work together in a collaborative way on the pedagogical progression. The objective of the D.U PaRéO is to bring students to an autonomous posture and to lead to a choice of orientation. We are convinced that in order to bring about a change of posture in a student who is dropping out of school or who is hesitant about his or her choice of orientation, it is essential that a pedagogical framework that refers the student to this active posture be guaranteed. For this, the training of PaRéO pedagogical coordinators seems indispensable to us. The posture of a third party, facilitator and link between the student, the family and the teachers is the key to support for success at the university. Thus, the fight against dropping out and the learning of an autonomous and active position in learning requires the development of new profiles of supervisors to complement the teachers in universities, especially during the first year, or during the "sas" years such as the PaRéO D.U. The notion of success is considered in a plural way where the essential is to lead the student to find his way, whether it is in bachelor’s degree or in other types of training (BTS/DUT/schools, etc.).

The problematic of project-based pedagogy, implemented in isolation, cannot suffice to create a profound change in the learning subject’s posture. Every year, we experiment and develop a systemic implementation of project-based pedagogy, which innervates the teaching, the extra-curricular pedagogical activities and also the posture of the PaRéO coordinators. This 360-degree vision is today essential to meet the challenges we are facing. Indeed, the rapidité́ transformations of today’s world imply rethinking the way we conceive training in order to prepare learners to meet the challenges of the 21st century. Autonomy, autonomy, créativité́, flexibilité́ and adaptability must be placed at the heart of learning. Developing these skills in a transversal way means giving possibilité́ everyone the opportunity to develop his or her potential and meet the expectations of higher education but also of working life.


The Impact of the Project-Based Learning Strategy on Leadership Skills Acquisition among Palestinian Refugees Students in Gaza. ORAL PRESENTATION

This study aimed at investigating the effectiveness of the project-based learning strategy on developing third graders’ leadership skills. The research questions were addressed using the experimental approach. The researchers purposively sampled 76 third graders from Al Zaitun Co-ed Elementary C School in Gaza and randomly sampled two classes of third graders. Participants were divided into two equivalent groups, each consisting of 38 students. The project-based learning strategy was used for teaching English to the experimental group, whereas the traditional method was used for the control group. The study tool consisted of an observation card on which the student’s leadership skills were rated pre- and post-application. Results revealed higher mean scores in leadership skills for the experimental group in the post- application observation card. The researchers attributed these findings to the project- based learning strategy and recommend its use in teaching English to develop leadership skills.

Mr Olivier ARVISAIS, Safa MIGDAD and Amjad JOMA, Université du Québec à Montréal (UQAM), Canada,


The CJ&VED is a Youth Cooperative that intervenes for the benefit of the population to give a second chance to abandoned youth through training projects etc.

Ms Sena ZANOU, ONG VED, France,

Human rights education in the world especially in southern countries ORAL PRESENTATION

The United Nations, through the Office of the High Commissioner, affirms that human rights education makes an essential contribution to preventing human rights abuses in the long term and to achieving a just society in which all human rights human rights of all have value and are respected. Despite this assertion by the United Nations, respect for human rights remains a major challenge.
This presentation aims to show that the States of the world, partially the States of the South, have the obligation to include in their national education program modules relating to the respect and promotion of human rights because the dimension of protection, promotion and human rights advocacy must go through basic education of society in order to make behavior change of individuals.
In the countries of the south, we see the lack of respect for human rights day by day and this fact has repercussions on the world population because the world has become a small village. Failure to respect the rights of a territory exposes the rest of the world because through tourism and the trade relations that exist between states, everyone is called to meet.
After the presentation of human rights, the strategy for integrating human rights education into the public policies of States is presented in several categories which involve the participation of civil society, organized civil society, NGOs and public figures.
Finally, a call for the empowerment of states around the world to participate in Human Rights Education in order to respect and promote them in every state around the world.

Mr Lacks-Guvens CADETTE ; Cercle de Reflexion sur la Justice, Haïti ;

Sustainable peace and human capital investment: patterns of media reportage ORAL PRESENTATION

This paper focused on the pattern of media reportage of the various efforts being made by relevant stakeholders in achieving sustainable peace through human capital investment in Nigeria. It explored the various media reportage of governments and CSOs efforts in terms of meaningful interventions to take youths out of violence and empower them to be more responsible citizens of the country. It portrayed the media approaches and styles to reporting strategic efforts and trajectory of government programmes to achieve sustainable peace. About 2 major newspapers, the Punch and the Nation were content analysed within the last 3 months to ascertain this fact. The priming media theory of media affects was employed and the result shows that despite the high level of reportage and government commitments to achieving sustainable peace, very few of the target youths have been reached and benefited from the various government interventions. Findings showed that there were various challenges such as corruption, lack of Political will and proper management of the various intervention schemes to achieve its deliverables. In conclusion, there is dire need to scale up these empowerment programmes and proper and effective implementation strategies must be sought.

Mr Abdulkareem Majemu SHEIFU ; Strength in Diversity Development Centre, Nigeria

Involvement the Community Listner’s Clubs in peace consolidation: A case study of the NGO SAMWAKI from South Kivu/RDC ORAL PRESENTATION

The Community Listener’ Club is a participative communication approach first experienced in South Kivu in the Democratic Republic of Congo. Its goal is to allow members of a given community (women and men) to meet regularly in order to identify the problems blocking the development of their area, to analyze the causes and consequences, to adopt strategies to bypass them and undertake community and concerted actions to resolve them.
In the province of South Kivu, many of the Community Listener’ Clubs set up since 2006 have identified community and armed conflicts as a major obstacle to the development of the region taking off. They then resolved to invest in the search for peace at the local level through consultation meetings involving various actors and actresses. From these consultation meetings was born the idea of setting up, in villages severely affected by the conflicts, structures known as "Kahumanya", which means "unifying" headed mostly by women. The kahumanya have become a safe place of mediation allowing members of the community to resolve their differences peacefully, better than the police or the village chief who develop legal and administrative approaches.

Mr Boniface BAHIZIRE, SAMWAKI/Radio Bubusa, Democratic Republic of the Congo, http//www.


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