Report on the QuestionnaireSurvey AICESIS NGO
Universities
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
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
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).
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 ?)
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)
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 )
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)
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
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_
The universities, divided according to
economic development of the country
10%
0%
10%
Industrialised countries
economies in transition
Least developed countries
developing countries
80%
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
Goal 2
Achieve universal primary education
Ensure that all boys and girls
complete a full course
of primary education
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
Goal 4
Reduce Child Mortality
Reduce by two thirds the mortality
rate among children under five.
Goal 5
Improve maternal health
Reduce by three quarters(3/4)
the maternal mortality ratio
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
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
Goal 8
Develop a global partnership for
development
La Sapienza
recommendations
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
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
UNITAR
Development 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)
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).
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
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
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)
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
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.
Canada
International 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.
Millennium Development Goals
A 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;
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.
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.
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.
Implementing Institution
The proposed MDG Curriculum will be developed and implemented by the
faculty of the International Education For Peace Institute (EFPINTERNATIONAL) 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)
Thank You
Hanifa MEZOUI, Chief,
NGO Section DESA/ECOSOC
Tel 1 212 963 1183 - Fax 1 212 963 9248 –
Email : mezoui@un.org