Global Youth Advocacy Workshop on GCED 30 March – 4 April 2015 | Geumjeong Cultural Center, Busan, Republic of Korea
Table of Contents 05
I. Introduction
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II. Setting the Stage 1. Opening Ceremony 2. Keynote Presentations 3. Workshop Orientation 4. Inspirational Speakers : Youth Who Embody Global Citizenship
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III. Using Advocacy Tools to Build Strategies 1. Introduction of Youth Advocacy Toolkit with Interactive Exercises 2. Deepening the Understanding of GCED 3. Power of Social Media in Mobilizing and Campaigning
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IV. Bottom-up Planning for Advocacy Campaigns 1. Breakout Sessions 2. Final Presentation
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V. Study Visits and Cultural Experiences 1. Exploring Local Initiatives on GCED 2. Cultural Night 3. Visiting Local Interests and Networking
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VI. Conclusion 1. Final Reflection and Synthesis 2. Achievements
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Annex 1. Programme Schedule
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Annex 2. Participant List 5
John Gbenagnon (Benin) Global Youth Ambassador A World At School “This workshop is a great opportunity for us as the change makers of our community. We are linked with other young people from different parts of the world. We are interconnected!�
I. Introduction
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Claire Okatch (Kenya) Student New York University, Abu Dhabi “I got to connect with other youth leaders in my continent who are facing the same kind of challenges as I am. The fact that they already have a network and are doing something about it created a sense that we can collaborate on different issues.�
Background The United Nations Secretary-General’s Global Education First Initiative (GEFI) recognizes Global Citizenship Education (GCED) as one of its three priorities. UNSG GEFI has generated momentum for GCED which has since been included in the target of the education goal in the Muscat Agreement 2014 and in the proposed Sustainable Development Goals (SDGs) of the Open Working Group. The proposed SDGs will provide the basis for further intergovernmental negotiations on the post 2015 development agenda. In support of UNSG GEFI, UNESCO held its Second Global Forum on Global Citizenship Education on Building Peaceful and Sustainable Societies: Preparing for Post-2015 from 28 to 30 January 2015 in Paris, France. The forum aimed to identify GCED related inputs to the emerging Framework for Action on Education for the post 2015 development agenda, as well as key dimensions of GCED in relation to peace. Furthermore, it had a concurrent session dedicated to youth on Driving the GCED Agenda Forward: Acting with and for Young People to assemble the perspectives, ideas, and priorities of youth on GCED. Against this background, the Global Youth Advocacy Workshop on GCED, co-organized by GEFI, the AsiaPacific Centre of Education for International Understanding (APCEIU) and UNESCO’s Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) aimed to build the capacity of dynamic youth leaders from countries around the world to advocate for GCED. The participants of the workshop were selected on the basis of their previous experiences, present engagement, and future commitment in educating youth at the local and national levels.
The objectives of the workshop were: 1. To build a common understanding of GCED and its key priority areas by building on the dialogue initiated at the Paris GCED Forum. 2. To allow the participating youth leaders to elaborate an advocacy strategy suitable for implementation at the local and national levels to advance the GCED agenda beyond 2015. 3.
To establish a wider network of youth advocates on GCED to advance the agenda globally.
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Ijeoma Idika-Chima (Nigeria) Founder / Project Coordinator Teenz Global Foundation “I understand that Global Citizenship Education gives meaning to learning by being exciting, relevant, and grounded in life scenarios. It challenges misinformation and stereotyped views, helps enable young people to develop the core competencies which allow them to actively engage with the world, and help to make it a more just and sustainable place.�
Global Youth Advocacy Workshop on GCED Dates : 30 March – 4 April 2015 Venue : Geumjeong Cultural Center, Busan, Republic of Korea Accommodation : Hotel Nongshim Participants : 45 youth activists and leaders from 34 countries who are actively engaged in Global Citizenship Education and/or youth engagement (see Annex II) Organizers and Partners • Co-organizers : UN Secretary-General's GEFI, APCEIU, and UNESCO MGIEP • Sponsors : Educate A Child and Geumjeong District of Busan Metropolitan City
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Santiago Martinez (Colombia) General Director Como Lo Cambiarias “GCED is teaching every person that we belong to one world which is beautiful because of its diversity; understanding that we can love and respect others while maintaining our identity; then, using our talents to face challenges and make the world a better place, believing that we have to be the main agent of change, not bystanders.�
II. Setting the Stage
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Anish Sapkota (Nepal) National Youth Advisor to Nepal South Asia Youth Environment Network (SAYEN) “I came here to learn more about GCED so that I can empower youth in my nation towards this direction. After this workshop, I was able to know more about GCED, its strategic areas, and main focus. I will take my learning from here to my nation to incorporate with my working organizations so that I can increase youth involvement in GCED and empower them with knowledge and education.�
1. Opening Ceremony Mr. Utak Chung, Director of APCEIU, welcomed the participants and guests with his opening remarks. He explained the ever increasing necessity to enhance the capacity of youth leaders to implement GCED in their respective local and national contexts. Some may think of the youth as people in transition to maturity and adulthood. However, Mr. Chung highlighted that the youth themselves can be powerful agents of change to forge the future they want. Therefore, he hoped that all the participants would fully take advantage of the workshop and actively engage with all components of the workshop, each one of them taking up a role to truly make this workshop “for the youth, and by the youth.” Mr. Chung’s opening remarks was followed by the welcoming remarks of Mr. Jeng-hee Won, Mayor of Geumjeong District. He introduced Geumjeong District as the local government striving to promote culture and arts education and provide lifelong education to every citizen. Also, Geumjeong District is the first and only local government in Korea to put up a slogan of the “Capital of Global Citizenship Education”. He pledged to continue to cooperate with GEFI, APCEIU, and MGIEP to make their visions come true and wished that the workshop would be a great asset in the participants’ future.
Special Performance The opening ceremony began with a special performance by two participants from Latin America. Ms. Lorena Gamarra from Peru and Mr. Patricio Guillermo Roulier Pazos from Argentina sang “Cancion Con Todos (Song with Everyone)”, a song which speaks about the union to achieve things in Latin America, and John Lennon’s “Imagine”.
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Manal Harrouche (Algeria) President The Freedom Traveller Club in Algeria “As a global citizen, I pledge to use my time, energy, and effort to guarantee the freedom of women, human rights, education for every child, and to be a citizen of this mother planet.�
Subsequently, Ms. Min Jeong Kim, Head of GEFI Secretariat, conveyed her greetings through video message. She mentioned that the UN Secretary-General Ban Ki-moon is a passionate advocate for education, which he believes can truly transform lives and enable every person to lead a life of dignity. Indeed, the Secretary-General’s decision to include GCED as one of the three priorities of GEFI was based on the conviction that our common humanity depends on shared values and responsibilities by each and every one of us. Ms. Kim explained that the purpose of this workshop was to hear directly from the young people what they think the priorities of GCED are, and their ideas on how to mobilize other young people to take action. Lastly, she encouraged the participants to make the most of their time in Busan.
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Hind Touissate (Morocco) Blogger and human rights activist “This workshop has added a lot of value to the idea that I’m working on back in my community. I met so many people who are in the same length of thought as I am, working all around the world to create an added value in our schools.”
2. Keynote Presentations Global Challenges and Global Citizenship Education in the Post-2015 Context (Mr. Utak Chung, Director of APCEIU) During his presentation, Mr. Utak Chung explained what GCED is, and why it is important now. As the world has become increasingly interconnected, he believed that global solidarity is the only answer to solve the problems we face today. The world is also experiencing a paradigm shift in education to put more emphasis on non-cognitive skills, such as empathy, care, mutual understanding, and communication skills. Against this background, a historical momentum was made by UN Secretary-General’s GEFI to define GCED as one of its three priorities. Mr. Chung defined GCED as empowering learners to “think, share, and act” to overcome global and local challenges, thus creating a more just and sustainable world. He introduced the ongoing collaborative projects between UNESCO and APCEIU to promote GCED, including the GCED Clearinghouse, curriculum development, and teacher training. Lastly, he mentioned that the year 2015 is a very critical moment for the global community to adopt the post-2015 development agenda, and conveyed APCEIU’s strong vision to carry GCED forward.
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Rolando Villamero (Philippines) UN Secretary General’s Global Education First Initiative Youth Advocacy Group “We have been talking about youth participation in the Global Citizenship Education framework. But the question is, “How authentic is youth participation?“ I expect that this workshop will concretize the slogan “Nothing About Us, Without Us” and push the authentic youth participation forward.”
Responding to the Challenges of Global Citizenship Education through Youth Advocacy Asks (Mr. Rolando Jr Villamero, Philippine Youth Representative of the UN Secretary General’s Global Education First Initiative Youth Advocacy Group) Mr. Rolando Villamero introduced the slogan “Noting About Us, Without Us” to speak about youth involvement in decision making process. He pointed out this slogan had been practiced in the GCED agenda. However, he raised the question of “how authentic is the youth participation?” He discussed the challenges of youth participation in the GCED agenda: How do we challenge the existing culture of perceiving young people? How do young people in the grassroots communities understand the concept of GCED? How do we include marginalized people in the agenda? How can young people truly achieve holistic participation in GCED? Against these challenges, young people across the globe have responded through advocacy work, which can be characterized by use of ICT and social media, networking, innovation, and creativity. He gave concrete examples to this such as online campaigns and the formation and activities of the GEFI-YAG. Building on these examples, he emphasized that young people should be at the central stakeholders of GCED agenda. He summarized his talk with Ubuntu philosophy which he thinks truly reflects GCED: “I am because you are, and because you are, I am.”
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Cheryl Perera (Canada) UN Secretary General’s Global Education First Initiative Youth Advocacy Group “They told us that sexual exploitation is an issue that children and teenagers should not be touching. But it’s an issue happening to children and teenagers. They are the best hoist to actually take action.”
One Child Exploited Is One Child Too Many: A Success Story of Global Citizenship Education in Action (Ms. Cheryl Perera, Canadian Youth Representative of the UN Secretary-General’s Global Education First Initiative Youth Advocacy Group) Ms. Cheryl Perera shared her story when she learned about child sex trade in Thailand when she was sixteen. She not only felt angry, but also felt a sense of solidarity with the children on the other side of the planet. This led her to take some time off from high school to participate in undercover operations to rescue children in sex trade in Sri Lanka. Feeling the need to work on the issues locally, she started a youth initiative in creating a video to warn against child sex tourism as she came back to Canada and succeeded in getting Air Canada to play the video on their flights. She eventually started One Child, a foundation working with children and youth to fight against child sex exploitation. Building on her experience, she highlighted that the children and youth are the “best hoist to actually take action” to tackle the issue concerning the wellbeing of children and teenagers.
Q&A Q: I have faced a number of cases in which the young people refused to be helped when I tried to reach out to them. How should we go about to change their mind-sets? (I Wayan Alit, Indonesia) A: There is a need to change the perspective of saying “we want to help you,” into saying “we want to work with you.” In order for our actions to be sustainable and for young people to be empowered, we do not want to work for them, but we want to work with them.
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Lova Andriamasinoro (Madagascar) Trainer-Leader Mpanazava Eto Madagasikara / Youth First “Beyond of being training, GCED is a journey for personal transformation. From my experience, the need to work with others for a social change came from my personal insight that none of my action to bring change will be effective and sustainable until I work with allies who can amplify and back up my action.�
3. Workshop Orientation The orientation started with the introduction of the co-organizers of the workshop. It was followed by an icebreaker activity, during which the participants briefly introduced themselves to one another. Lastly, in order for every participant to play a role and contribute to workshop, the participants divided roles among themselves by signing up for one of the four following committees: Culture & Entertainment Committee, Social Media Committee, Drafting Committee, and Rapporteuring Committee. Each committee had different roles, and the members met during meals and breaks to discuss their tasks to be fulfilled during the workshop.
Find Me & Ask Me! During the icebreaker activity, each participant had 20 seconds to introduce themselves and asked a question to the next speaker at the end. Everyone was given five seconds think over the question; the next speaker was unknown until a photo of a participant popped up on the screen after five seconds. The participants paid a close attention as they might have to answer a question rather unexpectedly. The questions brought up included: “What was the craziest thing you did during the past week?”, “What was the most challenging thing you cooked?”, “Why am I here?”, and “What does GCED mean to you?” The activity generated many interesting and funny answers.
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Nalini Singh (New Zealand) Facilitator / Founder Generation Waking Up NZ “GCED is the revolution of education in the 21st Century. It’s a kind of education model which completely turns around the notion of success. The world does not need more successful people; the world desperately needs more peacemakers, healers, restorers, and lovers of all kinds. It needs people to leave well with their places, to make the world more inhabitable and humane place. And these qualities have so little to with success as we have defined it.”
Four Participant Committees Culture & Entertainment Committee Role: Organizing the cultural night, energizers in between sessions, and other informal activities Members: John Gbenagnon (Benin), Grace Ihejiamaizu (Nigeria), Lova Andriamasinoro (Madagascar), Bshr Dayani (Syria), Hayley McQuire (Australia), Woosung Jung (Korea), Ruri Lee (Korea), Jieun Woo (Korea), Nalini Singh (New Zealand), Alexandra Sjolin Falk (Sweden) Social Media Committee Role: Promoting the workshop activities via SNS channels Members: Ijeoma Idika-Chima (Nigeria), Moses Machipisa (Zimbabwe), Manal Harrouche (Algeria), Hind Touissate (Morocco), Yuxuan Chen (China), Tanvi Girota (India), Indra Ganzorig (Mongolia), Anish Sapkota (Nepal), Rolando Jr. Villamero (Philippines), Pablo Alpire (Bolivia) Drafting Committee Role:
Compiling the opinions of the members of each region and making sure they are reflected in the draft youth statement Members: Enoch Opare Mintah (Ghana), Beyan Pewee (Liberia), Syrine Rekhis (Tunisia), Varun Jhaveri (India), Dong-ryul Kang (Korea), Yujeong Noh (Korea), Hussain Haider (Pakistan), Natashcha (Denmark), Jamira Burley (United States), Patricio Guillermo Roulier Pazos (Argentina), Paula Melisa Trad Malmod (Argentina) Rapporteuring Committee Role:
Taking notes of the sessions and activities during the workshop, reporting about the study visits, and writing blog articles Members: Claire Okatch (Kenya), Victoria Ibiwoye (Nigeria), Sibusiso Tshabalala (South Africa), Anika Shahjabin (Bangladesh), Evi Baiturohmah (Indonesia), I Wayan Alit (Indonesia), Jiwon Yoon (Korea), Omer Faruk Baysal (Turkey), Griet Vandeburie (Belgium), Santiago Martinez (Colombia), Lorena Gamarra (Peru)
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Victoria Ibiwoye (Nigeria) Founder / Executive Director One African Child Initiative “I pledge to become a global citizen, helping children learn about their self-identity, and how they can make significant contributions as part of the global community.�
4. Inspirational Speakers : Youth Who Embody Global Citizenship Ms. Victoria Ibiwoye, Founder/Executive Director of the One African Child Initiative, Nigeria Ms. Victoria Ibiwoye shared her experience of facing challenges when she tried to make a change as a young person. Her action was disapproved by her parents and peers, who told her to rather get a secure job, and wait until she becomes successful before she tries to help the children in Africa. However, eager to be the one who brings changes, she started One African Child, which provides a platform for children to explore their creative ideas and build self-identities. She believes that people need to realize who they are in order to know what they can give to their communities. When people see themselves as global citizens, they will be able to actively contribute to their community and to the global village. Mr. Yongjune Park, Editor in Chief at Indigo Sowon, Republic of Korea Mr. Yongjune Park shared his experience of traveling to meet many scholars and activists in different areas and in a number of countries. One interview he would never forget was the one with the late Dr. Howard Zinn, an American historian, writer, and activist. What he learned from Dr. Zinn was to be hopeful in difficult times. Mr. Park explained that the reason he gave public lectures was rooted in the belief that hope is contagious. Also, he introduced the activities of his organization, including the youth book fair, magazine publishing, and youth forum, based on the vision to draw a new humanistic map to spread groundbreaking ideas. He concluded that education was meant to prepare people to lead a meaningful lives, and that one can lead a meaningful life by asking fundamental questions concerning those who suffer, then responding to those questions.
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Bshr Dayani (Syria) Trainer / Facilitator Mobaderron Network for Childern & Youth Social Education “GCED is creating a sense of belonging to the global community, and empowering learners to play active roles locally and globally. In order to lead a change and sustainable development, GCED is creating a sense to be active to make change.�
Mr. Bshr Dayani, Trainer/Facilitator at Mobaderron Network for Children and Youth Social Education, Syria First, Mr. Bshr Dyani explained that Syria had gone through the most difficult circumstances over the past years and the project he was going to discuss had been carried out under those circumstances. The project is called Finding and Activating Development Agents (FADA): Youth Agents of Change Programme, being carried out by the Mobaderron Network for Children and Youth Social Education with a vision of building trust and peaceful co-existence. As he discussed the system of the project, starting from the recruitment and capacity-building of the working team, he explained that the project was characterized by its participatory, bottom-up planning process. He also introduced local and national initiatives launched by the group members as result and success stories of the project. Mr. Santiago Martinez, General Director of Como Lo Cambiarias, Colombia Como Lo Cambiarias, meaning “how would you change it?”, is an organization working with schools and universities on social entrepreneurship, innovation, and creativity based on the belief that young people need to be main agents of change. Mr. Santiago Martinez explained the project started when he was discussing the problems they had in Colombia with his peers at university. Then, they came up with the idea to create the campaign “how are you going to change the world?” to encourage every citizen to identify the problems in their communities and to come up with solutions. Later, they expanded their activities in schools to spark young people to take action. Finally, he expressed his belief that if one is willing to take the road less travelled, she or he can be a change maker.
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Enoch Opare Mintah (Ghana) Project Manager Open Dove Children’s Ministry (ODOCEM) “I’m leaving this workshop empowered and fully charged—the sleeping lion in me has awakened to go back to my country and continent to advocate for GCED and to make sure that GCED does not just become a talk, but a work.”
III. Using Advocacy Tools to Build Strategies
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Anna Susarenco (Republic of Moldova) UN Secretary General’s Global Education First Initiative Youth Advocacy Group “I expect that every young person participating in this workshop will go home with the clear view on what they can do to change things in their country. I expect that everyone will have an advocacy tool that they can use to promote the issues that are affecting them in their community.”
1. Introduction of the Youth Advocacy Toolkit with Interactive Exercises This session was designed and facilitated by the six GEFI-YAG members participating in the workshop to enhance the participants’ capacity to plan and carry out effective advocacy strategies and campaigns. The session opened with the questions: What is advocacy? And why is it important? Advocacy was defined as making one’s voice heard by speaking truth to the power in an organized way. Two YAG members shared their advocacy experiences to illustrate successful youth-led advocacy efforts. Ms. Hayley McQuire from Australia shared her experience of working with young indigenous people in Australia, and Ms. Esther McFarlane from South Africa talked about her activities with underprivileged learners at grassroots levels.
Who is GEFI-YAG? The Global Education First Initiative (GEFI) Youth Advocacy Group (YAG) is group of young people from around the world who strengthen momentum and increase support for GEFI and move forward its three main priorities: putting every child in school, improving the quality of learning, fostering global citizenship. Their activities include: 1. Facilitating consultations with other youth in their countries, regions, and globally. 2. Providing strategic advice on the education priorities of young people. 3. Promoting the priorities and voices of young people in the advocacy messages and activities of GEFI. 4. Mobilizing young people and governments to make pledges in support of education and hold them accountable to their commitments.
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Hayley McQuire (Australia) UN Secretary General’s Global Education First Initiative Youth Advocacy Group “Global Citizenship Education acknowledges that global issues, whether they are social, political, environmental or economic, are interconnected—which means that my actions, the actions of my community, and the actions of my society can impact the lives and environment of someone else.”
Moreover, the group introduced the elements of an advocacy strategy such as defining an issue, analyzing resources and needs, identifying stakeholders, and developing the message and actions. Also, the participants discussed what they thought to be the most important problems in relation to GCED. Some of the problems identified were violence and conflicts, gender inequality, discrimination, economic systems, cultural issues, and lack of access to quality education. This session provided a comprehensive introduction of the Youth Advocacy Toolkit to ensure the participants to have actionable takeaways to build youth participation at local, national, and global levels.
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Hussain Haider (Pakistan) Founder & President of Beydaar, Co-founder & Executive Director of Echo Change “What I found unique about this workshop was that at this workshop, we were not given lectures. Instead, we were given the opportunity to communicate with other participants, and learn what other participants are doing. It was more like an exchange of knowledge.�
2. Deepening the Understanding of GCED Active and participatory learning methods are vital ingredients of GCED. Mr. Francis D. Lee, Research Professor in the Peace Studies Department at SungKongHoe University in Korea facilitated several activities to touch upon the issues of understanding differences, challenging stereotypes and prejudices, and synthesizing various approaches. After each activity, the participants came together to reflect. For the first activity, the participants had a brief conversation in pairs. Then, the participants were asked to repeat the same dialogue, but without paying any attention or reacting to what the other person was saying. Afterwards, they discussed how they felt and the difference in the two conversations. In general, they felt less motivated when there was no reaction from the listener, whereas they felt confident, intimate, and connected when the listener was paying attention.
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Anika Shahjabin (Bangladesh) Undergraduate Student Institute of Business Administration at University of Dhaka “The workshop was overall very much interactive and constructive. Through “peer pressure”, I learned a lot from the experiences people shared. The most valuable thing I learned is that funding is not necessary. What is necessary is compassion to do something and to work for a cause.”
For the second activity, the participants moved around to find the “center� of the room and explained why these chose a particular spot to be the center. The other main exercises were the puppet exercise, during which a participant designated as the king puppet manipulated how other participants-the smaller puppets-moved. For the next exercise, participants were asked to stand and form a regular triangle with two other participants, without letting them know. Whenever the two others changed their positions, he or she had to move accordingly to maintain the triangle with them. After the exercises, the participants were asked to give their observations and reflections, comparing the two exercises. The discussion roamed around the topics of power structures and relations and interconnectedness.
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Tanvi Girota (India) CEO / Founder Becoming I Foundation “This workshop was a refresher, in terms of learning there are so many different perspectives and opinions from different places, and what I know and what I assume be right do not always apply to all parts of the world. That is the beauty of diversity and being a true global citizen.�
Finally, the participants linked their reflections with the concepts and characteristics of GCED. The significance of communication as the avenue to understand others was highlighted. It was brought to the participants’ attention that GCED is about learning how to live together, embracing diversity and complexity. Therefore, the pedagogical directions of GCED must be holistic, participatory, encouraging critical thinking and problem solving, and utilizing diverse approaches. Also, there is a need to transcend the traditional boundaries and redefine citizenship for a culture of peace.
Where is the Center of the Room? The participants were asked to find and stand in the “center� of the room. Soon the participants were standing at different corners of the room. Some of the participants explained why they thought the particular spot they chose was the center of the room. The reasons they gave were rather diverse: some relied on the architectural structure of the room, whereas others made their choices based on what was most important for them. One participant chose her spot to be closer to the water dispenser, and another participant wanted to be where most people were. While reflecting on the activity, it was mentioned by the participants that they only came to understand why others chose their spots after they had listened to others, and saw that everyone had a legitimate reason to think the spot they chose was the center of the room.
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Moses Machipisa (Zimbabwe) Executive Director Global Leaders Network “Global Citizenship Education is education that equips learners to have an understanding of Global issues. It contains content on global issues such as human rights, climate change, poverty, and inequality. GCED is education that equips youth to be able to engage effectively on these issues and become global citizens.�
3. Power of Social Media in Mobilizing and Campaigning The objective of this session was to explore how the participants could make use of the social media to bring the GCED agenda forward. The session opened with an introducing how the GEFI-YAG was utilizing a social media platform to reach young people from different parts of the world who did not have access to the hard copies of the Youth Advocacy Toolkit. To enrich the discussion on how to use the existing social media platforms to advocate for GCED, two participants gave presentations on their projects using social media. Mr. Moses Machipisa, Executive Director of Global Leader Network, Zimbabwe Mr. Moses Machipisa brought participants’ attention to the questions such as “Does social media matter?” and “Why does it matter?” He presented some statics to illustrate the penetration of the Internet and social media in Africa through mobile phones. Then, he shared his experience on the human rights training for student teachers. For the project, various social media platforms were used to mobilize resources, coordinate meetings, influence power holders, and engage a wider audience. He summarized his talk that the effective advocacy could be generated when social media strategies meet proper actions and engagements.
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Evi Baiturohmah (Indonesia) Coordinator for Children Program in Prison Sahabat Kapas “Global Citizenship Education is a pathway, an approach to reach the primary goal of enabling learners to be more responsible as human being. GCED plants the values of social justice and tolerance, and explores the core value of humanity of the learners.�
Ms. Evi Baiturohmah, Coordinator for Children’s Programme in Prison, Sahabat Kapas, Indonesia Ms. Evi Baiturohmah pointed out that social media could allow young people to gain more power and influence more people. She introduced her movie making project with incarcerated children, which could be searched and watched on YouTube. However, she noted that not all videos could go viral and not all campaigns could gain triumphs; and the number of likes and viewers were not always the parameter of success. Yet, the incorporation of social media with her activities resulted in receiving more requests to host discussions, play the movies, and join their programmes, and she concluded that social media does lead to word-of-mouth marketing and increases awareness. Following the case studies, the participants were invited to be a part of launching a new advocacy product: a video on quality education which GEFI Secretariat had just finished producing. After watching the new video, four groups each focusing on Facebook, Twitter, blogs, and Vines, discussed their strategies on how to make the most effective use of the new advocacy product. They worked on creating SNS feeds based on the messages of the video and writing a group blog to coincide with the launch of the video. The blog written by a group of participants was showcased on the GEFI website.
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Dong-ryul Kang (Republic of Korea) Vice President UNAI ASPIRE Korea “Global Citizenship Education can promote the sensitivity to peace and tolerance. It enables us to understand each other, so that we can cooperate for a better world.�
IV. Bottom-up Planning for Advocacy Campaigns
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Yujeong Noh (Republic of Korea) Student Yonsei University “What empowered me the most was that I actually planned an advocacy strategy from scratchwith other participants. It was very helpful and inspiring, and I felt that I would be able to do it myself when I go back home.�
1. Breakout Sessions (continued throughout Day 3 and Day 4) Three breakout sessions were conducted in order to build regional strategies based on advocacy tools introduced during the workshop. In order to deeply engage with the issues and challenges within their regions, the participants were divided into total of 6 groups: Africa, Arab, Asia-Pacific I, Asia-Pacific II, Europe and North America, and Latin America and Caribbean. Focusing on their own regional issues, challenges, and changes they want to see in their region, each group identified what kind of resources they already had, what they needed, who would support and stand against, and most importantly, what messages they wanted to convey to the stakeholders.
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Sibusiso Tshabalala (South Africa) Founder of Project Leader Afrika Kusoma Literacy Initiative “I think Global Citizenship Education is gaining attraction particularly across the African continent. As we build and grow in our economies and education system, enabling young people with the skill of being able to understand what it means to be a global citizen is becoming increasingly important.�
1) Africa Participants from Africa listed their goal as shifting public’s perceptions on GCED to make people realize that GCED is a part of the solution to the continent’s needs. In order to meet this goal, they highlighted three main objectives: making information on GCED accessible, building networks and partnerships, and building capacity of stakeholders to advocate for GCED. They also included their action plans on a social media project titled as ‘#GCEdAfrica,’ developing best practices, building online platforms for capacity building, etc. GOAL
To change perceptions and mind-set on GCED and make people realize that GCED is a part of the solution to the continent’s seemingly more pressing need.
OBJECTIVES
• To make information on GCED accessible • To build networks and partnerships. • To build capacity of stakeholders to advocate for GCED
RESOURCES
• Social media expertise • Network of teachers • Our existing youth organizations
NEEDS
• • • •
TARGET
Direct Target : Youth leaders, teachers, civil societies, policy makers Indirect Target : Students, children, youth
SUPPORTERS
UNESCO, NGOs, GEFI-YAG
OPPONENTS
Unsupportive governments, teachers, and parents
Time Platforms to connect Connections to big-player institutions (UNESCO, international/regional/national organizations) Technical and financial resources
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Syrine Rekhis (Tunisia) Project Coordinator Associa-Med (Tunisian Medical Students Association) “At this workshop, we learned how to work with youth from all around the world, for youth in all around the world.�
2) Arab States Participants representing Arab states pointed out that the limited, outdated, and inflexible education in their region resulted in the lack of social skills. Therefore, they aimed to deepen the official curriculum with social education including themes of human rights, diversity, and arts education. To overcome the financial challenges and lower interests by governments due to the current crisis situations, they targeted to include experts, possible financial resources for campaigns, and an awakened civil society in their plans.
ISSUE
Poor, inadapted, outupdated, inflexible curriculum
GOAL
Official curriculum review
OBJECTIVES
• Influencing the public opinion • Work at the level both executive and constitutional branches • Curriculum review and elaboration of a curriculum including and implementing Global Citizenship Education
RESOURCES
Volunteers, freshly trained activists, partner organizations
NEEDS
• Financial resources for campaigns and case studies • Experts
TARGET
• Executive branch: Ministries of Education • Constitutional branch of each country : members of parliament / constitutional assembly
SUPPORTERS
• We`ll be asking for UN, UNESCO, and other related organizations • Media and social media : Journalists and bloggers
OPPONENTS
• Financial problems • Other government priorities in crisis situation
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Varun Jhaveri (India) President Young Leaders Consortium “I think every citizen in this globe has the right to access Global Citizenship Education. I feel that it is us, on whom lies the power and responsibility to empower those who has not been given access to this opportunity.�
3) Asia-Pacific I The first group of Asia-Pacific region recognized the issue of marginalization within GCED. The group sought political support, internal consent and support within target sectors, volunteers, set of modules and guidelines, funding, and talented professionals. Their possible opponents would be indifferent governments, religious extremists, individuals with strong prejudices against the marginalized group, etc. They planned on communicating with ministries of education, social welfare committees, human rights advocates, journalists, and other potential stakeholders. ISSUE
Marginalisation within GCED
OBJECTIVES
• Identification of marginalised groups • Recognition of needs • Strategising responses to needs
RESOURCES
National data, identifiers, assessment parameters, youth networks, social media, talented individuals, social development organisations, civil society professionals, best practices from existing initiatives, access to a knowledge base
NEEDS
Funding, political support, internal consent and support within target sectors, volunteers, set of guidelines/modules, public information, talented professionals
TARGETS
Ministries of Education, social welfare committees, human rights advocates and organisations, journalists, Ministries of Commerce, labour organisations
SUPPORTERS
Volunteers, existing players in the sector like other SDOs, international organisations, technical professionals, advisors, sponsors, and investors
OPPONENTS
Governments, religious extremists, police officials, stringent schools, individuals with strong prejudices against the marginalised, individuals with traditional mindsets
57
Jiwon Yoon (Republic of Korea) Student Seoul National University “GCED is about learning to connect and interact with people who have different cultural backgrounds and interests. Because I grew up in four countries, GCED values form a perspective that not only has been an essential part of my daily life, but will also enable me to be more actively involved in global issues in the future.�
4) Asia-Pacific II The second group of Asia-Pacific region directed their attention to the corruption and conflicts. Their short term goal was to make better policies and implementation related to GCED and education in general, and the long term goal was to create cultural shifts in consciousness. They targeted affecting governments, policy makers, youth groups and college students. The positive outcome of their action will lead to the decentralization of national budget, development of civic education, and growth in youth participation and voting. ISSUE
Corruption and conflict
GOAL
• Short-term goal – Making better policies and implementation • Long-term goal – Creating cultural shift in consciousness
OBJECTIVES
• Training for campaigning • Encouraging youth voting
RESOURCES
• Youth and trainers • Tools for training • Advocacy skills • Networks • Social Media • Access to curriculum
NEEDS
• Trust • Funding • Time • Influencer and motivator
TARGETS
• University students and youth • Government • Stakeholders • Policy makers • Related agencies
SUPPORTERS
• Transparency International • UN and its related organizations • APCEIU
OPPONENTS
• Corrupt politicians and officials • Irresponsible citizens • Reluctance among target group
• Decentralizing the national budget • Civic education
• GEFI-YAG • GEFI
59
Alexandra Sjolin Falk (Sweden) Youth Representative to the UN High Level Political Forum National Council of Swedish Youth Organizations “I think it is really important that we always work together, instead of trying to believe that we are helping one another. It's more about actually working together, always. Because everybody has something to contribute and there is always a lot to learn from each other.�
5) Europe and North America Participations from Europe and North America underlined the importance of protection and prevention from bullying at the school environment. They acknowledged the need of funding from government, political willpower, champion ambassadors, best practices, and institutional partners with accountability. ISSUE
Bullying
GOAL
To prevent students from experiencing bullying
OBJECTIVES
• Prevention • Accountability
RESOURCES
• Foundational knowledge • Connected networks of youth • Access to schools
NEEDS
• Funding (government) • Champions ambassadors • Institutional partners
TARGETS
• School administrations • Parents • Student councils • Ministry of Education • Potential finders
SUPPORTERS
• Champions • Institutions • Volunteers/campaigners
OPPONENTS
Bullies (sceptics)
• Political willpower • Best practices • Media
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Patricio Guillermo Roulier Pazos (Argentina) General Director iE.CO “GCED is the education that could bring to all people the knowledge, actions, values, and communications skills to care for their ecosystems. Education for development is a holistic way to educate in this globalized world that is facing challenges.�
6) Latin America and Caribbean Latin America and Caribbean representatives identified their regional issue as the outdated education system. This falls into the sequential problems such as lack of individual talent development, limited social curriculum, not enough space for participation, lack of non-cognitive education, and no incentives for teachers. ISSUES
• Lack of individual talent development • School curricula • No space for participation • Lack of non-cognitive education • No incentives for teachers
GOAL
To train, motivate and dignify our teachers
OBJECTIVES
• To identify the needs of teachers through field consultations • To carry out training and coaching workshops responding to such needs • To create a media campaign highlighting positive teacher stories
RESOURCES
• Social Networks • Knowledge • Particular organizations
NEEDS
• Space facilities • Materials • Transportation • Facilitators • Media Exposure
TARGETS
• Teachers • Schools
SUPPORTERS
• Private Companies • International Organizations • UN Agencies
OPPONENT
Government bureaucracy
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Ruri Lee (Republic of Korea) Student Busan National University “I feel that GCED is a great step in the right direction towards fostering peace in the world. GCED is an initiative I would enjoy working for.�
2. Final Presentation The six regional groups summarized the outcomes of their two-day discussion on the regional advocacy strategies for GCED. The first Asia-Pacific group focused on empowering the marginalized sectors. The highlighted that GCED is for all—that it should be inclusive to all sectors. The African group saw GCED as a sustainable solution to Africa’s most pressing issues. The group pointed out social inequality and injustice as their regional challenge and suggested Mapping and Research exercise, developing case study series of best practices as an Action Plan. The Latin America and the Caribbean group saw the outdated education system as one of the biggest problems in their society and put forward to train, motivate and dignify teachers. The Arab group identified the lack of social skills resulting from the lack of social education as the regional challenge, and suggested elaboration of social education manuals, campaigning, increasing the class hours of social education in the curriculum as the necessary actions to resolve this issue. The second Asia-Pacific group explained the issues that the region was facing was rather diverse, and proposed three projects on girls education, ending discrimination against North Korean refugees, and the indigenous people of Australia. Lastly, the Europe and North America group presented a skit suggesting that bullying was the most serious issue and set their goal to prevent students from experiencing bullying.
65
Paula Melisa Trad Malmod (Argentina) State Representative Youth Argentinean Organization for UN (OAJNU) “This workshop was like living GCED. It is not really the same to read about it. Working with so many people from different countries from the all around the world was amazing.�
V. Study Visits and Cultural Experiences
67
Indra Ganzorig (Mongolia) Project Officer Center for Global Citizenship Education “What makes this workshop different from many others is the lesson that it is never too early to be a change maker.�
1. Exploring Local Initiatives on GCED In three groups, the participants visited different places in the city of Busan to explore the local practices of GCED. Many of the participants reported that the study visits left strong impressions and pointed out the study visits as the most memorable moment during the workshop. 1) Empowering Youth in GCED Competences: Indigo Sowon, A Humanities Bookstore for Youth Having opened on 28 August 2004, Indigo Sowon is a humanities bookstore for young people which also hosts public events, educational movements, and social activities; it is a combination of non-profit book publisher, bookstore, after-school course program, and community center. It has published the humanity magazine ‘INDIGO+ing’ whose writers and reporters are mainly youth and also organized Youth Camps for Humanities, Youth Humanity Forum, and Youth Book Fair. Ten participants visited Indigo Sowon to learn about Indigo’s vision and activities, and to have an opportunity to meet some of their youth members. After touring around Indigo Sowon’s facilities, Mr. Yong-June Park, Editor in Chief at Indigo Sowon, gave a presentation on how he had worked for the youth in the field of humanities. Also, three students explained their activities and programmes at Indigo and engaged in discussion with the participants. Indigo’s experiences and persistence in providing programmes for the youth over the past ten years left a strong impression on the participants, especially for the participants who are trying to maintain their own projects in their countries. The visit was also a good opportunity for the participants to understand the Korean education system and the circumstances that the Korean youth face.
69
Grace Ihejiamaizu (Nigeria) Executive Director iKapture Networks “This workshop was an eye-opener in the subject matter of Global Citizenship Education. It exposed me to the tools, strategies, and methods that I can use back home to drive change.�
Q&A with Mr. Yongjune Park Q. How do you sustain your programmes? A. Indigo has always been struggling to survive. We send proposals to the local authorities and corporations. We organize numerous meetings and discussions to attract young students to come and join us. Now that Indigo has formed its network over the past ten years, it has become easier for us to promote our activities. Q. I’m also doing library and reading projects in my country. Are there any special strategies to contact meet famous scholars like you have done? A. Surprisingly, there are no special strategies. But I do a vast amount reading—reading all the books written by the interviewees—to ask original questions. At first, it took me a full month to just to write an email requesting for an interview. But now, I work as an agent to link people here and there as I’m connected with many scholars around the world. Q. What really inspires you? A. Feeling of hope. I believe the sense of hope is contagious to other people. I would like to give hope to the Korean students who are deprived of the opportunity to dream.
71
Omer Faruk Baysal (Turkey) Coordinator Sustainable Turkey Project “We are parts of one big picture, which is the humanity. We need to cooperate, strengthen our partnerships, and build coalitions to secure a world which is more sustainable, peaceful, and inclusive. GCED is a powerful tool to find global solutions to global challenges.�
2) Peace and the UN System: UN Memorial Cemetery and Peace Memorial Hall "During the Korean War, Busan was a gateway for UN troops to Korea, but it is now a gateway to send troops to the world for UN peacekeeping operations," said UN SecretaryGeneral Ban Ki-moon during his 2011 visit to Busan. Fifteen participants visited two significant places to reflect upon the theme of peace. First, they visited the UN Memorial Cemetery which honors UN soldiers from 16 countries who lost their lives in battle during the Korean War (1950-1953). Then, participants moved to the UN Peace Memorial Hall where they learned more about the United Nations, its commitment to peace, and its key roles in rebuilding the economy in the wake of the Korean War. Six youth supporters of the workshop, including the members of Busan UN Student Association, joined the study visit. During the discussion on “the importance of GCED for protecting conflicts and promoting peace� at the UN Peace Memorial Hall, the participants were given an opportunity to voice their opinion and share their own ideas for sustainable cooperation for the future. All participants were actively engaged in the discussion and finally drew the conclusion that GCED should be the top priority in the education for the future.
73
Natascha Skjaldgaard (Denmark) Student University of Copenhagen “Listening to all of you motivated me to do my part, and do my best in creating change.�
Meet the Workshop Supporters There were seven workshop “supporters”, a group of university students mostly from Busan, who volunteered to give helping hands in running the workshop. The supporters played various roles throughout the workshop, including accompanying the study visits and the cultural activities and documenting the workshop in photos and videos. “The days I spent as a supporter of the workshop left me with many enjoyable memories. It was interesting to be able to communicate with people from 34 different countries all around the world. The supporters accompanied the participants to the study visit to the UN Peace Memorial Hall. To prepare for this visit, we got together one week before the visit for an orientation session at the UN Peace Memorial Hall. I learned about the exhibition more thoroughly, while studying the information to explain it to the participants. The last activity at the UN Peace Memorial Hall was the discussion. There we also played a role in deciding the discussion topic and leading the discussion with the Korean participants. I strongly wish there will be more opportunities like this for me to participate.” - Seung Hyun Hong, student at Dong-Eui University
75
Griet Vandeburie (Belgium) Trainee Flemish Association for Development Cooperation and Technical Assistance “It was important to see that so many differences can actually work together so well. I felt that there is much hope — let us spread the word!"
3) Respecting Cultural and Religious Diversity: Beomeosa Temple Beomeosa Temple is located at the edge of Mt. Geumjeongsan, a famous mountain in Busan. About 1,300 years ago, it was constructed by monk Ui Sang in 678 A.D. during the Silla Kingdom. Also, the temple’s Daeungjeon shows one of the most delicate and luxurious architectures of the Joseon Dynasty (1392~1910). Nowadays, the temple provides a variety of experiential programmes in efforts to promote the understanding and respect of Buddhism to the public. 20 participants toured around the temple, guided by a community leader who had a profound knowledge of Korean Buddhism. He welcomed every single participant and provided them with a deeper understanding of Buddhism referring to the Korean traditional culture and religious practices. From the study visit, the participants drew a number of insights which could be linked to the core values of GCED. Some of the reflections included: • Respecting cultural diversity, and having tolerance and open-mindedness • Letting go of prejudices and stereotypes—learning to look at things in another way, from the perspective of others • Overcoming self-centeredness and thinking about others on the planet • Being grateful for what they have • Being aware of the interconnectedness, their impact on the nature, and responsibility
77
I Wayan Alit (Indonesia) President Little Circle Foundation “The most memorable moment during this workshop was the visit to Beomeosa Temple. There were philosophical values behind the way the monks eat their food. We were taught to eat all of the food we took, without leaving any leftovers. It taught me a lesson that we have to use the resource available not only for us, but also to make sure that others, who are not lucky as we are, to get the same.�
Alms Bowl Meal After the tour, the participants participated in the “alms bowl meal,� the Buddhist way of receiving and eating food. When they finished their meal, the participants were asked to drink the water that they had just cleaned their bowl with. Some participants pointed out that this was a memorable experience, as they learned that thinking that water was dirty was only a matter of perception; after all, the water was only the water that washed the food they had just eaten.
79
Esther McFarlane (South Africa) UN Secretary General’s Global Education First Initiative Youth Advocacy Group South African Youth Representative “We really want Global Citizenship Education to have a strong youth voice, in defining what it means, and also throughout the process, in planning, implementation, and evaluation.”
2. Cultural Night The participants truly enjoyed the diversity of the group as they presented their own cultures in various forms at the cultural night. The first presentation to open the evening was a song by the Korean group. They changed the lyrics of a Korean song to include the characteristics of the countries the participants came from. The participants from Syria, Belgium, Denmark, Turkey, and Tunisia brought some favourite snacks from their home countries to share. Ms. Nalini Singh from New Zealand presented a powerful dance. Three participants from Nigeria prepared a skit about a proverb in their country. The African group also prepared a group presentation of dancing and singing. Some of the participants wore their traditional clothing and accessories. Ms. Yuxuan Chen from China recalled the cultural night to be the most vivid and beautiful moment during the workshop, where all of the participants from different cultures mingled and danced together.
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Jieun Woo (Republic of Korea) Student Busan National University “To me, GCED means thinking the world’s trouble as my trouble. One of my favorite songs is Jackie DeShannon's “What the World Needs Now.” The song says what the world needs “is love, sweet love.” Education of all kinds must be based on love. In order to build a peaceful and sustainable society, Global Citizenship Education needs even more love.”
Give Me Your Heartbeat! One of moments that all of the participants enjoyed during the cultural night was whenever Mr. Gbenagnon from Benin, one of the emcees of the night, shouted “Give me your heartbeat!” to the participants. Each time, the participants responded by shouting back “Boom, boom!”
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Pablo Alpire (Bolivia) Student / Youth Peace Organization Siembra Juventud “Global citizenship is a process and a new model of citizenship based on the full awareness of the inherent dignity of the human being, belonging to a local and global community, and its asset commitment for a more just and sustainable world.�
3. Visiting Local Interests and Networking Gukje Market, which opened in 1946, is the largest traditional market in Busan. Following the Korean War, it served as a central place among refugees who had fled to Korea’s southern port city of Busan. Then, the market then rapidly grew as the center of commerce of Busan. The participants broke into groups of four to explore Gukje Market. While looking around the market, they were given three tasks to complete as a group. Then, the participants visited the Nurimaru APEC House, the venue for the 2005 Asia-Pacific Economic Cooperation (APEC) summit. Following the visit, the Farewell Dinner was hosted by the Mayor of Geumjeong-gu, Busan. After dinner, the participants paid a brief visit to the Busan Cinema Centre, the venue of the annual Busan International Film Festival.
Three Tasks at Gukje Market
1
2
3
1. Take a photo in front of the sign that says “Gukje Market” 2. Try some Korean street food 3. Find an item which came from one of the participants’ country
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Jamira Burley (USA) Co-chair UN Secretary General’s Global Education First Initiative Youth Advocacy Group “As a global citizen, I pledge to continue to support every young person getting access to education, and also to make sure that we find ways to celebrate and embrace each other’s differences.”
Dialogue with Mr. Se Yeon Kim, Member of the National Assembly of the Republic of Korea During the workshop, the participants were visited by Mr. Se Yeon Kim and had the opportunity to engage in a brief dialogue with him. Mr. Kim expressed his delight to see the workshop taking place in Geumjeong District as he had visioned Geumjeong District to be the capital of Global Citizenship Education two years ago. The participants thanked him for making this workshop possible and conveyed their wish that this workshop will continue in the future to involve more young people in order to push forward youth participation and inclusion in GCED.
Q&A with Mr. Se Yeon Kim Q: How can we, as young people, support the work that you are doing and how can we elevate that in the communities around the world? (Jamira Burley, USA) A: Defining the boundary of “community” makes the difference. Spreading the idea that we belong to the same community as global citizens will bring a change. What is important is the “seed of thought.” Even if it is small, it can change the life of a person. And if the life of a person changes, she or he can make a change in the world. Q: What encouraged you to incorporate GCED as a leader, and what is the essence of the GCED you would convey if you are to encourage other leaders to support GCED? (Beyan Pewee, Liberia) A: It came from a self-criticism that Koreans need to be more open and generous to differences, overcoming prejudices and the belief we come from a homogeneous group. Also, in seeking a new track of its advancement, I think Busan should be more international than nationalistic as Korea’s second largest city. We have to be open to the outside world and encourage our children to have wider views. I noticed that a very similar thinking ran through our minds when I talked many people. Therefore, I would like to encourage you to set your goal and share it with others. It may sound simple, but it can generate the energy which will be the source of change.
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Lorena Gamarra (Peru) Co-founder Consilium – International Relations Club “The workshop for me has been very inspiring. Not only because of the lectures we had and the activities we did together, but also because I could share experiences with other young people from around the world who had been making amazing changes in their societies. Listening to their stories, I realized that no matter how young we are, it is really possible to change the lives of hundreds and thousands of people.�
VI. Conclusion
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Beyan Pewee (Liberia) Founder / Executive Director Youth Coalition for Education (YOCEL) “This particular exercise symbolizes the connections we have. Every one of us participated and shared experiences.”
1. Final Reflection and Synthesis Each participant gave their brief thoughts and reflections on the overall workshop. After they spoke, they were to choose the next person to speak, stating the reason why. Also, they passed a string of yarn they were holding to the next person. Ms. Nalini Signh from New Zealand shared that the workshop was a “moment of connection, moment of shock.” Ms. Grace Ihejiamaizu from Nigeria said that she learned the “power of collaboration.” Ms. Griet Vandeburie from Belgium expressed her wish to take the lessons that she had learned from this workshop to her home. At the end, all of the participants were connected to one another in a web of colourful yarns. The web served as the visual representation of the connection between the participants. The participants expressed their appreciation for the opportunity to participate in the workshop, build network and friendship with their fellow participants who shared the passion for GCED.
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Woosung Jung (Republic of Korea) Student Busan University of Foreign Studies “For me, Global Citizenship Education is not so complex. It’s all about learning how to solve the problems around us, and the problems worldwide as we all are going to face problems from outside of our home countries. Some people say that's not their business but the problems will come near us too. That’s why we should be educated as global citizens.”
Closing Ceremony The workshop officially closed with the presentation of the certificate of participation to each participant.
93
Yuxuan Chen (China) Student Tsinghua University “What I got the most from you was inspiration and courage. I was a little uncertain about my future and whether I would continue to my work on GCED. You gave me lots of inspiration to continue.�
2. Achievements Key Outcomes • Participants’ understanding of GCED enhanced, and their appreciation of GCED and motivation and commitment reinforced. • Participants’ capacity in advocating for GCED strengthened by sharing advocacy tools and strategies. • The network among youth advocates for GCED formed and possibilities of future collaboration strengthened. • Organization of the workshop in a truly youth-led way as the youth participants assumed active roles as facilitators and speakers.
Main Outputs • Six regional strategies for GCED advocacy relevant in the regional contexts defined and developed by youth. • Individual and collaborative action plans on participants’ future actions developed. • Key points of the draft youth statement on GCED defined based on the agreement of the participants, building on the dialogue initiated in the second UNESCO forum on GCED.
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96
Annex 1. Programme Schedule
97
TIME
PROGRAMME
LOCATION
Day 1 (Monday, 30 March) : Arrival 06:00 - 22:00
Arrival in Busan, Republic of Korea Check-in
Gimhae Int’l Airport Hotel Nongshim
Day 2 (Tuesday, 31 March) : Setting the Stage 07:30 - 08:30
Breakfast
09:00 - 09:30
Move to Geumjeong-gu Office by shuttle bus
09:30 - 10:00
Registration
10:00 - 10:40
[Opening Ceremony] • Special Performance by participants • Opening Remarks (APCEIU) • Welcoming Remarks (Geumjeong-gu) • Video Message from GEFI • Introducing guests & participants
10:40 - 10:45
Group Photo
10:50 - 11:50
[Presentations I] • Video clip on Global Citizenship Education • Global Challenges and Global Citizenship Education in the Post-2015 Context (Mr. Utak Chung, Director of APCEIU) • Responding to the Challenges of GCED Through Youth Advocacy Asks (Mr. Rolando Jr. Villamero) • GCED in Action: A Success Story (Ms. Cheryl Perera) • Q&A
98
Auditorium, Geumjeong-gu Office
TIME
PROGRAMME
11:50 - 12:00
Walk to Geumjeong Cultural Center (GCC)
12:00 - 13:30
Welcoming Luncheon • Hosted by Mr. Utak Chung, Director of APCEIU
13:30 - 15:15
Workshop Orientation • Introduction of the co-organizers: GEFI / APCEIU / MGIEP • Introduction of participants and setting learning objectives Icebreakers
15:15 - 15:30
Coffee Break
15:30 - 16:00
[Presentations II] Inspirational Speakers: Youth Who Embody Global Citizenship • Ms. Victoria Ibiwoye (Nigeria) • Mr. Yong-June Park, Indigo Sowon (Korea) • Mr. Bshr Dayani (Syria) • Mr. Santiago Martinez (Colombia)
16:00 - 17:30
[Workshop I] Introduction of the Youth Advocacy Toolkit with Interactive Exercises (Facilitated by GEFI-YAG)
17:30 - 18:00
Summing up Day 2
18:00 - 19:00
Dinner
19:00 -
LOCATION
Restaurant (1F), GCC
Exhibition Hall (2F), GCC
Exhibition Hall (2F)
Move back to the hotel by shuttle bus
99
TIME
PROGRAMME
LOCATION
Day 3 (Wednesday, 1 April) : Using Advocacy Tools to Build Strategies (1) 07:30 - 08:30
Breakfast
08:30 - 09:00
Move to Geumjeong Cultural Center by shuttle bus
09:00 - 09:30
[Reflection & Synthesis I] • Recap Day 2 & • Introduce the objectives of Day 3
09:30 - 12:00
[Workshop II] Deepening the Understanding of GCED (Facilitated by Prof. Francis D. Lee)
12:00 - 13:20
Lunch
13:20 - 13:30
Introduction of UNESCO Youth Programme
13:30 - 15:00
[Workshop III] Power of Social Media in Mobilizing and Campaigning • Presentations by Mr. Moses Machipisa (Zimbabwe) and Ms. Evi Baiturohmah (Indonesia) • Hands-on activities on the video on quality education to be launched by GEFI
15:00 - 15:15
Coffee Break
15:15 - 16:00
[Breakout Sessions I] Reflections on the Advocacy Goals and Tools for GCED • Individual reflections • Group activity by region
100
Exhibition Hall (2F)
Restaurant (1F)
Exhibition Hall (2F)
TIME
PROGRAMME
17:30 - 18:00
Summing up Day 3
18:00 - 18:30
Move back to hotel by shuttle bus
18:30 - 19:30
Dinner
19:30 - 21:30
Cultural Night
LOCATION
Emerald Hall (2F), Hotel Nongshim
Day 4 (Thursday, 2 April) : Using Advocacy Tools to Build Strategies (2) 07:30 - 08:30
Breakfast
08:30 - 12:30
[Study Visits] Exploring Local Initiatives on GCED with Local Youth • Empowering Youth in GCED Competences: Indigo Sowon, a humanities bookstore for youth • Peace and the UN System: UN Memorial Cemetery and Peace Memorial Hall • Respecting Cultural and Religious Diversity: Beomeosa Temple
12:30 - 13:30
Lunch
13:30 - 14:30
Move to Geumjeong Cultural Center
14:30 - 15:20
[Reflection & Synthesis II] • Recap Day 3 • Sharing the experiences of the study visits
101
TIME
PROGRAMME
15:20 - 17:40
[Breakout Sessions III] Developing Advocacy Strategies for GCED (7 groups by region) • Collaborative action plans/strategies by region
17:45 - 18:00
Meeting with Mr. Se Yeon Kim, Member of the Korean National Assembly
18:00 - 19:00
Dinner
19:00 -
LOCATION
Restaurant (1F)
Move back to the hotel by shuttle bus
Day 5 (Friday, 3 April) : Bottom-up Planning for Advocacy Campaigns 07:30 - 08:30
Breakfast
08:30 - 09:00
Breakfast
09:00 - 10:30
[Final Presentation] • Presentation on each regional group’s proposed advocacy strategy • Identify key strategies for a global youth advocacy strategic framework
10:30 - 11:30
[Reflection & Synthesis III] Final Reflection and Synthesis
11:30 - 12:00
Closing Ceremony
12:00 - 13:00
Lunch
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Exhibition Hall (2F)
TIME
PROGRAMME
13:00 - 18:00
Visiting Local Interests and Networking • Exploring the Gukje Market (in small groups) • Busan Cinema Center (venue of Busan International Film Festival) • Nurimaru APEC House
18:00 - 18:30
Move to the dinner venue, Centum City
18:30 - 20:30
Farewell Dinner • Hosted by Mr. Jeong-hee Won, Mayor of Geumjeong-gu. Busan
20:30 -
LOCATION
Centum City
Move back to the hotel
Day 6 (Saturday, 4 April) : Departure 07:30 - 08:30 09:00 -
Breakfast Check-out and depart
103
104
Annex 2. Participant List
105
Africa John GBENAGNON
Enoch Opare MINTAH
Country
Benin
Country
Ghana
Gender
M
Gender
M
Affiliation A World at School Position
Global Youth Ambassador
Claire OKATCH
Affiliation Open Dove Children's Ministry (ODOCEM) Position
Project Manager
Beyan Flomo PEWEE
Country
Kenya
Country
Liberia
Gender
F
Gender
M
Affiliation New York University, Abu Dhabi Position
Undergraduate Student
Affiliation Yo u t h C o a l i t i o n Fo r Ed u c at i o n (YOCEL) Position
Lova ANDRIAMASINORO
Founder / Executive Director
Victoria IBIWOYE
Country
Madagascar
Country
Nigeria
Gender
F
Gender
F
Affiliation Mpanazava Eto Madagasikara / Youth First Position
106
Trainer-Leader
Affiliation One African Child Initiative Position
Founder / Executive Director
Africa Grace IHEJIAMAIZU
Ijeoma P. IDIKA-CHIMA
Country
Nigeria
Country
Nigeria
Gender
F
Gender
F
Affiliation iKapture Networks
Affiliation Teenz Global Foundation
Position
Position
Executive Director
Esther Christine MCFARLANE
Founder / Project Coordinator
Sibusiso TSHABALALA
Country
South Africa
Country
South Africa
Gender
F
Gender
M
Affiliation UN Secretary General’s Global Education First Initiative Youth Advocacy Group (GEFI-YAG) Position
Affiliation Afrika Kusoma Literacy Initiative Position
Founder / Project Leader
South African Representative
Moses MACHIPISA Country
Zimbabwe
Gender
M
Affiliation Global Leaders Network Position
Executive Director
107
Arab States Manal HARROUCHE
Hind TOUISSATE
Country
Algeria
Country
Morocco
Gender
F
Gender
F
Position
Blogger and Human Rights Activist
Affiliation The Freedom Traveller Position
President of the Algerian club
Bshr DAYANI
Sirine REKHIS
Country
Syria
Country
Tunisia
Gender
M
Gender
F
Affiliation Mobaderoon Network Position
108
Facilitator / Trainer
Affiliation Associa-Med (Tunisian Medical Students Association) Position
Project Coordinator
Asia & Pacific Hayley MCQUIRE
Anika SHAHJABIN
Country
Australia
Country
Bangladesh
Gender
F
Gender
F
Affiliation UN Secretary General’s Global Education First Initiative Youth Advocacy Group (GEFI-YAG) Position
Australian Representative
Yuxuan CHEN
Affiliation Institute of Business Administration, University of Dhaka Position
Undergraduate Student
Varun JHAVERI
Country
China
Country
India
Gender
F
Gender
M
Affiliation Tsinghua University Position
Student
Tanvi GIROTRA
Affiliation Young Leaders Consortium / UNESCO GAMAG Position
President / World Youth Representative
I Wayan Alit SUDARSANA
Country
India
Country
Indonesia
Gender
F
Gender
M
Affiliation Becoming I Foundation Position
CEO and Founder
Affiliation Little Circle Foundation / Udayana University Position
President / Student
109
Asia & Pacific Evi BAITUROHMAH
Indra GANZORIG
Country
Indonesia
Country
Mongolia
Gender
F
Gender
F
Affiliation Sahabat Kapas
Affiliation Center for Citizenship Education
Position
Position
Coordinator for Incarcerated Children Program
Anish SAPKOTA
Project Officer
Nalini SINGH
Country
Nepal
Country
New Zealand
Gender
M
Gender
F
Affiliation South Asia Youth Environment Network (SAYEN) Position
National Youth Advisor to Nepal
Hussain HAIDER
Affiliation Generation Waking Up NZ Position
Facilitator / Founder
Rolando Jr. VILLAMERO
Country
Pakistan
Country
Philippines
Gender
M
Gender
M
Affiliation Beydaar Society / Echo Change Position
110
Founder and President / Co-founder and Executive Director
Affiliation UN Secretary General’s Global Education First Initiative Youth Advocacy Group (GEFI-YAG) Position
Philippine Representative
Asia & Pacific Jieun WOO
Jiwon YOON
Country
Republic of Korea
Country
Republic of Korea
Gender
F
Gender
F
Affiliation Busan National University Position
Student
Dong-ryul KANG
Affiliation College of Liberal Studies, Seoul National University Position
Undergraduate Student
Ruri LEE
Country
Republic of Korea
Country
Republic of Korea
Gender
M
Gender
F
Affiliation UNAI ASPIRE Korea
Affiliation Goodneighbors
Position
Position
Vice-President
Yujeong NOH
Student Representative
Woosung JUNG
Country
Republic of Korea
Country
Republic of Korea
Gender
F
Gender
M
Affiliation Yonsei University
Affiliation Busan University of Foreign Studies
Position
Position
Student
Student
111
Asia & Pacific Omer Faruk BAYSAL Country
Turkey
Gender
M
Affiliation Sustainable Turkey Project Position
112
Coordinator
Europe & North America Griet VANDEBURIE
Cheryl PERERA
Country
Belgium
Country
Canada
Gender
F
Gender
F
Affiliation VVOB (Flemish Association for Development Cooperation and Technical Assistance) Position
Intern / Volunteer
Natascha SKJALDGAARD
Affiliation UN Secretary General’s Global Education First Initiative Youth Advocacy Group (GEFI-YAG) / OneChild Position
Canadian Representative / Founder and President
Anna SUSARENCO
Country
Denmark
Country
Moldova
Gender
F
Gender
F
Affiliation The faculty of Law, University of Copenhagen Position
Student
Alexandra SJOLIN FALK
Affiliation UN Secretary General’s Global Education First Initiative Youth Advocacy Group (GEFI-YAG) Position
Moldovan Representative
Jamira BURLEY
Country
Sweden
Country
USA
Gender
F
Gender
F
Affiliation The National Council of Swedish Youth Organizations Position
Youth Representative to the UN High Level Political Forum
Affiliation UN Secretary General’s Global Education First Initiative Youth Advocacy Group (GEFI-YAG) Position
Co-chair
113
Latin America & Caribbean Patricio Guillermo ROULIER PAZOS
Paula Melisa TRAD MALMOD
Country
Argentina
Country
Argentina
Gender
M
Gender
F
Affiliation iE.CO / TUNZA Network Position
General Director / Change Maker
Pablo ALPIRE
Affiliation Youth Argentinean Organization For The United Nations (OAJNU) Position
State representative at National Assembly / Founding member of OAJNU´s San Juan office
Santiago MARTINEZ
Country
Bolivia
Country
Colombia
Gender
M
Gender
M
Affiliation Youth Peace Organization Siembra Juventud Position
Student
Lorena GAMARRA DE SOUSA OTTO Country
Peru
Gender
F
Affiliation Consilium – International Relations Club Position
114
Co-founder
Affiliation Cómo Lo Cambiarías Position
General Director
115
ⓒ Asia-Pacific Centre of Education for International Understanding, 2015 Asia-Pacific Centre of Education for International Understanding • Address:
120, Saemal-ro, Guro-gu, Seoul, Republic of Korea, 152-838
• Phone :
(+82-2) 774-3933
• Fax :
(+82-2) 774-3958
• E-mail :
ent@unescoapceiu.org
• Website :
www.unescoapceiu.org
116