pf youth concept note2

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Engaging Youth in Planning Educationfor Social Transformation

Policy ForumParis, 1618 October 2012


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Why this event?Despite considerable progress, many countries are not on

target to meet the six Education for All goals by 2015. The

global economic crisis, combined with political instability in

many regions of the world, is increasing the likelihood thatthese goals will not be met. Education and training systems

in many countries are failing their mandate to provide a

quality education for all young people and impart the skills

needed to adapt to a changing environment. Many young

people are disenfranchised, particularly girls and rural youth,

with limited or no access to education and training. However,

young people are quick to innovate and would like to be part

of planning their own education systems to respond to their

needs. Youth are engaged with new technologies that have revolutionized creative learning

mechanisms, and educational planning and policy-making needs to reflect these innovative

approaches.

The concept of youth engagement is increasingly apparent in

international and national agendas, marking a shift in thinking

about young people as resources that benefit society as well as

key partners in development. Civic engagement in particular is

increasingly recognized as a powerful, positive tool for re-

engaging disenfranchised youth in society and in education

systems, allowing youth to build their capacities, make a swift

transition to productive work and public life, and contribute to

the development of their communities and countries. The

relevance of, and connection between, political, social, andeducational civic engagement has major connectivity in the lives of youth in both formal and non-

formal education settings. In particular, the connection between engagement in school and

engagement in the community can be a key factor in enabling young peoples capacity to be resilient

(Dolan, 2012). Throughout the past decade, and as part of the International Year of Youth in 2011,

there has been a plethora of initiatives responding to the needs of youth and demonstrating their

potential. These initiatives have contributed to a growing recognition (including by national

governments) of youth as key partners in development, strengthening the gradual shift from about

youth to a with and for youth approach to planning and programming. Recent research evidence

shows youth as positive agents of change and key actors for social transformation in building stable

and peaceful societies. Despite this progress, one still sees examples of youth being conceived as a

challenge or a potential source of instability.

Emerging from an initial collaboration between the UNESCO International Institute for Educational

Planning (IIEP) and two UNESCO Chairs from the National University of Ireland, Galway, and the

University of Ulster, this event is part of a programme of youth engagement that addresses the three

core thematic areas discussed at the 7th UNESCO Youth Forum in 2011 and builds on the

recommendations formulated by its 211 youth delegates. The Policy Forum will be held in Paris from

16 to 18 October 2012 and will be linked to the launch of the 2012 EFA Global Monitoring Report on

Youth, Work and Skills. The event will focus on planning with youth to ensure that education systems

are more responsive to young peoples educational, social, cultural, and professional needs.

Organized in association with the World Assembly of Youth, the forum will draw on the key strengths of

a diverse and committed set of partners (seeAnnex I for a list of core partners and advisory group).

According to the United

Nations definition, youth

constitutes people between

the ages of 15 and 24. This

makes up approximately

18 per cent of the world

population (UNESCO and

Youth-Strategy).

Two-thirds of countries have

National Youth Plans that

are mostly controlled by the

respective Governments

with no roles and places for

youth participation in the

NYPs (GTZ, 2005).


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Our aims and objectives are The overall aim of this programme and the Policy Forum event is to strengthen the dialogue between

young people, policy-makers, practitioners, and researchers to promote meaningful youth engagement

within different levels of formal and non-formal education and training sectors.

Specifically, this Policy Forum will:

examine recent policy, practice, and research initiatives on youth engagement withineducation policy-making and programming in different countries and across different contexts;

provide a space for youth, policy-makers, practitioners, and researchers to engage in dialogueon how youth may be active partners in planning their education;

identify promising strategies to help policy-makers plan for and promote meaningful youthengagement in education and training settings.

Our rationale is

Education systems often fail to prepare young people adequately to

participate in decision-making. They do not develop the necessary analytical

skills for critical thinking or problem-solving through participatory, active

learning. In some cases young people are given the opportunity to participate

in decision-making without ensuring that they receive adequate training or

access to the appropriate information that would enable them to make

informed decisions (SPW/DFID-CSO, 2010).

The 7th UNESCO Youth Forum was devoted to showcasing how youth can drive social change towards

peace and economic opportunity. Under the overall theme of How youth drive change the forumexamined three sub-themes with a unifying thread of the recognition of the importance of democratic

values for youth:

1. Citizens in action: youth in political and public life;2. Countering youth exclusion, vulnerability and violence;3. Breaking through employment barriers.

To build on these sub-themes, this ongoing programme and Policy Forum event will cover the following

broad thematic areas:

1. Youth engagement in planning education for conflict transformation and peacebuilding;2. Strengthening young peoples skills and opportunities for civic engagement within formal

and non-formal education systems;

3. Enhancing the relevance of education systems for young people in their transition intoemployment.

Youth engagement in planning education for conflict transformation andpeacebuildingThe suppression of human rights, rule of law, and democratic principles, as well as high

unemployment, were what led the youth in Tunisia and Egypt to overturn autocratic rulers, sparkingsimilar movements in other Arab countries in 20102011. Research conducted by Collier (2007)


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suggested that youth bulges in a population may increase

the risk of conflict. The research found that for every 1 per

cent increase in a countrys youth population, there is a

7 per cent increase in the likelihood of civil war, and that

the three determinants that make people more likely to

engage in political violence are: being young, beinguneducated, and being without dependents.

In contrast, an AED report on youth as a catalyst for peace

identified a number of factors that determine whether youth

choose peaceful resolution. It found that youth are more

likely to avoid violent conflict to resolve issues if they have

a strong sense of self-esteem; more solid connections to their own community; a sense of

empowerment to make decisions affecting their own future; adequate opportunities to get to know

youth who are different from themselves; access to programs to improve leadership, communication,

and basic conflict resolution skills; and avenues for job training and/or employment (AED, 2005).

Strengthening young peoples skills and opportunities for civic engagement withinformal and non-formal education systemsPlanning education systems to support young people as

leaders and role models in society both within and

outside school is an educational imperative. Many young

people feel disenfranchised by a system that fails to

consider their changing needs. Young people need the

opportunities and skills to engage politically and socially

with their environment, both within formal education

systems and within broader non-formal mechanisms.Literacy is an essential skill to be developed for

interpersonal and civic engagement and a critical

component in this regard. Particularly in industrialized

countries, young people in cities often feel alienated and

ignored, especially as cash-strapped governments cut

back on many youth support programmes (Murray, 2012).

This is reflected in the many urban youth movements around the world that have led to widespread

political and social changes, as for example in Libya, Egypt, and Tunisia.

Enhancing the relevance of education systems for young people in their transitioninto employmentDespite todays youth being the most educated generation ever, young people are more likely to be

working on short-term and informal contracts, with low pay, and with little or no social protection

(European Youth Forum, 2008).Yet, the education sector is still the main way that individuals learn

and develop skills to increase their employability.

Education policy-makers and planners can benefit from the emerging thinking on how young people

learn to adapt their education and training systems as part of the technological age, and thereby

improve their social competencies and employability. The kinds of skills needed for employment are

changing rapidly, and education and training systems must adapt to equip young people for lifelong

learning, a wider range of jobs, new technologies, and unforeseen problems (Marshall, 2010). For

example, education and training in rural areas should ensure that agriculture is mainstreamed. Where

We call on Member States to

ensure a fair educational system,

taking into consideration refugee

children or children with

migration backgrounds and

creating opportunities that these

children also succeed in school.

Recommendation 7th UNESCO

Youth Forum (2011)

We strongly urge Member

States to ensure access to

quality formal and non-formal

education, including informal

education, intercultural

education, values based

education and civic education,

as equal parts of general

education. Recommendation

7th UNESCO Youth Forum

(2011)


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youth can be doubly disadvantaged, young people need to

be taught the necessary skills to enhance their prospects for

engaging in sustainable and profitable activities (IFAD,

2011).

The focus on technical or physical inputs fails to capture

what it means to be citizens who learn to think, seek and

produce knowledge, question and innovate rather than be

subjects of the state who are taught what to think and how

to behave. Planning education systems that encourage the

transferable skills of problem solving, creativity, and

tolerance of diversity can help create self-generating,

prosperous economies (Faour and Muasher, 2011).

ParticipantsForum participants will be drawn from a number of countries

demonstrating commitment towards long-term and systematic youth engagement in education policyand practice. Participants will include youth representatives, ministries of education and training,

ministries of youth, senior policy-makers, educational planners, international and national NGOs,

researchers, development partners and funders who are committed to the concept of youth

engagement in education policies and practices. Keynote speakers include UNESCO Goodwill

Ambassador Forest Whitaker and Childrens Peace Prize winner Chaeli Mycroft.

OrganizationThe Policy Forum is part of an ongoing process of engagement with a number of selected countries

that commit to engaging youth in transforming their education systems in a meaningful way. For

example, a UNICEF programme to strengthen the role of youth in education in peacebuilding will buildon initiatives already undertaken in a number of countries including Lebanon, Nepal, and Sierra

Leone.

Through the use of virtual platforms, participants in the programme will be engaged before, during,

and after the Policy Forum. These discussion platforms will focus on a number of key issues around

the three thematic areas:

How can education systems engage youth? What processes and mechanisms currently exist? What are the barriers to meaningful youth engagement in education policy-making and

planning?

How can the education sector engage with other ministries and civil society to ensureconstructive youth engagement?

What skills are needed for youth civic engagement, and how can education systemscontribute to building such skills?

What works for different sub-groups, in different contexts (e.g. rural youth, refugee/IDPs,ethnic groups)?

The Policy Forum event in October will be a working event employing a mixed approach of

presentations, panel debates, and group work to engage youth, policy-makers, practitioners, and

researchers in an ongoing dialogue.

Showcase exhibitions will be on display throughout the forum, providing concrete examples of youth

engagement from the various partners and participants in the forum, including youth organizations,universities, practitioners, funders, NGOs and other development partners.

In response to employment

challenges, we strongly

encourage Member States to

expand the scope of education

by including entrepreneurial

skills and training

opportunities, and

intergenerational partnerships

for youth aligned to the rapidly

changing labour market needs,

particularly in non-traditional

fields such as e-learning.

Recommendation 7th UNESCO

Youth Forum (2011)


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IntendedoutputsThe outputs from the Policy Forum may be divided into immediate short-term results from the event

itself, and longer-term results emerging over time as a result of ongoing programme engagement.

Short term Recommendations from the Policy Forum event, collated from the virtual platforms and from the

Paris event, will be formulated into an Agenda for Action for attending policy-makers, youth,

practitioners, and researchers to take forward.

Representatives from at least two Ministries of Education or Youth and Sports commit to youth as

major stakeholders in the development of education or youth related policies and plans in their

countries.

A synthesis publication and three policy briefs (on peacebuilding, civic engagement, and skills

and employment) will be produced. These will draw from the interventions both at the Paris event

and via the virtual platforms to document good practices and concrete recommendations tosupport policy-making, planning, and programming for youth engagement in different political,

social and economic contexts.

A toolbox to support policy-makers and planners for engaging youth constructively in policies and

practice.

Long termIt is anticipated that emerging from the engagement process before, during, and after the Policy

Forum event, a forward-looking three-strand youth engagement programme could be developed:

1. Policy and planning: Engagement in a number of selected countries that are committed tofurthering youth engagement in polices and planning, and building on ongoing work with ministriesof education and ministries of youth to develop or strengthen youth policies. This could also

include development of context-specific guidelines for youth engagement in educational policy

development and planning.

2. Programmes and practices: This component of the programme would ensure that youth arerecognized and included as a major stakeholder in the design and planning of education and

training programmes. This might include the development and piloting of youth leadership

programmes at masters level and certification courses. Education programmes will be identified

in partnership with youth NGOs that identify different models of civic activity and promising

practices that aim to promote the increased engagement of youth in the provision of formal and

non-formal education and training.3. Research and knowledge creation: Strengthening the evidence-base for effective interventions

that foster the potential of young people to thrive and engage fully with their own development as

well as that of their schools and communities.

LanguageThe Paris-based Forum will be conducted in English and French. The virtual platforms which will feed

into the Policy Forum may be conducted in any language, but reporting to the Paris-based Forum will

be in either English or French. Simultaneous translation will be offered between these two languages.


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Provisional AgendaEngaging Youth in Planning Education for Social Transformation

Policy Forum1618 October 2012IIEP, Paris, France


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Tuesday, 16 October09.0010.00 Launch of the 2012 EFAGlobal Monitoring Report: Youth, Skills and Work

Hosted at UNESCO HQ

Presented by Irina Bokova, Director-General, UNESCO

Pauline Rose, Director of the EFA Global Monitoring Report, UNESCOPanel speakers: TBC

10.0010.30 Coffee break

10.3011.30 UNESCO HQ

Introduction to the IIEP 2012 Youth Policy Forum

Overview of conflict transformation and peacebuilding by UNESCO chair from the

University of Ulster

Overview of civic engagement in formal and informal education by UNESCO Chair

from the National University of Ireland, Galway

Overview of the development of skills for transition to employment by theEuropean Training Foundation

11.3012.00 Presentation by GMR and IIEP Policy Forum youth artists

12.0014.30 Lunch (Move to IIEP HQ)

Display of MASK Youth Artwork from Kenya

Introductory video messages from leaders and youth around the world

14.0014.30 Participant registration

14.3015.00 Welcome and opening remarks by Khalil Mahshi, Director IIEP

Inauguration of the Forum by Irina Bokova, Director-General, UNESCO

Opening remarks by UNESCO Chairs Professor Patrick Dolan, National University

of Ireland, Galway, and Professor Alan Smith, University of Ulster

Opening remarks by Ediola Pashollari, Secretary General, World Assembly of

Youth

15.0016.00 Global Perspectives Presentation

Panel speakers: TBC

Youth Presentation: Building on the recommendations of the 7th UNESCO Youth

Forum on How Youth Drive Change (October 2011)

16.0016.30 Voices from the field

Feedback from youth projects from around the world via event participants and

online discussions

16.3017.00 Courtyard Exhibition

Exhibitors from innovative youth related organizations around the world


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Wednesday, 17 OctoberSession 1: Youth supporting education for conflict transformation and peacebuilding09.1509.45 Keynote speech

09.4510.45 A structured conversation between ministers, youth activists, and

researchers/practitioners from the peacebuilding community on existing

peacebuilding approaches and the challenges of collaboration


11.1513.00 Group work Outcome: Recommendations on how youth and government can

collaborate in support of education for conflict transformation, security, and

peacebuilding

13.0014.30 Lunch

Session 2: Strengthening young peoples skills and opportunities for civicengagement within formal and non-formal education systems14.3015.00 Keynote speech

15.0016.00 Panel presentation: Opportunities for young peoples civic engagement in formal

and non-formal education systems


16.3017.45 Group work Outcome: Recommendations on what skills for civic engagement

and promoting civic engagement of youth in education at national and local

levels

17.4520.00 Photos and reception

Thursday, 18 OctoberSession 3: Education and training to develop skills for youth to transition toemployment09.3010.00 Keynote speech

10.0011.00 Panel debate: senior policy-makers, development agencies/funders, youth, and

non-governmental provider debate: Can the state provide relevant education for

employment?


11.3012.45 Group work Outcome: Recommendations on how education systems can better

prepare youth for the labour market in different social and economic contexts

(rural youth, urban youth, refugees/IDPs, ethnic groups)


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12.4514.15 Lunch

14.1515.15 Group work on summary of recommendations and proposed Agenda for Action.

Panel rapporteurs to summarize and respond.

15.1515.45 Agreement on Agenda for Action

15.4516.15 Closing remarks and looking to the future



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Annex I. Partners and Advisory GroupCore partnersUNESCO International Institute for Educational Planning (IIEP)

UNESCO Chair in Children, Youth and Civic Engagement, National University of Ireland, Galway

UNESCO Chair in Education for Pluralism, Human Rights and Democracy, University of Ulster.

UNESCO Social and Human Sciences Sector, Youth Programme

World Assembly of Youth (WAY)

International Fund for Agricultural Development (IFAD)

Laval University

Advisory Group

Canadian International Development Agency (CIDA)Deutsche Gesellschaft fr Internationale Zusammenarbeit (GIZ)

Inter-Agency network for Education in Emergencies (INEE)

Network for Policy Research, Review and Advice on Education and Training (NORRAG)

Organisation for Economic Co-operation and Development (OECD)

Pennsylvania State University

UNESCO Education for All Global Monitoring Report

UNESCO Headquarters

University of Belfast

University of Chicago


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This Policy Forum is supported by:

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