Beruflich Dokumente
Kultur Dokumente
Oficina de
Santiago
N 12
ISSN2255-033X
Organizacin
de las Naciones Unidas
para la Educacin,
la Ciencia y la Cultura
GEM
Confucius
round the world, young people of both sexes look to the future, and ques-
tion current socio-economic models that are based on the irrational exploitation of
natural resources. While it is true that capitalist systems have brought enormous material benefits, their functionalist view subordinates everything to the maximum
economic profit; promoting indiscriminate consumption at the expense of nature. The
urgent commitment to comply with Sustainable Development Goals (SDGs) for
2030 implies the emergence of a new paradigmatic scenario; one that is
characterized by transnational co-evolution between the peoples of the Earth. A
planetary consciousness whereby all cultural worldviews live together in peace and
harmony with the environment.
SDGs pursue an ecological sustainability that requires deep and paradigmatic
changes in the interdependent relationships that humans have with natural
ecosystems. We need a global insight to awaken our consciences; and to cause a
metamorphosis in the DNA intrinsic in the epistemological meta- paradigm of the
current global civilization. There is an urgent need to strengthen transnational
cooperation and intergenerational solidarity with the youth of the world, to go beyond
the SDGs. Our actions have to walk in unison towards a new horizon, a sustainable
civilization at one with the environment: the land beyond the borders. The current
economic and ecological crises are a historic opportunity to reshape our value
systems towards a true culture of peace, and one that results in sustainable
development processes.
The World We Want requires youth civic engagement to develop an overview of the interconnectivity of the ecological problems affecting global citizenship.
For the first time since the emergence of mankind on Earth, we have the opportunity
to be informed of everything that happens in other parts of the world through the
Internet. This makes us conscious and responsible; we cannot look away. The cyberspace-time continuum is considered the propitious level of reality in which to
gradually participate in making decisions that affect us as a species on our planet.
Global Citizenship Education (GCED) as proposed by UNESCO needs to use this
virtual world to promote understanding of our human identity/condition in its
planetary and cosmic context.
Knowing that the emergence of life on our planet is a cosmic miracle, is
critical to transgressing the epistemic paradigm box that sees nature as a mere
Day
2015
Youth
Civic
Engagement
10. Interview with K ailash
Satyarthi, 2014 Nobel Peace Price
Research Papers:
25.Millennium Development
Goals
45. Global Citizenship Education
68. Transversal Studies
Editada en
Almansa,
Espaa, por
ONGD Educar
para Vivir
15.World
Education
Forum 2015
23. Justicia en
Ayotzinapa, Mxico
Incheon
Declaration
Follow us!
5
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International Youth
Day 2015 Youth
Civic Engagement
The International Youth Day 2015 is focused on stimulating and encouraging young
people around the world to be involved in local and international public offices. This
article reviews the IYD events and agenda over the past five years of activities and
topics that the UN resolution A/RES/64/134 was committed to support the ongoing
development and education of young people around the globe, in order to raise
awareness to unite. From 2010 the topics seemed to concentrate on bridging gaps
in terms of economic inequalitities, religious biases and war affected peoples,
cultures and countries. The main concern this article tries to reveal is to what extent
modern technology can assist in raising this awareness, promote access to eduction
and information and what needs to be instilled in people's minds to ensure the ongoing process and progress to realise the aims the various topics have suggested.
www.globaleducationmagazine.com
In 1999 the UN general assembly determined that the 12th of August should focus its
attention on the needs and experiences of young people all over the world. Like any
resolution made by the UN specifically those promoting cooperation amongst
youth organisations all stands or falls with the theme chosen for this group, and
presently it seems that very little attention is given to what youngsters feel to be
given priority in terms of counteracting the present globally acknowledged
challenges. I have taken the last five years to give closer attention to all the themes
that have been taken on board to see to what extent the Voice of the Young is actually heard and understood.
From 2010 the list below show the focal points and its subsequent summaries:
By resolution A/RES/64/134 it was decided
that also 2010 was the International Year of
Youth; a very special event indeed, and
proclaimed that the theme should be
Dialogue and Mutual Understanding. The
need to stimulate a greater effort to
familiarize young people worldwide with
each others culture, believes, attitudes and
social backgrounds was acknowledged by the International Community, but is
just as important today, as it was five years ago. The events included a photo
exhibition with the title Visual Voices Youth perspectives on Global Issues,
which was a great achievement. However, can we ensure that the dialogue in is
continuing, and how can we reach out to those youngsters who are at risk in
drowning in a sea of madness in war-striken countries like Syria and Libya? How
can we stimulate the dialogue when so much noise is being made in focusing on
the terrors of extreme religion activists?
In 2011 the theme Change our World, was meant to be a call to inspire youth
initiatives at all levels. The social awareness in showing that by means of small
and individual initiatives possibilities are created to change on local level attitudes that can eventually lead to major changes in communities all over the globe
has been proven. The long term effects will need to be monitored, and even though
these initiatives may seem like a single drop on a hotplate, eventually they will prove
their worth. Sustainability is however predominantly seen in educational projects;
http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves?langua
ge=en
It should be noted that we need to continue our combined efforts to offer our support
to enable youngsters to provide their input in setting up these projects. It is one of
my major concerns that in the various educational projects our Foundation1 needs to
be constantly aware of when we set up our yearly reports to integrate the trends that
young people feel that they want to develop in determining their own future. IT and
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computer sciences are way behind in areas of the world, where it is so important to
open up information and innovation. On the other hand there should also be openness and awareness in what areas certain knowledge should be made accessible
and available. Another angle is to be aware what talents are available, and integrate
those in the way certain educational projects can be established; i.e. the professional
group on the island Cemara (Indonesia), consists predominantly out of Fishermen.
Subsequently the ability to maneuver sailing boats (prows), is a given attribute as
fishing is a continuum in the generations. Building, maintaining and designing boats
is therefore a tangible progress to an already established and familiar way of life and
livelihood.
It was an astute statement that the Secretary-General of the UN, Ban Ki-moon, sent
out to the community, expressing his hope for the younger generation; Far too many
of the worlds more than one billion young people lack the education, freedom and
opportunities they deserve. Yet despite these constraints and in some cases
because of them young people are mobilizing in growing numbers to build a better
future.
Over the past year, they have achieved stunning results, overturning
dictatorships and sending waves of hope across regions and around the world.
Young people are gifted with open minds and a keen awareness of emerging trends,
and are bringing their energy, ideas and courage to some of the most complex and
important challenges facing the human family. They often understand better than
older generations that we can transcend our religious and cultural differences in
order to reach our shared goals..
The major concern here, in conclusion of this specific theme, deserves our constant
attention and efforts to eradicate: make education accessible for everyone around
the world!
International Youth Day 2012 tended to continue the theme
of 2011 from another perspective and carried the subtitle:
Building a better world, partnering with Youth. To be quite
frank, I would not be able to foresee the option of even an
attempt to build a better world without the participation, input, inspiration of the young generation For the first time
the UN organizational body of the International Youth Day
made use of Social Media and Google Hang-outs to involve and stimulate discussions, brainstorming sessions etc. on an interactive scale.
The theme included Employment; Entrepreneurship; Education, including items on
sexual and reproductive health; Political Inclusion; Citizenship and Protection of
Rights. It is important to involve the future generation in these areas of attention.
However, it should be understood that those who can participate in these
discussions are those who have access to computers, internet etc. and we need to
be aware that these are not the vast majority of the world; concentrated access to
internet and ownership of IT equipment are generally located in China, The US and
Europe2 (2013-2014), by which I would like to remark that these overview entail the
world population and China (included in Asia in this overview) have a population of
www.globaleducationmagazine.com
1.369 billion estimated in 2014, and is the largest in the world. The hang-outs were
the basis of a survey by which the continued development of these topics would be
reviewed and integrated in a five-year Agenda, requested by the Secretary General
of the UN.
Although the IYD 2013 found a promising title to concentrate their awareness
program on, it seemed somewhat cynical to see that its commemoration did not
achieve and fulfill its promise: Youth Migration; Moving Development Forward.
When examining this premise, what is exactly meant by Youth Migration The summary on the UN Department of Economic and Social Affairs3, notes that the focal
point was the platform offered to the youthful participants to voice their opinions on
issues related to youth migration and development. The event was co-organised with
the International Labour Organisation with support from the Millennium Development
Goals Achievement Funds. Again, we should consider carefully, who would take
place in this forum of young and upcoming promising candidates, who were acting
as representatives of the future of this planet? They were, of course joined by State
representatives and experts, but the interactive panel discussion formed the basis on
which young migrants and activists could share experiences.
.The panel featured distinguished (read educated and privileged) youth
speakers, including a young refugee, an undocumented young migrant. Voices of
Youth formed a specific segment of the event and showed videos of stories of youth
migration, showed Akhters Story4, dealing with a refugee girl from Afghanistan, the
winning video of the International Labour Organisations context on youth labour
migration.
Very few of those, privileged to live in the safety of NorthWestern Europe, who never experienced the horrors of
war, persecution and exile, will never understand the
trauma, migrants have to go through. It is quite obvious
from the documentary that won an award during the IYD
event Akhters Story that some of the EU countries,
faced with these problems (i.e. Greece) are unable to
cope with the incredible diversity of problems forced
migration imposes on resources, intelligence and flexibility.
Whilst writing this article the fugitives from Syria and Libya
pose a myriad of issues for France and the UK, and requires the member states of
the EU to act diligently to assist in order to prevent a further escalation for the
countries involved, but also to prosecute those who see fit to make a huge profit out
of the fugitives miserable circumstances.
Having worked for an organisation that dealt with integration of non-nationals and
disadvantaged5 children in Dutch society and the educational system for primary
school children specifically, there was heartbreaking evidence and examples that
those who needed to assess the environmental conditions young children were catapulted into, could not and will never understand the extent of trauma these
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children and their parents had been exposed to; subsequently, unable to realistically
assess the cause of underachievement and trauma, nor adequate measures could
be taken to equip fugitives with sufficient resources to overcome this disadvantaged
position. Certain migrants of nationalities would overcome the settlement problems
quite easily; Iran, Turkish, and Egyptian nationals somehow adapted well to their new
environments, whilst children and youngsters from Moroccan background would not
adapt to the school system and consequently chose the path of least resistance, resorting to gang-like behaviour and petty crime. The situation is being taken as a
negative issue for some Dutch politicians, who would like to accentuate the dangers
and threats of the Islam in Europe and will go to the limit in order to antagonize and
intentionally offend a specific ethnic group.
International Youth Day 2014 moved its theme to a topic that needs our immediate
attention, as it is evident that the loud and clear signal of our society simply screams
out for action; Major Depression and Mental Health Condition is a direct result of the
frightening course our modern way of life takes its toll on the younger generation specifically. Research and my own studies have lead to a staggering amount of data to
why young people find it so very difficult to find and maintain a harmonious way of life
in our present day society; to stay focused, to entertain good relationships and find
and have a worthwhile career or even a steady job. One of the main reasons they
seem unable to deal with the demands of our society and the way life seem to dictate
and direct them in a certain harness could be found in the predictability in which the
older generation has managed or ordered their lives, whilst it has become clearer
that the regular way of planning ones life go to school, attend church, listen to
your elders; get you diploma/degree, find a job, take the career ladder, find a partner,
get married and have children, go through the paces and if you are lucky you can retire by the age of 65. is definitely not the way young people envisage their future.
Through the blundering and unreliable economic system resulting in the Worlds
economic recession these past years - caused by the unsavory role played by the
banks - it has also become blatantly obvious that this way of planning ones life is definitely not going to work for the young generation. They will need to find or make their
own set of guiding principles to see a way through this jungle of surviving the
challenges that life will throw at them. When young people have set their example to
how the older generation has tried to create assurances that are based on illusions,
then it is not surprising that they stand powerless in this new development of nonguaranteed guidelines to life.. As the poster states; 20% of youngsters between the
age of 15-24 suffer from mental health disorders. In my small personal environment,
being familiar with the circle of friends of my children two youngsters have recently
experienced Burn-Outs, and at least three in my direct working environment suffer
from Major Depression Syndrome. The people I refer to are under 35 years of age.
It should not be forgotten that the majority from these
disorder stem from stress, in fact research has shown
that stressful living conditions also trigger Diabetes2
and auto-immune diseases. During my final studies
relating to personality and social psychology6 I sug-
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gested that where there hardly seems to be a need for a Survival of the Fittest-mode,
we now are confronted within the conditions of Western society by a change to Psychological Survival, and our brain attributes and functions need to be adjusted as
such. It is a daunting prospect when we need the input and energy that the younger
generation can offer, is curtailed by a huge amount of what appears to be an epidemic outbreak of Mental Health impairments.
What will hopefully give them another scope of creative tools, is their ability to take
advantage of the progressing technology and a broader access to information like
the Social Media and other means to gain knowledge like MOOCs (Massive Open
Online Courses). The awareness and deeper understanding by which other cultures
can be identified and appreciated, must come with a greater tolerance and a nonbias attitude in order to live in a relative equilibrium of peace. In a growing sense of
being manipulated by those who pull the strings of economic power7 - apparently the
entire Worlds capital is in possession of less than 1% of the Worlds population, this
means that our actual input in any democratic system, is almost negligible. I can
assure you that my generation has only recently woken up probably rudely shaken
to reality by the fact that our struggles to plan for a carefree after work life, has not
and will not materialize, and most of us finding that the efforts to ensure a good pension plan, has largely been based on illusions, dished out by the insurance
companies, which ultimately are not much better than the banks that have brought on
the economic demise, but for their part will still continue their self-enriching bonus
system. Even though young people nowadays are aware of their limited locus of
control, moving forward caught up in a dubious and uncertain interim phase, they realise that this planet has given them ample scope for work, but very few jobs are
offered. Their conclusion is that they will take the opportunities to create those jobs
themselves, and an increase of budding entrepreneurs emerge; exploiting,
developing and enhancing their talents. By the same token they find that the political
manipulations where it concerns the stimulation of racial, religious and gender biases, are not matters they choose to be overly concerned with and more inter-racial,
and inter-religious partnerships/marriages are being embarked on. Division of home
related tasks, including parenting, may still be more accepted in Western society, but
will progressively be commonly seen in various levels of different cultures as well.
A greater awareness regarding world food and energy resources is being instilled by
and for young people; it is good to see that there are organisations driven by young
innovative minds, that will embark on environmental stimulus in sustainable
agriculture, green energy and bio-dynamic building resources; making us all aware
that if we do not stop and treat our planet with respect, we will ultimately kill
everything worthwhile preserving.
International Youth Day 2015 has chosen the theme
Youth Civic Engagement, and I would like to stress
the importance of such a premise. At the same time, I
also feel that it isnt only up to them to pick up the
gauntlet and watch them struggle with the mess that
we, the older generations, have created for them. Too
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often we face the indifference of powers that be when issues are discussed relating
to a better environment; the awareness is still lacking that we all of us constitute
the environment; the human race is an integral part of it!
To ask and call for the engagement and participation of youth and stipulate that they
should pick up the tab where sustainable human development is concerned, seems a
bit off; we need to live the right example and show that it takes effort and commitment
in making sure that we work together; young and older, to make this work. Active
involvement in political and public life means that young people will not be constantly
dealing with bad-mouthed politicians and newspaper headlines denouncing the
credibility of our Prime Ministers, being caught either with their hand in the till, or in
some ridiculous bedroom farce. It will also mean a closer and more critical look at the
media, like TV and newspapers; reporters and journalists. Who pays their salaries
and what are the interests that they serve.
Leading by example takes me to the essence of our responsibility as adults toward
our fellow human beings and youngster in particular; offering and creating
opportunities to enhance and discover strengths and talents, already naturally
present in an individual nurture, shelter and encourage what be an asset and ones
unique contribution to society at a later stage. Foremost we must consider that
we have not just inherited this great planet from our fore-fathers, but we have only
borrowed it from our children
Bibliography
1. Observations and reports of the Department of Economic and Social Affairs of the
U N
http://undesadspd.org/Youth/OurWork/HistoryofUNPY.aspx
www.globaleducationmagazine.com
Biography
Akke Myrielle Draijer-de Jong was born in Indonesia8, a former colony of the Dutch
East Indies, in 1956. She was raised in the Netherlands and completed her studies
in Dramatic Arts in London. Presently, working in an International judicial
environment, she has focused her professional life on International Criminal Law,
European Law and International Human Rights, combining her favourite field of
interests of Social- and Forensic Psychology, and Neuro-pharmacology and Neurobiology. She has raised three children by herself and enjoys the input from her
three stepsons of her husband; they share an adopted son in Indonesia.
NOTES
Photomaterials used in this article : http://undesadspd.org/Youth.aspx
[1]Yayasan Kebon Septau Netherlands/Indonesia: http://sks-yks.webs.com/
[ 2 ] h t t p : / / w w w. i n t e r n e t l i v e s t a t s . c o m / i n t e r n e t - u s e r s / # b y r e g i o n a n d
http://www.internetworldstats.com/stats.htm
[3]http://undesadspd.org/
[4]https://www.youtube.com/watch?v=3OQpTk6fQjA
[5]GOA-Gemeentelijk Onderwijs Achterstanden beleid (Municipal Educational
Policy Executive Board) these children in the primary school age-group, deal with
foreign and Dutch national children who through circumstance, i.e. fugitive status,
or children whose parents were from specific educational backward milieus, could
be eligible to receive educational program support and schools received extra funds
in order to get expert assistance in order to diminish the gap in educational impairment.
[6]https://www.academia.edu/6766186/The_Human_Spark_and_overruling_feature
s_of_self-deception_as_part_of_our_evolutionary_development
4. C o m p a r a t i v e S t a t i s t i c s t a k e n f r o m :
[7]https://www.youtube.com/watch?v=5fbvquHSPJU
http://sks-yks.webs.com/
h t t p : / / w w w. i n t e r n e t l i v e s t a t s . c o m / i n t e r n e t - u s e r s / # b y r e g i o n
http://www.internetworldstats.com/stats.htm
[8]https://nl.linkedin.com/in/amdraijerdejong
http://www.socialpsychology.org/member/draijer-de-jong
7. Akke M. Draijer-de Jong The Human Spark and overruling features of Self-
8. Renegade Economist 2013 ; The four Horsemen documentary in view of the misleading and fraudulent role of our banking system :
https://www.youtube.com/watch?v=5fbvquHSPJU
INTERVIEW'WITH'KAILASH'SAT YARTHI'
2014'NOBEL'PEACE'PRIZE
AUGUST'12'INTERNATIONAL'YOUTH'DAY
YOUNG'PEOPLE,'AND'THE'YOUNG'
PEOPLE'LIKE'YOU'AND'THE'OFFICER,'
CAN'BUILD'HOPE.
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GEM
www.globaleducationmagazine.com
lar pattern, you understand, poverty, child labor, and literacy are
interconnected. So we have to find solutions and holistic windows, not just
opening up schools and hiring teachers that is important but also we have
to withdraw the children from exploitism, exploitive labor, we have to see that
how it can link with the poverty and literacy programs and the different
programs. So thats one area. But everybody now has some sort of connectivity with the Internet or with young people in schools, colleges, universities,
and the professors, activists, everybody has some sort of connectivity with the
ultimate knowledge to Internet. We live in a cyber-world. We have to see how
the power of cyber works, how the power of information technology, how the
power of social media, could be generalized for good, for making this world
better especially for children. So when we come to any area where there are
exploitation, then I love education, then I love childhood, child abuse, child
rape, and things like that, we can get to respond to it, be the partner in
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change, through the social media. We can also encourage some of the good
practices, which are coming from, which is coming from, the civil society, from
the government, from the international organizations, corporate world, and
from anywhere.
KS: Good. I understood your question, thats why I said that Korea and
countries who are much well off have to build more child friendly education
where the children should feel less pressurized and more interested, interest
for education. Let me underline one principle, which satisfaction does not lie
only in value and prosperity. Satisfaction does not lie only in knowledge.
We have to promote them through social media to generate
Satisfaction lies in something else. Happiness and satisfaction does not lie
in what we gain, it lies in what we
hope, because hope is the
give. Not just in Korea, the Korean
spark. Hope is the fire; hope is
businesses, the Korean corporations,
the power to change the world.
GEM
are clearly from all across the world.
Frustration and hopelessness is
May it be automobiles, may it be teleno answer. Young people, and
phones, may it be other kinds of electhe young people like you and
tronic goods, or electric goods, Korea is
the officer, can build hope.
a brand. Everybody is using it. But the
more important thing is that how you
JCR: I believe this is also the theme of
these gains to the rest of the world. And
World Education Forum, however to
when you start giving it back to the rest
countries like Korea where the
of the world, then it will make you much
economic development has already
more satisfied and happy. One thing,
been reached to its own level, if we left
that no society in the world whatever
more on childrens education, then there
rich they are, they must not feel that
will be a lot of side effects caused by it.
they can live in isolation. They cannot
There have been numerous reports saylive in the island of prosperity. The world
ing that Korean students are the unhapis so interconnected, that all the
piest students in the world. Their
problems, all the tricks, all the
satisfaction level on education is very
challenges, and the solutions are
low. So I believe UNESCO and all the
interconnected. Our vision has to be
other related international organizations
globalized. Our action has to be globalshould find a way to maybe redistribute
ized. I offer all of my support to the
education, or investment on education,
young people of Korea. I want to be
just like how they do with economies. In
their friends. And I want to make them
that sense, how do you think this should
friends to raise their level of happiness.
be and what kind of rules or
And I call upon them to connect with the
responsibilities do you think the other
rest of the worlds children. To learn
developed countries that should on the
more about their issues, and to respond
UNESCO Director-General Irina Bokova along Kailash Satyarthi, 2014 Nobel Peace Prize
distribution of education?
how they can. Then they will feel
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KS: Best quality education and child friendly education are the more important
challenges. Theres no clear data involved how many children are working with
child laborers, but there are children that will be not in school and some of them
must be working somewhere and theyre able to feed or somewhere, but its not
such a big problem in comparison to starvation, for instance. That education
systems everywhere have to be more conducive for children, more child
friendly for children, and young people, so that the children and young people
should not feel too much pressure off education. It should be easy and friendly.
JCR: Also if child laborers have been reduced in the last years, and millions of
child deaths have been prevented, great challenges are still remaining. In abstract, what are the main challenges to face the situations of children and
young labor?
JCR: Finally, what message would you like to send to all our readers in the
celebration of the International Youth Day? How could we motivate them to
improve our common planet?
KS: So I call for three things. And the last word is that, and
that is my call also, three things that really going to make
this world better: the first thing is democratize knowledge.
Knowledge should not remain in a few hands, it should be
democratized. The second call is universalize justice,
everybody must have justice in the world. And the third and
most important thing is globalize compassion. We are
globalizing markets and economies, we are globalizing
knowledge and technology, we are globalizing information,
but this is a time when we should globalize compassion.
JCR: Thank you very much for your time and inspiring words, dear Kailash. I
am looking forward to see you again in India to learn more about your rich
experiences.
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Incheon Declaration
Education 2030:
Towards inclusive and
equitable quality
education and lifelong
learning for all
PREAMBLE
1. We, Ministers, heads and members of delegations, heads of agencies and officials of
multilateral and bilateral organizations, and representatives of civil society, the teaching
profession, youth and the private sector, have gathered in May 2015 at the invitation of
the Director-General of UNESCO in Incheon, Republic of Korea, for the World Education
Forum 2015 (WEF 2015). We thank the Government and the people of the Republic of
Korea for having hosted this important event as well as UNICEF, the World Bank,
UNFPA, UNDP, UN Women and UNHCR, as the co-convenors of this meeting, for their
contributions. We express our sincere appreciation to UNESCO for having initiated and
led the convening of this milestone event for Education 2030.
2. On this historic occasion, we reaffirm the vision of the worldwide movement for
Education for All initiated in Jomtien in 1990 and reiterated in Dakar in 2000 the most
important commitment to education in recent decades and which has helped drive
significant progress in education. We also reaffirm the vision and political will reflected in
numerous international and regional human rights treaties that stipulate the right to
education and its interrelation with other human rights. We acknowledge the efforts made;
however, we recognize with great concern that we are far from having reached education
for all.
3. We recall the Muscat Agreement developed through broad consultations and adopted at
the Global Education for All (EFA) Meeting 2014, and which successfully informed the
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quality early childhood development, care and education. We also commit to providing
meaningful education and training opportunities for the large population of out-of-school
children and adolescents, who require immediate, targeted and sustained action ensuring
that all children are in school and are learning.
7. Inclusion and equity in and through education is the cornerstone of a transformative
education agenda, and we therefore commit to addressing all forms of exclusion and
marginalization, disparities and inequalities in access, participation and learning outcomes.
No education target should be considered met unless met by all. We therefore commit to
making the necessary changes in education policies and focusing our efforts on the most
disadvantaged, especially those with disabilities, to ensure that no one is left behind.
8. We recognize the importance of gender equality in achieving the right to education for
all. We are therefore committed to supporting gender-sensitive policies, planning and
learning environments; mainstreaming gender issues in teacher training and curricula; and
eliminating gender-based discrimination and violence in schools.
9. We commit to quality education and to improving learning outcomes, which requires
strengthening inputs, processes and evaluation of outcomes and mechanisms to measure
progress. We will ensure that teachers and educators are empowered, adequately recruited,
well-trained, professionally qualified, motivated and supported within well-resourced,
efficient and effectively governed systems. Quality education fosters creativity and
knowledge, and ensures the acquisition of the foundational skills of literacy and numeracy
as well as analytical, problem-solving and other high-level cognitive, interpersonal and
social skills. It also develops the skills, values and attitudes that enable citizens to lead
healthy and fulfilled lives, make informed decisions, and respond to local and global
challenges through education for sustainable development (ESD) and global citizenship
education (GCED). In this regard, we strongly support the implementation of the Global
Action Programme on ESD launched at the UNESCO World Conference on ESD in AichiNagoya in 2014. We also stress the importance of human rights education and training in
order to achieve the post-2015 sustainable development agenda.
10. We commit to promoting quality lifelong learning opportunities for all, in all settings and
at all levels of education. This includes equitable and increased access to quality technical
and vocational education and training and higher education and research, with due
attention to quality assurance. In addition, the provision of flexible learning pathways, as
well as the recognition, validation and accreditation of the knowledge, skills and
competencies acquired through non-formal and informal education, is important. We
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further commit to ensuring that all youth and adults, especially girls and women, achieve
relevant and recognized functional literacy and numeracy proficiency levels and acquire
life skills, and that they are provided with adult learning, education and training
opportunities. We are also committed to strengthening science, technology and innovation.
Information and communication technologies (ICTs) must be harnessed to strengthen
education systems, knowledge dissemination, information access, quality and effective
learning, and more effective service provision.
11. Furthermore, we note with serious concern that, today, a large proportion of the worlds
out-of-school population lives in conflict-affected areas, and that crises, violence and
attacks on education institutions, natural disasters and pandemics continue to disrupt
education and development globally. We commit to developing more inclusive, responsive
and resilient education systems to meet the needs of children, youth and adults in these
contexts, including internally displaced persons and refugees. We highlight the need for
education to be delivered in safe, supportive and secure learning environments free from
violence. We recommend a sufficient crisis response, from emergency response through to
recovery and rebuilding; better coordinated national, regional and global responses; and
capacity development for comprehensive risk reduction and mitigation to ensure that
education is maintained during situations of conflict, emergency, post-conflict and early
recovery.
IMPLEMENTING OUR COMMON AGENDA
12. We reaffirm that the fundamental responsibility for successfully implementing this agenda
lies with governments. We are determined to establish legal and policy frameworks that
promote accountability and transparency as well as participatory governance and
coordinated partnerships at all levels and across sectors, and to uphold the right to
participation of all stakeholders.
13. We call for strong global and regional collaboration, cooperation, coordination and
monitoring of the implementation of the education agenda based on data collection,
analysis and reporting at the country level, within the framework of regional entities,
mechanisms and strategies.
14. We recognize that the success of the 2030 education agenda requires sound policies and
planning as well as efficient implementation arrangements. It is also clear that the
aspirations encompassed in the proposed SDG 4 cannot be realized without a significant
and well-targeted increase in financing, particularly in those countries furthest from
achieving quality education for all at all levels. We therefore are determined to increase
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public spending on education in accordance with country context, and urge adherence to
the international and regional benchmarks of allocating efficiently at least 4 - 6% of Gross
Domestic Product and/or at least 15 - 20% of total public expenditure to education.
15. Noting the importance of development cooperation in complementing investments by
governments, we call upon developed countries, traditional and emerging donors, middle
income countries and international financing mechanisms to increase funding to education
and to support the implementation of the agenda according to countries_needs and
priorities. We recognize that the fulfilment of all commitments related to official
development assistance (ODA) is crucial, including the commitments by many developed
countries to achieve the target of 0.7 per cent of gross national product (GNP) for ODA to
developing countries. In accordance with their commitments, we urge those developed
countries that have not yet done so to make additional concrete efforts towards the target
of 0.7 per cent of GNP for ODA to developing countries. We also commit to increase our
support to the least developed countries. We further recognize the importance of
unlocking all potential resources to support the right to education. We recommend
improving aid effectiveness through better coordination and harmonization, and
prioritizing financing and aid to neglected sub-sectors and low income countries. We also
recommend significantly increasing support for education in humanitarian and protracted
crises. We welcome the Oslo Summit on Education for Development (July 2015) and call
on the Financing for Development Conference in Addis Ababa to support the proposed
SDG 4.
16. We call on the WEF 2015 co-convenors, and in particular UNESCO, as well as on all
partners, to individually and collectively support countries in implementing the 2030
education agenda, by providing technical advice, national capacity development and
financial support based on their respective mandates and comparative advantages, and
building on complementarity. To this end, we entrust UNESCO, in consultation with
Member States, the WEF 2015 co-convenors and other partners, to develop an appropriate
global coordination mechanism. Recognizing the Global Partnership for Education as a
multi-stakeholder financing platform for education to support the implementation of the
agenda according to the needs and priorities of the countries, we recommend that it be
part of this future global coordination mechanism.
17. We further entrust UNESCO, as the United Nations specialized agency for education, to
continue its mandated role to lead and coordinate the 2030 education agenda, in particular
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by: undertaking advocacy to sustain political commitment; facilitating policy dialogue,
knowledge sharing and standard setting; monitoring progress towards the education
targets; convening global, regional and national stakeholders to guide the implementation
of the agenda; and functioning as a focal point for education within the overall SDG
coordination architecture.
18. We resolve to develop comprehensive national monitoring and evaluation systems in
order to generate sound evidence for policy formulation and the management of education
systems as well as to ensure accountability. We further request the WEF 2015 coconvenors and partners to support capacity development in data collection, analysis and
reporting at the country level. Countries should seek to improve the quality, levels of
disaggregation and timeliness of reporting to the UNESCO Institute for Statistics. We also
request that the Education for All Global Monitoring Report be continued as an
independent Global Education Monitoring Report (GEMR), hosted and published by
UNESCO, as the mechanism for monitoring and reporting on the proposed SDG 4 and on
education in the other proposed SDGs, within the mechanism to be established to monitor
and review the implementation of the proposed SDGs.
19. We have discussed and agreed upon the essential elements of the Education 2030
Framework for Action. Taking into account the United Nations summit for the adoption of
the post-2015 development agenda (New York, September 2015) and the outcomes of the
Third International Conference on Financing for Development (Addis Ababa, July 2015),
a final version will be presented for adoption and launched at a special high-level meeting
to be organized alongside the 38th session of the General Conference of UNESCO in
November 2015. We are fully committed to its implementation after its adoption, to
inspire and guide countries and partners to ensure that our agenda is achieved.
20. Building on the legacy of Jomtien and Dakar, this Incheon Declaration is an historic
commitment by all of us to transform lives through a new vision for education, with bold
and innovative actions, to reach our ambitious goal by 2030.
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My first question is obvious: Where does all your transformative energy come from?
What is the secret to become a world-renowned blogger?
I use my blog Proudly Tunisian as a medium. Blogging for me is thinking out loud,
telling the other missing side of the story and exercising ones freedom of
expression.
JCR: I am in Salvador de Baha finishing my PhD research focused on Global
Citizenship Education and I have to confess you I am a big fan of the African
philosophy Ubuntu because it inspires me to understand better the co-evolution
between living beings and our environment. How has Pan-Africanism encouraged
you to become an international socio-political activist?
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to re-define Pan-Africanism through bridging North Africa with the rest of the
continent beyond colonialism and post- colonialism. I want to bring together and
connect African youth who will be taking over the leadership of their nations in few
years, and restore indeed our values of African humanism Ubuntu and togetherness
so that together we can develop Africa as a continent and not as separate nations.
JCR: When and why was the idea of African Youth Movement (AYM) born?
AC: I started the AYM about two years ago just as a
Facebook Group that brought together all the
inspiring Africans I met in different parts of the world,
inside and outside the continent from all walks of life.
After I attended the Intergenerational Dialogue with
African Heads of states, which was an event
organized within the auspices of the 50th Anniversary
of the African Union, I discovered that youth
marginalization in Africa is a real issue.
I have had this vision that, in our shared
marginalization as young Africans, we
could develop a sense of common identity
and a critical consciousness that would
enable us to challenge the status quo. That
is how AYM was born.
A few months ago, I decided to take AYM to the next
level and nurture a movement that would grow this
common identity with strategic collective response to
our problems. The first step was to come together as
Africans instead of working in silos, express our
concerns and discuss viable solutions. The idea was
not to create something new but rather "to connect
the dots", to connect all the existing movements,
formal and informal groups and networks around the continent and join forces in
creating a new action-oriented movement. I organized a series of Google Hangouts
through which we shaped together our shared vision, values and objectives. Many
inspiring young Africans availed themselves to working with me to make this vision a
concrete reality.
AYM has become a movement of young thinkers and visionaries, trying a different
approach towards the realization of Africas economic, social and political prosperity.
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action for women. VOW has become a platform to empower women and girls to tell
their own stories in their own words. We have 35 outstanding correspondents from
all around the world, passionate women about reporting under-reported issues in
their communities. This year we want to grow our project to reach 50 correspondents
and provide them with online and face-to-face trainings and mentorship in reporting
and digital storytelling.
In the quest to solidify the project and ensure that it is sustainable and able to meet
its objectives, we rebranded, under the immense support of the Digital Participation
Camp 2015. We will now have a secure website and better tools to promote this
mini-narrative about women and our personal identities.
JCR: I remember during your speech at the CIVICUS, Concord, DEEEP, and GCAP
Forum in South Africa you said, the Arab Spring was a media construct. In
Tunisia we call it the Revolution of Dignity. What is the role of the Internet in the
twenty first century to empower youth generations?
AC: I have been saying this since 2011, the Arab Spring is a Western narrative.
Tunisias revolution is different from Egypt, Libya, Syria and other countries. Putting
all countries under one basket called the Arab Spring is not innocent. Its part of the
media propaganda to draw attention to a region where peoples lives started to
matter.
There was even a book called The Arab
Awakening. As if we were sleeping and
suddenly startled awake! undermining the entire
social justice struggle in Tunisia which started
with the revolt of the Gafsa Mining basin in 2008
and every other conscious political revolt in
North Africa and the Middle East.
The Western media wants to write and recreate
our own history in their own words creating a
false public memory. All these names dont
represent us and what we call it is not featured
in the media. In Tunisia, we call it The
Revolution of Dignity.
JCR: I have read that you and your team have
received the support of the North-South Centre
of the Council of Europe and the European
Union to record the documentary Kenyas
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conscious transformation, where you gave visibility to African youth and women
leadership solving problems that mainstream media doesnt feature. How long did it
take you to record it?
AC: Africa Inspire project was indeed supported by the North South Centre to
produce a long documentary called Kenyas Conscious Transformation, which
highlights the role of women and young people in Kenyas post election peace
process.
I ventured into an unforgettable journey in Kenya, where I recorded the footage for
one month with a great Kenyan team of two, Rose Wachuka who is also a VOW cofounder and on AYMs Advisory Board and Joshua Ogure who is a UNAOC-EF
Summer School alumni and was recently selected to take part at the IREX
community Solution Program.
The project was inspired by an innate need to showcase positive attributes about the
continent, one country at a time. Kenya at that time had concluded its 2013 General
elections which though challenged before the Supreme Court, had been peaceful.
Mainstream, foreign Media however seemed fixated on the unfortunate 2007/2008
post-election violence and completely under reported the 2013 peaceful process.
My larger aspirations of which the
documentary has been the first step, is to
change the narrative about Africa the Africa
I see from the lens of inspiration not
desperation.
Besides, coming from the region where we
have been going through a lot of hard times
where everyone around me seems to have
lost hope in peace because of the rise of
terrorism on a precedential scale where
young activists are falling into desperation,
breakdowns, and many times are completely
burned-out It was not a surprise that some
of them turned to the usage of violence as the
only language that could be heard and
perhaps understood. And I thought that young
people need to see successful models and
positive stories to reflect on their
understanding of violence and its dreadful
impacts.
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Con el apoyo de la
Oficina de
Santiago
Organizacin
de las Naciones Unidas
para la Educacin,
la Ciencia y la Cultura
December'5
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PAGE 31
: janu.muhammad2@gmail.com
Web
: www.muhammadjanu.blogspot.com
http://uny.academia.edu/JanuMuhammad
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El empleo juvenil como eje de desarrollo de los pases: el sueo de la Fundacin Novia Salcedo
Laura Simn Marn
rea de Innovacin social en la Fundacin Novia Salcedo
laura@noviasalcedo.es / www.noviasalcedo.es
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RESUMEN: A raz del lema que se propone en 2015 para la celebracin del Da
Internacional de la Juventud convocado por la ONU: "Compromiso Cvico de la
Juventud", se tratan los condicionantes principales que influyen en la participacin
social de los jvenes. As mismo, trata los aspectos que facilitan o dificultan su
realizacin. Se expone las principales declaraciones de organismos internacionales
en favor del impulso de la participacin real de los jvenes en la sociedad. El papel
de los Centros de Informacin Juvenil es considerado fundamental en favor de la
participacin juvenil. Se destaca las recomendaciones y medidas propuestas por la
Unin Europea vinculando las acciones desde los Centros de Informacin Juvenil y
la participacin de los jvenes en los procesos de difusin y de elaboracin de la
informacin. En estos procesos de participacin de los jvenes en la elaboracin y
difusin de informacin, son relevantes las experiencias de los corresponsales
juveniles, y la funcin de "conectores" en el escenario de las redes sociales y
Tecnologas de la Informacin.
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i n d i v i d u o o c o l e c t i v o d e c i u d a d a n o s :
a) Informacin, sin la cual difcilmente podremos saber qu recursos tanto
fsicos (infraestructuras, espacios, etc.) como virtuales y sociales (redes
sociales de colaboracin, recursos de apoyo mutuo, herramientas de trabajo
o formacin colaborativas, etc.) y cognitivas o de aprendizaje, existen en
nuestro entorno para desarrollar acciones participativas, o bien, conocer el
marco legal que articule las diversas vas de participacin social y/o poltica;
b) Comunicacin, vas de contacto, interlocucin y experiencias prcticas
de interaccin con otras personas y colectivos con necesidades e intereses
similares, que permitan la puesta en comn de actuaciones colectivas en
beneficio de la comunidad;
c) Toma de decisiones, se trata de una conducta tanto individual, como
colectiva, que implica un aprendizaje, la puesta en prctica de habilidades
sociales y un contexto facilitador, la cual depende directamente de los dos
elementos anteriores;
d) Implicacin y compromiso, una actitud y un comportamiento social de los
sujetos en relacin a los otros que afectar el grado de continuidad y
consolidacin de su participacin ciudadana, y que estn determinados por
el grado de motivacin de los individuos, por el carcter de la necesidad
comn que los convoque, y por las experiencias positivas de accin comn
que refuercen su vinculacin con la causa o asunto que defiendan.
Segn la opinin de expertos, los jvenes participan por diversas razones y motivos
diferentes que en ocasiones pueden coincidir entre s y, en otras, apoyarse en
argumentos muy dispares y distintos en su sentido. As pues, nos encontramos con
que la juventud puede participar por reconocimiento social, o por modas
momentneas, para satisfacer necesidades personales o sociales, para conseguir
y/o compartir recursos y experiencias con expectativas satisfactorias. para formar
redes ciudadanas para afrontar un problema comn, para expresar opiniones y
modos diferentes de ver las cosas, para tomar decisiones y poder ejercitar cuotas
de poder en su entorno, para ejercer presin ante las instituciones pblicas, para
transformar la realidad, etc.
Entre los diferentes factores que dificultan o bien posibilitan la participacin
ciudadana de los jvenes, encontramos: El marco legal que regula los procesos de
participacin ciudadana y poltica, la falta de educacin y formacin en y para la
participacin, la motivacin o desafeccin que se produce ante una falta de
credibilidad de la participacin colectiva o ante bajas expectativas de cambio social,
la rigidez en el funcionamiento de las instituciones y en su marco de relaciones con
los ciudadanos, la falta de espacios disponibles y de tiempo para ejercitar la
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La vinculacin tradicional entre los C.I.J. y los procesos de integracin social del
joven siempre han estado presentes en el panorama espaol y en la prctica
totalidad de los pases europeos, y este aspecto ha marcado significativamente el
sentido de nuestra labor social, elaborando y difundiendo informacin o
documentacin que consideramos pertinente de cara a sus procesos de insercin4.
(Navarro, G. 2002)
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Recientemente, en las Conclusiones del Consejo sobre el fomento del acceso a los
derechos por parte de los jvenes, con el fin de propiciar su autonoma y su
participacin en la sociedad civil (2015/C 18/01), se indica que la UE y los Estados
miembros, podran promover medidas para abordar las siguientes cuestiones (cito
solamente algunas), en donde los C.I.J. desempeamos una labor fundamental:
promover la sensibilizacin de los jvenes respecto a sus derechos y
al modo de ejercerlos,
apoyar la participacin de los jvenes en el proceso de toma de
decisiones a todos los niveles, y tambin a travs del reconocimiento
de las organizaciones juveniles como un importante canal para la
participacin y el desarrollo de la ciudadana activa,
continuar el camino emprendido hacia el reconocimiento del trabajo
juvenil como instrumento para fomentar la participacin y la
adquisicin de destrezas y competencias importantes para lograr la
autonoma,
impulsar las oportunidades de participacin en la vida de la
comunidad y de contribucin a la misma, tambin a travs de los
medios de comunicacin y la tecnologa de la informacin, en
particular con respecto a decisiones que afectan a los jvenes
directamente,
apoyar el desarrollo de los medios de comunicacin y de la
alfabetizacin digital como medio para convertir a los jvenes en
ciudadanos crticos y activos,
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En este mismo documento, entre las medidas y actuaciones a las que se invita
realizar a los estados miembros, destacamos las siguientes:
17. Fomenten el trabajo en el mbito de la juventud, teniendo en cuenta las
conclusiones del estudio sobre el valor del trabajo en el mbito de la juventud,
como instrumento fundamental para permitir que los jvenes desarrollen sus propias
iniciativas y apoyar su transicin a la vida adulta.
20. Apoyen la creacin de servicios de informacin juvenil que puedan ayudar a
informar a los jvenes acerca de su acceso a los derechos.
Existen varias experiencias muy interesantes encuadradas en estas acciones de
mediacin social y de implicacin de los jvenes en los procesos de difusin e
interaccin de la informacin juvenil, entre las que podemos citar a los
Corresponsales Juveniles en los centros de Enseanza Secundaria, un proyecto que
hemos venido desarrollando en el Informajoven de Murcia a lo largo de casi 15 aos y
que, despus de un periodo de impasse, se pretende retomar para este prximo
curso escolar. Esta experiencia ha tenido mucho xito en varios municipios de
Espaa, destacando, principalmente, la realizada en el CIPAJ de Zaragoza, donde se
denominan Antenas Informativas.
En este contexto, debemos afrontar, adems varios retos ineludibles, pero que no son
fciles de incorporar en nuestra labor cotidiana:
Por un lado, la necesidad de involucrar a los jvenes en la elaboracin de las
informaciones y las noticias. Ya sea contando con ellos como blogueros, escritores,
editores de contenidos, irradiando en nuestros sitios web y nuestras redes sociales
sus propios contenidos, como, colocando a los jvenes como protagonistas de las
noticias que divulguemos en nuestros medios. Es sabido que los jvenes dicen
sentirse incomprendidos o menospreciados por la mayora de los medios de
comunicacin en lo que respecta a ellos y sobre las cuestiones que les afectan. Y
nosotros, desde los servicios pblicos, tenemos la obligacin de otorgarles un rol
diferente y ms activo de su imagen social habitualmente sesgada.
Por otra parte, debemos mejorar las funciones para compartir y ampliar el contenido
informativo que elaboramos desde los C.I.J., para potenciar la interaccin, las
conversaciones y la difusin a travs de las redes sociales y aplicaciones en
dispositivos mviles. El contenido informativo debe estar dotado de los elementos que
hagan fcil y sencilla su distribucin ms all de la web del medio en cuestin,
ofreciendo otro papel a la audiencia, fomentando la conversacin de dos vas y
estando abiertos y flexibles ante sus crticas y propuestas.5 (Navarro, G. 2010)
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REFERENCIAS:
1
Salvador Giner, Emilio Lamo de Espinosa y Cristbal Torres (eds.) Diccionario de
Sociologa. (Madrid, Alianza Editorial, 1998).
2
CONFERENCIA SOBRE JUVENTUD DE LA UNIN EUROPEA en RIGA.
Conclusiones sobre *Empoderamiento de la Juventud para la participacin poltica* Riga, 23-26
marzo 2015. Accesible en: http://www.gabrielnavarro.es/2015/04/07/empoderamiento-de-lajuventud-para-la-participacion-politica/
3
Gabriel Navarro (1998) Juventud, Informacin e Imgenes Sociales. Elementos para un
debate desde los
Centros de Informacin Juvenil. En FORO JOVEN '98. "Medios de
Comunicacin por y para los jvenes" Salamanca. Noviembre 1998. INJUVE. MTAS. Accesible
e n : h t t p s : / / w w w. a c a d e m i a . e d u / 11 9 2 8 4 1 2 / J u v e n t u d _ I n f o r m a c i % C 3 % B 3 n _ e _ I m
%C3%A1genes_Sociales._Elementos_para_un_debate_desde_los_Centros_de_Informaci
%C3%B3n_Juvenil
4
Gabriel Navarro. (2002) Los centros de informacin juvenil en el medio urbano. Retos en
el mbito local. En: II Jornadas sobre las Polticas de Juventud y las Corporaciones Locales.
B a r c e l o n a 2 0 0 2 . F E M P. A c c e s i b l e e n : h t t p s : / / w w w. a c a d e m i a . e d u / 11 9 2 9 0 8 7 /
Los_Centros_de_Informaci%C3%B3n_Juvenil_en_el_medio_urbano._Retos_en_el_
%C3%A1mbito_local
5
Gabriel Navarro (2010) Comunicacin presentada en el Congreso Internacional Jvenes
Construyendo Mundos. Capacidades y Lmites de una Accin Transformadora. 14 y 15 octubre
2010 | Crculo de Bellas Artes. Madrid. Accesible en: http://www.gabrielnavarro.es/2011/04/13/
estrategias-para-acercar-a-los-jovenes-a-las-politicas-de-juventud/
Navarro, Gabriel (2014). Tras el comportamiento informacional colaborativo. Anuario
ThinkEPI, 2014, v. 8, pp. 173-182. Accesible en: https://www.academia.edu/11929147/
Tras_el_comportamiento_informacional_colaborativo
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Abstract: This article reflect about an amazing experience on Gerakan Mari Berbagi
(GMB) and Young Leaders for Indonesia (YLI) during 2014-2015. The author would
like to express the magnitude of the potential of Indonesian youth due to
demographic bonus which led youth organizations to grow well. One of the
innovations in education is carried out after joining GMB and the YLI is the
establishment of Omah Baca Karung Goni which has developed into Karung Goni
Learning Center in Ngemplak, Caturharjo, Sleman. The main goal is to motivate the
children for reading books and pursue to college level. Also in generally, it would be
useful to foster the interest of Indonesia young leaders in setting up a library
community.
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A Wonderful Indonesia
Indonesia, a wonderful country on the equator that holds many natural and
cultural resources. Volcanoes, white sandy beaches, coral reefs, until the karst hills
easily found in every corner of this country. There are 34 provinces that save a
million diversities, race, ethnicity, language, or culture. Indonesia is a heaven for
those who love adventure, for those who love travelling.
One of the provinces that has excellent tourism spots is Yogyakarta. Yes, Yogyakarta is a famous for its special regions. Inherent designation is City of Education,
City of Tourism, City of Culture, City of Culinary, and much more. Every corner is
make the newcomers will feel the longing and well memories. The people are
friendly and courteous to make tourists comfortable to visit Yogyakarta. People said
that a single visit to Jogja is never enough.(1) The list of things you can experience in
Jogja may seem overwhelming, ranging from natural splendors, art and tradition and
heritages to culinary adventure.
However, behind the natural beauty of Indonesia there are serious problems
about the poor quality of human resources. Human Development Index released
that Indonesia was ranked 108 in 2013.(2) This ranking is far below neighboring
countries such as Singapore and Malaysia. One factor is the low quality of education
in Indonesia. With a total population of 250 million, the government has sought to
improve educational services for every citizen, even for young generation.
Keywords: GMB, YLI, Indonesia, Young Leaders, Library, Omah Baca Karung Goni,
Youth
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are 47 participants were chosen after a competitive selection, ranging from administrative selection, interview and physical tests. They are 'youth above average' which
come from various backgrounds such as students, journalists, doctors, and soon.
We arrived in Yogyakarta and stayed for the night at the camp area. The next day,
we traveled as a team. A team of three people. I get a friend from Sulawesi and
Aceh. Each participant was given a 10 dollar to live for two nights. This money
should be enough to eat, transportation, and the need for the trip. We were forbidden to call a parent, a friend to borrow money, or using private money. We must
survive until Jakarta. What is unique, we have to stop in the two cities. The first city
has a mission 'hands on under' or we accept help from others. The second city is the
mission of 'hands on the top' or give help to others.
My team arrived in Magelang and finally stayed at home Mrs. Iyah, rice seller
in Magelang terminal. She was very kind and helped us, providing a place and food
for free. This was the challenge, we must continue to run for help. The people whom
we encountered many who give money. They appreciate this activity because to
prepare the next Indonesian leaders. We were taught to be independent, willing to
t a k e r i s k s , a n d r e s p o n s i b i l i t i e s i n l e a d i n g t h e t e a m .
The next day, we arrived in the second city that is Banjarnegara. There we were assisted by the police. We stayed at the police station because it was night. The
second city is our mission to share. It's very challenging, our mental test. During the
three-day trip was to make us understand that as a Indonesian young leaders should
be aware for the community. That form of togetherness and the meaning of "Unity in
Diversity" as our national motto. Finally, we have arrived safely in Jakarta. Pleasure
and pride is a certain satisfaction over this spiritual journey.
Furthermore, the participants attended leadership training at Cibubur Jakarta.
The speakers came from NGO activists, ministers, both from within and outside the
country. They are very inspiring and remarkable. There is great strength that I feel at
the GMB. Until finally, on February 10, 2014 we have returned to their respective
provinces. Then, I created a project that focused on education. I initiated GMB 1000
Books with the main aim to collect 1000 books that will be donated to OBKG.(5) Yes,
this is the project as a real dedication in the GMB. With the assistance of volunteers,
we managed to collect about 1100 books from donors in Indonesia. Their response
was very positive because it will be useful for the development OBKG.
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me a lesson, that tolerance exists.(7) As the youth should be productive in the work. It
was great when approaching home, I got a surprise as the best participant in writing
articles and the most productive participant.
After go home from Australia, I am trying to share the stories. I have a duty as
an ambassador of GMB to share kindness to everyone. I am more motivated to move
and continue Omah Baca Karung Goni.(8) Yes, I began to open up a lot of
cooperation to collaboration project. Beginning in 2015, the challenge for me more
and more. On the one hand, I should soon complete my studies and on the other
hand I am very busy to develop OBKG. In late January 2015, I attended the ASEAN
University Youth Summit at Universiti Utara Malaysia.(9) The activity aims to bring
together the youth in ASEAN to express ideas, as well as volunteerism activities of
their respective countries. Each country is entitled to delegate one participant to be
the speaker. I represent Indonesia to deliver activities in OBKG. I get a valuable
lesson from these activities.
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member of the G20, ranks as the 3rd reviews largest democracy in the world, with 240
million people and rich natural resources; it has increasingly played an important role
in the global stage. According to the report by the McKinsey Global Institute (The archipelago economy: Unleashing Indonesia's potential) Indonesia could Become the 7th
Reviews largest economy in the world by 2030. To realize Indonesia's economic
potential, the country has to address critical challenges Including the projected shortage of 60 million skilled and semi-skilled workers in its labor force. The YLI
Foundation Believes that to help Unleash Indonesia's potential will require a growing
cadre of world-class leaders with strong leadership skills, a global mindset, and
knowledge of local culture and traditions. The Foundation is fully committed to
address the need of talent and leadership development in Indonesia.
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developed Omah Baca Karung Goni to be Karung Goni Learning Center (KGLC).
It has three focuses such as Library Service, Non Formal Education, and Youth
Empowerment. We invited some organizations and local government (Sleman Regency) to make collaboration. I empower the youth from Ngemplak, also from
others partnership (Nanyang Technological Universitys Students) who had a social
activities in the end of May 2015 in KGLC. On June 2015, I and KGLC received an
award as the 1st winner of Youth Initiator Competition in Sleman Regency held by
Ministry of Youth and Sport Republic Indonesia.(11)
Reflection : The Real Contribution of Indonesian Young Leaders
My reflection which I could do so far is about how to create a positive impact on
youth activities to create a better Indonesia. I am aware that Indonesia will become
a great country with the role of youth. From the GMB and YLI, I learned, that there
must be a real contribution made by the youth where they lived as a good step to
be Indonesian young leaders. There must be a dedication that should given before
working in company or somewhere else. I am convinced that the struggle of Indonesian youth today will bring positive change to Indonesia in the future. Through
my role and all volunteers in Karung Goni Learning Center, there will be concrete
results where children can reach of college level and achieve their dreams.
Good Habits Formed at Youth Make All The Difference by Aristotle
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References :
(1) D . I . Y o g y a k a r t a . 2 0 1 5 .
http://www.indonesia.travel/en/discover-indonesia/region-detail/33/di-yogyakarta
accessed on 26 July 2015.
(2) H u m a n D e v e l o p m e n t I n d e x a n d i t s c o m p o n e n t s . 2 0 1 3 .
http://hdr.undp.org/en/content/table-1-human-development-index-and-its-components
accessed on 26 July 2015.
(3) Mahasiswa Asrama UGM Dirikan Omah Baca Karung Goni. 2014.
https://ugm.ac.id/id/berita/8602-mahasiswa.asrama.ugm.dirikan.%E2%80%98omah.
baca .karung.goni%E2%80%99 accessed on 26 July 2015.
(4) Gerakan Mari Berbagi. 2014. http://www.g-mb.org/ accessed on 26 July 2015.
(5) G e r a k a n M a r i B e r b a g i 1 0 0 0 B u k u . 2 0 1 4 .
http://gmb1000buku.blogspot.com/2014/02/gmb-1000-buku-untuk-perpustakaan-dus
un.html accessed on 26 July 2015.
(6) P r o u d t o L e a r n B a h a s a I n d o n e s i a . 2 0 1 5 .
http://www.aiya.org.au/2015/06/proud-to-learn-bahasa-indonesia/ accessed on 26
July 2015.
(7) R e l i g i o n i s T h e H u m a n R i g h t : C h o o s e i t O r S k i p i t . 2 0 1 4 4 .
http://www.g-mb.org/homestay-stories/religion-is-the-human-right-choose-it-or-skip-it
accessed on 26 July 2015.
(8) M a h a s i s w a U N Y I k u t i H o m e s t a y d i A u s t r a l i a . 2 0 1 4 .
http://uny.ac.id/berita/mahasiswa-pendidikan-geografi-uny-ikuti-homestay-di-australia
.html
(9) ASEAN University Youth Summit. 2015. http://aseanyouths.net/ accessed on 26 July
2015.
(10)Young Leaders for Indonesia. 2015. http://yli.or.id/programs/yli-national/ accessed on
26 July 2015.
(11) Seleksi Pemuda Pelopor: Dedikasi untuk Kabupaten Sleman. 2015.
http://muhammadjanu.blogspot.com/2015/06/seleksi-pemuda-pelopor-dedikasi-untuk
.html accessed on 26 July 2015.
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Abstract: This article is an account of how young residents of the city of Rio de
Janeiro, Brazil, through social projects, are making use of ICT - Information and
Communication Technologies and a reflection on how these young people are
grabbing technologies producing culture. Two social projects in education and
communication, conducted by CECIP - Creation of Popular Imaging Center, are
inspiration in this article.
Keywords: Rio de Janeiro, Brazil, CECIP, children, youth, technologies.
Gianne Neves Mestre em Cincias Sociais pela Pontifcia Universidade Catlica de So Paulo, coordena projetos
com jovens no CECIP Centro de Criao de Imagem Popular Rio de Janeiro, Brasil e pesquisadora na rea de
juventude.
E-mail: gianneneves@cecip.org.br
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No Brasil, so
aproximadamente 50
milhes de pessoas com idades entre 15 e 29 anos, o
que representa mais de 25%
da populao total (2013).
Os estudos e a produo de
conhecimento no campo da
juventude so cada vez mais
crescentes e diversos, por
isso faz-se necessrio uma
breve contextualizao, apresentando como temas
relacionados condio juvenil vm sendo abordados em pesquisas acadmicas.
Estudos da dcada de 1960 tendiam a ver os jovens como segmento de forte
participao nas prticas da vida cotidiana, fazendo uma associao entre a noo
de juventude e a condio de estudante, eram referncia na realizao aes culturais e considerados como um segmento crtico, ativo e organizado. J na dcada de
70, muitos estudos consideraram que a juventude estava vivendo um vazio poltico
e cultural, como consequncia da ditadura militar. Em 80, algumas pesquisas buscavam as razes pelas quais a juventude no tinha mais a mesma participao identificada na dcada de sessenta. Neste perodo o sentido da prtica juvenil, assim
como a participao poltica, comeavam a ser repensados.
Nos anos 90 buscou-se, entre tantas outras condies, identificar comportamentos e estilos juvenis, entender as resistncias, valorizar as micropolticas e
considerar a juventude no plural. Nos anos 2000, muitos trabalhos se concentraram
nas novas redes sociais, atuao cultural e micropolticas cotidianas (Borelli, Rocha,
Oliveira, Rangel e Lara 2010).
Hoje a busca pelas singularidades da juventude brasileira est cada vez mais
presente nos estudos realizados por diversas reas do conhecimento, assim como
o tema da interface juventude e tecnologia, onde seus usos e apropriaes so
algumas das reflexes mais contemporneas de pesquisa.
Em um contexto mais geral, vale destacar que, na dcada de 1990, quando a
juventude brasileira passou a ser vista com esta certa pluralidade, os jovens de periferia passaram a existir, geralmente associados a problemas sociais. Sob essa
perspectiva, para esse grupo de jovens, tornava-se necessrio o desenvolvimento
de aes de controle social e que pudessem prepar-los para o mercado de trabalho. Tornaram-se um dos principais pblicos de projetos e programas sociais de
diferentes naturezas.
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Criadas nesse contexto, as iniciativas que envolviam organismos internacionais, ONGs, organizaes empresariais, entre outros, consideraram os jovens como
criminalizados, como ameaados ou ameaadores e ou como objetos, pblicos-alvo
de polticas puramente assistencialistas. Somente no final dos anos 1990, a juventude passa a ser uma questo social com mais relevncia, como dito anteriormente.
O jovem comea a ser visto como sujeito de direitos, que necessita de polticas pblicas que atendam s suas especificidades e que considerem seu desenvolvimento
e formao.
Os projetos de educao e comunicao: reflexes sobre tecnologia e cultura
Foi em 1994, na regio metropolitana do Rio de Janeiro, que o CECIP iniciou
suas atividades voltadas para o pblico juvenil. O projeto Reprter de Bairro2 foi um
dos primeiros projetos realizados pela ONG, envolvendo jovens, adolescentes e tecnologias de informao e comunicao.
Em quase 30 anos de experincia o CECIP desenvolveu cerca de 30 projetos, envolvendo diretamente mais de 2500 jovens e adolescentes, com idades entre
13 e 21 anos, estudantes de escolas pblicas do Rio de Janeiro e de outros estados. Nessas iniciativas, as TICs so vistas como aliadas, pois se transformam em
instrumentos de estmulo participao no espao escolar e na comunidade, onde
os jovens podem experimentar ser protagonistas de suas ideias e dissemin-las
para pblicos mais amplos, assim como discutir temas como valores, identidade e o
seu lugar no mundo.
A experincia de trabalho com jovens
continua a ser desenvolvida.
Atualmente, nesta rea, esto em curso, no CECIP, dois grandes projetos
envolvendo diretamente o pblico jovem:
A Oi Kabum! Escola de Arte e Tecnologia, programa do Instituto Oi
Futuro, coordenado pelo CECIP. A
Escola oferece, a cerca de 60
adolescentes e jovens de escolas pblicas, no perodo de 9 meses, com aulas dirias, formao em reas estratgicas
para o mercado da comunicao: fotografia, vdeo, design grfico e motion design,
onde os jovens tm acesso tecnologia de ponta.
Para complementar a formao, os jovens tm aulas de design sonoro, histria da arte e tecnologia, oficina da palavra, web design e arte digital. A Escola tem
como objetivos preparar para o mercado de trabalho nas reas de arte e tecnologia,
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mais amplo na prpria comunidade criando novos espaos para reflexo sobre o lugar onde vivem.
Para compreender essa relao entre a tecnologia e a cultura, Edgar Morin
(1986) trs importantes contribuies. Segundo ele o capital de cultura no dado
pela classe social; a cultura no est condicionada ao acesso aos bens materiais.
Cultura uma projeo, concepo imaginria que constituda pela vida real e no
de classe, e assim a cultura concebida a partir da forma como as pessoas se apropriam de determinada dimenso cultural. Sendo a cultura uma concepo imaginria
constituda pela vida real, a tecnologia conseqentemente impactar na cultura, porm a conseqncia ser uma ampliao da comunicao entre os indivduos.Nos
contextos desses projetos, a tecnologia no pode ser considerada somente
enquanto produto, ela ganha diferentes sentidos, um deles a possibilidade de mediar a produo cultural de e por jovens e fazer com que eles se apropriem dessa
cultura. Pode ter tambm o sentido de possibilitar diferentes formas de comunicao
e interveno no local onde vivem bem como na sociedade mais ampla.
Dona Sebastiana sendo entrevista ao lado de seu totem criado para umas das Exposies
de resul-tados montada na Nave do Conhecimento, localizada numa praa central do
Complexo do Alemo.
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Para finalizar...
De uma maneira geral, os projetos com jovens desenvolvidos pelo CECIP tm
como principal objetivo a formao do ser humano e sua preparao para a vida. O
conceito ensino educativo, de acordo com Morin (2011), expressa adequadamente
esse sentido, pois este tem a misso de transmitir no s o mero saber, mas uma
cultura que permita compreender nossa condio de ser humano e nos ajude a viver,
e que favorea, ao mesmo tempo, um modo de pensar aberto e livre. A tecnologia e a
cultura fazem parte de um processo de aprendizagem, contribuindo para reflexo crtica da realidade, estimulando novas formas de insero social dos jovens.
A maneira como os jovens esto utilizando a tecnologia nestes projetos, revela
como a identidade da juventude est sendo modificada. Em Martn-Barbero (1987), o
modo como os jovens se relacionam com as tecnologias, principalmente a internet,
no como uma mquina, mas sim como uma mediao. Nesta relao considera-se
o papel poltico do jovem enquanto receptor e produtor de culturas, mobilizador e capaz de transformar sua realidade. A utilizao da tecnologia tem potencializado e diferenciado as formas de participao juvenil.
De acordo com Morin, h uma mudana na ordem de expresso; no se escreve e no se l da mesma forma que antes, assim como o ver e o ouvir so diferentes.
Para o autor, houve uma ruptura espacial e temporal, que transforma a sensibilidade,
a maneira de perceber o mundo e, consequentemente, a maneira de participar do
mundo. Mesmo considerando estas mudanas e o lugar da tecnologia quando se discute a condio juvenil, preciso considerar que a juventude brasileira tem acessos
tecnologia de modos muito diferenciados. As experincias nos projetos demonstram
que o acesso s tecnologias por si s no garante a incluso social, no basta ser s
conectado, mas preciso se conectar com um repertrio cultural que d condies
ao jovem de se incluir socialmente.
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NOTAS
[1] O Centro de Criao de Imagem Popular CECIP, fundado em 1986 no Rio de Janeiro/
Brasil, uma organizao da sociedade civil sem fins lucrativos, criada por um grupo de profissionais de diversas reas, visando democratizar a informao para amplas camadas da populao. Aps 29 anos de existncia e conhecimento acumulado, sua misso contribuir para o
fortalecimento da cidadania, produzindo informaes e metodologias que influenciem
polticas pblicas promotoras de direitos fundamentais. www.cecip.org.br
[2]Os Reprteres de Bairro eram grupos de moradores de bairros da Baixada Fluminense que
criavam vdeos sobre temas de seus interesses e sobre os locais onde moravam. Essas produes eram exibidas em praa pblica.
[3]Conjunto de treze favelas, localizadas na Zona Norte do Rio de Janeiro, considerada uma
das regies mais violentas da cidade. Foi ocupada pelo Exrcito em 2011 e, em 2012, recebeu
a UPP Unidade de Polcia Pacificadora, modelo de segurana pblica adotado pelo Governo
do Estado do Rio de Janeiro, desde 2008.
Referncias Bibliogrficas
BORELLI, S. H. S.; LARA, M. R.; OLIVEIRA, R. A.; RANGEL, L. H. V.; ROCHA, R.
M. Jovens urbanos, aes esttico-culturais e novas prticas polticas: estado da
arte (1960-2000). In: Jvenes, cultura y poltica en Amrica Latina: algunos trayectos de sus relaciones, experiencias y lecturas (1960-2000). Sara Victoria Alvarado
y Pablo A. Vommaro (org). Buenos Aires: Homo Sapiens/CLACSO-Consejo Latinoamericano de Ciencias Sociales, 2010.
MARTN-BARBERO, Jess. Cultura, hegemonia e cotidianidade. Dos meios s
medies. Comunicao, cultura e hegemonia. Barcelona, Gustavo Gil, 1987.
MARTN-BARBERO, Jess. Tecnologias: inovaes culturais e usos sociais. In:
Ofcio do Cartgrafo. Travessias latino-americanas da comunicao na cultura.
So Paulo: Loyola, 2004.
MORIN, Edgar. A cultura; In: Cultura de massa no sculo XX. Esprito do Tempo
2. Necrose. Rio de Janeiro. Forense Universitria, 1986.
SECRETARIA NACIONAL DE JUVENTUDE. Polticas Pblicas de Juventude. Secretaria geral da Presidncia da Repblica. Braslia, 2013.
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Resumen: Durante ms de tres dcadas la Fundacin Novia Salcedo (FNS) ha estado ayudando a los jvenes a cerrar la brecha entre el mundo de la educacin y el
mundo del trabajo a travs de diferentes programas: orientacin profesional, pasantas, el espritu empresarial, la investigacin, la innovacin social, foros y seminarios
internacionales. Como resultado de todo este trabajo, y profundamente preocupados por la situacin de empleo de los jvenes de todo el mundo, hace ocho meses
hemos creado un nuevo proyecto en nuestra agenda: La Campaa Internacional
para el Decenio de Empleo Juvenil. Lo que proponemos en la Campaa
Internacional tiene como objetivo crear un movimiento internacional de pensamiento, el debate, la reflexin y la accin liderada por la sociedad civil, con la finalidad de
proporcionar contenidos, crear conciencia, definir las prioridades y lneas de accin,
las buenas prcticas y encontrar soluciones a estos puntos. En definitiva, el objetivo
es colocar el empleo juvenil en la AGENDA GLOBAL PARA EL DESARROLLO
HUMANO POST 2015 a travs de la declaracin de la Asamblea General de las
Naciones Unidas de la dcada EMPLEO JUVENIL 2016-2025.
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Yo u t h E m p l o y m e n t a s a P i l l a r o f C o u n t r i e s
Development: The Novia Salcedo Foundation Dream.
Abstract: For over three decades Novia Salcedo Foundation (NSF) has been
helping young people to bridge the gap between the world of education and the
world of work through different programs: professional guidance, internships, entrepreneurship, social innovation research, international forums and seminars. As a
result of all this work, and deeply worried about young employment situation around
the world, eight months ago we set up a new project in our agenda: The
International Campaign for the Youth Employment Decade. What we propose in the
International Campaign aims to create an international movement of thought,
discussion, reflection, and action led by civil society, in order to provide contents,
raise awareness, define priorities and lines of action, good practices, and find solutions to those points. Definitely, the goal is to place Youth Employment on the
GLOBAL AGENDA FOR HUMAN DEVELOPMENT POST 2015 through the
declaration by the United Nations General Assembly of the YOUTH EMPLOYMENT
DECADE 2016-2025.
Keywords: employment, youth, labour market.
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NMGE
LANALDI
Como hemos mencionado el empleo por cuenta ajena parece un bien escaso, lo que
lleva a explorar vas para movilizar todos los puestos de trabajo disponibles, aun si
estos ni siquiera han sido visualizados por las empresas
Fruto de nuestra actividad observbamos que las personas jvenes que acababan
sus estudios superiores y acudan a nuestros servicios tenan un profundo desconocimiento de la realidad laboral del entorno, de los requerimientos de las
organizaciones y los nichos de empleo del futuro.
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que respondiera a los retos del entorno. As desde el caro Think Tank se ha definido
la Innovacin Social como nuevos modos de intercambio de valor entre personas,
organizaciones y sociedad.
As hemos desarrollado Seminarios caro anuales trayendo a figuras tan relevantes
como la filsofa Victoria Camps o el profesor Garca- Echevarra, que nos han ayudado a configurar las variables de nuestro modelo de Innovacin Social y que ha cristalizado en la publicacin de nuestros cuadernos caro.
En la actualidad los Seminarios caro han dado paso al Bilbao Youth Employment
Forum, ampliando nuestro radio de accin en el campo de la investigacin- accin.
Nuestra tercera rama de accin gira en torno a acciones en el campo de la CONCIENCIACIN EN LA SOCIEDAD: Las acciones de concienciacin de la Sociedad buscan
influir, provocar y movilizar a los/as miembros de la sociedad as como a los actores
relevantes del mbito poltico, socioeconmico y cultural. Buscando la adhesin y la
colaboracin activa a los programas y campaas de NSF para hacer realidad la innovacin social.
De entre todas las acciones cabe destacar el Premio Internacional Novia Salcedo a la
Excelencia en la Integracin Profesional del los Jvenes. Su objetivo es premiar a
personas empresas (grandes y pequeas) y organizaciones que ms se han destacado en el campo de la insercin socioprofesional de las personas jvenes.
El futuro de NSF: PEGASUS
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Por ello el objetivo de esta Campaa Internacional, a la que hemos bautizado con el
inspirador nombre de Pegasus es crear un movimiento internacional de pensamiento,
discusin reflexin, accin,, liderado por la sociedad civil, que provea de
contenidos, despierte el inters, defina polticas y lneas de accin, buenas prcticas
y encuentre soluciones a este problema. Definitivamente, situar el Empleo Joven en
la Agenda Global para el Desarrollo Humano Post 2015 a travs de la declaracin por
parte de la Asamblea General de Naciones Unidas de la Dcada del Empleo Juvenil
2016-2025.
Por supuesto para conseguir esta meta requerimos de muchos aliados/as, redes y
cooperacin con otros/as. Por el momento, hemos mantenido reuniones con ms de
20 Gobiernos, ILO, OIJ, SEGIB, OEDC, UNESCO, BM, BID,OEA, Partidos polticos,
sindicatos, organizaciones juveniles, instituciones educativas y acadmicas,
empresas y organizaciones de la sociedad civil.
As mismo hemos recibido las adhesiones de 261 organizaciones en 55 pases as
como ms de 2250 firmas ciudadanas a travs de la plataforma Change.org y apoyo
a travs de los perfiles de Twitter, Facebook y LinkedIN.
As mismo hemos logrado el hito del apoyo del Gobierno Vasco y del Gobierno de
Espaa.
Por supuesto invitamos a todos/as los/as lectores/as a sumarse a esta ilusionante
iniciativa!
43
Con el apoyo de la
Oficina de
Santiago
Organizacin
de las Naciones Unidas
para la Educacin,
la Ciencia y la Cultura
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Lciudadag@gmail.com/http://educamomo.weebly.com/
crisfe.cf@gmail.com/ http://educamomo.weebly.com/
PAGE 51
Jared Penner
Child and Youth Finance International
Jared@childfinance.org / web: www.childfinance.org
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Natural'Health'and'Environmental'Research
rashmichandran@gmail.com/////h1p://drrashminaturallife.blogspot.in/
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Introduction
Methodology
As Aristotle said, Educating the mind without educating the heart is not education
at all. This sentence of the well-known Greek philosopher bases the last sense of the emotional education and is the base of our project EducaMoMo.
The emotional education is a permanent educative process that seeks to promote the
development of emotional abilities and competences, with the objective of increasing the
personal and social wellness. According to Rafael Bisquerra, the emotional education must
help the people to discover, know and regulate their emotions and incorporate them as competences. In that way, the emotional education arises as a way of recovering an emotional
management that would allow the people to increase its levels of psychological wellness.
Jonathan Cohen affirms that an effective emotional and social education develops the
ability for the resolution of conflicts and implies the learning of abilities, knowledge and
values that increase our capacity to read in ourselves and in the others with the purpose of
using that information to solve problems with flexibility and creativity.
Current educational system does not offer any answer to personal emotional needs,
because it prioritizes academic contents dictated every year with the same methodology,
while leaving in background the emotional area, without considering that the person is a
human being who must be developed in all his scopes. Working from a perspective in which
reason and emotion meet in a common point is the best way to approach a more complete
development of people. It will certify the prevention of future psychological problems and an
adapted development from the emotional competitions. The education by itself is emotional,
because the human being itself also is.So, why not to learn of that emotional ability?
Delors Report (UNESCO 1998) says that the emotional education is an essential complement in the cognitive development and a good tool of prevention, because many problems
have their origin in the emotional scope. On the other hand, the World Happiness Report
2015 ordered by the United Nations (the UN) to a group of experts of the Network of Solutions for the Sustainable Development- dedicates its sixth chapter to the happiness of the
children. There, it exposes that the studies that make a pursuit to the children from the birth
to the adult age show that, among the three characteristic keys of infantile development
(academic, emotional or behavior), the emotional development is the best of the three
predicting ones, and the academic field the worst one.
After studying and analyzing this information, EducaMoMo was born. It is a project
that arises the illusion of generating a change, making visible the need of emotional
education and giving answer to that need in the childhood. EducaMoMo bets on the
knowledge of the emotions, their identification in ourselves and the people around us, and an
education that teaches our children how to manage their emotions to become happy kids and
healthy adults.
The development of this project is going to be carried out through weekly workshops
in different groups according on the age. We separate the children by grades or groups of
ages not because starting from different levels of formation in each segment, but because in
this way it is possible to adapt the workshops in an attractive way for the people and in order
to make them feel comfortable among their equals.
The methodology that we use in the workshops will be governed by the following
principles:
Formative: Using methods in which children have a significant learning of the
emotions and managing of these emotions like the most important target.
Flexible: Modifiable depending on the motivation and interests that the different
points of the contents wake up in children.
Adaptive and integrating: It takes care of the interests and worries of the target
group so in that way everything we worked can be applied transversely to all
the scopes of their lives, and it helps to confront the changes that they produce
in their surroundings.
Participative: Everybody contributes and learns with the process. In this way,
nobody is or feels excluded and everyone receives the same importance.
Positive: Methodology that promotes a pleasant atmosphere, where the children
enjoy learning.
Dynamic: Always using games as agents of learning.
Addressees
The target group of EducaMoMo is children of our action area. Why children?
Because the idea that makes this project arise is to generate a change, a real and
quality progress. So, we understand the most important necessity to accomplish that is to
educate from the childhood in order to internalize everything we work and learn in the
process of building the personality of the people. Child psychology explains that at early ages
the brain has good plasticity, i.e. better willingness to acquire new knowledge and new skills
that can be organized and solidify for years; and, due to the fact that what comprises the basic
skills of emotional education are the skills and competencies, they can be learned.
There are certain discrepancies in terms of the right age to start working the emotions.
On the basis that the emotional stimulation is useful and influencing the individual from the
birth, there is people that contend that from three years old is possible to start with the
processes of emotional education. However, the closest consensus is around five years old
like starting point and is particularly effective in preadolescence and adolescence stages to
get maturity, coinciding with the end of formal education.
Based on these studies, our educational proposal focuses in its initial stage, children
in school age.
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Instruments
In EducaMoMo, the development and planification of the sessions is adapted
according to the characteristics the context of the group that will participate in workshops,
and the main aim that is intended to achieve. In order to get a quality education program, we
base on already scientifically proven programs and we inspire ourselves in activities that were
previously studied and checked to generate positive results.
Thus, the theoretical basis is supported by the model of emotional education and emotional competencies of Rafael Bisquerra, and the jobs of GROP, continuously updated and
dynamic content generation.
In terms of practical applications we nourish the most in RULER program, which has
the support of Yale Center for Emotional Intelligence and is widespread around the world
with very good results. RULER is an acronym for the words recognize, understand, label,
express and regulate emotions. It is a program that uses
the academic context to develop emotional ability,
giving value to words, working from a practical
methodology embedded in the school environment.
And finally, for some activities we use sporadically Happy Classrooms, program fully available publicly.
Expect results
From EducaMoMo, we conducted a study with a
small sample about what is the knowledge of emotional
education, the importance that is given to it and the perception the need of this type of education. The results
that we can derive from the widespread survey are to
analyse the current opinion about emotional education
and the possibilities of working in that market, indicate
that a large majority (78.6%) knows correctly defining
the concept of emotional education, 94.2% would like extending the provision of emotional
education in their environment, and a high percentage (95.6%) would take their children to a
program of development of emotional education. Finally, we realize that the adult audience is
a segment that can be potential customers, 87% of the total sample says that they would be an
emotional education service consumer.
EducaMoMo does not rule that one day may open its target to the adult level, because
it is very important that all human beings develop this abilities and skills to cope with
different life situations and because it is essential in the education of the children due to the
fact that parents are the first examples of emotional intelligence to their children.
www.globaleducationmagazine.com
With all these data obtained from our job and gathering information from the multitude of studies on this issue nowadays, we can expect that in the future the emotional
education will be part of our lives, so daily common as sport, reading or calculation; and it
will generate a positive impact in the future society, building from the human personalities.
Conclusion
Emotions are at the centre of our lives. Nowadays, teaching children how to manage
their emotions is a efficient way to provide them a better psychological wellness, a more
efficient management of the reality and a better sense of satisfaction with themselves.
Promoting an emotional education would mean a real investment in life satisfaction and
wellness for everybody.
That is what we want to generate from EducaMoMo: a
place where listening with the heart would be
outstanding; a place where it would be possible to think
about what we feel and feel what we think. By putting
all our cards on the quality of the education of those
children who will be the builders of the future society,
our bet has a secured winning game. Now, we just need
that everybody would use their own emotional cards to
reach a global victory.
If you read this article and you want to know more about
the project, we invite you to contact and follow us
through our social networks:
h t t p s : / / w w w. f a c e b o o k . c o m / e d u c a m o m o a n d
http://educamomo.weebly.com/
References
Bisquerra, R. (Coord) (2012). Cmo educar las emociones? La inteligencia emocional en la
infancia y la adolescencia. Barcelona. Ed. Faros
Cohen, J. (2005). Emotional intelligence in the classroom: Proyects, strategies and ideas. Buenos
Aires. Ed. Troquel
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Introduccin
Tal y como dijo Aristteles, Educar la mente sin educar el corazn no es educar en
absoluto. Esta frase del conocido filsofo griego fundamenta el sentido ltimo de la
educacin emocional y es la base de nuestro proyecto EducaMoMo.
La educacin emocional es un proceso educativo permanente que busca fomentar el
desarrollo de las habilidades y competencias emocionales con el objetivo de aumentar el bienestar personal y social del individuo. Segn Rafael Bisquerra, la educacin emocional tiene
como objetivo principal ayudar a las personas a descubrir, conocer y regular sus emociones e
incorporarlas como competencias. Siendo as, la educacin emocional surge como un camino
para recuperar un manejo emocional que permita a las personas aumentar sus niveles de bienestar psicolgico.
Jonathan Cohen, afirma que una Educacin emocional y social eficaz desarrolla la
capacidad para la resolucin de conflictos e implica el aprendizaje de habilidades,
conocimientos y valores que aumentan nuestra capacidad de leer en nosotros mismos y en
los dems con el fin de usar esa informacin para resolver problemas con flexibilidad y creatividad.
Nos encontramos con que en la actualidad el sistema educativo no ofrece respuesta a
las necesidades emocionales personales, sino que priman los contenidos acadmicos dictados
ao tras ao con la misma metodologa, dejando en un segundo plano el campo emocional, sin
tener en cuenta que el individuo es un ser que debe desarrollarse en todos sus mbitos. Trabajar desde una perspectiva en la que la razn y la emocin se encuentren es la forma de acercarse a un desarrollo ms completo de los individuos, asegurndose as la prevencin de distintos
problemas psicolgicos futuros y un adecuado desarrollo de las competencias emocionales. La
educacin en s misma es emocional, porque el ser humano en s mismo tambin lo es. Porque no aprender de esa capacidad emocional?
El Informe Delors (UNESCO 1998) afirma que la educacin emocional es un complemento indispensable en el desarrollo cognitivo y una herramienta fundamental de prevencin,
ya que muchos problemas tienen su origen en el mbito emocional. Por otro lado, el Informe
de la Felicidad 2015 (World Happiness Report 2015), trabajo encargado por la Organizacin
de las Naciones Unidas (ONU) a un grupo de expertos de la Red de Soluciones para el
Desarrollo Sostenible, dedica el captulo 6 a la felicidad de los nios, y expone que los estudios que hacen un seguimiento a los nios desde el nacimiento hasta la edad adulta muestran
que, de las tres caractersticas clave de desarrollo infantil (acadmica, de comportamiento o
emocional), el desarrollo emocional es el mejor de los tres predictores, y el rendimiento acadmico el peor.
Ante estos datos nace EducaMoMo, un proyecto que surge con la ilusin de generar un
cambio, de hacer visible la necesidad de este tipo de educacin y de dar respuesta a esa
www.globaleducationmagazine.com
necesidad desde edades tempranas. EducaMoMo apuesta por el conocimiento de las emociones, su identificacin en uno mismo y en los dems, apuesta por una educacin que ensea a
gestionar las emociones en los ms pequeos para tener nios felices y adultos saludables.
Metodologa
El desarrollo de este proyecto se llevar a cabo mediante talleres semanales con los
distintos grupos de edad. Separamos por cursos o por grupos de edades cercanas, no porque
partamos de niveles diferentes para la formacin con cada segmento de edad sino para que sea
posible adaptar los talleres de una manera atractiva para los usuarios y con el fin de que se
encuentren cmodos entre sus iguales.
La metodologa empleada en el desarrollo de los talleres se regir por lo siguientes
principios:
Formativa: Utilizando unos mtodos mediante los cuales los nios/as tengan, como
objetivo principal, un aprendizaje significativo de las emociones y el manejo de estas.
Flexible: Modificable en cuanto la motivacin e intereses que los diferentes aspectos a tratar despierten en los nios/as.
Adaptativa e integradora: Que atienda los intereses y preocupaciones del colectivo destinatario para que lo trabajado se pueda aplicar de manera transversal a todos los mbitos de su
vida, y ayude a afrontar los cambios que se producen en su entorno.
Participativa: Que seamos todos/as los que aportemos y aprendemos del proceso, sin que
nadie quede excluido o se sienta de tal manera y todos/as cobremos la misma importancia.
Positiva: Metodologa promotora de un ambiente agradable, donde los nios y nias disfruten aprendiendo.
Dinmica: Siempre utilizando el juego y la diversin como promotores del aprendizaje.
Destinatarios
Los individuos objeto de EducaMoMo, son los nios y nias de nuestro mbito de accin. Por qu infancia?
La idea con la que surge este proyecto es generar un cambio, un progreso real y de
calidad, por lo que entendemos que lo primordial es educar desde edades tempranas para que
lo trabajado y lo aprendido se interiorice en la construccin de la personalidad del individuo.
Ya que, como se explica desde la psicologa infantil, en edades tempranas el cerebro posee
mayor plasticidad, es decir, mayor predisposicin a adquirir nuevos conocimientos y nuevas
destrezas que se organicen y solidifiquen con el paso de los aos. Y puesto que lo que compone las destrezas bsicas de la educacin emocional son habilidades y competencias, como tal
pueden ser aprendidas.
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Instrumentos
En EducaMoMo, el desarrollo y planificacin de las sesiones se realiza en funcin de
las caractersticas del grupo que va a participar en los talleres, el contexto y el fin principal que
se pretende alcanzar. Para ello, nos basamos en programas ya probados cientficamente y nos
inspiramos en actividades, que previamente estudiadas, se comprueba que generan resultados
positivos hacia la meta que se pretende conseguir.
De esta manera, la base terica se sustenta en el modelo de educacin emocional y
competencias emocionales de Rafael Bisquerra, y de los trabajos del GROP, actualizados y en
continuo dinamismo de generacin de contenido.
En cuanto a aplicaciones prcticas nos nutrimos en su mayor medida del programa RULER del Yale Center for Emotional Intelligence, muy extendido y con muy buenos resultados.
RULER es un acrnimo de las palabras recognize, understand, label, express y regulate
emotions: reconocer, comprender, rotular, expresar y regular las emociones. Es un programa
que utiliza el medio acadmico para desarrollar la capacidad emocional otorgando valor a las
palabras, trabajando desde una metodologa prctica insertada en el entorno escolar.
Y, por ltimo, de forma espordica para alguna actividad del programa Aulas Felices,
disponible de manera totalmente pblica.
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educacin emocional. Por ltimo, observamos que el pblico adulto es un segmento con
posibilidades de ser potenciales clientes, ya que un 87% del total de la muestra afirma que sera
consumidor de un servicio de educacin emocional.
EducaMoMo no descarta algn da abrir su campo de intervencin al mbito adulto, ya
que es esencial que todo ser humano desarrolle este tipo de capacidades y de habilidades para
enfrentarse a las distintas situaciones vitales, as como es primordial en la educacin de lo
nios que los padres sean los primeros ejemplos de inteligencia emocional ante sus hijos.
Con todos estos datos obtenidos desde nuestro trabajo y recabando informacin de la
multitud de estudios en este tema actualmente, podemos esperar que en el futuro la educacin
emocional sea parte de nuestras vidas, de forma tan cotidiana como el deporte, la lectura o el
clculo y que genere un impacto positivo en las personalidades de la sociedad futura, construida desde lo humano.
Conclusin
Las emociones estn en el centro de nuestra vida. Hoy en da ensear a los nios cmo
manejar sus emociones es un camino seguro para ofrecerles un mayor bienestar psicolgico, un
manejo de la realidad ms eficiente y una mayor sensacin de satisfaccin consigo mismos.
Promover una educacin emocional significara una verdadera inversin en satisfaccin vital y
bienestar para todos.
Desde EducaMoMo es lo que pretendemos, generar un espacio donde escuchar con corazn sea matrcula de honor. Pensar en los que sentimos y sentir en los que pensamos.
Poniendo todas nuestras cartas en la calidad de la educacin de los que sern los constructores de la sociedad del futuro nuestra apuesto tiene asegurada el juego ganador. Ahora solo
hace falta que todos y todas usemos las cartas que tenemos en la mano para que la victoria sea
global.
Si al leer el artculo quieres saber ms sobre el proyecto te invitamos a que nos contactes y a que nos sigas a travs de nuestras redes sociales.
https://www.facebook.com/educamomo
http://educamomo.weebly.com/
Resultados esperados
Desde EducaMoMo, realizamos un estudio con una pequea muestra sobre qu
conocimiento se tiene sobre la educacin emocional, la importancia que se le da y la
percepcin de necesidad de este tipo de educacin.
Los resultados obtenidos que podemos derivar de la encuesta difundida para analizar la
opinin actual sobre la educacin emocional y las posibilidades de trabajar en ese mercado, nos
indican que una amplia mayora (78,6%) sabe definir de forma correcta el concepto de
educacin emocional, a un 94,2% le gustara que se ampliara la oferta de educacin emocional
en su entorno, y un alto porcentaje (95,6%) llevara a sus hijos a un programa de desarrollo de
Referencias bibliogrficas
Bisquerra, R. (Coord) (2012). Cmo educar las emociones? La inteligencia emocional en la infancia y
la adolescencia. Barcelona. Ed. Faros
Cohen, J. (2005). Inteligencia emocional en las aulas: Proyectos, estrategias e ideas. Buenos Aires. Ed.
Troquel
Goleman, D. (1995). Inteligencia emocional. Ed. Kairs.
Red de soluciones para el desarrollo sostenible. (2015). Informe mundial de la felicidad. Recuperado de
http://www.infocop.es/pdf/InfFelicidad2015.pdf
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Eva Lestant
www.globaleducationmagazine.com
The 2008 economic crisis placed greater attention on the need for individuals and community
representatives to build a more solid asset base, increase their financial capability and follow
more prudent financial management. The crisis called for increased financial responsibility
and a greater sense of economic citizenship which is achievable through the expansion of
financial inclusion and quality financial, social and livelihoods education around the world.
A greater entrepreneurial spirit was needed to promote the economic growth required to enrich the lives of individuals and provide them with opportunities to secure a livelihoods for
themselves and their families. Investing in quality education that equips people with the entrepreneurial and employability skills needed to succeed in the 21st century, while ensuring that
they are grounded in financial and ethical responsibility, should be a top priority for policy
makers and decision makers around the world. This was supported by UN Secretary General
Ban Ki-Moon during the opening of the World Education Forum in Incheon Korea in May
2015 when he argued that every dollar invested in education would generate $10 to $15 in
returns. The social, political and economic challenges of the 21st century are calling for
greater global citizenship and this has important economic dimension related to financial inclusion and Economic Citizenship Education (ECE).
A lack of education and meaningful livelihood opportunities creates a negative situation
where young people can be forced into hazardous work, get dragged into criminal activity or
become enrolled in armed forces or violent insurgencies, especially in conflict zones. There
are still 168 million children engaged in child labor, with 85 million involved in hazardous
work. This need for money amongst young people and their families paves the way to youth
delinquency and crime, creating a spiral of poverty and illicit activity that many youth find
incredibly difficult to escape.
Jared Penner
e.lestant@outlook.com
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While primary schools can provide basic literacy and numeracy skills, many children and
youth, especially those in less developed countries, fail to complete secondary education and
do not receive essential employability or functional literacy skills to allow them to
successfully secure a meaningful and sustainable livelihood. Once they leave formal
educational centers, these children and young adults are more likely to find work exclusively
in the informal sector. A survey conducted by the International Labor Organization (ILO)
showed that in countries such as Cambodia, Liberia, Malawi and Peru, more than 80% of
youth are working in the informal economy, often leading to underemployment or
exploitation. Working in such conditions is more likely to perpetuate poverty, financial
instability and shortened life expectancy rather than develop sustainable and meaningful livelihoods. However, providing access to appropriate financial services, combined with quality
social, financial and livelihoods education can encourage young entrepreneurs to achieve
their economic potential and succeed in the formal economy. It also fosters a greater respect
for asset building and social, financial and ethical responsibility, which are integral to
developing the next generation of global economic citizens.
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with Economic Citizenship Education, a framework that integrates the three components of
financial, social and livelihoods education. A diagram of the CYFI Theory of Change can be
found below.
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enterprise ventures are developed in an ethically and socially responsible manner. The
learning inputs will not only help them to better understand economic citizenship but also
help them to interact effectively in their community.
GCE recognizes the concept of uniqueness and diversity of people. With unique needs,
education should be for all, but even more for each. Respect for diversity is also part of core
components of Social/Life skills Education within the ECE framework. This ensures that
young people receive services customized to his/her needs and are accepted without any form
of discrimination. Economic justice, included in social justice, can be defined as the moral
principles which design economic institutions. In the context of ECE, it gives every child
equitable opportunities, especially when it comes to economic opportunities. Furthermore,
both GCE and ECE call for education at all stages to respect and uphold gender equality and
all forms minority rights.
More than teaching fundamental values, ECE shared key learning outcomes of GCEs behavioral learning component. Bridging ECEs Social and Livelihood Education, GCE states that
Learners act effectively and responsibly at local, national and global levels for a more
peaceful and sustainable world. This reflects ECEs values such as Employer/Employee
Responsibility and Community Engagement. Making a sustainable and peaceful world
requires that a globalized youth generation be actively engaged in different communities and
take the necessary actions to affect positive change. Another key GCE learning outcome that
bridges social and livelihoods education states that Learners develop motivation and willingness to take necessary actions which recalls ECEs Leadership skills and Active Citizenship.
ECE, as a complement to GCE, provides solutions on how to tackle rising youth population
growth and unemployment rates. The ILO predicts that 280 million jobs will need to be created over the coming five years to close the crisis-related global jobs gap.'It is estimated that
1 million Indians alone will join the workforce every month for the next 20 years. Through
investment in educational programs, public authorities working with the private sector and
NGOs have the responsibility to efficiently utilize its workforce to generate even more
economic opportunities.
Economic citizenship is reflected in many of the 17 Sustainable Development Goals (SDG),
and their associated targets, with the exception of SDG4 on education. GCE and Education
for Sustainable Development are mentioned within SDG4 but there is no explicit mention of
financial or entrepreneurship education. ECE provides a cornerstone for lifelong learning
opportunities, financial capability and sustainable livelihoods, not to mention providing a
foundation for financial and social inclusion. A combination of financial, social and livelihoods education should be an integral part of any education strategy that aims to achieve the
ambitious goals and targets of the UN post 2015 development agenda. Economies are
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part in 2015 Global Money Week this past March. Hundreds of organizations showed their
support for children and youth and arranged thousands of fun and interesting activities.
Finally, SchoolBank is a core CYFI concept that aims to increase financial inclusion and
financial education of children and young people, through schools and other educational centers. It ensures that all children that are part of SchoolBank get a formal savings account and
the appropriate education to know why and how to save. The project uses innovative
distribution channels (schools) and technology (e.g. mobile banking and online banking) with
the goal of financially empowering children and youth in a cost efficient way.
Conclusion
Generation Y, aged between 20 and 38 years old, has become the first generation to
experience the advantages and risks associated with financial technologies during an
economic crisis. However, the more technologically connected generation Z is advocating for
change in their education. Thanks to the MDGs, more children have attended school and there
is a greater demand for quality education. It is not only in terms of educational level, but a real
concern about the remaining gap between the education delivered and the skills required for
employability at the local, national, and international level. Therefore, there is a real need for
economic citizenship that takes root in the sustainable development of our environment and
global economy. This involves a financial, social and livelihoods dimension to engage citizens
in the long term. However, in defining the upcoming Sustainable Development Goals, CYFI
is willing to leave its mark on Global Citizenship Education; thus, sharing a common ground
composed of financial responsibility, social values and sustainable livelihoods. All national
stakeholders should be involved, including financial institutions and civil society. Economic
citizenship must be considered as a tangible way of boosting long-term economic growth and
establishing life-long returns. The Sustainable Development Goals should not focus only on
global citizenship, but also Global Economic Citizenship, particularly through Economic
Citizenship Education. This will help young people and their families prevent poverty, nurture
strong communities and secure a sustainable economic future.
www.globaleducationmagazine.com
References
Child and Youth Finance International. (2013). Conceptual Development of Children and
Youth as Economic Citizens. Retrieved in
http://issuu.com/childfinanceinternational/docs/conceptual-cyfi-model-economic-citizens
CYFI. (2013). A Guide to Economic Citizenship Education. Retrieved in
http://issuu.com/childfinanceinternational/docs/a-guide-to-economic-citizenship-education-cyf
i
CYFI. (2013) ECE Content Mapping. Retrieved in
h9p://childnanceinterna>onal.org/resources/programs/eceArapidAassessmentAexample.pdf
CYFI. (2013). Economic Citizenship Education Curriculum Assessment Sample Curriculum.
Retrieved in
http://issuu.com/childfinanceinternational/docs/economic_citizenship_education_curr
Heyneman, S. (2003). Education, social cohesion, and the future role of international
organizations. Peabody Journal of Education. 78 (3). pp. 25 38
International Labor Organization. (2013). Marking progress against child labour. Retrieved in
http://www.ilo.org/wcmsp5/groups/public/---ed_norm/---ipec/documents/publication/wcms_22
1513.pdf
ILO. (2013). Informal, poorly paid and unemployed: The reality of work for most youth in
developing countries. Retrieved in
http://www.ilo.org/global/about-the-ilo/newsroom/news/WCMS_212917/lang--en/index.htm
ILO. (2015).'World&Employment&Social&Outlook,'p.16,'Retrieved in
h9p://www.ilo.org/wcmsp5/groups/public/AAAdgreports/AAAdcomm/AAApubl/documents/public
a>on/wcms_337069.pdf
KPMG. (2013) Future State 2030: The global megatrend shaping governments, Mowat Center
http://www.kpmg.com/ID/en/IssuesAndInsights/ArticlesPublications/Documents/Future-State2030.pdf
Tawil, S. (2013). Education for Global Citizenship: A framework for discussion. UNESCO
Education Research and Foresight, Paris. [ERF Working Papers Series, No. 7].
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/PaperN7EducforGlobalCiti
zenship.pdf
United Nation. (2012). Education First - United Nation Secretary-Generals video message
Youtube video, 1:22. September 6, 2012. https://www.youtube.com/watch?v=psMktIIHqEg
United Nations Educational, Scientific and Cultural Organization. (2015). UN Secretary
General Ban Ki-moon speaks at the World Education Forum (2015), Incheon, Korea Youtube
video, 7:05. May 21, 2015. https://www.youtube.com/watch?v=xWdwlS5FMsc
UNESCO. (2015). Global Citizenship Education: Topic and learning Objectives p.14
http://unesdoc.unesco.org/images/0023/002329/232993e.pdf
UNESCO, Global Citizenship is , Youtube video, 3:28. January 30, 2015,
www.youtube.com/watch?v=XVSgbU6WVSk
UNESCO, Global Citizenship Education (GCED) UNESCOs approach, January 2015
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/questions-answers-21jan-E
N.pdf
UNESCO. Global Citizenship Education: Topic and learning Objectives (2015), p.22
http://unesdoc.unesco.org/images/0023/002329/232993e.pdf
UNESCO, The Global Learning Crisis, Paris: UNESCO.
http://www.globaleducationfirst.org/css/Global_Learning_final_web_single.pdf
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www.globaleducationmagazine.com
Vctor Cristales
Colectivo de Educacin para todas y todos de Guatemala. Directivo Campaa Latinoamericana por el Derecho a la Educacin
CLADE
victorcr53@gmail.com
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forma lineal, combinado con el ritmo cclico. Expresa el cmputo del nmero de das
transcurridos a partir de la mstica fecha 4 Ahaw 8 Kumku, desde la cual nuestras
Abuelas y Abuelos Mayas comenzaron a contar la Cuarta Era del mundo, que finaliza
el 21 de diciembre de 2012, al terminar el recorrido completo de un ciclo de Oxlajuj
Baqtun.
Oxlajuj Baqtun significa: Oxlajuj = trece y Baqtun = perodo de 400 aos, donde
Baqtun = 20 Katun, Katun = 20 Tun, Tun = un ao de cmputo = 360 das y Qij= 1
da. Oxlajuj Baqtun entonces son trece perodos de 400 aos que dan un total de
5,200 aos, que es la duracin de una Era Maya (Ibid:11) Vale aclarar que en el Ciclo
de la Cuenta Larga, los aos Tun, son de 360 das y no como en el cmputo del ciclo
HAAB que registra un ao de 365 das, dividido en 18 meses de 20 das, quedando
5 das fuera del sistema vigesimal llamados Wayeb que se le agregan para que el
cmputo del ao coincidiera con el ao trpico de 365 das. (De Paz, 2010:110). Por
referencias de De Paz, encontramos que nuestras Abuelas y Abuelos Mayas, en el
perodo de apogeo de Quirigua (550- 850 d.c.) registraron los acontecimientos histricos ms relevantes en la llamada estela C, precisando que los mismos haban acaecido en el primer momento de un 13.0.0.0.0 4 Ahaw 8 Kamku, fecha de inicio de la
Era actual. De la misma manera, en la estela I de Koba de Yucatn Mxico, erigida
por los aos 680-750 d.c., aparece que nuestro mundo actual fue creado en un 4
Ahaw 8 Kamku, momento en el que se haban completado un 13 Baqtun anterior. En
el Cdice Maya conservado en Dresden Alemania, tambin aparece la inscripcin de
la fecha de inicio de esta Era, en las pginas 24 y 62. El monumento 6 de Tortuguero,
Tabasco Mxico, es una de las fuentes que ha llamado mucho la atencin, porque
adems de la inscripcin del inicio de esta Era que coincide con el 11 de agosto de
3114 a.C., establece con precisin la fecha de su final, que tambin coincide con la
fecha gregoriana del 21 de diciembre de 2012 (Orellana, Alfonso 2006)
1.2. ERAS MAYAS O GRANDES TIEMPOS
En la concepcin predominante del antiguo Mxico, las Eras se denominaban
sol, porque conceban que cada Era, tena su propio sol. El pueblo Mexica, ms
conocido como Azteca, contaba con cinco soles, siendo la Era actual el quinto sol.
Partiendo de la propia Cosmovisin Maya, diremos que Los Mayas en cambio, reconocen un ciclo de cuatro Eras, siendo la presente, la cuarta Era. Siguiendo esta
metodologa de pensamiento, nuestro anlisis deber partir necesariamente de los
datos que nos ofrecen los documentos antiguos Mayas como el Popol Wuj, el libro de
los libros de Chilam Balam, la escritura jeroglfica en muros y piedras, los Cdices
Mayas que an se conservan.
Partiendo del Popol wuj podemos decir que ste, define las diferentes etapas de
la cimentacin o fundacin del Universo como Eras, visualizadas a semejanza del
da que comienza con la aurora y termina con el ocaso. Aunque en la mayora de las
traducciones se habla de Creacin, esto se debe al contexto de la cultura cristiana
en que se han realizado. El Popol Wuj, refiere a Tepew y Qukumatz, a Tzaqol y a Bitol, Ajtzaq y Ajbit, como los escultores y constructores, mientras que Alom, Kajolom
significan Mujer que concibe y varn que engendra. Todos esos nombres expresan el
concepto de hacer algo nuevo, de generacin. En otras palabras, de fundar una nue-
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a) Primera Era: sta, se puede definir con la formacin del Universo material y la
vida animal. Cuando Tzaqol y Bitol se dieron cuenta que los animales no podan hablar, ni pronunciar sus nombres: entonces les dijeron: sern cambiados, porque no resultaron bien, no hablaron...De esta manera, sus carnes fueron destinadas a ser comidas. Se decidi su oficio: ser comidos, ser muertos
los animales que hay sobre la tierra (P.W.). En esta primera tentativa, Kabawil,
no logra la finalidad del Cosmos: formar seres conscientes. Entonces continan las fases de formacin del ser humano, a travs de las siguientes Eras.
Entonces se manifest con claridad, mientras meditaban (Tepew y Qukumatz), que cuando amaneciera deba aparecer el hombre. No habr gloria ni
riqueza en nuestra creacin y formacin, hasta que exista la criatura humana,
el hombre formado, as dijeron(P.W.). Con lo anterior se puede entender el inters de los Mayas por la evolucin del ser humano hacia la perfeccin.
b) Segunda Era: sta la constituye la primera tentativa de formar a los seres
humanos. Se inicia con la formacin de las mujeres y los hombres hechos de
lodo y luego se termina con su destruccin porque no tenan entendimiento.
c) Tercera Era: Es la segunda tentativa de la formacin del ser humano. Se inicia
con la formacin de los hombres de madera y se termina con su destruccin,
convirtindolos en monos. Pero Jun Raqn, Tepew y Qukumatz solicitaron a
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los adivinos Xpiyakok e Ixmukane, que consultaran con el loqolj Tzit, para
ver qu clase de ser humano se hara. Se hicieron de madera. parecan
humanos en su hablado, parecan humanos en su conversacin, fue la gente
que pobl la Tierra...Pero no tenan espritu y no tenan pensamiento...Una
grande inundacin se hizo, que cay sobre los muecos. Cay una gran trementina del cielo... De Paz, propone que el motivo de la destruccin de los seres humanos de madera es explcito: los gigantes son culpables de orgullo,
pretenden ser los dueos del Cosmos. Wuqub Kakix (Kaqix), sera el Sol del
ocaso de la Era precedente, convertido en divinidad de la Tierra y del fuego y
luego Venus, acaso no se dice en el Popol Wuj, que cuando l apareca
inmediatamente se iluminaba la faz de la tierra? El viejo 7 Guacamaya fue
vencido por la pareja primordial y por sus jvenes gemelos, sol y luna de la nueva Era... Ellos, (los gigantes), son los civilizados, los sedentarios, los cultos,
mientras que los gemelos son los advenedizos, nmados, cazadores, brbaros. (2010:58) Gonzles, por su parte, afirma que lo que les pas a los muecos de madera, es similar a lo que ocurre en nuestro tiempo, que Hemos evolucionado en cuanto a lo fsico, pero estamos estancados en cuanto al
crecimiento intelectual. El uso de nuestro cociente intelectual no ha pasado
ms all de un nivel elemental segn los expertos. Pero lo alarmante es que
ese bajo porcentaje,nos hace ya capaces de autodestruir nuestra casa comunal, la tierra ( 2006:53)
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tinajas, sus platos, sus comales,sus ollas... sus perros, sus aves de corral estn figurados en los grandes inventos de la humanidad de ahora: los armamentos de destruccin global, inventos qumicos, inventos tecnolgicos que distorsionan la vida misma, sus experimentos...se levantarn algn da contra los
humanos y los golpearn y los destruirn...Me da miedo pensar que somos un
peligro para la vida (2006:66)
Ha llegado el tiempo del amanecer, de que se termine la obra y que aparezcan
los hijos esclarecidos, los vasallos civilizados; que aparezca el hombre, la
humanidad sobre la superficie de la tierra (P.W.) as se dijo. Como nos damos
cuenta, la visin del Popol Wuj sobre el surgimiento y fin de una Era, es una
visin de evolucin hacia el perfeccionamiento del ser humano, junto al proceso evolutivo del universo. Si eso es as, cabe preguntarnos si la generacin
actual, Ha hecho mejor uso de esas facultades, superando a sus semejantes
de otras generaciones anteriores?, Ha cumplido con la misin asignada de
ser hijos esclarecidos de ser vasallos civilizados y adems humanos en el
amplio sentido de la palabra?, Qu decir del hambre y la pobreza que amenaza la vida de una gran mayora en el planeta, mientras unos pocos han concentrado y siguen concentrando riquezas materiales sin saciedad?, y la escalada militarista que ha alcanzado dimensiones globales, de la que nadie escapa,
enfrentando pueblos contra pueblos, cegando millones de vidas, amenazando
la existencia en el planeta con sus armas de destruccin mundial , en nombre
de la sacrosanta acumulacin individualista del capital?, Y en palabras de
Gonzales, Cmo, la humanidad hasta ahora, ha sido capaz de convertir el
mundo en un gran basurero donde ha enterrado el espritu y la conciencia, bajo
los escombros de todo lo negativode su proceder?, O es que nuestra civilizacin es un fracaso ms, para decepcin y amargura de Tzaqol Bitol, de
Rukux Kaj Rukux Ulew?
e) Quinta Era: Gonzlez propone que la primera Era se inici con la primera
tentativa de formar al ser humano, de lodo, por lo que estaramos por concluir
la tercera Era. La propuesta de De Paz dice que, la primera Era la constituy la
formacin del Universo material, las plantas y los animales, por lo que estaramos por concluir la cuarta Era. En ese sentido, Este ltimo propone que la Era
que comenzar en el ao 2012, ser la Era del Centro u Ombligo del Mundo.
Ser una Era de equilibrio, porque en el centro confluyen las cuatro direcciones
del Universo. (2010:47)
Algunos Ajqija consultados, divergen con el ltimo autor sobre la visualizacin
de la quinta Era, fijando una postura diferente: la nueva Era tendra que seguir
su curso cclico, como el Cholqij, que sigue el movimiento rotatorio y cclico de
nuestra galaxia, lo que permitira visualizar en el tiempo, la continuidad, no de
una Era ms, sino la continuidad de la existencia en el tiempo infinito; pues
ubicar la quinta Era en el centro porque en el centro confluyen las cuatro direcciones del mundo, sera contradecir esencialmente, la continuidad cclica del
tiempo: Vida-muerte- renacimiento. Porque adems, dnde se ubicara la sexta y la sptima y las dems Eras? O acaso se est pensando en que ya solo
una Era pueda existir a futuro?
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cia y el conocimiento maya. Algo comn, desde Ximnez, hasta la actualidad es que
se ha pretendido interpretar la cosmovisin Maya desde parmetros de la cultura
occidental cristiana, lo que ha permitido el desarrollo de un abismal distanciamiento
con el conocimiento y pensamiento originales del Pueblo Maya antiguo.
Entre los datos ms importantes que han dado motivos a la especulacin sobre un
inminente fin del mundo el 21 de Diciembre de 2012, es la inscripcin jeroglfica que
aparece en el llamado muro 6 de Tortugueros de Tabasco, Mxico, que junto a la inscripcin del inicio de esta Era, aparentemente aparece una profeca apocalptica del
fin del mundo.
Por su importancia trascribiremos fragmentos del estudio:
El anlisis de todo el Monumento 6 muestra claramente que su objetivo principal
es el relato sobre los sucesos que ocurran mientras gobernaba Bahlam Ahau, destacando la construccin y dedicacin de una estructura ritual para la ceremonia de fuego
(el naah) en la fecha de cuenta larga 9.11.16.8.18 (14 de enero de 669) Estas inscripciones ocupan la mayor parte de la estela.
En el ala derecha se encuentran los glifos que algunos consideran apocalpticos,
entre los que se conservan legibles se interpreta: El treceavo Baktun acabar en el 4
Ahau 3 Kankin (21 de diciembre de 2012) ? Suceder (falta un fragmento) Ser el
descenso ? (falto otro fragmento) de Bolon Yookte Kuh para el ? (falta otro fragmento).
Despus de la fecha y antes de los glifos daados, el glifo resaltado es el verbo uto- ma, la ortografa de utoom, participio futuro, que va a suceder. Cul es el sujeto
de este verbo? Si correspondiera a los tres siguientes y ltimos- , entonces stos describiran un suceso asociado al ao 2012; pero si sigue la estructura narrativa de la
inscripcin, habra una ruptura importante despus del utoom, por lo que podra referirse a que los sucesos narrados sucederan antes de.
El monumento 6 no dice que se vaya a terminar el mundo, seala el fin de un ciclo
y la llegada de otro. La nueva Era estara a cargo de un nuevo Seor, Bolon Yookte
Dios de los 9 pasos o Dios de los 9 rboles... La expresin 9 Yookte (Bolon Yookte)
es enigmtica, al estar seguida de Kuh Dios(es), podra identificar a un grupo, en
este caso de nueve dioses.
En conclusin, la mencin de la fecha 13.0.0.0.0 4 Ahau 3 Kankin (21 de
diciembre de 2012) en el monumento 6 de Tortugueros, es un ancla cronolgica aislada dentro de un largo relato, proyectada hacia el futuro, para hacer un punto retrico
acerca de la naturaleza del acontecimiento histrico principal. El gobernante Bahlam
Ahau, era tan poderoso que sera el anfitrin, cuando Bolon Yookte llegara, para su
investidura... Bolon Yookte tambin es dios asociado con la guerra y la creacin(Arellano, 2006)
Este ltimo dato coincide con la visin cclica del Popol Wuj: de la destruccin a la
renovacin, para dar paso a la continuidad de la vida y la evolucin.
Un segundo elemento que ha contribuido a la especulacin es la mala
interpretacin que se hace de pasajes del Libro de los Libros de Chilam Balam. A) que
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los libros que contiene fueron redactados despus de la invasin espaola, por lo que
su escritura es la que los frailes espaoles adaptaron a la fonologa del idioma Maya
en Yucatn. B) La traduccin e interpretacin del contenido de los relatos y los datos,
se realizaron desde parmetros de la cultura occidental cristiana. C) Chilam Balam,
que eran los ajqija de entonces, desde la ptica occidental, se les denomin profetas;
y lo que predeca segn su observacin sistemtica del movimiento de los astros o segn su consulta con el loqolj Tzite, se le llam profeca, D) Lingistas mayas dan fe
de que en ningn idioma Maya existe el concepto de profeta o profeca, as como
tampoco permiten una traduccin lineal. E) Los datos vertidos en estos libros se manejan en el ciclo de 13 Katun, equivalente a 260 aos Tun, pero fuera del contexto cronolgico de la cuenta larga actual, lo que hace difcil precisar fechas en su correlacin
con el calendario gregoriano, sobre todo cuando se hacen referencias a predicciones
de cataclismos o eventos de destruccin. (ChilamBalam 1996: 9, 10).
ta del capital; b) crisis financieras del sistema capitalista que provoca verdadera crisis
social generalizada, c)hambruna globalizada que amenaza la vida de pueblos enteros
en el mundo d) cambio climtico, debido a la depredacin de los bosques y la contaminacin extrema que trae desolacin y muerte e) la contaminacin y el agotamiento del
agua para consumo humano que se perfila como uno de los mayores problemas del
futuro de la humanidad, f) la destruccin del ozono por la irresponsabilidad industrial
del sistema, g) la contaminacin de ros y mares con qumicos y desechos radiactivos,
entre otros problemas.
Por el contrario, entre los datos que ayudan a entender el mensaje de fin de Era y
no de fin del mundo, tenemos la pgina 62 del Cdice de Dresden (llamada de los nmeros de serpiente), abajo, en el ngulo derecho, est consignada la fecha inicial de 4
Ahaw 8 Kamku. Adems, los nmeros de distancia, entre anillos, en la parte de arriba, al restarlos a la fecha inicial, nos conduce a una fecha anterior de 37,000 aos, lo
que nos indica que existieron Eras anteriores.(De Paz, 2010:78)
Pero por otra parte, si para nuestras Abuelas y Abuelos, cada creacin, era una
mejora respecto a la de la Era anterior, que la existencia y la vida del ser humano se
desarrolla en constante movimiento cclico, hacia la perfeccin; el inicio de una nueva
Era Maya implicara para el Pueblo Maya actual, avanzar en la evolucin humana hacia la preeminencia de la dimensin espiritual sobre lo material, donde el desarrollo
espiritual habra de manifestarse en una conciencia colectiva, en decisiones en
conjunto, en luchas globalizadas para construir un modelo de vida que no slo responda a los anhelos e intereses histricos de nuestros pueblos, sino permita construir adems un modelo de vida que funcione en equilibrio con la madre naturaleza, el cosmos,
pues hemos aprendido que estamos en la antesala de una nueva Era para la
humanidad y el cosmos.
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universo, donde el sentido de la existencia sea la vida misma, como nos ensearon
nuestras Abuelas y Abuelos. De esta manera estaramos asumiendo nuestra misin legada por Tepew- Ququmatz, Tzaqol-Bitol, Rukux Kaj-Rukux Ulew; pues hacer lo
contrario es aceptar la extincin.
El mensaje del fin de esta Era Maya, ms que de alerta y temor, sea de esperanza,
sea de asumir compromisos comunes, de impulsar nosotros mismos los cambios hacia
una conciencia colectiva para merecer el paso a una nueva Era.
1.5. RETOS Y DESAFOS DEL PUEBLO MAYA ANTE EL INICIO DE UNA NUEVA
ERA
Para el Pueblo Maya de hoy, el final y el inicio de una nueva Era Maya, implica tiempo de reflexin, anlisis, y posicionamiento, tanto para avanzar en los cambios necesarios hacia el interior del ser humano, su desarrollo espiritual, su armona con la
naturaleza y el cosmos, que darn la pauta de la evolucin del ser humano, en tanto se
convierta en sintona con el cosmos, as como para avanzar en los cambios polticos e
ideolgicos necesarios para transformar su realidad social an entrampada en las
estructuras coloniales impuestas desde hace ms de quinientos aos, a raz de la invasin espaola, lo cual ha significado siglos de dominacin, explotacin, y exclusin
social.
El mensaje de nuestras y nuestros abuelos est claro, que nuestro origen es csmico y que de forma permanente, estamos conectados con esa fuente central de energa
e informacin, la cual nos muestra que en el cosmos (incluyendo al ser humano y la
vida en general) existe un orden y una sincrona en el espacio y en el tiempo. Entonces
el cambio de este gran ciclo astronmico, de esta Era Maya, implica cambios evolutivos
del ser individual y de las colectividades humanas.
Desde esta lnea de pensamiento, podemos decir que como Pueblo Maya, estamos
justo en el tiempo, en el momento histrico, para emprender un nuevo camino colectivo, una nueva ruta histrica, marcada por la liberacin de nuestro pueblo de las garras
de la colonizacin capitalista, su ruta histrica hacia su soberana, hacia la construccin
de un nuevo modelo de vida, basada en el bienestar colectivo, en armona con la madre naturaleza y el cosmos.
Es el tiempo de replicar lo que nuestras abuelas y abuelos nos ensearon a decir:
que todos se levanten, que no se quede ni uno ni dos atrs de los dems. Pero, para
que nos amanezca la aurora, hemos de unirnos en un solo pensamiento, una sola
voz, una sola lucha, porque una es nuestra realidad histrica y uno es nuestro destino
comn.
Para lograr lo anterior, el Pueblo Maya se propone lograr que la Cosmovisin Maya
vaya ms all de una forma de ver el mundo y la vida y se convierta en un mtodo de
pensamiento Maya para transformar su mundo, su realidad social oprobioso de ms de
500 aos. Esto permitir la construccin del sujeto poltico Maya.(Ba Tiul, prensa) - La
construccin de un proceso de descolonizacin, donde el conocimiento de la historia de
nuestro pueblo Maya, la ubicacin y el anlisis de los diferentes contextos histricos
que han derivado la realidad de dominacin, explotacin y exclusin social, sea la que
defina nuestra ideologa poltica, ya que el modelo neoliberal se sustenta en la coloniza-
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cin del pensamiento. - Lograr el reencuentro de los diversos sectores mayas y no mayas con las comunidades, ya que es aqu donde se resguarda la esencia de la Cultura
Maya y es donde hemos de iniciar nuestro proceso de descolonizacin. - La apuesta
por el liderazgo comunitario emergente, para la articulacin de un movimiento poltico
maya nacional, para la transformacin social. - Hacer que de las demandas culturales y
de derechos colectivos, se salte a demandas polticas, de derechos histricos del Pueblo Maya: derechos polticos, econmicos y sociales. - Hacer que las luchas contra el
racismo, incluya la lucha por la transformacin estructural del pas. - Lograr que en esta
transicin hacia una nueva Era Maya, se construya un proyecto poltico histrico del
Pueblo Maya, donde se vea reflejado sus ms caros anhelos de paz y libertad y la
construccin de un modelo de vida justo y en sintona con el equilibrio de la madre
naturaleza y el cosmos.
Pero adems de sus desafos polticos, el Pueblo Maya se propone la defensa de
la madre naturaleza de forma contundente y efectiva, donde la estrategia de
organizacin y movilizacin apuntara a integrar a los cuatro pueblos del pas y a todos
los sectores sociales, buscando denunciar, detener y revertir los procesos de contaminacin, depredacin y destruccin de la madre naturaleza, en vez de las luchas aisladas de muchas comunidades al interior del pas. - Luchar por la conservacin del agua,
donde se buscar en territorio indgena, tanto el impulso generalizado de la reforestacin para la recuperacin de fuentes de agua extintas, as como la defensa del territorio
ante la contaminacin industrial y no industrial del agua. - La defensa del territorio indgena de forma contundente y efectiva, ante los proyectos de minera a cielo abierto e
hidroelctricas, donde la organizacin y movilizacin social tendr que ser a nivel
regional y nacional. - Detener el uso de pesticidas contaminantes o nocivos para la salud humana, y en particular, los que atentan contra el nivel de la reproduccin humana
de las nuevas generaciones. - Recuperar e implementar en los territorios indgenas, las
antiguas tcnicas y mtodos de produccin agrcolas Mayas que adems de rentables,
corresponden al orden y equilibrio de la madre naturaleza.
2. OTROS ENFOQUES
Si en trminos generales, el mundo actual, no solo se identifica con las concepciones teolgicas, sino en gran medida se base en ellas para interpretar el mundo y la vida, es fcil entender que el tema profeca logre un impacto sin precedentes en la mente humana, sobre todo cuando es vinculado a un inminente fin del mundo. El diccionario de la Lengua Espaola, define la profeca como un don sobrenatural que consiste
en conocer por inspiracin divina las cosas distantes y/o futuras.
Entendindose el alcance que este tema pudiera tener en la mente y en la actitud
de grandes sectores sociales, algunas lites polticas o econmicas del pas y del mundo han pretendido sacarle el mayor provecho al acercamiento del fin de esta Era Maya,
vinculndola con presuntas profecas mayas de fin del mundo.
El Estado Guatemalteco, a travs del Ministerio de Cultura y Deportes y en
particular a travs del Instituto Guatemalteco de Turismo, ha lanzado grandes
programas de captacin de turismo en las reas Mayas, basndolos en el llamado
Cambio de Era Maya. El objetivo fundamental, presentado en las inauguraciones de
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los programas en los principales centros arqueolgicos Mayas como Iximch, Tikal, Uaxaktun, entre muchos ms, es favorecer a la iniciativa
privada orientada al turismo, ms que el inters por rescatar el conocimiento Maya ancestral, tanto en funcin del desarrollo cientfico, as como para ir desarticulando el pensamiento an colonizado del Estado Guatemalteco sobre el Pueblo Maya actual.
Al igual que el Estado Guatemalteco, la mayoras de las producciones literarias, en
particular las novelas sobre las profecas Mayas 2012 y el fin del mundo y una variedad de ttulos sugestivos e impactantes, buscan lograr el mayor provecho monetario,
vendiendo fantasa, ms que promoviendo el conocimiento cientfico Maya. La Industria cinematogrfica que realiz pelculas comoApocalipsis, 2012,el fin del mundo, y
otras, busc y logr las mejores ventas de taquilla, a pesar de constituirse en burla y
en una falta de respeto a la gran civilizacin Maya. Los Medios masivos de
comunicacin, no se quedan a la deriva para prestarse a dar cobertura a cualquier
evento relacionado al fin del Oxlajuj Baqtun, para incrementar sus ingresos.
La religin en cambio, aunque no tenga los mismos objetivos monetarios, de la misma manera busca sacarle el mayor provecho a este gran acontecimiento. Ante tanta
divulgacin de las llamadas, profecas Mayas, se han propuesto a consolidar an
ms su cosmovisin teolgica, tratando de convencer a sus feligreses, que solo dios
es el dueo de la vida, que ningn hombre sabe hasta cundo el mundo vive o muere que segn la biblia, nadie sabe de cundo ser la segunda venida del seor.
3. ENFOQUES PRINCIPALES EN LA INTERPRETACIN DEL OXLAJUJ BAQTUN
Entre la diversidad de producciones literaria, cinematografa, documentales, artculos y comentarios va internet, se puede identificar tres enfoques principales: a) los partidarios de las profecas del fin del mundo, b) los que niegan con fundamento el fin
del mundo c) los que niegan sin fundamento el fin del mundo.
Los que defienden las profecas del fin del mundo
Los partidarios de esta postura son la inmensa mayora, algunos lo son por ignorancia, otros por temor; pero otros por conveniencia, con intereses de fondo, bien definidos. Estos fundamentalmente son los creadores de novelas y ensayos esotricos, creadores de pelculas fantasiosas, entre otros. stos, basndose en dos ideas bsicas logran infundir inseguridad y temor en sus potenciales seguidores: primero, la notable
precisin de muchas de las predicciones mayas y segundo, el hecho de que aparentemente el calendario Maya no continuara ms all de la fecha del 21 de diciembre de
2012. Estos dos elementos, matizados y estructurados con la ideologa del racismo histrico hacia los pueblos indgenas, permiti la creacin de una visin fantasiosa de los
calendarios mayas y con ella, con sutileza, la renovacin de la ideologa racista hacia
el Pueblo Maya.
Es que polticamente, no les es posible asumir y aceptar el impresionante nivel de
desarrollo cientfico, sin parangn en el mundo, de la gran Civilizacin Maya. En ese
sentido, la salida ms fcil en la interpretacin del Oxlajuj Baqtun era la de darle una
connotacin de fantasa esotrica. Es decir, en vez de reconocer que los Antiguos Mayas fueron grandes cientficos, prefieren divulgar que fueron grandes adivinos. Adems
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tastrofistas, se inventarn una nueva fecha y nuevas mentiras, buscando siempre seguir colonizando nuestro pensamiento, ya que el neoliberalismo se funda sobre el pensamiento colonizado.
Los que niegan con fundamento el fin del mundo
En los ltimos aos, ante la escalada divulgacin de las profecas del fin del mundo, el sector acadmico, epigrafistas, arquelogos, antroplogos e historiadores,
centros de estudios de universidades, se han dado a la tarea de analizar una variedad
de estudios que ofrecen datos de fuentes antiguas relacionados al manejo de los ciclos
de los tiempos. Sus anlisis pretenden ser objetivos y cientficos, polticamente imparciales, que tiende a negar toda posicin sin fundamento cientfico sobre las profecas
mayas del fin del mundo; sin embargo toda informacin cientfica al respecto habr
que tomarla con cautela y anlisis serio y objetivo ya que podra tambin estar sesgada
por su interpretacin desde una visin occidental del mundo, como ocurri desde el inicio de la invasin espaola, lo que ha continuado ocurriendo a lo largo del siglo XXI
hasta nuestros das, donde se ha incurrido en la proyeccin o aplicacin de las propias
ideas y creencias de los investigadores extranjeros sobre las de los pueblos originarios
de Abyayala.
Los que sin fundamento niegan el fin del mundo
Los de esta postura, son fundamentalmente mayas que pretenden detener el arrollador efecto de la versin del fin del mundo, pero que no tienen el suficiente
conocimiento objetivo al respecto, que los hace caer en sesgos y confusiones. Uno de
los sesgos ms comunes percibidos hasta el momento es la afirmacin de que al final
de esta Era Maya no hay fin del mundo, lo que s hay es un cambio espiritual del ser
humano a la entrada del siguiente baktun... en este nuevo Baqtn, habr paz y armona entre los seres humanos asumiendo como de forma automtica un cambio evolutivo inminente y a corto plazo en lo espiritual de las personas y colectividades. Esto ha
llevado
a confusiones e incredulidades, sobre todo porque viene de actores mayas.
El impacto de este sesgo no se ha hecho esperar. Sobre todo el sector popular de
la poblacin maya, asume como verdad que a la entrada del nuevo Baqtun las cosas
sern distintas, ya no habr, maldad, no habr violencia, no habr injusticias; slo habr equilibrio entre las personas. Desde luego, el resultado podra ser negativo para los
desafos y retos del Pueblo Maya, ya que en gran medida, los cambios sociales se han
de alcanzar con organizacin y movilizacin, con posicionamiento y lucha.
Ya vimos en este ensayo que, desde la perspectiva Maya, los cambios van al unsono con los ciclos de los tiempos; pero por los antecedentes evolutivos de la vida en la
tierra, se puede aseverar que los cambios evolutivos son paulatinos, incluso dependen
de variadas condiciones necesarias para la consumacin de los saltos de calidad.
Ante este fenmeno, se hace imperativo un trabajo de socializacin urgente y ampliado del posicionamiento Maya sobre el Oxlajuj Baqtun, como parte de la recuperacin del pensamiento profundamente cientfico de nuestra Abuelas y Abuelos relacionado a la vida en movimiento y sus ciclos csmicos.
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4. ALGUNAS CONCLUSIONES
1. Al final de un ciclo ms de Oxlajuj Baqtun, se habla del fin del mundo, basado
en unas profecas Mayas que nadie puede explicar bien. Ya sea en las redes
sociales, en novelas, en pelculas, en la calle, en buses, en centros laborales, en
las iglesias, incluso en camisetas, el rumor de que se acerca el fin del mundo va
en aumento. Se rumora que ocurrir el 21 de diciembre de 2012, que habr grandes cataclismos apocalpticos, que habr una extraa alineacin planetaria que
terminar con la vida sobre la tierra. Lo peor de todo es que se asegura que los
Mayas, lo predijeron.
En principio, cualquier prediccin apocalptica que carece de fundamento cientfico, es absurda. La llamada profeca maya del fin del mundo no pasa ninguna
prueba cientfica, porque es, en principio, inexistente.
Para qu invertir tiempo y hablar de esta profeca, entonces? La respuesta es
obvia, para negarla por completo. El avance en el conocimiento de la escritura
glfica, s permite afirmar categricamente, que Nuestras Abuela y Abuelos Mayas, jams predijeron un fin del mundo al final de esta Era Maya. Tambin
permite afirmar que los antiguos Mayas s tienen relatos de destruccin de mundos y Eras, pero siempre asociados con algo nuevo, con nuevos ciclos de tiempo y de vida.
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3. Nuestras Abuelas y nuestros Abuelos descubrieron el movimiento del Sol a travs del fondo de las constelaciones que tarda 26,000 aos en recorrer. El Sol
aparece en otro lugar cada equinoccio y observaron que cada 72 aos se va moviendo en el horizonte un grado completo (el equivalente al dimetro del Sol
por dos). Este movimiento lento, llamado Precesin del Equinoccio, causa que el
Sol del Equinoccio parezca caminar hacia atrs en el escenario mtico de las
estrellas.
Esto significa que el Sol en el Equinoccio de Primavera va apuntando a una
constelacin y ao a ao, poco a poco se mueve a otra. Continuar caminando
a travs de todas las constelaciones... hasta que en aproximadamente 26,000
aos llegar de regreso al mismo punto de partida. Esto es el gran ciclo o cuenta larga de la que formara parte un ciclo de Oxlajuj Baqtun. Mark Van Stone,
apunta que el ciclo completo de Precesin es de 25,800 aos. Adems apunta
que la maana del 21 de diciembre de 2012, la tierra y el sol se alinearn con la
Grieta Oscura cerca del Centro de la Galaxia y este evento solo ocurre cada
25,800 aos.
Lo anterior coincide con los registros aztecas que plantean que ha habido cinco
Creaciones o Eras, de 5,125.36 aos que suman 25,626.8 aos.
Estos ltimos datos han llevado a proponer que la actual Era Maya que est por
culminar, correspondera al ltimo de los cinco ciclos. Es decir que nos estaramos encontrando en el final de la noche galctica, saliendo de la oscuridad y a
punto de entrar en el amanecer de la galaxia.
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recorrido, por el conocimiento del pensamiento de las Abuelas y los Abuelos Mayas. Otro elemento que le da complejidad a nuestro tema y que merece nuestra
atencin, es el mal manejo que intencionalmente realizan ciertos sectores de
poder, para interpretar sesgada y antojadizamente los datos encontrados hasta
el momento.
Ante lo planteado, el Pueblo Maya, a travs de sus instituciones y
organizaciones, deber tomar parte protagnica en los procesos de
investigacin del legado Maya, por interpretar correctamente lo que ya est a la
mano y lo que est por descubrirse; de lo contrario, como Pueblo heredero de
ese gran legado, solo seremos espectadores inocuos, en espera de la
informacin y de la versin que se nos quiera dar. Adems es necesario que el
Pueblo Maya cree las instancias idneas que rijan el control de cualquier rea
arqueolgica Maya por estudiar, en conjunto con las instituciones del Estado ya
existentes.
La propuesta anterior no entrara en contradiccin con la metodologa del pensamiento Maya, si consideramos que los Mcftuftyutrayas estn hablando de las
Eras relacionadas al surgimiento de la especie humana, mientras que la versin
anterior se refiere a grandes ciclos del tiempo en el que el padre Sol realiza su
agotador recorrido por cargarse de las energas csmicas para dotarnos de vida.
5.ALGUNAS RECOMENDACIONES
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Rashmi Chandran
Natural'Health'and'Environmental'Research
rashmichandran@gmail.com/////h1p://drrashminaturallife.blogspot.in/
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education. Lifelong learning arrangements, particularly those in informal and nonformal settings, can confer a number of benefits: they can provide people who live in
countries that do not have universal education with access to learning opportunities
on a continuous basis; they can address the problem of conventional formal
schooling being too far removed from local cultural and social environments; and
they can alleviate economic hardship, particularly for young people in developing
countries who may experience strong pressures to earn income to help support their
families or, particularly if they are girls, to take on significant responsibilities at home
(1, 4). The basic foundation of education should start from each and every home
which is the thread to tie up the connectivity with the society in turn should spread
globally.
Self Awareness, Culture and Development
Empowerment in context refers to the ability of people to control their own destinies in relation to other people in society. Prominent definitions of empowerment
can be: the expansion in peoples ability to make strategic life choices in a context
where this ability was previously denied to them. With the passage of time, the
spheres of activity of males and females became more and more watertight. The
challenges of life were faced by men, while women were restricted to the household
sphere. Man considers woman to be frail and weak by nature. The same time in all
patriarchal family, women and youth are the victims to protect their dignity and liberty
due to the immoral acts of certain vampires exists in the name of family men and
religious leaders in each corner of our globe. The oneness in nature is the natural
ways of treating all as All are equal souls irrespective of caste, creed, culture and
religion to balance solidarity and natural health within each. The conventional and
conservative attitude, beliefs and habits affects the tradition and culture of the real
development sows the seeds of fear and tear for each living degrading youthful
nature of each life. A man and a woman or any two or more individuals are like two
wheels of a cart. The cart can move fast and safely too, when both of them pull it in
the same direction and with equal strength. Hence no developing country or society
can afford to ignore the role of each individual, if they are to progress. Women's
education, employment, and family roles and the interrelations between them have
attracted increasing attention during the last few years. Over the last few decades
there has been a tremendous change in laws, attitudes, and norms affecting
women's status, roles, and development in society in India. If women get
empowered, reflects the youth and society. Culture has the power to transform entire
societies, strengthen local communities and create a sense of identity and belonging
for people of all ages. As a vector for youth development and civic engagement,
culture plays an essential role in promoting sustainable social and economic
development for future generations. Youth can act as a bridge between cultures and
serve as key agents in promoting peace and intercultural understanding. Transmitting the values of intercultural understanding, cultural diversity and creating a
sustainable environment from one generation to the next is essential if the seeds of
peace are to be planted and nurtured by future generations. The United Nations initiates young people to these principles through involving them as active partners and
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stakeholders in both its on-the-ground and normative actions. Engaging youth in the
policy-making process contributes to better informed and equitable cultural policies
and strengthens transparency, accountability and ownership. The UNESCO World
Heritage Education Programme strives to give young people the opportunity to learn
and develop by acquiring knowledge about World Heritage protection, conservation
and promotion. The driving force of the programme is the involvement of youth as a
major segment of the community, taking cultural dimensions into account,
encouraging them to become thinkers and actors of development. The Programme
has generated many different projects and activities such as Youth Forums, skills
development training courses, educative workshops and seminars, the World Heritage Volunteer Programme and its main tool, World Heritage in Young Hands
(WHYH), an educational resource kit for school teachers, existing in 37 national
language versions, and which has reached at least 1 million young students.
Currently young people across the world are increasingly involved in heritage
protection and promotion, recognizing that heritage does not only belong to the past,
but is also part of their identity. Transmitting heritage values to young people favors
intercultural understanding, respect for cultural diversity and helps create an
environment propitious to a culture of peace principles which are central to the
United Nations mission. Heritage related initiatives clearly demonstrate that culture
is an indispensable driver and enabler of sustainable development. Heritage
provides testimonies to, and links between, the past and present. As one of the
worlds few inexhaustible natural resources, creativity is a source of considerable
potential in promoting sustainable socio-economic development for people of all
ages (1, 3, 6, 10). The creative industries can serve as a springboard for new ideas
and innovation, which can open up new opportunities for employment and learning,
while at the same time promoting well-being and self-esteem and empowering entire
communities. Young women and men are increasingly engaged in proposing creative
solutions to local challenges. This creative energy needs to be harnessed so as to
maximize the positive impact it can have on society. Education with self awareness,
cultural values, and morality is the single most important factor contributing to young
peoples chances of leading productive and responsible lives for the emotional,
mental, spiritual and physical well being.
The Need of Youthful in Birth, Life and Death
Life is full of mystic as well as mysterious experiences if one can feel it with all
its divinity. A youthful way of expressing the facts needs wisdom reveals the truth
shines forever reflecting ones self. Birth of any life is as divine as all creations, in its
initial stage due to the quality of innocence and fearless. Whether it is an animal,
plant or human, the innocent and tenderness are the natural ways with all its sensitivity with each and every feels of nature. The birth of any new creation is with all its
divine quality of youthful nature. Life and living is the next stage to survive and exists
to protect that divine nature. Each happenings, experiences and situations is the way
for life and living very much naturally to accept and move forward refining ones self
by purifying not to get distracted with any of the ill effects and impacts. The way of
youthful mindfully is the natural way to purify your thoughts and beliefs balancing
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practical realities. To feel the life and living youthful nature is the need even to feel
the death which is not an end but the recycling process of energies within nature.
Forms and acts need this youthful nature never cheats ones self since it is inherited
in each ones life. Death is not the end of any life when forms die, in reality death is
the one if one looses their youthful nature in life.
Living as Living corpse without any youthful nature is the real death
Dr. Rashmi Chandran.
The Need of Mindfulness and Natural ways to Protect the Youthful
The empowerment of youth is essential for achieving gender equality and the
integrity to overall well-being viz. spiritual, emotional, mental and physical. These are
also fundamental if youth movements are to achieve equal political, economic, social
and cultural rights. A sense of self-worth is relevant to domestic violence and the
development of confidence within both the home and the society. It is essential to
design, implement and monitor, with the full participation of youth and women,
effective, efficient and mutually reinforcing gender-sensitive policies and programs, at
all levels that will foster the empowerment and advancement of youth mind of all
ages if it is women or men. Natural lifestyle has a significant impact on personal
happiness levels, but a significant piece of the equation is ones attitude towards life.
Its probably no secret that optimists tend to be happier people, but one may not realize that theres more to optimism than putting on a happy face or looking on the
bright side. Nobody is happy all the time, but some people are definitely more fulfilled than others (5-12). The art of natural living empowers all phases of life, to face
the present challenges by providing tools and techniques that help to eliminate
individual stress and learned nature. The Art of Natural Living encourages all ways of
life irrespective of religion, culture, caste, creed and language, to find practical solutions to their challenges so that each one becomes self-reliant in their own natural
ways accepting each of their destiny, levels and capacity. A youth mind is the glue
that holds society together. From my experience personally I trust and believe the
health of each person depends of his own awareness and consciousness of self
worth with morals reflects the whole family, society, and therefore the whole nation,
benefits. The term Natural Health founded by me in 2002 after a major immoral
incident in my personal and professional life happened completely out of my control.
Youthful nature and certain natural ways helped me to balance my natural health and
youthful to continue my living as a survivor not victimizing me at any situations of life
so far by divine grace. Practicing natural life style, sharing by reflecting myself for a
meaningful purpose is an awesome feel, the only moral duty of mine to respect the
self. Self awareness with efforts needed to understand and accept the learned nature
of the present society, and to protect the natural health of the youth in very early
stages through empowerment and awareness. A change in lifestyle and diligence is
the only natural way that determines each of our health to thrive against the toxic
environment in and around us and to lead a complete physical, emotional, mental
and social well-being. The well-being enhances the consciousness with youthful
nature to implement the divine wisdom balancing the natural health within.
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Con el apoyo de la
Oficina de
Santiago
Organizacin
de las Naciones Unidas
para la Educacin,
la Ciencia y la Cultura
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PAGE 73
Capitalism, Desperation and Urgency: How Do Working Class Youth Cope With the Capitalist Present?
Deniz Yonucu is currently a visiting scholar at London School of Economics and Political Science. She received her PhD Degree from the Department of Anthropology at Cornell.
Her articles are available at https://lse.academia.edu/DenizYonucu
E-mail: deniz.yonucu@gmail.com
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Abstract: The purpose of this article is to demonstrate the need for the adoption of Circular
Economy in order to avoid the depletion of natural resources of planet Earth and to preserve
the environment.'To achieve this objective should be used Reverse Logistics which provides
for the reuse of waste from the process of production and consumption.
Resumo: O propsito deste artigo demonstrar a necessidade da adoo da economia circular visando evitar a exausto dos recursos naturais do planeta Terra e preservar o meio
ambiente. Para a consecuo deste objetivo deve ser utilizada a logstica reversa que prev a
reutilizao dos resduos do processo de produo e do consumo.'
Keywords: Exhaustion of the planet's natural resources. Linear economy. Circular economy.
Reverse logistic.
Palavras chaves:Exausto dos recursos naturais do planeta. Economia linear. Economia circular. Logistica reversa.
Fernando Alcoforado
Member of the Bahia Academy of Education (Brazil). Engineer and
Doctor of Territorial Planning and Regional Development by the
University of Barcelona (Spain).
e-mail: falcoforado@uol.com.br
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1.
Introduction
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An indisputable fact is that humanity already consumes more natural resources than the
planet can replenish. The current rate of consumption is a threat to the future prosperity of
mankind. In the last 45 years, demand for natural resources on the planet doubled due to the
high standard of life in rich and emerging countries and the increasing world population.
Today humanity uses 50% of the planet's fresh water. In 40 years will use 80%. For two
centuries the extraction of mineral resources has become more intense, removing increasing
amounts of nature. The concern is that most of these resources are not renewable, ie they are
not replenished by nature. If the pace of extraction continues as it is, humanity will surely see
some minerals become extinct. Based on existing reserves today, certain mineral resources
already have a possible date to run out, among them we can mention gold, tin, nickel and oil.
10) Nickel (use in metal alloy coating, electronics such as cell phones) - Extinction in 2064
Currently, over 80% of the world population lives in countries that use more resources than
their own ecosystems can renew. The core capitalist countries (EU, USA and Japan),
ecological debtors, have exhausted their own resources and must import them. In the survey
of the Global Footprint Network, the Japanese consume 7.1 times more than they have and
would need four Italys to supply the Italians. The consumption pattern of developed countries
disrupts this balance. An indisputable fact is that humanity has ever consumes more natural
resources than the planet can replenish.
For these reasons many of planet Earth minerals are coming to an end, which may stop the
use of various technologies currently used. As for oil, will last 40 years according to data
presented on the website <http://institutoparacleto.org/2013/05/23/o-futuro-do-petroleo/>.
Natural gas has reserves that can ensure your production up to 60 years according to the
website
<http://exame.abril.com.br/economia/noticias/os-10-paises-com-as-maiores-reservas-de-gasnatural-do-mundo>. Coal, in turn, has enough reserves to last 250 years according to the
website data
<http://carvaomineral.blogspot.com.br/2006/09/reservas-de-carvo-no-mundo.html>. The
shale gas in recent exploration in the United States, that could meet the domestic demand of
the country for natural gas at current levels of consumption for over 100 years, is extremely
negative for the environment because it generates half the carbon emissions from coal, and
pollutes the sheets underground aquifers.
The available data on reserves of mineral resources also point to the effect that the Earth is
now reaching its limits. Exhaust estimate of mineral resources of the planet Earth is
presented in the article Quando os recursos minerais se esgotaro? (When the mineral
resources will be exhausted?), published on the website
<http://planetasustentavel.abril.com.br/noticia/ambiente/quando-recursos-minerais-se-esgotar
ao-648952.shtml>, based on information from the US Geological Survey, the US government
agency responsible for geological research that crossed information on the annual
consumption, mineral reserves available on the planet and its predictable extinction:
1) Platinum (use in surgical materials) - Extinction by 2049
2) Silver (use in the manufacture of mirrors and cutlery) - Extinction in 2016
3) Copper (use in wire and cable and air conditioning ducts) - Extinction in 2027
4) Antimony (use in remote controls and other materials to increase strength) - Extinction
2020
11) Tin (use in coating metal alloys, such as those used in the soft drink cans) - Extinction
2024
12) Lead (use in car batteries and trucks and welds and bearings) - Extinction in 2015
13) Gold (use as jewelry and computer microchips) - Extinction in 2043
14) Zinc (use to cover alloys, preventing rust that destroy objects like coins) - Extinction in
2041
All that has just been described on the duration of fossil fuel reserves indicates that, given the
longevity of coal, it would be the source of energy to be used in the future when other fossil
fuels are depleted, a fact that would aggravate the greenhouse effect in the atmosphere.
2.
Traditionally, the production processes are characterized by use of natural (raw material) in
the manufacturing products for human consumption which residues resulting are taken to a
landfill. This operational dynamics that can be termed as Linear Economy, which is shown in
Figure 1 below, tends to contribute to the continued depletion of natural resources of the
planet.
5) Lithium (use in cell phone batteries, laptops and video games) - Extinction in 2053
6) Phosphorus (use in agricultural fertilizers) - Extinction in 2149
7) Uranium (use for electric power generation) - Extinction in 2026
8) Indian (use in smartphones and tablets touch screen screens) - Extinction in 2020
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Unlike the Linear Economy model, the Circular Economy is concerned with sustainable
development by seeking efficiency in manufacturing products and reusing solid waste contributing in this way to avoid the exhaustion of the planet's natural resources. The Circular
Economy concept is to transform waste into raw materials for the production of new products.
As in nature, in which the remains of fruits consumed by animals are decomposed and transformed in fertilizer for plants closing the loop, used appliance parts can be reprocessed and
reintegrated into the production chain.
One of the main concepts of the Circular Economy is the Cradle to Cradle (Cradle to Cradle),
which argues that innovation is the way to transform the waste in a production chain
components and materials to another. Other concepts are important to understand the Circular
Economy. One is the Biomimicry, who studies the processes of nature and apply them to solve
problems, ie it is to imitate nature to solve human challenges. Another important concept is
the Industrial Ecology, which tied the Biomimicry and Cradle to Cradle, aims to create closedloop processes, designing production systems adapted to local ecosystems.
In Figure 2, it can be seen that in Circular Economy, natural resources, which are used as
primary raw materials in the manufacturing process, are transformed into products for human
consumption that will generate solid waste that, after it became a secondary raw material, its
used in manufacturing products, and so on.
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that after its transformation into secondary raw materials are used in manufacturing products
and thus successively. According to Ellen MacArtur Foundation, this new way of thinking
about supply chains brings micro and macro economic benefits, as well as stimulates innovation. Products and materials that are now developed should return to production chain. Thus,
the extraction of raw materials decreases and natural resources entering the production cycle
are used for longer, preserving the environment. The need to recycle and reuse materials
promotes the development of new relationships between companies, which are now also suppliers and consumers of materials that will be reincorporated to the production cycle
[NAT.GENIUS. Economia Circular (Circular Economy). Posted on the website <http: //
www.natgenius.com / EconomiaCircular.aspx>].
3.
Reverse logistic
To improve and expand the Circular Economy is essential that consumers, retail businesses,
industries and government understand their role. This also means changing the way of
creating and using the products: they will no longer be consumed and discarded, but used and
processed into new products. Reverse logistics is a way to break with the Linear Economy,
where the raw material is extracted, transformed into products and discarded after use. Reverse logistics is the area of logistics which deals with the return of products, packaging or
materials at its production center. The Reverse logistics in the recycling process that causes
the material to return to different production centers in the form of raw material. Reverse logistics management activities provide for the recycling and removal of waste and management of
returns. With a Circular Economy, where everything can be reused, can reduce the extraction
of raw materials and waste disposal on the environment.
The Reverse Logistic (RL) is the area of logistics, that is the return of products, packaging
materials or to their production center, as is shown in Figure 3 below the RL in the recycling
process causes the material to return to different production centers in the form of raw material. Reverse logistics management activities provide for the recycling and removal of waste
and management of returns. With a circular economy, where everything can be reused, can
reduce the extraction of raw materials and waste disposal on the environment.
In the Circular Economy, natural resources, which are used as primary raw materials in the
manufacturing process, turn into products for human consumption will generate solid waste
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serted in the productive system worldwide in 2010. Projections indicate that the institute until
2020, amount of raw materials will rise to 82 billion tonnes per year [INSTITUTO BRASILEIRO DE ALTOS ESTUDOS DE DIREITO PBLICO. Sustentabilidade: Resduos slidos:
Economia Circular: Novo negcio: Embraco (Sustainability: Solid waste: Circular Economy:
New business: Embraco). Published on the website <http://www.altosestudos.com.br/?p. =
52902>].
Nat. Genius advises that the implementation of Circular Economy is not a task that involves
only the companies. It is necessary that all involved in the life cycle of a product to understand
their role in this new model. In a world where the relations of production and trade are
becoming more global, the need to disseminate the concept of Circular Economy becomes
increasingly present, large-scale, including the consumer population. The spread of the concept
of Circular Economy has occurred in several countries. Among them, China, where the Circular Economy is part of the Promotion of Clean Production Law, enacted in 2002. Among the
measures of public awareness are eco-labeling of products, the dissemination of information
on environmental issues in the communications vehicles and the Cleaner Production courses
offered by educational institutions, which are designed to train professionals familiar with the
Circular Economy [NAT.GENIUS. Economia Circular (Circular Economy). Posted on the
website <http://www.natgenius.com/EconomiaCircular.aspx>] .
4.
Conclusions
Adopting the principles of Circular Economy is critical because of the need of human beings to
make better their natural resources to avoid their future exhaustion and not cause so many
negative impacts on the environment. To achieve its objectives, the Circular Economy is
primarily concerned with the following topics: 1) product development using easily recyclable
materials and non-hazardous; 2) Environmental laws that encourage the sector; 3) the return of
solid waste to the production chain; and, 4) Treatment and reuse of waste. Many universities in
Europe now offer degrees in Circular Economy as is the case in Germany that form Master and
PhD in Economics Circular, also known as Waste Economy [PORTAL RESDUOS SLIDOS.
E c o n o m i a C i rc u l a r ( C i rc u l a r E c o n o m y ) . P o s t e d o n t h e w e b s i t e < h t t p :
//www.portalresiduossolidos .com / economy-circular />].
The Brazilian Institute for Public Law Advanced Studies (Instituto Brasileiro de Altos Estudos
de Direito Pblico) reports that in 2012 about 62 million tons of solid waste were produced in
Brazil. According to the Ministry of Environment, only 2% of the material returned to the
production chain. Residues which are not recycled end up in landfills (17.8%), controlled landfills (24.2%) and landfills (58%). Failure reuse of solid waste costs the country R$'8 billion a
year. Second report from the Ellen MacArthur Foundation - nonprofit organization that studies
and encourages the adoption of circular economy - 65 billion tons of raw materials were in-
Nat. Genius also said that in Brazil, it was implemented the National Solid Waste Policy, 2010
law, which aims to ensure shared responsibility for the lifecycle of products, reverse operation
and the sectoral agreement. The shared responsibility for the lifecycle of products provides that
all agents of the production cycle, consumers and public services have responsibilities to minimize the volume of solid waste and environmental impact.
BIBLIOGRAPHY
BLOG PARACLETO. O futuro do petrleo (The future of oil). Published on the website <http://
institutoparacleto.org/2013/05/23/o-futuro-do-petroleo>.
EXTRAO DE CARVO MINERAL. Reservas de carvo no mundo (Coal reserves in the world).
Published on the website <http://carvaomineral.blogspot.com.br/2006/09/reservas-de-carvo-nomundo.html>.
EXAME.COM. Os 10 pases com as maiores reservas de gs natural do mundo (The 10 countries with the
largest natural gas reserves in the world). Published on the website <http://exame.abril.com.br/economia/
noticias/os-10-paises-com-as-maiores-reservas-de-gas-natural-do-mundo>.
INSTITUTO BRASILEIRO DE ALTOS ESTUDOS DE DIREITO PBLICO. Sustentabilidade: Resduos
slidos: Economia Circular: Novo negcio: Embraco (Sustainability: Solid waste: Circular Economy: New
business: Embraco). Published on the website <http://www.altosestudos.com.br/?p. = 52902>.
NAT.GENIUS. Economia Circular (Circular Economy). Published on the website <http: //
www. .natgenius.com / EconomiaCircular.aspx>.
PLANETA SUSTENTVEL. Quando os recursos minerais se esgotaro? (When the mineral resources will
be exhausted?). Published on the website <http://planetasustentavel.abril.com.br/noticia/ambiente/quandorecursos-minerais-se-esgotarao-648952.shtml>.
PORTAL RESDUOS SLIDOS. Economia Circular (Circular Economy). Published on the website
<http: //www.portalresiduossolidos .com / economy-circular />.
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Introduction
In July 2003, an incident took place in Hasky, Istanbul that was newsworthy, even
though it was not in the papers: 5 young men around the ages16-17 want to enter
the new shopping mall that opened in their neighborhood. However, the security
guard, who is also a resident of the same neighborhood, does not let them enter as
per his instructions. Because according to the mall management the youth of the
neighborhood are dangerous. The young men get angry and an argument ensues
at the entrance. Among the group, a young man of 16 is exasperated with being denied entrance, and as his friends are arguing with the guard, he begins to run back
and forth to crash into the large glass shop window. At his third strike, the glass shatters and the young man succeeds in entering the mall alongside the glass cutting his
body. In this article, drawing on my research in Hasky and Gzeltepe3 which once
used to be organized working class neighborhoods of Istanbul, I will discuss the effects of contemporary capitalism on working class youth and certain forms of responses they devise in face of this. More specifically, I will explore the ways in which
Hasky and Gzeltepe youths struggle against social and economic exclusion is
shaped by a sense of urgency sometimes at the expense of their future as exemplified in the reaction of the young man who finds an alternative way to enter the
mall at the expense of his body.
Both Hasky and Gzeltepe were important headquarters for the pre-1980
revolutionary socialist movements. Both have been affected by the economic and
social changes following the 1980 military coup in different, as well comparable
ways. Upon briefly touching on the history of these two neighborhoods and the
transformation processes they underwent after 1980, I will try to explore the reaction
of the neighborhoods youth to this transformation by looking at the ways in which
they use the streets. I will discuss how the street is used by youth as a stage and a
performance space and analyze how these young people exhibit themselves on the
stage/street, pointing at the sense of urgency in these spectacle. In this article I will
primarily focus on three different types of performance: 1.Walking around with new
brand clothes as a manifestation of the desire to resemble the middle class. This
mode of appearance on the street will be discussed under the theme of capitalism
and the production of desire. 2. Young people from Hasky who walk around middle
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class streets at night, deliberately striking fear in the middle class and taking pleasure in it. Haskys youth portraying themselves as threatening/frightening bodies in
middle class streets will be discussed in reference to class identity and the manifestations of rage. 3. The relatively small, pirate demonstrations involving Molotov cocktails and/or street confrontations in Gzeltepe. These demonstrations will also be
analyzed in the context of manifestations of rage against capitalism.
Hasky and Gzeltepe: A Brief History
Hasky was founded as a squatter [gecekondu] neighborhood towards the end of
the 1940s by migrants coming from rural areas to the city. A number of the large factories that were built in Istanbul in the late 1940s in the scope of national
development policies were in the vicinity of Hasky. The proximity of factories and
houses, the strengthening of union organizations at the factories and the rising leftist
movement in Turkey after the 1950s, quickly transformed Hasky into a typical
working class neighborhood. In this period, Hasky streets witnessed marches in
support of workers on strike, protests against high prices and unemployment, as well
as conflicts between rightist and leftist groups.
Gzeltepe Neighborhood was founded almost 30 years after Hasky under
the leadership of revolutionaries. The majority of the population in the neighborhood
has been Alevis4 since its foundation. From the mid 1970s until the 1980 coup, the
neighborhood was governed autonomously under the control of revolutionary
organizations. The principle of dividing land based on need was adopted at the
foundation of the neighborhood realized entirely through collective communal work.
Before 1980, the streets of Gzeltepe witnessed both collective struggle against the
demolition of squatter houses, and collective production. At the same time, as in
Hasky, the neighborhood streets were the sites of many political marches. Until the
end of the 1990s, numerous collective demonstrations supported by local
businesses and the majority of the neighborhood population were organized on the
streets.
At a time when squatter neighborhoods were regarded as the biggest obstacle before urban development by the urban elite in Turkey, and residents of squatter
houses and thus the urban working class were regarded as backward villagers,
workers from both Hasky and Gzeltepe earned respectability due to their working
class identities.5 While some workers from Hasky and Gzeltepe actively
participated in the organized labor movement to build a more just future, others,
though not directly an organized part of this movement, still became workers within
the atmosphere of a promising future generated by the working class and/or socialist
movement. Thus, it would not be inaccurate to say that until the 1980s, workers in
Turkey had both a respectable status and a dream and/or hope of redemption in this
world.
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However, after 1980, and especially by the mid 1990s, workers in Turkey began losing their esteemed status, as well as their hopes for the future. The primary
reasons for this include the economic and social atmosphere instigated by the 1980
military coup and the violent repression of the leftist movement that had begun to reemerge in working class neighborhoods with a history of organized left by the 1990s.
The 80s and 90s
As has been extensively discussed, the economic liberalization policies following the
1980 coup caused the organized labor force to work under unorganized, insecure
and flexible conditions. While workers were rapidly excluded from the formal labor
market, the constant promotion of consumer culture began to underline poverty and
impoverishment in a more defined way. The fact that consumption as opposed to
production assumed a central role in identity construction and ensuring respectability, contributed significantly to the loss of the respectable status created/earned
through being a worker during the pre-1980s.6 Again at this time, the violent
repression of the socialist movement led to the deterioration of the hope for
heaven/justice on earth among the working class. However, the socialist/
revolutionary movement re-emerging in particular in working class neighborhoods of
large cities in the 1990s suggests that this hope was not destroyed entirely with the
1980 coup. As opposed to the 1980s, in the1990s, the rising socialist movement and
the Kurdish movement which also began to express itself in the urban sphere
following the forced migration from villages were repressed by state violence targeting specific places (working class neighborhoods, neighborhoods defined as liberated zones before 1980, neighborhoods populated largely by Alevis) rather than all
segments of society. In other words, state violence was concentrated in specific territories to repress the rising left in the 1990s.7 For instance, the common emphasis of
residents who describe the state of Gzeltepe in the 1990s is that at the time the
neighborhood transformed into a semi-open prison. In this period, in addition to
Gzeltepe, working class neighborhoods such as Glsuyu, Gazi, Armutlu, 1 Mays
Mahallesi, Okmeydan largely populated by an urban Alevi and leftist population also
transformed into neighborhoods where there was constant police surveillance.
Identity checks were performed upon people entering and exiting these
neighborhoods, people were arrested arbitrarily and at times people disappeared or
were killed in unresolved murders. These neighborhoods, which sometimes even the
public buses avoided because they were dangerous, turned into spaces where anything could happen any time. While this attributed danger led them to become detached from other segments of society and isolated them from the rest of the city,
this isolation further facilitated the practice of violence in these neighborhoods as it
enabled the confinement of violence to the neighborhood.
A picture of Gzeltepe in the 1990s emerging from the accounts of over 30
people I interviewed in the neighborhood can be described as follows: On the one
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As can be discerned
from the excerpts above, one of the strategies devised by Hasky youth to avoid being
slum dwellers or the lower class is to dress up like the middle class and to imitate
them. That is to say, to look for a way that will urgently and immediately shake the ostracizing gaze that disturbs them. The effort to look like a member of the middle class
even though one is not middle class actually indicates the incredible violence
embodied in the ostracizing gaze directed at those bodies that do not belong to the
middle class in Turkey. This gaze is so violent that it forces those young people whose
bodies do not resemble middle class bodies to avert their eyes and walk looking
down15 or to conceal their class identity and dress up like someone else. That is to say
that it compels youth to immediately, urgently devise a means of struggle against this
gaze.
Rage
While capitalism and capitalist ideology produce a desire to be like the consumer
middle class deemed as normal, the impossibility of satisfying this desire, the reality
that no matter how much one strives to imitate it middle class life style will never be
attained also generates a serious rage. Because Hasky youth is not only ostracized
discursively, they are also excluded from labor processes.16 Thus they know that they
will not be able to attain middle class standards one day by working very hard. One of
the principal reasons underlying the rage against the middle class is this awareness.
At the same time, while they are working under very harsh conditions for very low
wages, the consumer middle class shopping carefree at the mall further provokes the
rage of Hasky youth. As one young man conveys:
Purse snatching, theft is very common here. And also, this is very determinant:
not being able to afford things. People say, we work, we get paid 300 million a
month, 200 of which our family will take for sure, shall we buy cigarettes or clothes
with the rest? A pair of pants costs 50-60 million. Even those of us who work periodically, we say among ourselves, well, we cant buy even though we work, what
can be done? Now, a guy comes to the mall, he buys 5-6 pairs of pants, each 100
million. The young man says, I cant afford pants for 20 million, he buys pants for
100 million. This inadvertently encourages him. Some work their ass off, others
spend without a care, how can they spend so carefree? Whose money is this?
Whose scheme, whose plot? Before the mall no one knew about designer labels
here. What can one do, youre young, you aspire to them. If he has it why dont I?
Thats what you think. (age 23)
One of the spaces where the rage against the middle class is manifested is streets inhabited by the middle class. Hasky youth, who now encounter the (imagined or real)
ostracizing gaze of the middle class even on their own streets, transform into
dangerous bodies striking fear on the streets they reside in turn. For example a young
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man from Hasky who spends the occasional money he gets his hands on in one
night at bars17 in Taksim where middle class youth hang out, describes this state of
striking fear as:
Hasky, Karagmrk, Gaziosmanpaa, Kocamustafapaa, these four are on the
police black list. These are the places with most cops. Here there are plainclothes
cops at every corner []. These are also places where murders are committed
most frequently. Thats what the young learn from the older. And yet despite this, the
Hasky youth does not readily give in to the police. I mean tough guys come out of
Hasky. And theyre known anywhere. Theft, cars, houses... In Bakrky, Ataky, the
Hasky kid harasses all bourgeois neighborhoods; he enters from the window at
night, I mean he enters anywhere he can find. (age 23)
Another youth who makes sure to walk around in designer clothes all the time explains
how he fearlessly walks around middle class streets at night when the middle class is
afraid to go out:
Of course they look down on us, because we are a poor neighborhood, but we also
look down on their youth. Because they are bourgeois. You throw a Hasky boy
among 50 monsters; hell walk out in one piece. Throw a Bakrky boy in one glass
of water, he will drown there. The Hasky kid is not afraid of anything, but the
Bakrky boy, if the electricity goes out, he shouts help mom. For us, sun, moon no
difference. To put it very simply, Ataky, come 8 or 9, you see not a soul on the
street. But I walk around Ataky at 3 oclock at night. So you see, the Hasky kid is a
rebel, a wildcat, hot shot. I mean a guy in Bakrky, let him be the most dangerous of
fellows, to me hes nothing. Hes from Bakrky, thats it, segregated, excluded,
raised in a bourgeois district, with a bourgeois mind. Neighborhoods like ours are
Kasmpaa, Kulaksz, Beyolu, Tarlaba, Dolapdere, Sargl, Gaziosmanpaa. Has
to be a bastard of a neighborhood, cause it is the same mentality. (age 21)
Hasky youth, who are not considered a part of normal Turkey, who are excluded both
from the labor market and the imaginary urban culture, return to the middle class
spaces they are cast out from like boomerangs to scare off the middle class. As can
be discerned from the above quoted statements, there is a pleasure derived from this
state of evoking fear; it allows for a temporary expression and satisfaction of class
rage. Unlike the past, currently class struggle manifests itself not collectively at city
squares, but as a menacing ghost secretly treading in the back streets. The inexistence of the material conditions necessary to satisfy the desire to be like the middle
class, and the absence of an organized working class movement that can present a
future perspective which can transform rage into a productive energy, lead to the
further marginalization of youth and to a loss of hope for the future. In other words, the
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lack of a vision of
liberation/future both in the personal and in the social sense, leads the Hasky youth
to fluctuate between the dynamic of desire and hate familiar to us from the colonial
context.18
In a world shaped according to consumer middle class norms, Hasky youth,
who are very much aware of the fact that unless they exhibit this consumerism in their
bodies and life practices, they wont earn respect and will be subject to ostracizing, othering words/gazes, seek salvation in trying to be like the middle class. They do this not
just by imitating the way members of the middle class dress, but also by adopting the
middle class gaze as can be seen in the first quote above, or by going to the bars/
clubs middle class youth frequent and having/trying to have fun there. Even though
undertaking certain life practices of the middle class allows Hasky youth to occasionally experience the fantasy of passing19/becoming middle class, the confines of
financial opportunities and the history of their class engraved on their bodies constantly remind them where they come from. When the middle class youth leaves the
bars/clubs they enter paying a fortune by their own standards, saying the slum dwellers are here; when they are turned away from malls they go to for shopping on the
grounds that they are deemed dangerous; when they are subject to ostracizing
behavior at stores they do manage to enter they are repeatedly reminded that it is
nearly impossible to attain the desired social status and trying to be like the middle
class and not being able to do so generates considerable rage. Thus as being a
member of the middle class becomes a position that is desired, aspired to, it also turns
into a position stirring emotions of rage/hate as a constant reminder of a shortcoming,
a lack.
In Gzeltepe, still known as a neighborhood populated by socialists, the rage of
youth is less complex and more direct compared to Hasky. Here the resistance
against capitalism does not manifest itself over a complex emotional relationship with
the middle class, but rather through being directly opposed to capitalism and demanding a more just and equal world. While one of the first things we recall when we think
of Hasky today are shopping malls, when one thinks about Gzeltepe streets, three
things immediately come to mind: 1-Graffitti graffiti on the walls entailing the political
demands of tens of different revolutionary organizations, 2-Small tanks or as they are
referred to in the neighborhood jargon, scorpions doing constant surveillance on the
streets, 3-Surveillance cameras installed at central points throughout the
neighborhood. While the visibility of consumer culture dominates Hasky, what is most
visible in Gzeltepe today is state security forces. The state violence the neighborhood
was subject to at various periods throughout its history still remains prevalent. With its
scorpions, cameras and plainclothes cops, the state constantly says I am here, I am
watching you and I can exert violence any time. This keeps the rage against state
violence alive, while also evoking fear in the neighborhood residents. Whats more,
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young people express their rage against capitalism and desire to build a better world
with such demonstrations?
In both cases, the manner in which youth express their desires and rage by
exhibiting themselves on the street like a member of the middle class, a revolutionary
hero, or a menacing body and then withdrawing backstage (to their real lives) is actually directly related to the absence of an imagination of the future. A number of the
young people I interviewed both in Gzeltepe and in Hasky responded to the question where do you see yourself in 10 years? by saying I dont know if I will still be
alive in 10 years precisely because of this impossibility of imagining the future.
In his book Wasted Lives, where sociologist Zygmunt Bauman (2004) presents
an analysis of contemporary capitalism, he states that the present day youth has
taken out waiting from wanting. Because according to Bauman in the consumer
society of today waiting has become a source of shame. The shame of waiting rebounds on the one who waits. Waiting is something to be ashamed of because it may
be noted or taken as evidence of indolence or low status, seen as a symptom of rejection or a signal to exclude (109). In the present day society where consumer goods,
information, places, people and even dreams are regarded/promoted as merely a key,
a computer screen, a shop window away, the slum youth, who are criminalized and
excluded from the imagination of normal Turkey and have even been constructed as
the other of this imagination; for whom the distance between themselves and their desires and dreams remain nearly impossible to travel, want to urgently attain these
dreams nonetheless.22 These young people who are very much aware of the fact that
they are unable to earn respectability through their current social identity, try to deal
with the rejection and exclusion they are subject to by immediately gratifying their desires. However, as I have tried to convey throughout the article, this effort to urgently
discard their social identity leads to a further marginalization of the youth.
Youth in Hasky who witness their parents being crushed in the same cycle of
poverty for years, know that no good comes from waiting, from being patient in this
world where poverty is scorned at. Or some of the young people in Gzeltepe who
have observed their sisters, mothers, fathers spend years in prison, being killed, tortured, have given up on waiting and want to show their reaction immediately. While
such intense injustice reproduces the desire to abolish this injustice more strongly, the
expression of the revolt against this injustice with sudden acts of resistance serves to
increase the youth population in prisons. While capitalism does not offer any promises
for the future for working class youth, the inexistence of an organized working class
movement prompts the fear of being futureless to grow even deeper.
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NOTES
[1] I would like to thank Eylem Akay for his feedback to an earlier version of this article which has been
published previously in red thread journal.
[2] The names of the neighborhoods in which this research was conducted have been changed in this article to
prevent any prejudice and to protect the privacy of those participating in the research. Hasky and Gzeltepe
are code names used instead of the real names of the neighborhoods.
[3] The names of the neighborhoods in which this research was conducted have been changed in this article to
prevent any prejudice and to protect the privacy of those participating in the research. Hasky and Gzeltepe
are code names used instead of the real names of the neighborhoods.
[4] Alevism is a sect of Islam and Alevi population is a minority in Turkey. Alevis are known for their support
for progressivist and leftist politics.
[5] During a field research I conducted in one of the working class neighborhoods in stanbul, I realized that
the rising socialist movement in Turkey in the 1960s and 1970s had a respect generating effect among the
working class, regardless of whether they supported the movement or not. For example, in an interview I
conducted with retired workers, a worker from a leather factory at Kazleme, where there was an organized
socialist presence, related how one day as he was doing his shopping in Sirkeci, he realized that people around
him noticed the smell of leather on him. When I asked him, Did this disturb you?, he responded, Disturbed?
Not at all! On the contrary I was very proud people noticed I was a leather worker. The labor and union
movement of the time not only told the working class that poverty was nothing to be ashamed of, furthermore,
regarding workers as the primary subject of the struggle to build a just and equal world, contributed to the
establishment of a respectable worker identity. We could also assert that the songs of Cem Karaca, one of the
socialist vocals of the time, with worker protagonists and praising labor and workers were both an indicator of
how working class identity was highly esteemed and also contributed directly to the construction of this
identity as such. For respectability earned through class status for workers in Turkey before 1980 and their
participation in the socialist movement see: Aslan 2004, Kaya 2005, Yonucu 2005. For respectability earned
through labor per se see: Sennett 1998, 2003.
[6]For the effect of consumer culture on working class identity see: Bauman 1997, 2004, 2005, Comaroff and
Comarroff 2000, Sennett 2005.
[7] We could argue that state policy towards the Kurdish national liberation movement rising around the same
time assumed a similar shape. Confining the violence to the officially declared State of Exception region
prevented those living in other places in Turkey from learning about the intensity of the violence experienced
in the region In this way the region was isolated and its ties with the rest of the country were severed.
[8] For a detailed account of the incident see: Dural 2005.
[9] For an analyis of news featuring the slums in the media in this period, please see: Aksoy 2001.
[10] Milliyet, March 15 1995.
[11] Yeni Yzyl, 2 May 1996.
[12]At the II. International congress organized in Paris in 1889, May 1st was declared the International Day
for Solidarity and Struggle. Countries throughout the world started celebrating it beginning in 1890. May 1st
was celebrated in Turkey for the first time in zmir in 1905, and over the past century the celebrations have at
times been met with the ban or restrictions of the political powers. In Turkey, May 1st is also known as the
Workers Day.
[13] For a study of working class neighborhoods where political Islam is dominant, please see: Tual 2011.
[14] Here, I am not claiming that everyone from the middle classes looks at Hasky youth in the same way.
This gaze can be real, or it can be a projection of Hasky youth. What is more significant here is how Hasky
youth homogonize the middle class and think that these people look at them in an ostracizing manner.
[15] Even though it remains beyond the scope of this article, I wanted to mention an anecdote because of the
striking similarity: As we were getting on the subway with a Jamaican worker friend in New York, I was surprised to see him put on sunglasses and asked him why he did that. He said that he found the way white
Americans looked at him disturbing, so he put on sunglasses and thus avoided meeting their gazes. The intensity and historical burden that forces a young woman in Hasky to walk around with her head down when shes
not wearing new brand clothes to avoid middle class gazes and a Jamaican worker who puts on sunglasses even
on the subway to avoid the racist gaze of white Americans is worth contemplating.
[16] Most of the youth I interviewed worked at leather or textile workshops at very low wages. Temporary or
permanent unemployment, and work without social security and with low wages was rather common among
Hasky and Gzeltepe youth in early 2000s, as it still is today.
[17] Of course young people from slums going to bars/clubs frequented by middle class youth creates a tension. For the discomfort of middle class youth related to young people from the slums going to these bars/
clubs, see: Clubberdan krobera, 18 April, 2004, Milliyet.
[18] One of the most significant writers of postcolonial literature, Homi Bhabha, argues that the dynamic of the
simultaneous attraction to and hatred of the colonizer is one of the primary constituents of subjectivities in
colonial countries. See: Bhabha 1993. Bhabha was inspired by the arguments of Fanon, who was both a theoretician and a militant of the anti-colonialist movement and explored the desire and efforts of colonized black
people to become white in his work Black Skin White Masks (1952).
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[19] The concept of passing has been conceptualized by Fanon. In his article The Spectacle of the Other, Stuart
Hall (1997) refers to Fanon and describes how black people adopt white peoples values and dress and act like them
in order to pass from being black to white. Because, according to Hall, becoming white/passing as white is only
possible through entirely detaching oneself from black culture and being assimilated into the white world.
[20] An admiration instigated by the desire to be like them.
[21]To give one example, a 15 year-old middle school student was killed in 2000.
[22] For the sense of urgency created by technology in the context of present day capitalism, please see: Tomlinson
(2007).
References
Aslan, kr. 2004. 1 Mays Mahallesi: 1980 ncesi Toplumsal Mcadeleler ve Kent. stanbul:
letiim.
Akay, Eylem. 2005. The End and the Beginning of Politics: The Case of stanbul. Article presented
at The Beginnings and Ends of Political Theory Conference. UC Berkeley, May 27-28 2005.
Aksoy, Asu. 2001. Gecekondudan Varoa Dnm: 1990larda Biz ve teki Kurgusu. In Darda
Kalanlar/Braklanlar, ed. Avc et al. stanbul: Balam.
Bauman, Zygmunt. 1997. Postmodernity and Its Discontents. New York: New York University Press.
Bauman, Zygmunt. 2004. Wasted Lives: Modernity and its Outcasts. Oxford: Polity Press.
Bauman, Zygmunt. 2005. Liquid Life. New York, London: Polity Press.
Comaroff, Jean, and John Comaroff. 2000. Millennial capitalism: First thoughts on a second coming.
Public Culture 12 No. 2: 291.
Dural, Tamasa. 1995. AlevilerVe Gazi Olaylar stanbul: Ant.
Erman, Tahire. 2001. The Politics of Squatter (Gecekondu) Studies in Turkey: Changing Representations of Rural Migrants in the Academic Discourse. Urban Studies Vol. 38, No.7.
Etz, Zeliha. 2000. Varo: bir istila, bir tehdit. Birikim No. 132.
Fanon, Frantz. 2008. Black skin, white masks. New York: Grove Press.
Hall, Stuart. 1997. The Spectacle of the Other. In Representations: Cultural
Representations and Signifying Practices. Sage: London.
Kaya, Muzaffer. 2005. Siyasal Katlm: Zeytinburnu rnei. Unpublished graduate thesis, Yldz Technical University, Department of Political Science and International Relations, Thesis advisor: Prof.
Fulya Atacan.
Sennett, Richard. 1998. The Corrosion of Character: The Personal Consequences of Work in the New
Capitalism. New York and London: W.W. Norton.
Sennett, Richard. 2003. Respect in a world of inequality. New York: W.W. Norton.
Tomlinson, John. 2007. The culture of speed. London: Sage.
Tual, Cihan. 2010. Pasif devrim: slami muhalefetin dzenle btnlemesi. stanbul:
Ko University.
Yonucu, Deniz. 2009. A Story of a Squatter Neighborhood: From the place of the dangerous classes to
the place of danger. Berkeley Journal of Sociology No. 52.
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Financial markets can be wilder than the wildest river ever seen in nature.
They are hard to measure while they are prone to uncertainty, randomness,
luckiness, coincidence, errors and mistakes (Economist, 2010; Taleb 2007;
Taleb 2005).
At the moment the subprime crisis struck in the United Sates and
particularly when it spread to other sophisticated economies and has been causing
a recession for the global economy, the effective policy response to the crisis
became the main objective for international leaders of business and government.
The final ambition of widespread central bank and government interventions was
to address the fragility of the banking systems and restore confidence in the
financial markets. For that reason the sources of stress and the availability of suitable remedies against heightened uncertainty about financial and economical
developments have been analyzed (Swagel, 2009).
Nevertheless, as the crisis is a complex phenomenon, no single theory is
likely to fully explain what occurred or completely rule out other explanations. A
relatively new observable fact in the economic crises is that of leverage which is the
usage of borrowed money to increase the expected interested on financial capital.
The usage of leverage has been steadily increased within the financial sector
within the years before the global financial economic crisis and has created extreme
vulnerabilities and dependencies that have increased the severity of the crisis. The
credit crisis has disclosed the limitations in regular ways of restraining leverage
while the reductionist, narrow view of economics is no longer equipped to suit the
real world complexity that is highly dependent on risk models for determining capital
needs.
For example, it might have been the case that consequent uncontrolled deleveraging by financial institutions has compounded the crisis. The attempts of financial
institutions to deleverage by selling financial assets could cause prices to spiral
downward during times of market stress and in this way cause a counterproductive
effect by exacerbating a financial crisis. Also deleveraging by restricting lending can
cause economic growth to slow down steadily (GAO, 2010).
Email: saskia.troy@gmail.com
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is a mathematician but also has been a trader in financial markets, they are better in
smoking you with complicated mathematical models while creating a sense of the
truth. There recognition as being experts is because of their skills in narrating not in
providing a realistic description of the economical truts.
According to Taleb (2007) people are permitted to be fortunate thanks to aggressive trial and error and not by giving rewards for mathematical skills. Due to
the change in the nature of risk over the past ten years and the trans-disciplinary
nature of problems many experts now find themselves lacking the skills to cope with
dynamic nature of these problems. Taleb (2007) argues that in measuring uncertainty
one simple observation that can be characterized as an extreme event with lowprobability and high impact can invalidate a statement derived from a million of
observations. Such events could explain almost everything in the world, from the rise
and fall of empires, the upcoming of religions but also elements of our personal career, family- and romantic lifes.
The Failure of Models that predict Failure
New forms of risk illustrate the interconnected nature of economic crisis and the way
in which distinct events can cause other problems within a nested system. For
example, think about the phenomenon of leveraging within financial markets. In the
past scholars of economics have studies steady models of market behavior which
are patterns that cause a behavioral equilibrium that induces no further reaction
within the system. However, these models which are known as steady, robust might
not be as reliable as they seem.
In the past in economic analysis it was presumed that identical agents possess perfect rationality and arrive at shared logical conclusions or expectations
about the situation they are in at the particular moment. When these accumulated
expectations aggregative create a world that values them as predictions, they are
according to micro- and macro-economic theory in a so-called perfect market equilibrium.
However, scholars are now elaborating on the former equilibrium approach
by turning to the question of how the actions of individual agents, their strategies or
expectations might endogenously change while adapting to the aggregate patterns
these create. The moment we emphasize the formation of structures rather than
their given existence, the problems that occur when trying to forecast the
developments within the economy are different by nature (Arthur, 1999).
The complexity theory that holds this perspective on analyzing the economy
portrays it not as deterministic, predictable and mechanistic but as process
dependent, organic and always evolving. It is not an adaption to the conventional
economic equilibrium theory but a theory at a standard out-of-
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Great Britain, 2007
Valencia, M., The Economist, Special Report: Risk, The Gods strike Back, Februari
13th-19th, 2010
Financial Markets Regulation; Financial Crisis Highlights need to Improve Oversight
of Leverage at Financial Institutions and across System, Testimony before the Subcommittee on Oversight and Investigations on Financial Services, House of
Representatives, General Accounting Office (GAO), United States, Washington,
2010
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Letters for
the Editor
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must refer to an article that has appeared within the last
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include the writer's name and e-mail.
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globaleducationmagazine@gmail.com
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Irene Izquierdo
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Advocating for Todays Youth - How Boys & Girls Clubs of America Prepare Young People for Great Futures
Todays youth face numerous challenges
ranging from poverty to obesity to
academic struggles. 11 million kids are left
unsupervised after school each day and
need a safe haven with caring mentors
and program that can change their
opportunity equation.
Boys & Girls Clubs of America (BGCA)
tackles these issues every day, all year
round. As the number one advocate for
youth, the 4,100 Boys & Girls Clubs
across the country and on U.S. military
installations worldwide work to ensure
great futures are within reach of the nearly
4 million members by helping them stay
on track to graduate from high school with
a plan for the future, demonstrating good
character and citizenship, and living a
healthy lifestyle. In fact, by 2018, BGCA
aims to see 1.4 million Club teens on track
to graduate from high school, 1.2 million
Club teens volunteer a total of 6 million
hours and 4 billion hours of physical
activity by Club youth.
Following is a look at some of the
academic success programs Boys & Girls
Clubs have place to provide all youth with
beyond.
The multi-faceted program
available at Clubs across the country helps
to prepare rising 8th and 9th graders for a
successful transition into high school, while
introducing teens of all ages to higher
education opportunities and career goals
beyond high school.
The focus of this
program, along with BGCAs wide range of
academic success offerings, is to reach the
organizations goal of helping 1.4 million
Club teens stay on track to graduate by
2018, which represents an estimated $8
billion in economic impact.
To date,
according to a Harris Survey, 90 percent of
Club alumni reported they earned a high
school diploma or equivalent.
BGCA also offers programming that educates Club members about todays digital
world and ignites their passion for science
a n d t e c h n o l o g y. A c c o r d i n g t o
STEMConnector.org, STEM jobs in the U.S.
are expected to grow nearly twice as fast as
other fields by 2018. There will be more
than 8 million STEM jobs in the U.S. by
2018, but 3 million of them may go unfilled
because of a lack of people with required
skills. Programs such as My.Future, sponsored by Comcast NBCUniversal, introduce
more young people to STEM-related
activities to help address this large, unmet
need. My.Future allows Club members to
select from more than 40 activities that reinforce digital literacy, including areas of
exploring the web, communicating with
others digitally and building media. Additional experiences allow members to
explore advanced topics, such as robotics,
coding and game design. These programs
give Club members the technology skills
needed to pursue promising careers and
thrive in todays digital world.
In addition, BGCA recently announced a
partnership with The College Board and
Kahn Academy to offer Club teens free, personalized practice for the redesigned SAT.
This pilot program helps level the playing
field for students who are interested in
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Young Queens UK
Young Queens UK is an international
project, a subdivision of Anima
Foundation Charity, and the brain child
of the 2014 Miss Ghana UK, Eloise Anima Dickens. While the pageant is, on
face value, more about beauty and
confidence, this particular Young Queen
embodies such compassion in her heart,
such a love for people and a keenness
to empower, that she has embarked on
a journey that will see her and her peers
devoting their time to showing other
Young Queens why they should be
proud to be crowned. The icon that is
the symbol of Young Queens is a representation of her success in the pageant, but this undertaking, is entirely
independent, initially self funded and
non profit.
The purpose of the programme is to
emancipate females between the
ages of 13 and 24 in all aspects of
their lives. This, we seek to achieve,
by involving our members in events
catered towards their economic,
personal and social growth. These
include talks given by professionals
in their varying fields of expertise,
exclusive meets with special guests,
workshops accommodating
curriculum vitae enhancements, excursions and a myriad of other undertakings.
Membership is elective, encouraged
and outside the age requirements,
non-discriminatory; any nationality,
ethnicity, religion and background is
welcome. At the time of print, this
society consisted of an ever growing
number of ambassadors, three
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Meetings of Excellence
They shall also take part in mountain hiking trips, work in nature laboratories, or make use of hand-held
cameras or cameras mounted
aboard drones that they will learn
to pilot during the course of the
Programme.
http://www.science-camps.com/
The aim of the NGO is to inform and
create awareness on the importance of
Science Education and Participatory
Research while advancing Sustainable
Development solutions, i.e. learning
about the Environment and at the same
time fostering respect and appreciation
for living creatures.
These Programmes are both aimed at
encouraging young people and professionals in adopting a coherent and
holistic approach to environmental rights
and responsibilities. This is a large-scale
project that involves participants from
different European countries.
Both programmes are targeted at:
1.
2.
Professional/Scientific
Educators > > Autumn
Programme (November)
The NGO is also organising an
international workshop on Science
Education for Scientific and
Professional Educators from the
16th to the 27th of November
2015.
We are counting on the general
publics support in collaborating
with us on this large-scale initiative.
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By Graeme Pollock
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Sean M. Douglas is an
author, businessman and
teacher whose latest book
From Storm Clouds
Come Angels has been
praised as a work of true
and genuine insight. Mr.
Douglas continues to lecture and is a student
of the Philosophy of Educational Theory and
Policy. douglas.enterprises@live.ca
future.
the school.
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person.
translated in something that can be effectively numerated and explicitly bought. This is not suggesting that students do not need to develop skills
necessary for the workplace, but it is implying that if
a greater emphasis was placed on culturing
students, these skills would naturally follow.
NOTES
Mark Twain was the pen name of Samuel L. Clemens.
Ontario.ca
Socrates used a method of inquiry that established
understanding through a process of critical thinking that
was based on a discussion that revolved around a
dialogue of questions and responses as a means to
achieve a sense of comprehension.
Macbeth 5.5
Hamlet 3.1
Ontario Ministry of Education.
(http://www.edu.gov.on.ca)
Jeremiah 51:40
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Technology And The 21st-Century Workforce: Why All Teenagers Need To Learn To Type
A global economy provides more
opportunities than ever for employment,
but in order to take advantage of the expanding market in telecommunications
and internet-based business, young
people need to become experts in the
tools these jobs require.
It seems like the competition for
good jobs gets more intense every year.
These days it's not enough just to be willing to work hard - even entry-level jobs
require a certain basic skill set, and
because many jobs involve the use of
computers and keyboards, typing is one
of those basic skills.
What does this mean for
teenagers and young adults who are
hoping to succeed in a competitive jobs
market? It means that they need to be
ready to cope with the technological
demands of the jobs they're applying for,
by learning basic computer skills.
Because many employers have at least
one eye on the global marketplace, a
good knowledge of English vocabulary is
also essential; fluency in English helps
in assisting customers around the world
and gives a new employee the ability to
work for their company in an overseas
office. But whether communicating in
English or another language, every new
employee needs to be able to touch type
accurately and quickly to keep the
business moving forward.
Workplace Success Begins At School
One of the key indicators of
achievement on the job is education.
Children who get a good education in
primary school have the skills to
advance to higher education and better
jobs as young adults. In many schools,
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-TokApp School-
Hoy
en da muchos son los centros
educativos (colegios, institutos, guarderas, AMPAS, universidades, academias, etc.), empresas y asociaciones de
todo el mundo que dan el paso a introducir nuevas plataformas en sus establecimientos. El principal problema que vimos en los centros educativos fue la dificultad para establecer una
comunicacin efectiva al cien por cien.
Con TokApp School proponemos una
solucin definitiva para los centros, profesores, alumnos y padres, innovando
as el panorama tecnolgico-educativo,
ya que pocos recursos fiables y tan
Enlaces :
Pgina Oficial:
https://www.tokapp.com/tokappschool/
Twitter: https://twitter.com/TokappSchool
Facebook:
https://www.facebook.com/pages/TokappSchool/1397172620542555
Con TokApp School facilitamos el interactuar los centros con los padres y alumnos, siempre respetando la privacidad.
Lo que nos diferencia de cualquier otra
plataforma educativa es que sabemos
en que momento, con fecha y hora exacta, el usuario ha ledo el mensaje,
adems de poder solicitar slo si el
centro o el profesor lo requiere.
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MATEK (Mathematics)
Snap and solve
http://matekapp.com/
MATEK is an innovative application that
teaches and helps you solve simple or
complex mathematical equations by snapping a picture of a handwritten or printed
equation or just by writing it on your
touchscreen.
Providing a step-by-step human logic
explanation of an equation, MATEK
promotes a can-do attitude towards solving mathematics by offering a proper
explanation of the solving process and
related background information from
knowledge sources on the web. Not to be
mistaken for a calculator, MATEK helps
children understand the world of numbers
by using innovative technology and easy
to follow assistance and guidance.
IDEAL FOR HOMEWORK, CLASSROOM,
MATH PRACTICE AND DISTANCE
LEARNING
www.globaleducationmagazine.com
Ages: 12 and up
Platforms: iOS, Android, Windows Desktop,
Chrome
D e m o :
https://www.youtube.com/watch?v=MynVLF
p4w1I
FIZIKA (Physics)
Smart fun physics
http://fizikaapp.com/
94
globaleducationmagazine@gmail.com