International Day of the World’s Indigenous Peoples

 

International Day of the World’s Indigenous Peoples.

indig

The International Day of the World’s Indigenous Peoples is observed on August 9 each year to promote and protect the rights of Indigenous Peoples around the world. The date commemorates the first United Nations Working Group on Indigenous Populations meeting in Geneva in 1982.

 

“On this annual observance, let us commit to fully realizing the United Nations Declaration on the Rights of Indigenous Peoples, including the rights to self-determination and to traditional lands, territories and resources.” — UN Secretary-General António Guterres

International Day of the World's Indigenous Peoples logo

There are an estimated 370 million indigenous people in the world, living across 90 countries. They make up less than 5 per cent of the world’s population, but account for 15 per cent of the poorest. They speak an overwhelming majority of the world’s estimated 7,000 languages and represent 5,000 different cultures.

Indigenous peoples are inheritors and practitioners of unique cultures and ways of relating to people and the environment. They have retained social, cultural, economic and political characteristics that are distinct from those of the dominant societies in which they live. Despite their cultural differences, indigenous peoples from around the world share common problems related to the protection of their rights as distinct peoples.

Indigenous peoples have sought recognition of their identities, way of life and their right to traditional lands, territories and natural resources for years, yet throughout history their rights have always been violated. Indigenous peoples today, are arguably among the most disadvantaged and vulnerable groups of people in the world. The international community now recognizes that special measures are required to protect their rights and maintain their distinct cultures and way of life.

2018 Theme: Indigenous peoples’ migration and movement

As a result of loss of their lands, territories and resources due to development and other pressures, many indigenous peoples migrate to urban areas in search of better prospects of life, education and employment. They also migrate between countries to escape conflict, persecution and climate change impacts. Despite the widespread assumption that indigenous peoples live overwhelmingly in rural territories, urban areas are now home to a significant proportion of indigenous populations. In Latin America, around 40 per cent of all indigenous peoples live in urban areas — even 80 per cent in some countries of the region. In most cases, indigenous peoples who migrate find better employment opportunities and improve their economic situation but alienate themselves from their traditional lands and customs. Additionally, indigenous migrants face a myriad of challenges, including lack of access to public services and additional layers of discrimination.

The 2018 theme will focus on the current situation of indigenous territories, the root causes of migration, trans-border movement and displacement, with a specific focus on indigenous peoples living in urban areas and across international borders. The observance will explore the challenges and ways forward to revitalize indigenous peoples’ identities and encourage the protection of their rights in or outside their traditional territories.

From Cultural Survival:

Learn about Indigenous Peoples and SDGs. Indigenous Peoples and their traditional knowledge and practices are essential to reaching the United Nations 2030 Sustainable Development Goals and to climate change mitigation, says the International Labour Organization (ILO)

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Read the latest edition of theCultural Survival Quarterly, devoted to Indigenous youth.

Indigenous youth show their pride at the 17th session of the UN Permanent Forum on Indigenous Issues in April.

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“Education is far too important to be left solely to the government or educational institutions”

“I believe that it is no longer enough for us to pay lip service to education; now is the time to insist on transparency and accountability in education,” said Victoria Ibiwoye, youth representative of the SDG Education 2030 Steering Committee from Nigeria. Less than five days after the launch of the youth version of the […]

via “Education is far too important to be left solely to the government or educational institutions” — World Education Blog

Why we should increase peace-building capacities of teachers and youth — World Education Blog

By UNESCO-IICBA (International Institute for Capacity Building in Africa) The propaganda and money used to lure young people into violent extremist groups such as Al-Shabaab in East Africa, Boko Haram in Nigeria and M23 rebel group in the Democratic Republic of Congo, must be challenged with one of the humankind’s most powerful tools: Education. Yet, […]

via Why we should increase peace-building capacities of teachers and youth — World Education Blog

New Training Module on Adolescents and Youth Programming in Emergencies

INEE has announced a new training module:

The New Training Module on Adolescents and Youth Programming in Emergencies is part of the INEE Education in Emergencies training package.

The Adolescents and Youth Programming in Emergencies module complements the rest of the training package by promoting the specific needs, opportunities, and good programming practices of youth in emergency programs and policy decisions.  It provides tools for supporting integration and achieving quality and accessible education for all. The module consists of presentations, handouts, interactive dialogue sections, and exercises to guide participants. The module can be tailored for the beginner learner or it can be used with advanced practitioners.

 

The main objectives of the training module are to:

  • identify challenges and vulnerabilities specific to adolescents and youth in crisis and post-crisis situations as well as the ways in which they can make valuable contributions to their families, schools, and communities;
  • review good practices and specific recommendations for effective, quality programming for adolescents and youth; and
  • learn practical ways to promote meaningful participation for adolescents and youth in programming.

The module, which builds on a variety of youth-related INEE resources, was developed by Brooke Breazeale, in consultation with other members of the INEE Adolescents and Youth Task Team, the INEE Working Group on Minimum Standards and Network Tools, and the IASC Education Cluster.

 

The INEE Adolescent and Youth Task Team works to ensure a coordinated, accelerated, and evidence-based response to the educational rights, needs, and aspirations of adolescents and youth affected by crisis. The Task Team collaboratively develops resources and tools, advocates for youth-inclusive programming, and facilitates training and capacity building to help practitioners respond to youth and education challenges faced during situations of crisis and recovery. To find out more go to the Adolescents and Youth Task Team webpage. To join the Task Team, email youthtaskteam@ineesite.org.

 

Explore the whole Education in Emergencies Training Package 

The package contains the following modules with presentations, facilitators’ guides and exercises, available on the INEE Toolkit.

0.   Guidance and Time Tabling

1.   The Rationale for Education in Emergencies

2.   INEE Minimum Standards Framework

3.   Technical Components for Education in Emergencies

4.   Education in Emergencies Coordination

5.   Action Planning and Follow-Up

6.   Assessment

7.   Programme Design, Monitoring and Evaluation

8.   Links Between Education and Other Sectors

9.   Contingency Planning

10.  Early Recovery and Transition

11.  Advocacy and Policy

12.  Risk Reduction

13.  Teaching and Learning

14.  Human Rights and Accountability

15.  Inclusive Education

16. Gender Responsive Education

For more information and questions on the Education in Emergencies Training Package and capacity development initiatives of INEE and the Education Cluster, please contact

 

Opportunities for the Future: Basic vocational training for refugee youth in Dadaab (Kenya)

Worldwide , youth are having a difficult time, particularly in terms of low educational achievement and restricted job and training opportunities.

Those who are displaced or find themselves as refugees have particular difficulties:

Opportunities for the Future: Basic vocational training for refugee youth in Dadaab (Kenya)

Norwegian Refugee Council

Refugee youth in Dadaab refugee camp in Kenya consider lack of opportunities to be one of the biggest challenges to living in the camp.  Education proves to be a key factor in expanding opportunities within the limitations camp life sets. Yet little humanitarian assistance addresses  the specific learning needs of youth. How can education best address the needs of displaced youth with no educational background?

 

For more information, click here.

Thematic case studies – Education

If you are interested in Education in a variety of countries, it is worth taking a look at the new series of thematic case studies :

The Thematic Case Study Series – a collaborative effort between INEE and the Global Education Cluster – seeks to capture lessons learned and examples of good practices from country-level Education Clusters. This initial report specifically explores the following five thematic issues:

  1. Using the INEE Minimum Standards
  2. Working with national authorities
  3. Early Childhood Development (ECD)
  4. Gender
  5. Youth

In-depth interviews were conducted with 13 Cluster Coordinators and five thematic experts to inform the thematic case studies. Each case study consists of three major sections:

  • Country cases: Three country-specific examples of national Education Clusters’ work and discussion surrounding the thematic issue.
  • Analysis and lessons learned:Presents some of the key lessons learned based on an analysis of the country cases
  • Recommendations: Three lists of recommendations, based on the case study’s findings: one aimed at global and regional education stakeholders, one at INEE and the other at national education stakeholders

The primary audiences for these case studies are Education Cluster actors, including Cluster Coordinators, lead and partner agency actors, and government representatives, as well as UN and NGO education staff and those working in other relevant sectors at both national and global levels.

We hope you enjoy reading the studies and will find them useful and applicable to your work. For more information, and to request a template for drafting similar case studies of your own, please contact educationclusterunit@gmail.com.

This document is freely available for download on the INEE website here.

Bridging the Cognitive / Noncognitive Divide: A Coherent Approach to Measuring Personal Factors That Influence Youth Development and Youth Livelihoods

Having been working in Comoros and seeing so many young people without jobs and being manipulated by politicians to cause trouble, it is essential we understand more about adolescence and youth development social and psychological perspectives. The report from IRC provides more insights into some of the personal factors that should be considered by those working with youth development and livelihoods.

Bridging the Cognitive / Noncognitive Divide: A Coherent Approach to Measuring Personal Factors That Influence Youth Development  and Youth Livelihoods

In response to this critical question, the International Rescue Committee is pleased to announce the launch of Bridging the Cognitive/ Noncognitive Divide: A coherent approach to measuring Personal factors that influence youth development and youth livelihoods.

This report explores the role of personal factors in the field of youth development and youth livelihoods to answer the following questions:

  • What are personal factors and how are they currently conceived across disciplines?
  • How to personal factors contribute to positive outcomes in youth programming?
  • What steps can be taken to ensure personal factors are incorporated into youth development and entrepreneurships models?

The full report is available here.