Civil G8 2006

Civil G8 — is your opportunity
to discuss global problems!

Education

NGO Proposals on the Education Issues


Down Syndrome Association, Sergei Koloskov
Region Social Organization “Child’s Right”, Boris Altshuler
NAN – “No to alcohol and drugs”, Russian Charity Fund, Oleg Zykov
Moscow State Duma Education and Science Committee, Eugeny Bunimovich
Human Rights Institute, Valentin Guefter


Dear G8-2006 friends and colleagues,
Dear participants if the International Civil Forum “Civil Institutions’ contribution to the G8 Summit agenda”.

We ask you to support the suggestion to include into the G8 Summit agenda the question on integrative education and on G8 countries making an international agreement, which will provide organization and finances for the wide international cooperation in this sphere. We suggest agreement on that the Forum Final Document will have a limited number of suggestions (1-3) on education and the question of integrative education will be priority among them.

We also ask you to adopt a program of CivilG8 actions, aimed to make sure that our suggestions will be considered and realized by the G8 countries. We suggest that in the Education chapter of the CivilG8 addressing document there would be the following item on integrative education. The corresponding program project is formulated further down.

Project of the International Civil Forum Appeal “Civil Society Institutes’ contribution to the G8 Summit Agenda” to the G8 countries’ leaders
(integrative education item)

The prime item of the education theme is the question about integrative education development, which pre-supposes that ordinary schools create conditions for the co-education of the children from different social, national and religious groups.

This idea corresponds to Russia’s readiness to “discuss with the G8 partners a number of measures that would ease the socio-cultural and professional migrant adaptation trough the system of education”. UN Children’s Rights Committee has already addressed Russia with the suggestion to include disabled children into the common system of education, which will make unnecessary to educate those children in the boarding schools. In the article devoted to the G8 Summit (March 2006) the president speaks about the necessity to “pay special attention to the modernization of the educational systems”, as it is “education that can ease mutual social adaptation of different cultural, ethnic and confessional groups”.

Common schools’ orientation on the needs of different children, on the application of the personality orientated methods will be an adequate answer to the present day challenges. It will promote educational system humanization, will improve the quality the quality of education and maintain pupils’ health.

Integrative education introduction will also give an opportunity to arrange a good education for the kids with mental and physical flaws, HIV, children of migrants and children from the socially adverse families, and the place of education will be based on the place of residence. Integration of the specific groups into the society will contribute to the tolerance development and civic consciousness of the whole society. It means that integrative education contributes a lot to overcoming the main present day social dangers: extremism, nationalism, social tense, caused by the social stratification.

Social partnership between school and society, developing together with the integrative education functioning, strengthens the connection between the educational system and social institutes, including labor market. As a result the knowledge and skills of the school graduates become to meet the demands of the modern economy.

The integrative education plays a special role in overcoming discrimination of the disabled children, including defects in mental development. It will allow Russia to provide education to 200 thousand disabled children who do not study today and will give the opportunity to stay with their families to other 166,5 thousand children who are in the boarding schools now. Taking into consideration the experience of the Western countries in 70-90-s, Russian Federation will be able to cardinally reform the system of the psycho-neurological boarding schools, which house 29 thousand invalid children today, deprived of their rights for the rehabilitation and education and doomed to the personal and social deprivation and invalidation. Integrative education can also help to solve one of the most acute problems in Russia – education and socialization of the orphans with Aids, as many of them are confined in the infection hospitals.

Considering all the above mentioned, we suggest the international cooperation in the sphere of the integrative education and G8 countries’ agreement on arranging and financing broad economic cooperation among the different level official structures should be included into the G8 Summit Agenda.


The Children Charity Foundation “Phoenix”, Smolensk

Smoothing the educational standards in G8 states. Widening educational contacts in G8 states, students and experts exchange.
The G8 states’ assistance to the 3rd World countries in the sphere of education. The G8 states participation in financing international NGOs, dealing with the education, environment protection, settling regional conflicts.


The regional children rights protection NGO “Child’s Rights”

To oblige all the G8 states (including Russia) to fulfill obligations within the UN Convention on the children’s rights within the sphere of children’s rights for education.
We suggest to include the following issues to the agenda of the St Petersburg G8 summit in July, 2006:

1) The Forms of the practical realization of the general education program (today about 2.3 million children of 7-15 y.o. in the Russian Federation don’t go to school, among them 200 children having physical disabilities.

2) The forms of integrated (inclusive) education in all G8 states

3) Radical reforms of the system of invalid children at psycho neurological hostels, where about 30 thousand children are deprived of the right for education and rehabilitation and are, in fact, doomed to the “slow death”.

4) The rejection in principle of using medical, particularly, psychiatric diagnostics aimed at children segregation at the sphere of education (abolishing criteria “non-ability for education” etc.)


NGO “The Charity Foundation of Tyumen’ Development”

To create integrative exchange educational programs for students and scholars, particularly, within the framework of the summer educational camps


The Informational Community “Atlantida”
“Social Partnership” Center


1. To prepare and conduct international conference on the issues of natural, technical and scientific education of scholars and its role in the economic development of a country

2. The G8 states should support the natural, scientific and technological development of the youth in Russia and the transitional economy’s countries.

3. To support the government activities aimed at providing or keeping the access of talented youth to all levels of education.


Regional NGO “Chechnya’ Media-Union”

To start a program “Accessible Education” within the framework of the G8 – working out methods and mechanisms of realization.
Such program should cover all population having no means to get full education.
The program should also include the exchange of students between the states.


The Association “”For stable Human Development”, National Committee
The Yerevan State University


To take more active part in the process “UN Decade of education for the sustainable development”
To discuss the joint plan of activities in this sphere, particularly, to prepare and issue model schoolbooks for the formal and non-formal educational systems. To discuss the possibility of including the sustainable development issues into the world advertising system.


Regional NGO of Russian Graduates, Krasnodar

1. The educational sphere is the priority for solving main problems of the humanity development

2. To develop the educational sphere the states must provide more means and resources and create the favorable conditions to attract civil initiatives and private investments

3. The education activity should be formed taking into account the state priorities, principles of civility, freedom of education and pedagogic freedom of teachers within the framework of the educational process.

4. The states must provide a wide participation of civil forces in educational institutions activities taking into account the principle of subsidiary.

5. The states having strong civil traditions of the school education must assist the young states within the process of the education’ democratization.


Regional Department of the All-Russia NGO “Children and Youth’ Social Initiatives”, Yaroslavl

To provide a progressive development for different states it is necessary to develop jointly the system of all-level non-formal education for children and adults with the active participation of NGOs. By doing this it is possible to liquidate the inter-generational and inter-ethnic barriers of communication, to master the scientific knowledge especially important for the present historical epoch, to realize in practice the youth, family, veteran’s individual needs, to realize preventive measures towards an asocial behavior of youth and adolescents.


The regional children and youth invalids NGO “Maria”, Kaliningrad

To implement a program of reforming specialized hostels for children invalids, discredited themselves during the period of their existence.
To replace them with the rehabilitation and educational centers of permanent accompanying of people having physical and mental diseases. To implement the integrative education system, social adaptation, to provide normal living conditions. It is necessary to have a state support, a Federal legislation and Model law about the adoption of a new system adopted by the government. Within the framework of the honest competition it is necessary to implement the system not only through the activities of the state organs but through the activities of the civil institutions as well.

We are ready to take upon the responsibility for this program implementation in Kaliningrad region with providing a status of the federal experimental field.


Regional family Center “Rodnik”, Novosibirsk

1. To work out and realize in practice special strategies aimed at strengthening the system of children maintenance and education at early age.

2. To provide all children access to the free, quality and obligatory primary education

3. To develop a non-formal education

4. To provide a special field of innovative programs, stimulating the schools and local communities to actively discover children, which don’t go to school helping them to return back to school, to finish their education.

5. Make the informational and communicative technologies accessible for all educational units.


Russian Children Fund, International Association of Children Funds

1. To work out the system of the civil society’s control over the children’s faith within their adoption abroad through the international NGOs cooperation.

2. To work out approaches towards the organization of primary and secondary schools in small towns and rural areas.


The Inter-Parliamentary Assembly of the Eurasian Economic Community (EurAsEC)

To discuss the conditions of the education accessibility for people for limited abilities, to conduct a Round table discussion “Particularities of the legislative provision of education accessibility for invalid people” with the participation of the Inter-Parliamentary Assembly of the EurAsEc.
To implement a Project “Youth Message for the XXI Century”, providing the G8 leaders meeting with the youth, their discussion of ecology, demography, high technologies issues, the resulting meeting mostly talented students, conducting research on the 2006 G8 summit priorities (with the guaranteed opportunity to ask the world leaders their own questions).

To work out practical measures aimed at the development of cooperation with international NGOs (UNESCO), inter-state unions (“Club of Eight”), International unions of entrepreneurs (Association of business cooperation of EurAsEC), other interested charity and social organizations to coordinate common efforts aimed at attracting resources to the educational sphere.

To use actively the possibilities of international Forums, conferences, meetings, to discuss education development issues.


Youth Independent Newspaper “La Koma”, Lipetsk

To provide an obligatory lesson at school contributing to the development of religious tolerance, the education of an active civic position. It is necessary to provide the financing youth national and international projects and the participation of the state structures in their implementation.


NGO Sakhalin regional Children Newspaper “Treasury Island”

It is necessary to work out a grant program for talented scholars of all Russian regions, to increase number of budgetary places in Russian institutes. The winners should have possibility to study in a prestige Institute or to work on probation in a G8 country with the budgetary support


NGO “Scientific and Methodic Center “Humanist”

It is important to work out the international system of control over the human rights respect within the national educational systems, in particular, to stop the spread of chauvinism, non-tolerance, racism in the educational sphere.


Regional NGO of Young Invalids, Magadan

It is necessary to unify educational standards for all countries of G8 Group for the equalization of the rights and possibilities of all G8 states and the 3rd World countries.
It is also important to give the national legislations on the social protection of children and disabled people a status of the priority national programs and to provide according changes into the national laws of the G8 states.


The Center “Eco-Accord”

The adequate, full, harmonic and modern education for all members of society is the important and necessary condition of the development, providing the economic, ecological, social security, accord and progress.

While discussing the issues of the education development all over the world, the G8 states should pay special attention to the equal accessibility of education, the education development, trainers and professors’ training and retraining, fulfilling the adopted standards, preparing and issuing adequate educational programs, development of distant education, support to the non-formal training and education.

While discussing all these important issues it is necessary to make accent at the necessity of education for the stable development (a “penetrating education”), i.e. to accent the ways, methods and tasks of the transfer to the stable development through all the ways of formal, non-formal education and enlightenment on all levels.

We suggest discussing the educational issues through the context of an approach “Education for all for the sake of stable development”. Such approach would allow to accent main important tasks of the transfer to the sustainable development through:
• new modern technologies
• social security and stability
• energy saving
• protection of human health and environment

To do this we need:
• to teach various groups of population, including decision taking persons
• to provide a special retraining for trainers and professors
• to work out special schoolbooks and
• to support the systems of distant learning

The approach to the educational issues from the point of view of the stable development will allow also discussing the problems of the assistance to Africa within the context of education and enlightening for the sake of the sustainable development (even at the early level of education).

Such approach will also allow contributing considerably to the realization of the “Education for All” and UN Decade of Education for the Stable Development Programs.

Expert opinion

Halter Marek

02.12.06

Halter Marek
Le College de France
Olivier Giscard d’Estaing

02.12.06

Olivier Giscard d’Estaing
COPAM, France
Mika Ohbayashi

02.12.06

Mika Ohbayashi
Institute for Sustainable Energy Poliñy
Bill Pace

02.12.06

Bill Pace
World Federalist Movement - Institute for Global Policy
Peter I. Hajnal

01.12.06

Peter I. Hajnal
Toronto University, G8 Research Group