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Aujourd’hui nous complétons notre série de discussions provenant du III ForumBIE 2030 avec deux présentations sur l’effet des différences régionaux pour l’education.La première présentation est par le Professeur Roger Frutos, Directeur du Développement de Projets à l’ASAIHL. La deuxième est par l’Honorable Vital Bambaze, Président du Comité Coordinateur des Peuples Indigènes de l’Afrique. 

In this episode, we continue our series of discussions from the third ForumBIE 2030 with a set of presentations looking at the overarching approach to education, and engaging with students by valuing their cultures, histories and context.First you will hear Nigerian linguist and activist Kola Tubosun, then Anne-Maria Brenan from the Foundation for Science, Technology and Culture and, finally, Norbert Hounkonnou, President of the Network of African Science Academies.

In this episode, we continue our series of discussions from the third ForumBIE 2030 with a set of presentations looking at some changes in mentality we need to see in educational institutions worldwide. Educational reform, to be successful, needs to incorporate some deep reconsideration of the values and objectives underlying education, so as to respond to the needs of 21st century learners. The mores and methods of the 19th century worldview are no longer good enough. 

This episode, we are starting a short series highlighting speakers from the third ForumBIE 2030, which was held on 27 to 29 January in Djibouti. The event featured the first official signing ceremonies for the Universal Declaration of Balanced and Inclusive Education and, perhaps more importantly, the Constitutive Charter of the newly-created Organisation of Educational Cooperation which will be charged with supporting the implementation of commitments made in the Universal Declaration.What commitments were those? To learn more you can of course look up the Declaration on educationrelief.org, but there were also a number of presentations exploring different aspects of Balanced and Inclusive Education at the Forum, which bear listening to. So here we have a first set, focusing on the questions: who are marginalised? And how do we support them?

Dr. Norbert Hounkonnou is President of NASAC, the Network of African Science Academies. He specialises in Mathematics and Physics, but has a longstanding interest in the enduring effects of colonialism on education, and the need to develop educational systems more reflective of and adapted to African societies.

Amapola Alama, cheffe des programmes à ERF, gère le lancement du tout premier projet pilote en Éducation Équilibrée et Inclusive, un partenariat entre ERF et le Ministère de l’éducation djiboutien effectué dans six écoles – urbains, péri-urbains et rurales et qui durera jusqu’à la fin de cette année scolaire. Nous avons parlés à Mme Alama juste avant le lancement du projet, et nous avons aussi pu obtenir quelques réactions initiales de la part des enseignants/enseignantes, principaux et inspecteurs d’école présents au premier atelier à la fin d’octobre.La conception de cette initiative date de novembre 2018 et le II ForumBIE 2030 au Mexique. L’Appel international pour l’Éducation Équilibrée et Inclusive, signé par les participants à ce Forum, demandait aux ministères d’éducation, aux académiciens, et aux représentants de la société civile de passer à l’action. L’ERF a reçu le mandat de formuler non seulement la Déclaration Universelle de l’Éducation Équilibrée et Inclusive, mais aussi des projets pilotes qui appliquerions l’ÉÉI aux systèmes éducatifs nationaux des pays partenaires.

Amapola Alama, Head of Programmes at the Education Relief Foundation, has been leading the launch of the first BIE pilot project, a partnership involving six schools in Djibouti – 4 in urban settings, 1 in a peri-urban area and 1 rural – which will run through the current school year in Djibouti.During the first quarter of 2019, ERF signed 12 MOUs with Ministries of Education and international organizations interested in starting pilot projects, and this is the first one to be implemented.

In this episode, we speak with Malva Villalon, a professor with over 40 years’ experience studying and improving early childhood literacy and education. She shared with us four exciting recent initiatives from across Latin America that show how new approaches to teaching can reach and engage students from traditionally marginalised communities.

In this episode, the BIE Podcast features Phillip Purnell from the Southeast Asian Ministers of Education Organization - Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH). He brings attention to some promising approaches to imparting knowledge to young students, such as Inquiry-Based Teaching and Learning (IBTL) and the 5 E’s Instructional model.Here you can find the latest research from SEAMEO INNOTECH on creative thinking: https://www.seameo-innotech.org/wp-content/uploads/2018/12/IBTL-Research-Brief_Oct-2018.pdf

François Vallaeys is one of the contributing authors of the Global Guide to Balanced and Inclusive Education, and has long been an advocate of breaking down the silos, the ivory towers, that seem to define every facet of the educational experience at university – whether within the academic fields of research and teaching, in the university administration, or in the school’s relationship with the surrounding community. Here he discusses some of the ways universities can be opened to the world.

François Vallaeys est un des auteurs contributeurs au Guide Mondial d’éthique, de principes, de politiques et de pratiques en Éducation Équilibrée et Inclusive, et une forte voix faisant appel à dépasser les « tours d’ivoires » qui dominent tous les aspects de l’expérience universitaire traditionnel – que ce soit dans les domaines académiques de la recherche et l’enseignement, ou dans la gestion de l’université et ses relations avec la communauté générale.

For this opening episode, we turned to our online friends to find out what BIE-related topics they want us to discuss, and put that to ERF President Sheikh Manssour Bin Mussallam.And the top response to come back was about resourcing. How do we ensure that education systems in rural and excluded areas have the means to provide Balanced and Inclusive learning?Listen to find out more.