Image: © BBC World Service Trust <strong>2010</strong>Image: UNFPA, MozambiqueA peer educator with a young woman at one of the youth-friendlyhealth clinics in Maputo CityNewly qualified peer educators awarded certificates after a weeklong training course at a Roman Catholic Church Youth Centre inBairro, Unidade 7, Maputo Cityinvolved in joint planning with inputs from NGOs, youth associationsand other civil society groups.UNFPA manages the programme’s funding and, through its staffin each of the 11 provinces, supports the government in its planningprocesses. UNFPA does not play any part in implementationbut plays a supporting role in monitoring and evaluation, handlingthe programme database.Pathfinder International provides technical support to eachMinistry on planning, monitoring and evaluation, and has producedall BCC materials used. This organization also provides support forimplementing partners, including all youth associations. CurrentlyPathfinder International is phasing out of Programme Geração Bizbut still remains a part of the multi-sectoral coordination committee.Youth associations: In Maputo City and Zambézia, the youthassociations play a leading role, while in the other nine provinces,Programme Geração Biz is managed and coordinated by governmentdepartment directorates directly with support from youth associations.Some youth associations have been with the programme sinceits inception. They also support the government in identification ofyoung people’s SRH needs and other related areas. 22Donors: The programme is financially supported by the Governmentsof Denmark (Danida), Norway (Norad) and Sweden (SIDA).Principles for good practices in joint programmes and ongoingcoordinationProgramme Geração Biz provides lessons for managing a comprehensivenational, multi-sectoral programme addressing the SRHneeds of young people, including HIV-related information and services.These include:Offering a comprehensive response using a multi-sectoralapproach if requiredIt is imperative for a comprehensive response designed to offerinformation and services to young people to consider a coordinatedmulti-sectoral approach where partners play a complementary role fornationwide coverage of a programme. No single sector canaddress all the needs of young people.Being gender-sensitive in programme designAny programme that is gender sensitive may alleviategender disparity by providing opportunities for advancementthat are conducive for females, creating and providingequal opportunities for participation irrespective of sex.Empowering young people to be the drivers of the programmeThe focus on engagement with young people should bethe ethos underlying any programme, creating opportunitiesfor engagement at all programme stages.Establishing separate monitoring and evaluationMonitoring and evaluation are often merged together asa single function. However, it is important to make thedistinction between the two activities. Monitoring shouldfocus on process indicators and outputs, while evaluationshould focus on summative indicators to determineoutcomes and impact.Creating a common mechanism for stakeholders to coordinateA common mechanism, platform or a body for all partnersto coordinate can help in ensuring efficiency andeffectiveness for joint planning, implementation and astandardised monitoring and evaluation process.Emphasizing ‘young people’ to coordinate andde-emphasize differences among stakeholdersYoung people should remain the focus of the programmethroughout. In case of any differences between stakeholders,the decision should be driven by what willsucceed in engaging young people and help make theprogramme relevant to them.[ 57 ]
Promoting education forsustainable development in ChinaShi Gendong, Executive Director, and Wang Qiaoling, Academic Secretary,National Working Committee for the UNESCO Project on ESD in ChinaAs all governments around the world attach great importanceto sustainable development, education, which is adriving force to promote sustainable development, hasbecome the subject of common understanding in the internationalcommunity. This understanding is fully expounded inthe International Implementation Scheme of the UN Decade ofEducation for Sustainable Development (DESD), which recommendsthat education for sustainable development (ESD) be animportant vision guiding educational reform and developmentacross the world.While implementing a strategy of sustainable development from theviewpoint of scientific development, China has since 1998 maderemarkable achievements in ESD research and practical explorationby carrying out ESD activities in Beijing and some other municipalities,provinces and autonomous regions of China. All theseactivities were organized and instructed by the Beijing Academy ofEducational Science under the leadership of the UNESCO ChinaNational Working Committee and the Ministry of Education.In order to sum up successful experiences of ESD, the CentralCommittee of the Communist Party of China (CPC) and the StateCouncil have recently co-issued the National Long- and Mid-termEducational Reform and Development Program (<strong>2010</strong>-2020), whichChinese delegates attend a world conference on ESD in BonnImage: Nat. Comm. UNESCO Chinaclearly defines the importance of ESD and makes it athematic strategy for China’s long-term educationalreform and development.Theoretical research is the driving forceto promote ESDThe first creative characteristic of ESD in China is thatit is regarded as a driving force to guide educationalscience research to deepen the practice of ESD in China.Defining the theoretical implications of ESDTo help Chinese educational workers to better understandESD and guide their work, the research workersof the China National ESD Working Committee havearrived at a basic definition of ESD after many years ofexperimental work: “ESD is a kind of education introducedto meet the needs of sustainable developmentwith cultivation of a value of sustainable development asthe core”. It aims to help those being educated to mouldvalues by learning scientific knowledge, to strengthenlearning capacity and to create a lifestyle, which meetsthe needs of sustainable development. On this basis, itfurther promotes sustainable development of society,economy, environment and culture. According to thisdefinition, the concept of sustainable developmenteducation should be defined in the following four ways:• Sustainable development education is a product ofthe times• The core of ESD is the value placed on education• Sustainable development education should focus onenhancing the overall values of students, scientificknowledge, learning ability and lifestyle• The social function of ESD is to promote social,economic, environmental and cultural sustainabledevelopment.Elaborating theoretical relations between education andsustainable developmentResearch workers on ESD projects have elaborated thetheoretical relationship between education and sustainabledevelopment in China, namely, education occupiesa strategic position of top priority in sustainable development,ESD itself is an important part of sustainabledevelopment, and ESD is the ‘mission of the age’ duringthe 21st century.[ 58 ]
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