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R O G R A M E
International Institute for Educational Planning

IIEP Policy Forum 16-18 October 2012, Paris s

M ENGAGING YOUTH IN
PLANNING EDUCATION FOR SOCIAL TRANSFORMATION

International Institute for Educational Planning

IIEP Policy Forum, Programme


Tuesday, 16 October UNESCO Fontenoy Room I
09.0010.30 Launch of the 2012 EFA Global Monitoring Report: Youth and Skills Putting education to work Keynote speakers include: Ms Irina Bokova, Director-General, UNESCO Mr Gordon Brown, UN Special Envoy for Global Education H. E. Emmanuel Bonginkosi Nzimande, Minister of Higher Education and training, South Africa H. E. George Pau-Langevin, Minister Delegate for Educational Success, attached to the Minister of National Education, France 12.0014.30 Lunch UNESCO Cafeteria, 7th Floor

UNESCO Fontenoy Room II


14.3015.00 Opening remarks by Mr Khalil Mahshi, Director, UNESCO International Institute for Educational Planning (IIEP) Inauguration of the Forum by Ms Irina Bokova, Director-General, UNESCO Welcome by Mr Alan Smith, UNESCO Chair, University of Ulster Welcome by Mr Pat Dolan, UNESCO Chair, National University of Ireland, Galway Welcome by the Hon. Datuk Wira Ir. Idris Haron, President, World Assembly of Youth (WAY) 15.0016.00 Global Perspectives of Youth Engagement Chair: Ms Suzanne Grant Lewis, Deputy Director, UNESCO International Institute for Educational Planning (IIEP) Ms Nicola Shepherd, Focal Point on Youth and Head of the Programme on Youth, United Nations, New York Ms Mouda Goucha, Team Leader, Youth-led Social Innovation Team, Social and Human Sciences Sector, UNESCO
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w w w . p l a n w i t h y o u t h . o r g Mr Miika Tomi (youth delegate), Finland, co-rapporteur of the 7th UNESCO Youth Forum How Youth Drive Change October 2011 16.00-16.30 Coffee break

16.3017.30 Voices from the eld Feedback on youth projects from around the world from event participants and online discussions Facilitators: Mr Brad Brockman, Equal Education South Africa (youth delegate), and Ms Ediola Pashollari, Secretary General, World Assembly of Youth (WAY) 17.3018.30 Reception hosted by UNESCO Chairs, NUI Galway, University of Ulster, and UNESCO-IIEP: Celebrating Partnership (Bar des Confrences, Level -1)

Wednesday, 17 October UNESCO Fontenoy Room II


Session 1: Youth supporting education for conict transformation and peacebuilding 09.0009.15 Introduction to the session and overview of conict transformation and peacebuilding, by Mr Alan Smith, UNESCO Chair, University of Ulster Video Keynote speech: Mr Forest Whitaker, UNESCO Goodwill Ambassador for Peace and Reconciliation 09.1509.45 Keynote Speech: Mr Mark Hamilton, Professor, American Universitys School of International Service (SIS) 09.4510.45 Structured conversation between ministers, youth activists, and researchers/ practitioners from the peacebuilding community Discussants: Mr Aram Barra, Projects Director, Espolea, Mexico (youth delegate) Ms Lyndsay Bird, Programme Specialist, UNESCO International Institute for Educational Planning (IIEP) Ms Brenda Haiplik, Senior Education Advisor Emergencies, UNICEF H. E. Mr Jean-Jacques Nyenimigabo, Minister of Youth, Sports and Culture, Burundi

P r o g r a m m e Mr Lakshitha Saji Prelis, Director of Children and Youth, Search for Common Ground Moderator: Ms Kate Moriarty, Chief of Section, Section of Education for Peace and Human Rights, UNESCO 10.4511.15 Coffee break

11.1512.30 Group work: What are the drivers of conict in your country? What are the theories of change, and do these match up with the drivers identied? What are the implications for youth policy and programming? 12.30-12.45 Summary of recommendations, by rapporteur Ms Louise Haxthausen, Programme Coordinator Post-Conict Post-Disaster, Section for Conict and Post-Conict Operations, UNESCO 12.4514.15 Lunch UNESCO Cafeteria, 7th Floor

Session 2: Strengthening young peoples skills and opportunities for civic engagement within formal and non-formal education systems 14.15-14.30 Introduction to the session and overview of civic engagement in formal and non-formal education, by Mr Pat Dolan, UNESCO Chair, National University of Ireland, Galway 14.3015.00 Keynote speech: Ms Chaeli Mycroft, founder of Chaeli Campaign, South Africa (youth delegate) 15.0016.00 Panel presentation: Opportunities for young peoples civic engagement in formal and non-formal education systems Presenters: Ms Constance Flanagan, Professor, University of Wisconsin Madison H. E. Ms Frances Fitzgerald, Minister for Children and Youth Affairs, Ireland (Video Presentation) Mr Brad Brockman, General Secretary, Equal Education, South Africa (youth delegate) Moderator: 16.0016.30 Mr Rob Chaskin, Professor, University of Chicago Coffee break

w w w . p l a n w i t h y o u t h . o r g 16.3017.30 Group work: What skills are needed for civic engagement and promoting civic engagement of youth in education at national and local levels? 17.30-17.45 Summary of recommendations, by Rapporteur Mr Mark Brennan, Professor, Pennsylvania State University

Thursday, 18 October UNESCO Fontenoy Room II


Session 3: Connecting education, learning, and the world of work: developing skills for youth transitions 09.00-09.10 Introduction to the session, by Mr Borhene Chakroun, Chief of Section, Section for Technical and Vocational Education and Training, UNESCO 09.10-09.25 Overview of the youth transition from education to employment, by Ms Francesca Rosso, Labour Market Expert, European Training Foundation (ETF) 09.2509.45 Keynote speech: H. E. Mr Haroun Ali Suleiman, Minister of Labour, Economic Empowerment and Cooperatives, Tanzania-Zanzibar 09.4511.00 Panel debate between senior policy-makers, development agencies, youth, and non- governmental providers: Roles of the state and other stakeholders in connecting education, learning and the world of work. Presenters: Ms Ishita Chaudhry, CEO of the YP Foundation, India (youth delegate) Ms Rosemary Vargas-Lundius, Senior Research Coordinator, International Fund for Agricultural Development (IFAD) Mr Marek Lawinski, Capacity Building Specialist and European Project Manager, French National Committee of Apprenticeship in the Construction Industry Ms Pauline Rose, Director, Education for All Global Monitoring Report, UNESCO Ms Mereana Te Pre, Member, Mori Youth Council, New Zealand (youth delegate)

P r o g r a m m e Mr Michel Carton, Education Specialist, Network for Policy Research, Review and Advice on Education and Training (NORRAG) H. E. Mr Emmanuel Bonginkosi Nzimande, Minister of Higher Education and Training, South Africa Moderator: Mr Borhene Chakroun, Chief of Section, Section for Technical and Vocational Education and Training, UNESCO 11.0011.30 Coffee break

11.3012.30 Group work: How can education and learning better support youth transitions to the world of work? 12.3012.45 Summary of recommendations, by rapporteur Ms Laura Brewer, Senior Policy Specialist in skills for youth employment, Skills and Employability Department, International Labour Organization (ILO) 12.4514.15 Lunch UNESCO Cafeteria, 7th Floor

Session 4: Developing an Agenda for Action 14.1514.45 Summary of recommendations: presentation of key recommendations from each session rapporteur centred around three areas of education policy, research, and programming 14.45-15.15 Plenary discussion on summary of recommendations 15.15-15.45 Coffee break

15.45-16.30 Setting the Agenda for Action: Panel of minister representatives and youth delegates discuss their commitments to the Agenda for Action 16.30-17.00 Concluding remarks Mr Khalil Mahshi, Director, UNESCO International Institute for Educational Planning (IIEP) Ms Pilar lvarez-Laso, Assistant Director-General, Social and Human Sciences, UNESCO Closing statement Mr Qian Tang, Assistant Director-General, Education, UNESCO

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Introduction to the Policy Forum Planning for change


Youth around the world are making a difference. And yet young people are still too often disenfranchised politically, socially, and economically during the transitional stage between childhood and adulthood, between the world of education and the world of work. The resulting frustration and sense of alienation has been a factor in the events of the Arab Spring, and can be seen in the protest movements around the globe against the excesses of capitalism and rising unemployment. To engage the positive energy of youth activism, education (both formal or nonformal) must provide a pathway to active global citizenship, promote values that contribute to peacebuilding, ensure that young people feel empowered within their communities, and overcome the skills mismatch between education and the world of work. Such a pathway needs to be planned for, and young people need to be active partners in the planning process. Ministries of youth, labour, and education must work collaboratively with young people to develop policies and plans that are coherent, relevant to the needs of youth, and promote them as active citizens. The annual IIEP Policy Forum on Engaging Youth in Education Planning for Social Transformation has created the space for such a dialogue between young people and policy-makers, academics, and development partners. Many have already engaged online at www.planwithyouth.org. The three themes of the Forum build on the core thematic areas and recommendations of the 7th UNESCO Youth Forum (2011) on How Youth Drive Change: 1. Youth engagement in planning education for conict transformation and peacebuilding; 2. Strengthening young peoples skills and opportunities for civic engagement within formal and non-formal education systems; 3. Enhancing the relevance of education systems for young people in their transition into employment. Three discussion papers1 will stimulate the thinking and debates on these topics. This brief introduction summarizes a few of the key points raised in
1 The full papers can be found in your conference pack

P r o g r a m m e these papers and their implications for future planning and implementation of education policies and programmes.

Planning with youth promotes peacebuilding


Conicts reduce education and employment opportunities for youth, often putting them at risk as both victims and participants in violent conict. In traditional conict mitigation strategies, young people are often marginalized either perceived as drivers of conict and perpetrators of violence, or simply overlooked. From a peacebuilding perspective, a key issue is how to ensure that multiple youth perspectives are included, and whether youth programmes developed are likely to bring about positive social, economic, or political transformations. Ultimately, these questions can only be tackled by addressing underlying causes of conict in context. Regardless of the perceived root of a conict (e.g. social inequalities, lack of economic opportunities), youth should not be seen as a homogeneous group that exists in isolation from conict. To achieve genuine youth engagement in any planning process involves signicant challenges, in terms of identifying multiple youth perspectives on a conict, and the politics of choosing who properly represents youth opinion and which youth organizations will receive funding and resources. In conict-affected societies, youth have a positive role to play in peacebuilding by contributing to greater safety and security, involvement in political processes that work for the public good, creating an economic future that provides sustainable livelihoods, and fostering cooperative relations between diverse groups within society. This is a transformative agenda, and youth may be the key to transforming the conditions that generate conict.

Planning with youth increases civic engagement


Youth have a critical role to play in social change, not just as future adults, but as active citizens today. The involvement of young people in education which means regularly attending and completing school is key to their well-being and development. Policy-makers, planners, and educators must ensure that young people attain essential competencies that foster self-identity, leadership, and personal responsibility. Youth civic engagement is often considered a part of active citizenship. It includes participation in school and community life, leading to leadership development.
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w w w . p l a n w i t h y o u t h . o r g Civic engagement can be promoted through both formal and non-formal education, and can provide the support necessary for the social, political, and economic development of youth. It may include civic education, volunteer service, political activism for social change, and leadership development and practice. Engaged youth are more likely to be resilient to stress and benet from increased social interaction, allowing healthy development of themselves and ultimately their communities. Civic engagement activities encourage young people not only to be actively involved in society, but also to contribute to it through their support of others, and can thus shape the development local communities.

Planning with youth improves relevance


The growing number of educated unemployed underlines the weak links between education and training systems and the labour market. Skills required in the labour market are insufciently provided by national education and training systems. There is a growing demand for soft or generic skills (team work, communication and social skills, adaptability, languages, analysis and synthesis, critical thinking, and work discipline), and a need for job search skills. The changing nature of the labour market, and the skills it requires, need to be reected in the curricula of education and training systems. Many education systems perpetuate the skills mismatch between labour market demand and the education received, and are too inexible to adapt to the realities of the evolving job market situation. Education has a role to play in facilitating the transition from school to work. It is vital that educational planning address these skills gaps and the difculties young people experience in becoming active members of society, and so facilitate the transition from school to work.

Strategies to plan with youth


We know the issues and have many data. But how can we tap into the energy of young people to engage with them to plan for and participate in education systems that promote peace, tolerance, and the principles of global citizenship? The three discussion papers suggest some broad strategies for discussion during the Policy Forum, as follows. Create positive peace by ensuring youth commitment to and engagement in peacebuilding. This implies conducting a conict analysis and engaging
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P r o g r a m m e youth as part of the peacebuilding process; and looking at youth engagement through social, economic, political, and security lenses. This might be facilitated by conducting a critical review of programmes involving youth, and considering their relevance to social, economic, and political transformation from a peacebuilding perspective. If such programmes aim to contribute to positive peace, they need to: engage youth in understanding the root causes of conict and in analysing power relations within society; increase potential livelihoods and therefore the opportunity cost to an individual of taking part in conict; put youth in direct contact with politicians, to act as a mechanism of accountability in support of political transformation; and rebuild relations between youth and the police and justice system as part of the peacebuilding process. Use formal and non-formal education for civic engagement of youth. For example, civic education interventions such as school-based mentoring or friendship programmes can provide benets for both mentor and mentee. Community service and voluntarism offer structured programmes that enable students to make a civic contribution. Tackling systematic injustices in society are at the heart of many political actions led by youth. These increasingly include participatory, community-level programmes aimed at youth empowerment that support skills-building, reection, planning, and action. These are useful in providing marginalized groups with the skills to address and investigate social and political inequalities. Structured extracurricular leadership programmes are a way to equip young people with the skills to become positive role models as youth leaders. Engaging young people in research and evaluation activities allows them to be active partners in the design and implementation of research on issues that affect their lives. Increase the relevance of education for the transition to work. This can be achieved in a number of ways, including by: improving the level of analytical research and evidence-based policy-making to more effectively relate the education system to labour market needs; improving the quality and relevance of career guidance and career management to provide better access to information on education options and skills needed for different career paths before and during education and employment transitions; providing multiple pathways and a variety of TVET options, including second-chance opportunities and self-employment support programmes; and providing targeted work experiences, including internships that would allow youth to
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w w w . p l a n w i t h y o u t h . o r g acquire practical experience and put their existing skills into practice, as well as help them determine future professional choices and enhance their ability to enter the labour market. Improving the targeting of transition programmes is fundamental, so that they can reach a greater part of young labour market entrants, with particular attention devoted to the most fragile categories, namely the low-qualied, NEETs, and women. Strengthening the cooperation between education and business and involving local stakeholders, in particular enterprises and youth representatives, is a key factor of success for implementing transition measures.

An Agenda for Action


Issues of demographic change, the uid nature of social, political, and economic processes, and the proliferation of social movements will all inuence forms of youth engagement in the future. These factors need consideration in both formal and non-formal education settings, and to be planned for as part of future education research, policy, and practice agendas that are informed by and implemented with youth. These issues will be debated over the three days of the Forum, and recommendations emerging from the discussions will provide an Agenda for Action for youth, policy-makers, researchers, and practitioners to take forward.

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P r o g r a m m e

Speakers
Irina Bokova, Director-General, UNESCO Irina Bokova is Director-General of the United Nations Educational, Scientic and Cultural Organization. Elected in 2009, she is the rst woman to head the Organization. A Bulgarian national, Ms Bokova graduated from the Moscow State Institute of International Relations and studied at the University of Maryland and the John F. Kennedy School of Government at Harvard in the United States. Pilar lvarez-Laso, Assistant Director-General, Social and Human Sciences, UNESCO Ms lvarez-Laso has been UNESCOs Assistant DirectorGeneral for Social and Human Sciences since July 2010 and acts as Secretary of the Conference of Parties of the International Convention against Doping in Sport, Secretary of the Intergovernmental Committee for Physical Education and Sport CIGEPS, Secretary-General of the International Bioethics Committee IBC, and Executive Secretary to the World Commission on the Ethics of Scientic Knowledge and Technology COMEST. Aram Barra, Projects Director, Espolea (Mexico) Youth activist for the past decade, Aram Barra has been working on HIV & AIDS and harm reduction issues in Latin America for the past four years. He currently acts as Projects Director of Espolea, a youth-led, Mexican-based organization working on human rights and empowering of young people in their own communities, with a gender perspective.

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w w w . p l a n w i t h y o u t h . o r g Lyndsay Bird, Programme Specialist, UNESCO International Institute for Educational Planning (IIEP) Lyndsay Bird joined IIEP in September 2008 and has over 20 years experience of working in education in development and emergency settings. Lyndsay is also Chair of the INEE Working Group on Education and Fragility, and is a member of the Capacity Development Task Team of the Education Cluster. She holds a PhD from the Institute of Education, University of London.

Brad Brockman, General Secretary, Equal Education (EE) (South Africa) Equal Education is a movement of students, parents, teachers, and community members campaigning for equality and improvement in education in South Africa. Brad Brockman was elected as General Secretary in July 2012. Previously, he worked at EE as an editor, researcher, and community organizer. Michel Carton, Education Specialist, Network for Policy Research, Review and Advice on Education and Training (NORRAG) Holder of a PhD in Education from Geneva University, Michel Carton completed his academic career in the Psychology and Education Faculty there (until 2002) and at the Graduate Institute of Development Studies in Geneva, where he was director from 2005 to 2007, before serving as vice-director of the Graduate Institute of International and Development Studies until his retirement in 2010. With Kenneth King, he animates NORRAG, a network devoted to a critical analysis of international education and training policies. Ishita Chaudhry, Founder and CEO of the YP Foundation (TYPF) (India) TYPF works with groups of youth from 18 states across India, including those in and out of school, to set up youth-led community-based interventions and policy initiatives. She works with diverse youth communities to build the capacities of young people to advocate for and implement programmes that ensure their sexual and reproductive rights and health. She has worked as a consultant for various UN Agencies, and serves on UNESCOs Global Advisory Group for Sexuality Education.
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P r o g r a m m e Pat Dolan, Joint founder and Director of the Child and Family Research Centre and UNESCO Chair in Children, Youth and Civic Engagement at NUI, Galway (Ireland) Pat Dolan holds the UNESCO Chair in Children, Youth and Civic Engagement, the rst to be awarded in the Republic of Ireland. The UNESCO Chair delivers a comprehensive programme of work towards promoting civic engagement and leadership skills among children and youth. The programme is built around core strands of research, teaching, policy, and good practice, and is underpinned by a range of national and international collaborations.

H.E. Frances Fitzgerald, Minister for Children and Youth Affairs, Ireland Minister Frances Fitzgerald is TD for Dublin Mid-West and was appointed Irelands rst ever Cabinet Minister for Children and Youth Affairs in 2011. Among her key priorities is to deliver a Childrens Referendum, which aims to protect children by putting Children First Guidance on a statutory footing, to establish a dedicated agency for Children and Family Services, to continue to offer a free pre-school year for children, and to develop youth services throughout the country. Constance Flanagan, Professor, Department of Interdisciplinary Studies, University of Wisconsin-Madison (United States of America) Connie Flanagan is a professor in the School of Human Ecology at the University of Wisconsin-Madison, where she teaches courses on civil society and youth civic engagement. Her research concerns adolescents theories of the social contract, i.e. their views of the rights and responsibilities that bind members of a society together. Her book Teenage Citizens: The political theories of the young was published in 2012 by Harvard University Press.

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w w w . p l a n w i t h y o u t h . o r g Mouda Goucha, Chief of Section for Human Security, Democracy and Philosophy Section and Team Leader of the Youth-led Social Innovation Programme, UNESCO Mouda Goucha has been Team Leader of the Youth-led Social Innovation Programme, in the Social and Human Sciences Sector at UNESCO since January 2012. From 1986 to 1992, she was a member of the Economic and Social Council (ECOSOC) of Tunisia and was also elected Vice-President of the National Union of Women of Tunisia (UNFT). In 1992 Mouda became Tunisias Deputy Permanent Delegate for UNESCO. From 1994 to 1999, she was principal special advisor for the Arab region to the UNESCO Director-General. Brenda Haiplik, Senior Education Advisor Emergencies, UNICEF Brenda Haiplik is a Senior Education Advisor Emergencies, at UNICEF New York. She was formally the Chief of Education for UNICEF in Sri Lanka and has worked for UNICEF in Somalia, Kenya, Bangladesh, and Pakistan, where she managed and coordinated UNICEFs education programme responding to the Pakistani earthquake in November 2005. She has also worked for Save the Children as a senior specialist for education. Mark Hamilton, Professor, American Universitys School of International Service (SIS) (United States of America) Mark Hamilton is a scholar-practitioner with research, teaching, and training expertise focused on the dynamic roles of young people in conict, security, and development. His PhD dissertation examines why and how youth are mobilized into violent and non-violent movements, nding practical grounding in eld-based work experience in Latin America, South Asia, and the Middle East. Mark has consulted for a number of global organizations on themes related to curriculum design, programme evaluation, conict analysis, and security sector reform.

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P r o g r a m m e Hon. Datuk Wira Ir. Idris Haron, President, World Assembly of Youth (WAY) Hon. Datuk Wira Ir. Idris Haron is President of the World Assembly of Youth (WAY). He is also a dedicated professional engineer and a Member of Parliament in Malaysia. He oversees the strategy and leadership of WAY in playing its role as the international coordinating body of national youth councils and organizations. Before taking the helm at WAY in December 2010, Hon. Datuk Wira Idris served as Deputy Minister of the Ministry of Higher Education in Malaysia. Marek Lawinski, Specialist in Capacity Building Systems and Head of the Human Capital Development Department at the CCCA-BTP French National Coordination Committee of Apprenticeships in the Construction Industry (France) Marek Lawinski is a specialist of educational projects based on European vocational education and training (VET) policy principles. He represents the CCCA-BTP, an educational institution managed by social partners, linked to the French Ministry of Education and under control of the French Government. Mr Lawinski is also an operational leader of REFORME, a European network of training institutions and organizations. He works with the European Commission as an external expert in VET projects. His main domain of competence is the relationship between capacity development systems and market needs. Khalil Mahshi, Director, UNESCO International Institute for Educational Planning (IIEP) Before joining IIEP, Khalil Mahshi was Director General of International and Public Relations at the Palestinian Ministry of Education for six years. In this capacity, he worked on the design and implementation of development projects and on fundraising. He also coordinated the production of the rst ve-year national education development plan.

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w w w . p l a n w i t h y o u t h . o r g Michaela (Chaeli) Mycroft, Co-founder of the Chaeli Campaign and winner of International Childrens Peace Prize 2011 (South Africa) The Chaeli Campaign was founded on 6 August 2004 by ve girls between the ages of 6 and 12. Chaeli, her sister (Erin), and lifelong friends the Terry sisters (Tarryn, Justine, and Chelsea) started the Chaeli Campaign to raise 20,000 Rand (US$2,500) for Chaelis motorized wheelchair. The main objectives of the Chaeli Campaign are to promote and provide the mobility and educational needs of disabled children under the age of 18 throughout South Africa. H. E. Jean Jacques Nyenimigabo, Minister for Youth, Sports and Culture, Burundi H. E. Jean Jacques Nyenimigabo was appointed Minister for Youth, Sport and Culture in the Government of Burundi in 2005. Prior to this appointment, he held several academic and political positions: Dean of the Physical Education Faculty at the Institut pdagogique of Rwanda, advisor and Chief of staff to the rector in charge of the social, sport and cultural portfolio, lecturer at the University of Burundi, and Dean of the Institute of Physical Education and Sport (IEPS). H. E. Emmanuel Bonginkosi Nzimande, Minister for Higher Education and Training, South Africa H E. Dr Emmanuel Bonginkosi Nzimande is Minister for Higher Education and Training in the Republic of South Africa. He has also held the position of General Secretary of the South African Communist Party (SACP), from July 1998 to the present. He was re-elected in July 2002 and 2007. He is also a member of the ANC National Executive Committee and of the ANC National Working Committee, and the Chairperson of the Financial Sector Coalition Campaign (FSCC).

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P r o g r a m m e Ediola Pashollari, Secretary General, World Assembly of Youth (WAY) As Secretary General of WAY and Director of the World Youth Institute (WYI), Ediola has been instrumental in assisting and supporting youth initiatives locally, regionally, and internationally. She has twice been awarded the Life Time Achievement Legendary Award for her contribution to the eld of youth development from Loyola College, India, in 2008 and 2012. For her work in Africa, she was named International Ambassador of Youth on Good Practice from the Youth Parliament in Nigeria in 2010. Lakshitha Saji Prelis, Director for Children & Youth Programs, Search for Common Ground (SFCG) Lakshitha Saji Prelis has over 20 years experience working with youth in various conict and transition environments in West Africa, and throughout Central, South, and Southeast Asia. Prior to joining SFCG, he was the founding director of the Peacebuilding and Development Institute at American University. His more than 11 years of experience at American University have resulted in the development of training curricula covering youth, human rights, gender, media, monitoring and evaluation, and the nexus of peacebuilding with development. Pauline Rose, Director, Education for All Global Monitoring Report, UNESCO Pauline Rose became Director of the EFA Global Monitoring Report in August 2011. Prior to taking up this post, she was Senior Policy Analyst with the GMR team for three years. Before joining the GMR, Pauline was Reader in International Education at the University of Sussex. She has published extensively on issues that critically examine educational policy and practice, including in relation to inequality, nancing and governance, democratization, and the role of international aid.

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w w w . p l a n w i t h y o u t h . o r g Francesca Rosso, Labour Market Expert, European Training Foundation (ETF) Francesca Rosso focuses on labour market reforms in the Western Balkans and North Africa, in close cooperation with the European Commission and the Delegations of the European Union. Before joining the ETF in 2012, Ms Rosso spent several years working as a programme manager for various international bodies, including the United Nations in Serbia, the Italian Cooperation in Serbia Kosovo and Montenegro, and the Secretariat of the EU Council at the United Nations in New York. Nicola Shepherd, UN Focal Point on Youth, Social Integration Branch Division for Social Policy and Development, United Nations Department of Economic and Social Affairs Nicola Shepherd is Head of the UN Programme on Youth, which serves as the focal point on youth for the United Nations System. In this capacity, she is the Co-Chair of the UN InterAgency Network on Youth Development, which works to increase the effectiveness of UN work in youth development by strengthening collaboration and exchange among all relevant UN entities.

Alan Smith, UNESCO Chair in Education for Pluralism, Human Rights and Democracy, University of Ulster (United Kingdom of Great Britain and Northern Ireland) Alan Smiths work includes research on education and conict, young peoples understanding of human rights and the development of social, civic, and political education. Alan was a UK representative to the Council of Europe and a British Council visiting fellow to Nigeria and Indonesia. He has worked as a consultant for International Alert, UNESCO, UNICEF, and the World Bank in Bosnia, Nepal, and Sri Lanka. Alan is currently a member of the ESRC DFID Commissioning Panel for a programme on poverty reduction.

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P r o g r a m m e H. E. Haroun Ali Suleiman, Minister of Labour, Economic Empowerment and Cooperatives, Tanzania-Zanzibar H. E. Haroun Ali Suleiman was appointed Minister of Labour, Economic Empowerment and Cooperatives in the Government of Zanzibar in 2010. Prior to this he held the position of Minister of Education and Vocation training (2005-2010) and Minister of Education, Culture and Sports (2000-2005). He also held senior positions within the Planning and Administration Department of the Ministry of Education, and has worked as a teacher and head teacher in secondary schools in Zanzibar. Mereana Te Pere, Member, Mori Youth Council (New Zealand) Mereana TePere is a member of the Mori Youth Council. She is currently teaching as a tutor for Te Wananga O Aotearoa a Maori-based tertiary education provider based in Auckland. She has been active in a range of community organizations and initiatives including: as the Manager of the MAIA Youth Work Team, Chairman of the Manurewa Youth Workers Network, and Board of Trustee member of Weymouth Intermediate.

Miika Tomi, Co-rapporteur of the 7th UNESCO Youth Forum (Finland) Miika Tomi serves as a global representative of the worlds youth through the 7th UNESCO Youth Forum. He is the UNESCO Youth Delegate of Finland, Representative of Finnish Civil Society to the 67th UN General Assembly, and Vice Chair of the Committee for Education, Competence and Economic Development Services for the City of Tampere. He has worked as a UN and EU peacekeeper in Chad, Junior Adviser at the Embassy of Finland in Beijing, and is currently employed as a Parliamentary Assistant to the Minister for European Affairs and Foreign Trade of Finland.

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w w w . p l a n w i t h y o u t h . o r g Rosemary Vargas-Lundius, Senior Researcher, International Fund for Agricultural Development (IFAD) Born in the Dominican Republic, holds a PhD in development economics from Lund University, Sweden, and has carried out research on rural poverty and unemployment, gender and migration. She is a staff member of IFAD in Rome, where she has worked as a Country Program Manager in the Latin America and the Caribbean division and is presently a Senior Researcher in the Strategy and Knowledge Management Department. Forest Whitaker, Founder of PeaceEarth Foundation, co-founder and chair of the International Institute for Peace, and UNESCO Goodwill Ambassador for Peace and Reconciliation (United States of America) Forest Whitaker is the founder of PeaceEarth Foundation, cofounder and chair of the International Institute for Peace, and the UNESCO Goodwill Ambassador for Peace and Reconciliation. He is also a talented, versatile performer and one of Hollywoods most accomplished gures. Over the past decade, Mr Whitaker has dedicated most of his time to extensive humanitarian work. His social awareness has compelled him to seek ways of using the lm medium as a means to raise peoples consciousness.

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