Global Panel Foundation e.V.
Prague Society
AKADEMIE DER DIPLOMATIE AFRIKAS
Gegründet im Jahre 1999 – auf Initiative hochrangiger Persönlichkeiten aus der Welt der Politik und Diplomatie – ist die Akademie der Diplomatie Afrikas (ADA) Teil der 1929 in Paris von 73 Staaten gegründeten Academie Diplomatique Internationale (ADI).
Die Akademie hat in Paris Botschafter aus über 100 Ländern als Mitglieder.
Die Akademie beinhaltet ein Zentrum für die Ausbildung von Diplomaten sowie Raum für internationale Recherchen, Information und Dokumentation.
Seit Ende 2006 hat die Akademie eine Kooperationsvereinbarung mit UNIRVM, verbunden mit einer Dependance im UNIRVM-Haus, geleitet vom Gesandten für Deutschland
S. K. H. Prinz Bokpe v. Allada
Die Republik Benin (von 1960 bis 1975 Republik Dahomey) ein Staat in Westafrika, mit einer Fläche von ca. 113.000 qkm und ca. 7.250.000 Einwohnern, liegt am Golf von Guinea, umgeben von Nigeria, Niger, Burkina Faso und Togo (vgl. Karte). Amtssprache ist Französisch, Regierungssitz ist Cotonou. Die Königspaläste von Abomey wurden 1985 UNESCO-Weltkulturerbe. Das Königreich Abomey stammt von dem Königreich Allada ab.
Grundlage der Wirtschaft ist die Landwirtschaft. Der Industrieanteil am Bruttosozialprodukt beträgt nur ca. 16%.
In der Altersgruppe über 15 Jahre betrug 2005 die Analphabetenquote bei Männern 60%, bei Frauen 75%.
Die Académie Diplomatique Africaine (ADA) hat gemeinsam mit UNIRVM Benin als Wiege einer afrikanischen Internet-Evolution gewählt. Das Pilotprojekt Benin stellt darauf ab, dass in Afrika ca. 1% der Bevölkerung Internet-Broadband nutzen (zum Vergleich: in Nordamerika ca. 70%, in Australien ca. 55%, in Europa ca. 40%, in Asien ca. 12%).
Das Pilotvorhaben besteht zusammengefasst darin, über Satelliten Inhalte für Direct-Learning zu senden/empfangen. Regionale Entrepreneurs errichten Empfangs- und Sendestationen mit WiMAX-Technologie und bieten grossflächig drahtlosen Internetzugang.
Für WiMAX ausgerüstete Mobiltelefone und Laptops (z. B. XO-Laptop/OLPC – One Laptop per Child – designed für Entwicklungsländer mit kalkulierten Stückpreisen unter $ 100,--) bieten mobilen Lehrstoff-Empfang, mit virtuellen Dozenten und virtuellen Salesmen. Grundlage ist, dass sich der Nutzer/Student/Produktinteressent nicht nur als Konsument empfindet, sondern als interaktives Community-Mitglied. Fundamentale Erfahrungen wie Öko-Landbau und Baubiologie sollen in Lernbausteine eingebracht werden. Das Kursprogramm der ADA hat einen Schwerpunkt in Wirtschaftswissenschaften.
Königliches Grußwort
Bei derzeitigem Breitband-Zugriff für nur ein Prozent der Bevölkerung bietet Afrika die Möglichkeit hoher Wachstumsraten. Wir begrüßen die Initiative der Académie Diplomatique Africaine und UNIRVM als Partnerschaft von innen und aussen und als positiven Wirtschafts-Indikator für Benin und Afrika.
S.M. Kpodégbé Toyi Djigla
König von Allada (Republik Benin)November 2007
Nachschulung Barfußärzte in China
Der Begriff Barfußärzte wurde in den Jahren 1960/1970 im Rahmen der seinerzeitigen Kulturrevolution geprägt. Es ging dabei um den raschen Aufbau einer medizinischen Grundversorgung für die chinesische Landbevölkerung, durch Schulung von einfachen Bauern und Landarbeitern in den wichtigsten Grundlagen der Traditionellen Chinesischen Medizin (TCM).
Bis heute versorgen ca. eine Million „Barfußärzte“ einige hundert Millionen Bauern und Landarbeiter des Riesenreiches. Rund 60 % des 1,3 Milliarden Volkes leben in „ rural areas“. Die chinesische Regierung hat in 2007 ein Programm für die Nachschulung der Barfußärzte gestartet, das in der Fortbildung auch westliche Medikament-Therapie umfasst.
Von UNIRVM wurde ein Angebot entwickelt, das TCM mit den Erfahrungen der modernen westlichen Medizin ideal verbindet.
Mit regionalen Partnern hat UNIRVM für das China-Projekt als Hauptstandort das moderne Kultur-Zentrum Xiamen (Videopräsentation) gewählt und bietet folgende Alleinstellungsmerkmale (USP = Unique Selling Points):
1. Urheberrechte im Bereich Mesotherapie
2. Internet-Vorlesungen/Übungen, auch für Pocket PC und Handy formatiert
3. Virtuelle Dozenten, die alle Sprachen der Welt „sprechen“, Live-TutorenUNITECT.net bietet Übertragungsmöglichkeiten mit WiMAX (regionale drahtlose Anschlüsse an das Internet)
* Domain-Suffix ab 2008
Sun Guowang
I. Sekretär
Wissenschaft und Technik
Botschaft VRChina
DeutschlandYang Yifeng
Gesandter-Botschaftsrat
Wissenschaft und Technik
Botschaft VRChina
DeutschlandDr. Britta Knoll
Präsidentin DGMDr. Manfred Geske
Vorstand UNITECT
www.school-for-life.org This is the vision: world-class schooling in a sustainable and international village that is holistic, pragmatic and authentic.
Bali, that unique island boasting a singular combination of scenic beauty, cultural wealth, and liberal-mindedness, should be the location for an educational landscape fulfilling all standards of excellence, which can serve as model of the philosophy developed by UNESCO for an Open Learning Community.
This involves a network of various complementing learning venues, each designed with the input gained from the world's best ideas and experiences. Here in Bali a complete artistic concept should emerge, to show how the meaningful education of children, adolescents, and young adults from Indonesia and many other countries of the world can help prepare them for a creative and responsible role in the world, meeting the complex demands of today and tomorrow. The school starts out with the claim of competing to be the best school in the world. It doesn't strive for exclusiveness, but rather aspires to be a transferable model: other similar communities should emerge in other places on the globe. Elsewhere there are enough children, parents, and innovative teachers who dream of a new kind of school setting which can truly combine living and learning, stimulate the joy of discovery, and release human creative powers, thus optimally encouraging and promoting the best in young people.
National, International and Intercultural Education
Intercultural education means educating for international understanding right at one's own doorstep. Bali School for Life will be a place where children of different nations, religions, and socio-cultural origins can learn to live together in an atmosphere of tolerance and solidarity. Intercultural education means on the one hand making sense of your own culture, finding your identity in your own culture - to understand culture not as something from a museum, but a living force and source of new impulses without ripping out the old moorings. On the other hand, intercultural education includes the ability of looking beyond your own horizons to comprehend that we live in one world together, and desire to accept each other in peace and mutual freedom.
Associated School of UNESCO
In 1974 the 18th meeting of the UNESCO General Conference passed its "Recommendation for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fun¬damental Freedoms through the Teaching of Ethical and Humanistic Values". As an Associated School of UNESCO, the Bali School for Life intends to make its particular mark in the implementation of these recommendations, and to share its experience in the form of teaching materials with other interested schools as well.
Frontal class teaching will be a seldom occurrence in the Bali School for Life. Instead, relying on the knowledge gained in modern learning theory, a researching, discovering, active kind of learning is favored. Learning will take place individually or in small teams, and the biography and learning background of every child will be taken into account. In contrast to repetitive learning which takes place within parameters of false security (where problem presentation, solution route, and solution itself are always already known beforehand), here the learning processes are of a much more open nature. Naturally there will still be some ‘right’ and ‘wrong’ answers. But in real-life situations there are often a number of different options which have to be compared and considered before making a decision. In any case, learning in connection with entrepreneurship also means learning how to think strategically while dealing with uncertainties, practicing to take calculated risks.
There is a veritable arsenal of teaching methods and forms of pedagogical organization that serve these goals: teaching in small groups, learning and acting in projects, open or informal education, orienting the time frame to the task at hand and the current project (and not the other way around), team teaching, mixed-aged groups and cross-generational learning (where it makes sense to do so). Classrooms can be transformed into learning workshops.
At the same time, the limits of traditional school spaces will be dissolved: all the students will work with laptops and personal computers, and be able to communicate directly with teachers and other students electronically. Everyone will have access to libraries all over the world. In this interactive learning development, the concept of "classroom" will surpass the traditional classroom. In developing their projects, students will also be able to make use of multimedia designs, computer assisted drafting, the information highway, and graphic and desktop publishing tools.
UNIRVM
virtuelle Dozenten - DemoUNITECT
WiMAX-TechnologieIn this regard it is important to correctly evaluate the instrumental role played by electronic media: Such tools are an enormous help but not an end in itselves. Real experience is always more important than virtual reality.
The Bali School for Life will serve to create a culture of entrepreneurship with its program (the curriculum) as well as with its organization and structure (the setting). Entrepreneurship is understood here as a fundamental force in the socially and ecologically responsible formation of the world: ethics pay.
The enterprising Bali School for Life will be trying to promote from childhood a visionary who recognizes a problem, develops an entrepreneurial idea arising from it, and tests and implements that idea on the market. The Bali School for Life will support children, adolescents, and involved adults in further developing entrepreneurial ideas. It is a resource for the generation of such ideas - the plan is to realize projects locally with local partners, hence contributing to community development. It would certainly be desirable when students who have graduated from the school take their ideas with them as spin-offs to be implemented elsewhere.
Entrepreneurial qualifications are not to be equated with management qualifications. The training of managers aims at creating dependent employees who can rationally implement certain prescribed goals. A manager, no matter how good he may be as an organizer, is not yet an entrepreneur who opens up new horizons. A capable businessman will consider such problems as environmental pollution, chemicals in food products, and the situation in developing countries, and take these issues into account in decision-making. He will attempt to deal with social problem areas and trends, as they are often better recognized by outsiders and non-conformists. New ideas shift the point of view of reality, and often enough creative persons are thought to be crazy. A young person who recognizes social problems, confronts them and wants to do something practicable about the situation, is to some extent comparable to an artist. Just as in art, where innovative performance not unseldomly demands a certain obsession with an idea, and like an artist, who wants to project his own style to the world, an entrepreneur with a new idea, product, or sales form must often withstand a phase of social rejection. Again and again one hears about such chapters in the personal biographies of great artists and writers as well as famous entrepreneurs of the first generation. This phase, often bringing with it personal sacrifices, daring experiments and the pitying smiles of the establishment, develops into a stimulus and sense of risk in the life of an artist or entrepreneur. Without such uncertain beginnings, when new ideas are developed and promoted despite obstacles, demanding much in the way of courage and stamina in the face of odds, later success is generally not forthcoming. The quality of the entrepreneurial idea is of decisive importance here.
Entrepreneurs as artists who contribute to the enrichment of life do not create mountains of garbage or drive the production of products through the roof, but devote themselves to non-destructive areas.
Entrepreneurs in the spirit of intelligent modesty become inventors and supporters of products and services that put a stop to overproduction and the squandering of resources, and so ensuring that quality of life is increased rather than reduced.
A particular characteristic of the Bali School for Life's community education approach will be the participation in the UNESCO project "Transforming Community Schools into Open Learning Communities". The goal is to explore how the community school can itself become an open learning community and, at the same time, become a focal point for enabling, supporting and connecting other learning communities within a larger learning system.
The Bali School for Life can be considered as a polis in the sense borrowed from ancient Greece: a small-scale model of a democratic state. The pupils increasingly take over functions and responsibilities and share these with the adults. Life in the Open Learning Community offers many chances of bringing a strong sense of self and an equally strong sense of community into a healthy relationship with each other, and preparing decisions by means of a democratic process of consensus building. Democracy does not exclude leadership - on the contrary, democracy depends on good leadership. Business enterprises also need strong leadership and the loyalty of their employees, but it is to the advantage of any business to keep up a meaningful dialog with its teams. The leading international boarding schools, founded by such personalities as Kurt Hahn, have long recognized the pedagogical opportunities offered by communal life. There are elected offices and duties, school parliaments and school speakers. Politics is learned by assuming responsibility in the community.
The members of the Open Learning Village will orient themselves on social virtues represented by universal ethics that can be understood by people of various social and cultural heritage. Among such universal truths are for instance values such as respect for others, the innate worth of every human being, truthfulness, respect for nature, fairness, the readiness and ability to help, consideration and attention of others, willingness to work and achieve, a modest bearing, the ability to abstain and aspire to a certain intelligent asceticism, peaceable behavior, solidarity with the weak, perseverance, and the ability, as Kurt Hahn puts it, to learn to assert yourself for something you think is right "in spite of discomforts, dangers, boredom, momentary impulses, or stress, in spite of the scorn from others, in spite of general skepticism."
The Bali School for Life will support children, adolescents, and adults to practice their own religion and learn more about it in religious classes. The experience of one's own religion can lay the foundations for respect and tolerance of the religious convictions of others.
The Bali School for Life will be a development workshop and the results can be fed nationally but also into the international transfer of innovation. Its concept has been classified by UNESCO as “much needed world class innovative effort in the field of education” and “new standard of educational excellence for the world community of the 21st century”.
