Documentation of the International Conference - KNOW

Transcrição

International Conference
KNOW-HOW3000
Educational Institutions for Development
–
down to earth and close to the people
10-12 June 2014
Diplomatic Academy, 1040 Vienna, Austria
Sponsored by:
CONTENT
Overview ........................................................................................................ 4
Self-determination with knowledge
Context
Objectives
Programme .................................................................................................... 6
Day 1
Day 2
Day 3
Outcomes of the Working Groups .................................................................10
Working Group 1
Working Group 2
Working Group 3
Working Group 4
Exchange Visits ..............................................................................................32
Paulo Freire Centre
Horticultural and Floristry Vocational School Vienna (Berufsschule für Gartenbau und
Floristik Wien)
Participants List .............................................................................................34
Biographies ...................................................................................................37
Brasil
Mozambique
Nicaragua
Papua New Guinea
Uganda
Austria
Feedback .......................................................................................................44
Day 1
Day 2
Day 3
Feedback Trees
Experiences ...................................................................................................48
OVERVIEW
Self-determination with knowledge
HORIZONT3000 staged the 3rd International Conference as part of its knowledge management
programme KNOW-HOW3000 in the Diplomatic Academy in Vienna on10 - 12 June 2014 on the topic
education: "Educational Institutions for Development - down to earth and close to the people". The
main issue: What can universities in the countries of the South do to contribute to the sustainable
development of peripheral regions?
Broad international participation
About 100 participants from 15 different countries discussed the significance of educational
institutions for the development of a country, especially for people in peripheral regions. In addition
to about 20 education experts from partner organizations of HORIZONT3000 from countries of the
South, representatives of universities from Central Europe, Austrian ministries, and the ADC also
attended the event. The focus was on sharing successful projects and methods (good practices) and
promoting the networking of relevant information on the KNOW-HOW3000 knowledge management
platform (www.knowhow3000.org).
4
Education promotes autonomy
Gabriele Tebbich, Managing Director of HORIZONT3000: "We mainly work with universities that are
oriented towards disadvantaged population groups. The BICU (Bluefields Indian & Caribbean
University) for example educates Nicaragua's marginalized indigenous communities in the Carribbean
region so they can deal with the effects of climate change. Another example is the Divine Word
University in Papua New Guinea, where students deal with problems of their own communities in
their final papers.
Successful exchange
Peter Pober-Lawatsch, responsible for the content of the conference, deems the event successful:
"The feedback from the participants was very good. Many affirmed that the conference is a source of
inspiration to them. One of the highlights was the Nicaraguan part with the “Universidades
comunitarias” that also sparked positive reactions immediately from the African representatives and
Universities from Papua New Guinea. Should this have an effect on the practices of these countries,
in the sense that essential and local knowledge becomes part of research and education in the same
measure, it would be a highly remarkable result."
Infobox
HORIZONT3000 is the largest Austrian non-governmental organization (NGO) in the area of
development cooperation (DC). It was founded in 2001 when the Austrian development service
Österreichischer Entwicklungsdienst (ÖED), the institute for international cooperation Institut für
Internationale Zusammenarbeit (IIZ) and the co-financing office for development cooperation
Kofinanzierungsstelle für Entwicklungszusammenarbeit (KFS) were merged. Commissioned by
grassroot organisations of the Catholic Development Cooperation (forming the board of directors),
HORIZONT3000 specialized on accompanying and implementing projects as well as on supplying
countries of the south with experts.
Context
Since 2010 HORIZONT3000 in complementation of other programme activities has organized a series
of Regional Conferences and workshops to enhance knowledge management, knowledge transfer
and capacity development among its partners, involving other like-minded organisations. In 2011 the
first International Conference dedicated to „Rural Development - Natural Resource Management”
was held. The second International Conference in 2012 focused on the topic „Promoting Human
Rights - Empowering Civil Society“.
The International Conference of 2014 focused on the role of universities and of tertiary level
institutions. The international conferences are an element of HORIZONT3000’s knowledge
management system. In practical terms this means that information about EXPERIENCES or GOOD
PRACTICES from our Partner Organisations - presented or exhibited on the conference – were
described according to a set of common criteria / questions that were sent to potential participants /
members of the HORIZONT3000 knowledge network in advance of the conference.
The structured information received from partners was used as input for a one page presentation,
called “Experience at a Glance” which was made available at the market place at the Conference.
Those experiences – and a longer version with more information and the name “Experience in
Detail” - are online at the KNOW-HOW3000 Internet Platform after the conference. This enables a
more sustainable discussion and impact of even those topics that could not be presented at the
conference in detail.
The majority of experiences came from stakeholders of the HORIZONT3000 network, in addition to a
number of contributions coming from like-minded institutions. Apart from HORIZONT3000 partner
organisations in the South, participants from the development cooperation community and
universities in Austria as well as partners of the TRIALOG project in Central, Eastern and SouthEastern Europe were present at the conference, and shared and discussed issues of the role of
universities and tertiary institutions in the field of sustainable development in southern countries.
Objectives of the Conference
1.
2.
3.
The conference aimed at providing an overview and enabling discussions on the contributions of
universities to a more just and sustainable development in southern countries.
Relevant experiences of educational institutions in the south were presented, prioritising those
from the HORIZONT3000 partners network and focusing on the role of universities.
A broad set of structured information on experiences and good practices in the educational
sector in the south were collected and made accessible directly at the International Conference
and later via the KNOW-HOW3000 Internet Platform.
5
PROGRAMME
Day 1 – Tuesday, 10 June 2014
Time
08:30 – 09:00
Opening
09:00 – 09:30
09:30 – 10:00
Agenda
Arrival | Registration
Welcoming | Opening
Context of the conference
Presentation of objectives and expectations
“Meet & Greet”
Getting to know our Experiences – What is everybody doing?
10:00 – 10:15
Introduction to the “Market place”
Introductory words, Objective, Context, Energizer
10:15 – 11:15
MARKET PLACE, Part I (including a Quiz)
Participants get an overview of the present “Landscape of Knowledge”; the market place
offers tables / market stands with information & material from project partners and other
organisations
Coffee Break is included here
11:15 – 12:15
MARKET PLACE, Part II
“Research into topics of priority”; the participants have the possibility for more intense talks
with market stand representatives
Max. 3 sessions with different representatives are possible (20 min. for each session)
12:15 – 13:45
Lunch
6
Comparing our Realities – Looking into the Future
13:45 – 14:00
Introduction to the Working Groups
Introductory words, Objective, Content
14:00 – 15:45
WORKING GROUP 1
Participants split up into 6 different “thematic groups”:
A. ICT in Education and Research
B. Vocational Training
C. Protecting the Environment
D. Development of Universities
E. Valorising culture and our multicultural people
F. Education for the real life
15:45 – 16:00
Coffee Break
16:00 – 16:15
Recap of the WORKING GROUPS
Highlights from the working groups (Interviews with the moderators)
Regional Responsibilities of Universities
16:15 – 16:30
Introduction to “Third Missions” of Universities
16:30 – 17:45
Regional Responsibilities of Universities
3 examples of Third Missions and Regional Responsibility of Universities in the South:
• Presentation: Nielete Ana de Oliveira AMADO, Universidade Católica de Moçambique,
Pemba, Mozambique about Environmental Training Courses: “Environmental
Management Capacities for Cabo Delgado”
• Interview: Anastasia SAI, Divine Word University, Papua New Guinea about the Third
Mission of her University: „PNG Studies – preparing university students for participation
in PNG’s development”
• Presentation: Carsten KLINK, HORIZONT3000, Papua New Guinea about Flexible Learning:
“Development of capacities of health and education personnel in Bougainville through
flexible learning programs in Arawa”
17:45 – 18:00
Conclusion
18:00 – 18:45
Group picture | Break
Evening Event
18:45 – 22:00
Reception | Evening Event
Prizes for the winners of the quiz
Dinner, music, videos
7
Day 2 – Wednesday, 11 June 2014
Time
Agenda
08:30 – 09:00
09:00 – 09:30
Welcoming | Opening
Impressions of Day 1
Third or First Mission? – Nicaraguan Universities and their Engagement
09:30 – 10:45
Nicaraguan Universities and their Engagement
3 examples of Nicaraguan Universities and their regional commitment:
• Short Introductory video: Universidad de las Regiones Autónomas de la Costa Caribe
Nicaragüense (URACCAN)
• Interview with Yuri Hamed ZAPATA WEBB and Georg GRÜNBERG: The concept of the
communitarian and multicultural University URACAAN, Nicaragua
• Presentation: Rosidani MOLINA ARGUELLO (URACAAN-Waslala) on the decentralised
Training Center for teachers in Waslala, Nicaragua: “Contribuyendo a la Educación del
Siglo XXI del Municipio de Waslala. Programa de formación de docentes”
• Presentation: Jasper Rene ROMERO EBANKS (BICU) about Actions on Climate Change at
the Bluefields Indian & Caribbean University (BICU), Nicaragua: “Fortalecimiento de
capacidades locales para enfrentar efectos del Cambio Climático”
Relevant Knowledge and Academic Quality – Participation and Ownership
10:45 – 11:00
11:00 – 11:30
Coffee Break
11:30 – 13:00
WORKING GROUP 2
Participants work on 3 topics in thematic groups:
A. Universities building capacities and serving the needs of disadvantaged regions
B. Universities / institutions oriented towards multicultural areas and indigenous
communities
C. Universities working in international cooperation
13:00 – 14:30
Lunch
Indigenous or Digital? - Local or global knowledge?
14:30 – 15:00
Indigenous Experiences
• Short introductory video from the Rio Negro area, Brazil
• Interview: Aloisio CABALZAR, (ISA) with Almerinda RAMOS DE LIMA and Marivelton
RODRIGUES BARROSO (FOIRN) about the “Institute of Indigenous Knowledge” in the Rio
Negro region, Brazil: “O Instituto dos Conhecimentos Indígenas e Pesquisas do Rio Negro
(ICIPRN)”
15:00 – 15:45
8
Digital Experiences
• Presentation: Moses MUSINGUZI of Makarere University, Uganda: “Improvements of
business processes for better water supply”
• Interview: Markus PSCHEIDT (former TA HORIZONT3000) with Stelio MACUMBE, UCMBeira, Mozambique on the, OPUS-Experience: “Open Borders - Open Source”
Working in Partnerships
15:45 – 16:00
16:00 – 16:30
16:30 – 18:00
18:00 – 19:00
Coffee Break
WORKING GROUP 3
Participants split up into regional groups:
A. Institutions from Latin America
. Universities from Africa and Papua New Guinea
. Universities from Europe and TAs with experience in Cooperation with Universities
D. Field Offices, NGOs
Dinner
Day 3 – Thursday, 12 June 2014
Time
Agenda
08:30 – 09:00
09:00 – 09:15
Welcoming | Opening
Impressions of Day 2
Outlook on Exchange Visits
Widening the Scope – Experiences from Outside of HORIZONT3000
09:15 – 10:15
Experiences from Outside of HORIZONT3000
• Presentation: Janestic TWIKIRIZE, Makarere University, Uganda: “Promotion of
Professional Social Work towards Social Development and Poverty Reduction in East
Africa”
10:15 – 10:45
Break
Inspirations for Third Missions and Beyond
10:45 – 11:45
WORKING GROUP 4
Participants work on 3 topics in “thematic groups”:
A. Universities building capacities and serving the needs of disadvantaged regions
B. Universities / institutions oriented towards multicultural areas and indigenous
communities
C. Universities working in International Cooperation
11:45 – 12:00
Recap of Working Groups
Short Recap of the Highlights of the Working Groups
12:00 – 12:15
Evaluation & Feedback
Introductory Words on Evaluation and Feedback
12:15 – 13:00
Evaluation, Feedback, Documentation & Farewell
13:00 – 14:00
Lunch
Exchange Visits – Examples of Third Missions of Austrian Universities and Institutions
14:00 – 17:30
Exchange visits
a) Paolo Freire Institute
b) Horticultural and Floristry Vocational School Vienna (Berufsschule für Gartenbau und
Floristik Wien)
9
OUTCOMES OF THE WORKING GROUPS
Working Group 1
DAY 1, 14:00 – 15:45 Comparing our Realities – Looking into the Future
Participants split up into 6 different thematic groups
10
Group & Topic
A. ICT in Education and Research
Facilitator
Iulia SOCEA
Languages
English
B.
Vocational Training
Elisa ROMERO
C.
Protecting the Environment
Petra KOPPENSTEINER
English, Spanish,
Portuguese
English, Spanish,
Portuguese
D. Development of Universities
Magdalena FISCHER
English, Spanish
E.
Valorising culture and our
multicultural people
Elisabeth MODER
English, Spanish,
Portuguese
F.
Education for the real life
Andrea HEIDEN
English, Spanish
Room
Festsaal 2 = Latin
America
Festsaal 2 = Latin
America
Festsaal 1 =
Oceania
Musikzimmer =
Europe
Hörsaal 3 = Africa
Hörsaal 5/6 = Asia
WORKING GROUP 1A
ICT in Education and Research
Prepared chart for working group 1A
Experience
OLPC
OPUS
GIS-Makarere
Stakeholders (in order of importance)
OLPC-advisers
Local authority (Catholic Education Secretary)
School teachers
“Champions”
Community members
UCM Management
UCM Registry Staff
UCM ITC Staff
Mozambique Ministry of Education
Radboud University
Mozambican Universities
Zambian Universities
GIS-centre, staff of parastatal companies
World food program
Most relevant elements
OLPC-principles
Local decisions (selection of schools, selection of “champions”, decision on Laptop ownership)
OLPC-Champions Mentoring
Management Support
Availability of capable ICT-staff
User Training
Mentoring
National network of mutual support
Exchange visits
Open Source program
International network
Business processes
GIS
Geodata management
Concept mapping
11
Outcomes of working group 1A
Experience
What stakeholders would I
not have expected? Who
else would I have expected?
OLPC
Missing stakeholders:
• Students
• The project owner
• Children
• Community
• Public service
• Ministry of Education
• Civil society
• Technical support
• Parents’ association
What was surprising?
• Project owner was the
funding agency
OLPC relevant elements:
• No training of the teachers,
no lessons learned from
other experiences (e.g. the
Bill and Melinda Gates
Foundation)
12
OPUS
GISMakarere
• Students
• Ministries of other
countries
• Academics
• NGO’s
• Departments of
universities
• Other data suppliers
• Students
Most relevant elements:
• No government involved
Other surprising elements:
• No support from ministries –
no resources!
• Acceptance of change by
technical staff (GIS / network
management)
• Lack of knowledge of
organization, lack of internal
data
Other surprising elements:
• Senior management only
partly involved
Where do I want to know
more?
OLPC relevant elements:
OLPC principles:
• Cultural context,
technical aspects,
usage of guidelines
(principles)
• Who were the
advisors?
• Side effects (any
improvement about
adults)
• Initial Need
Assessment (SWAT)
• Mentoring
• Cultural context
stakeholders:
How does GIS work at the
university?
How to speed up change
processes?
What would I make differently,
if we would start again?
• Availability of capable ICT-staff
• Concept of child(ren)
ownership  the laptop
should stay in school, because
siblings could get jealous or
parents might use or sell the
computer
• Local authority & support from
government (national, local)
• Have a local project owner
• Lack of ownership & local
responsibility
Get to know who is really
interested and not only in
infrastructure
• Long-term process design &
implementation (senior
management)
• First step: test skills in advance
Which elements provide
ideas / new insights for my
own work?
• Jealousy in the context of
PNG  not every kid
received a laptop, only
school kids
• There were not enough
teachers with ICT
knowledge
• Community response to
the project
How do I
expect the
experience
to develop?
-
Analyse current processes
-
Education can encourage
openness to change and
innovation
Offering
training
courses on
managemen
t of water
utilization,
using GIS
13
WORKING GROUP 1B
Vocational Training
Prepared chart for working group 1B
14
Experience
CECIM
Children/youth – as active participants in educational
processes
Parents/tutors/reference persons,
Community (leaders)
Public authorities (Ministry of Educ., National Technical
Institute)
Young Africa
Young Africa core organisation
Entrepreneurs
Local management Local youth
GO and NGOs
Municipal/
Communitarian leaders
URACAAN
“Empirical teachers”
Local Catholic Church
Education Ministry
URACCAN Waslala
Los Quichos Program (individual - manual, artistic, sport’s training)
Child-to-Child method
Peer-to-Peer-work
Comprehensive education (involving reference persons)
Monitoring & Evaluation system
Education networks (public institut.)
Community support
Franchise system
Integral empowerment (personality development)
Relevant Training
Training to valorize multicultural situation
Training in indigenous languages.
Alliances with Public institutions and local Church
Outcomes of working group 1B
Experience
CECIM
Young Africa
What stakeholders would I
not have expected? Who
else would I have expected?
-
What was
surprising?
Where do I want to know more?
-
• International donors
• Most important
international donor is the
European Commission (via
NGOs from the
Netherlands)
Most relevant
elements:
• Especially
successful for
(handi)craftprofessions
• Peer-to-peer-work
• How old are the facilitators?
• Strategy to start cooperations with the
franchisers (small enterprises)  possibilities
to receive funding to start an enterprise
• Quality management
• Impacts on skills development in the country?
Which elements provide ideas / new insights for my own work?
• Examine/research the child-to-child methodology
•
•
•
•
•
•
The reference of the experience of Young Africa:
Promoting businesses
Entrepreneurship
Aiming to achieve sustainability in the project
Partnerships with entrepreneurs
“Bridge builder” between Young Africa and interested
Other surprising
elements:
• Funding: the
vocational
training
programme
is self
sufficient
URACCAN
WASLALA
-
-
• What about other spiritual leaders apart from
the Catholic church?
• Catholic church: fundamental support for the
project, Waslala region: many members,
church: social promoter  pastoral for health
• Major challenges for the project due to
cultural context (marginalized region, local
division of the university at various locations)
• Which languages do teachers use: Spanish,
English, indigenous languages?
organisations for the purpose of the promotion of exchanges
• Develop and adapt informal skills training
• Together with the partner organisations (POs), we thought about
the possibilities to adapt the working methods with local
entrepreneurs in the area of vocational education of the education
programmes of the target groups (non-formal education).
• Sharing with POs the possibility of gradually introducing financial
contributions from the target groups to contribute to their
vocational education.
Importance of networking and communication  multiplier effect
15
WORKING GROUP 1C
Protecting the Environment
Prepared chart for working group 1C
Experience
BICU
Lecturers + Students
Community Leaders
Civil Servants
NGO-activists
UCM
PEMBA
Faculty Management
Local lecturers
Local stakeholders
External specialists
HoD
Students
Technical Advisor (HORIZONT3000)
FOIRN/ISA
The institute as new legal person
Indigenous pedagogical advisors
Indigenous environmental management agents
Indigenous leaders
Indigenous researchers
Other researchers
16
ISA/FOIRN
Scientific Center
Center for Agricultural Transfer
Outreach of students and lecturers
Technical Training of Community leaders
Training and Qualification of Civil Servants
Planning and monitoring of practical activities in the communities
Communication campaign
Curriculum established in collaboration with specialists & local stakeholders
Practical classes
Accompaniment by TA
Participation in regional Working group
Outreach to schools by students
Concentration on traditional knowledge
3 years curriculum including periods of research in communities
Formation in land use and environmental management, indigenous economy today, languages
Reference persons in communities
Several local centers
Outcomes of working group 1C
Experience
BICU –
community
university
UCM – Pemba
ISA / FOIRN
What stakeholders
would I not have
expected? Who else
would I have expected?
• Community leaders
• Private sector
• Technical advisors
• Networks
What was
surprising?
-
-
• International networks
• Ministries of
Education, Science,
Technology
-
I am missing inputs
on what has
changed / is
changing in relation
to climate change
problems (key
outcomes/results).
What would I make differently,
if we would start again?
• Cooperatives and communities
• Tertiary education for whom?
(support from HORIZONT3000)
• Outreach of students and
lecturers
• Training and qualification of civil
servants
• Regular & frequent meetings
of local authorities and the
community  careful
selection of the participants
• Include different stakeholders
when writing the thesis
• Chose better implementation
strategy: target-oriented
choice of stakeholders
• Teachers contracting earlier
• Include basic subject
• More practical lessons
• Specialists from outside
Stakeholders:
• External specialists
• Curriculum established in
collaboration with specialists &
local stakeholders
Stakeholders:
• Indigenous environmental
management agents
• Ministries: Education, Science &
Technology
• Concentration on traditional
knowledge
-
Which elements provide ideas / new insights
for my own work?
-
• Possibility of demarcation of a territory in
Mozambique (FOIRN as role model)
• Concept of “indigenous” depends on
context/background
17
• Sustainability of environmental education
activities by ensuring that students pass the
information to new students in the
following year
• What has worked well with the reintroduction ore use of indigenous
knowledge in addressing environmental
problems
• New insight in the courses given by the
community leaders! But what key outcomes
have they seen in addressing climate change
issues? In other words, what are these
stakeholders doing differently, following the
10-month-courses?
WORKING GROUP 1D
Development of Universities
Prepared chart for working group 1D
18
Experience
URACCAN
Purpose of the project
Contribution to the autonomy process
Professionalization and vocational training
Sustainable use of natural resources
intercultural citizenship
DWU
Prepares for student’s participation in PNG’s
development
Active civil society
More female actors
National & ethnic identification
active civil society
Export of Czech know-how of CULS/FTA
Use of wide network of contacts and accumulated
experience of needs of southern partners.
Prague
Beneficiaries
The population of the RAAN/S;
students and teachers;
community leaders;
indigenous communities, afro-descendants and ethnic
communities in the RAAN/S;
regional public institutions;
Nicaraguan university system
Students
Their families
Communities
NGOs
Other employers
Regional Government bodies
Univ. management
Teaching staff
Other stakeholder
Church representatives
NGOs
International partners (Universities, Donors)
Community organisations
Alumni
Former students in Czech Republic
Outcomes of working group 1D
Experience
URACCAN
-
Purpose of the project:
• Sustainable use of natural resources
• Intercultural citizenship
DWU
Surprising, that the following purposes of
the project were named :
• Prepares for student’s participation in
PNG’s development
• Active civil society
• More female actors
-
• National & ethnic identification
PRAGUE
• Export of Czech know-how of CULS/FTA
• Use of wide network of contacts and
accumulated experience of needs of
Southern partners
Which elements provide ideas / new insights for my own work?
• Fortify the international interchange between the [actors/chairs] and students
• Promote the social participation in active form
• Construction process of intercultural citizenship
• Create more opportunity of technical education for the population
• Develop our own methodologies and theories from the South
• Fortify the networks between the institutions of education
• Continued affirmation of one’s identity to keep one group grounded
• Work in partnership with governments & other stakeholders
• Identification of needs of partner universities  better design of project
• Using proper words for information sharing
19
WORKING GROUP 1E
Valorizing culture and our multicultural people
Prepared chart for working group 1E
Experience
URACCAN Bilwi
DWU
20
FOIRN
Teachers
Students
Community leaders
Religious Leaders
Indigenous communities,
Afro-descendants and ethnic communities in the RAAN/S;
Regional public institutions;
NGOs
Students
(from disadvantage provinces)
Women-students
Their families
Communities
NGOs
Other employers
Regional Government bodies
Alumni
Indigenous leaders;
Basis Association
Holders of indigenous knowledge
Indigenous high school graduates (adolescents and adults);
Indigenous people seeking for a differentiated education;
Indigenous pedagogical agents;
Indigenous environmental agents
Researchers from outside
Government authorities
Roles of Stakeholders
Change agents
Involved in Univ. development
Socio-educational work,
Selection of scholarship-holders
Cooperation in local project
Beneficiaries and contributors to curricular and other univ. developments
Joint projects
Contributing special competences
Peer-Learning Community Outreach
Benefitting from community outreach and later in life
Community service
Regional/university development
Guide the process
Political representation
Resource Persons
Students and future researcher
Students and future researchers
Agents for differentiated education
Implementers of research results
Joint research with indigenous researchers
Funders and beneficiaries of indigenous knowledge
Outcomes of working group 1E
Experience
URACCAN / BILWI
DWU
FOIRN / ISA / ICIPRN
What stakeholders
would I not have
expected? Who else
would I have expected?
• teachers
• sponsors as other
employers
-
Where do I want to
know more?
What would I make
differently, if we would
start again?
ideas / new insights for
my own work?
How do I expect the
experience to develop?
-
-
-
-
-
-
-
-
-
-
Additional comment:
Mozambique:
Mechanisms by the state, so that students go back to communities
Issue: How to protect indigenous knowledge?
21
Which elements provide ideas/ new insights for my own work?
- Intercultural universities exist
- Model of Rio Negro interesting for GTM (Grupo de Trabalho do Meio ambiente)
WORKING GROUP 1F
Education for Real Life
Prepared chart for working group 1F
Experience
CECIM/ VOS NIC
THP
PROSOWO
22
FADCANIC / PLACER
Children
Youth
Parents and tutors
Volunteer teachers
MINED and INATEC (National Technical Institute),
Teachers at Primary Schools
Students of grade 6-8 in Primary Schools
Traditional Medicine Practitioners
Family
Professional associations
NGOs, FBOs and Community based organisations
Students
Clients
Social workers
Government ministry
Media
Children
Youth
Teachers
Parents
National and
Regional Education authorities
N. Health Authority
URACAAN
BICU
Municipal authorities
Roles of Stakeholders
Peer-Educators Strengthening of partnership-skills
Comprehensive training
Participative monitoring and evaluation
Literacy etc.
Educational network, resources
Implement teaching and monitoring in schools
Take care of medical gardens, bring in family experience
Contribute empirical knowledge
Contributes experiences
Link to social work practitioners, joint advocacy and workshops
Main employers of social workers, Service Learning
Mobilization
Research assistants,
testimonies
Exhibited their products
Mandate and framework
Publicity
Beneficiaries
Peer educators
Further trained
implementers
trained and empowered for education
framework, exchange
Monitoring, Feedback
Cross-cutting issues
Further education of teachers
Outcomes of working group 1F
Experience
CECIM
What stakeholders would
I not have expected?
Who else would I have
expected?
Surprising that the
following stakeholders
were named:
• Volunteer teachers
High number of volunteer
teachers
Where do I want to know
more?
• Number of adults
• Number of villages
• Kids younger than 15
years
• People with disabilities
THP
Surprising that the
following stakeholders
were named:
• Teachers at primary
schools
• Division of education
• Villagers
• Ministry of Health
PROSOWO
• NGO’s, faith based
organizations and
community based
organizations as
employers
• Academic educators
• That sorcery is so
deeply rooted in the
Papua New Guinean
society
• That primary schools
are already included
• People with disabilities
or mental health issues
are not included / not
taken into
consideration
• Only 3-years-project,
but social work takes
long time
• European focus on
individual level
• Africa: Focus on
communities
• Definition of spiritual
healing
• Definition of sorcery
Standing of social work –
is an “adopted child” from
the UK (hasn’t played a
role in the Ugandan
society before)
What would I make
differently, if we would
start again?
ideas / new insights for
my own work?
• Provide and finance
transport for training &
workshop
• Establish a “coffee
shop” – a room, were
people can meet and
exchange ideas and
where they get
information about
CECIM (like the
“experience at a
glance”-posters at the
conference)
• Pay more for teachers,
regular financial
incentive
• Involve more different
stakeholders
• Hire researchers for
curriculum
development
• Better time
management, more
time for preparation
PROSOWO  CECIM:
include social workers at
CECIM
• Bring national
institutions on board
• Develop own material
FADCANIC  PROSOWO:
training for single mothers
– since they are aware of
the local problems –
instead of employing
“qualified” people, who
cost much and don’t know
How do I expect the
experience to develop?
• Just continue!
23
Traditional building in the
Republic of South Africa:
would be great if accepted
by locals
• Improve curricula
• Provide exchange visits
(universities, …)
• Increase number of
teachers
• Provide good teaching
materials
To develop and
strengthen network for
social workers in Uganda
in order to gain more
structure, advocacy and
lobbying
FADCANIC /
PLACER
24
• Researchers
• volunteers
• Cooperation of likeminded
• Indigenous languages
• Single mothers as
teachers!
• Further education of
teachers
• Fees, transport costs
• System of bilingual
level of absolvents
• Selection of teachers
• Scholarship packages
for communities at the
beginning
• Prepare boarding
school and gardening
• Administrative person
since beginning
about the problems
• Cooperation with
architects
• CECIM  art class
(dance, music, painting
as methods of
expression) for
FADCANIC
• Begin with traditional
method in elementary
school (6th grade)
• PROSOWO 
FADCANIC: include
social workers at
schools (kids &
parents)
Extend system to
Northern part of
Nicaragua to strengthen
bilingual education
Working Group 2
DAY 2, 11:30-13:00 Relevant Knowledge and Academic Quality – Participation and Ownership
Participants work on 3 topics in thematic groups
Group & Topic
A. Universities building capacities and
serving the needs of disadvantaged
regions
B. Universities / institutions oriented
towards multicultural areas and
indigenous communities
C. Universities
working
in
international cooperation
Facilitator
Petra KOPPENSTEINER
Irina POBER
Languages
English, Spanish
Room
Musikzimmer =
Europe
Elisabeth MODER
Elisa ROMERO
English, Spanish,
Portuguese
Festsaal 2 = Latin
America
Pilar LENDL
Vera POBER
English, Spanish
Hörsaal 3 = Africa
WORKING GROUP 2A
ROUND 1: THE NEED OF RELEVANT COMPETENCIES AS WELL AS ACADEMIC QUALITY
1)
2)
What challenges regarding relevant competencies as well as academic quality do we face?
What measures have we taken to overcome these challenges?
Challenges
Measures Taken
Using knowledge / follow-up
“real world” challenge
•
•
Official recognition of credits
Entrance exams vs. number of students and
academic quality
•
•
•
•
•
•
Education System (UGA)
No quality control
Train  implement
Choosing implementation agency, that can follow
up
Follow-up enforcement
Developing indicators
Adapting
first-year-curricula
for
general
knowledge
Mentoring
Bringing GIS to schools
Adapting training to fetch students
WORKING GROUP 2B
ROUND 1: ENHANCING AND LIVING PARTICIPATION
1)
How do we live and ensure participation? (e.g. participation of stakeholder groups)
Stakeholders
Local communities
• All members are important and included (e.g.
fishers, farmers)
• Focus: groups that hold knowledge (e.g. elderly
people)
• Focus: women
Local authorities
Type of Participation
•
•
Include in decision making process to guarantee
sustainability and to keep alive the participation
Consultations
•
Include them for sustainability
25
Organized civil society (NGOs, networks of NGOs)
Development cooperation institutions (collaboration
North-South-NGOs, donors – beneficiaries)
State authorities
Families
Private sector
Other relevant authorities (ministries, etc.)
Churches / religious institutions
 Analyze for each specific context!
•
•
•
Facilitate dialogue with government
Combination of local and external knowledge
No top-down-approaches – good equal
partnerships
• Responding to real needs
• --• Include them in education of their children
• Open up ways of cooperation with private sector
• Find different/new ways of consultation and
involvement!
 Depends on the type of intervention
 Depends on the type of intervention
WORKING GROUP 2C
ROUND 1: THE NEED OF RELEVANT COMPETENCIES AS WELL AS ACADEMIC QUALITY
1)
2)
What challenges regarding relevant competencies as well as academic quality do we face?
What measures have we taken to overcome these challenges?
Challenges
Measures Taken
Lack of human resources and technical skills (ICT),
writing skills to elaborate scientific texts
•
•
26
Difference in skills
Communication
management)
•
with
partners
(e.g.
time
Differences in approach
Awareness
of
complexity
interdisciplinary approach
•
•
of
an
issue,
•
•
Provide training for partners to facilitate local
capacity to find own solutions
Promote user-driven innovation through constant
feedback from users & developers
Joint work as a form of mentoring & competence
building (e.g. scientific writing)
Mutual respect, “icebreaking” informal partners,
workshop to acknowledge each other’s realities,
understanding of different concepts, ways of
doing things
Respect for local/indigenous knowledge/practices
 ongoing dialogue
Adopt methodology to respect local knowledge
and perception
Take time to learn about the local conditions
Working Group 3
DAY 2, 16:30-18:00 Regional working group – Working in Partnership
Participants split up into regional groups
Group & Topic
A. Institutions from Latin America
Facilitator
Elisabeth MODER
B.
Magdalena FISCHER
Languages
Spanish,
Portuguese
English
Andrea HEIDEN
English
Petra KOPPENSTEINER
English, Spanish
Universities from Africa and Papua
New Guinea
C. Universities from Europe and TAs
with experience in Cooperation
with Universities
D. Field Offices, NGOs
Room
Festsaal 2 = Latin
America
Festsaal 2 = Latin
America
Musikzimmer =
Europe
Hörsaal 3 = Africa
ROUND 1: LOCAL/ REGIONAL COOPERATION OF SOUTHERN UNIVERSITIES
1)
2)
What local partnerships (stakeholders) have been decisive for experiences?
What can we do to enhance local/ regional partnerships?
Local Partnerships
National Universities
Community, traditional social structures, leaders
Student/ Youth Movements
Inter-institutional coordination
Network (e.g. of educators)
Municipalities, secretaries (regional, autonomous)
Regional NGOs
Grassroot organizations (indigenous, afrocarribbean, traditional healers)
Schools
National research centers
Government: political parties/ ministries
Church
Private sector
Cooperatives
National association (e.g. of social workers, etc.)
Health centers/ agencies
Consultants
Parents/ Elders
Platform of different sector stakeholders (e.g.
agricultural stakeholders)
Potential to enhance/ improve
Organize knowledge/ experience exchange
Organizational development;
Maintain contacts, attend conferences, support
research
Deepen cooperation, be open for innovative
cooperation & partnerships
Vocational training / education (esp. in NIC)
Local communities should benefit directly (farming at
schools, demo farms); use community based
adaption
Offer support/ exchange within institutions
Present results of experience (e.g. OPUS) internally
Improve/ strengthen networks
Awareness raising for development cooperation
Consolidation of partner organization;
More regular meetings, formal partnerships,
establish long-term partnerships with MoU
Strengthen civil society institutions;
Organizational development
Organizational development
Look at other areas of collaboration – e.g. research
centers
Set up alliance
Keep them informed on roles of universities
Work on dialogue
Formal agreements
Regular meetings, trainings,
27
ROUND 2: INTERNATIONAL COOPEPRATION OF SOUTHERN UNIVERSITIES
3)
4)
What cross-border South-South or South-North Partnerships have been decisive for our experience?
Where do we see a potential for the future?
Cross-border Partnerships
Potential for future
UNIVERSITY COOPERATIONS
North-South: York, Canada, Mexico, Texas, Norway,
Spain, Austria, Finland, Denmark, Germany,
Netherlands, Australia
Cooperation with Asia
EU: infrastructure development projects (PNG)
Australian Catholic University: exchange ideas, staff/
students, exchange programs (PNG)
South-South: Bolivia, Colombia, Ecuador, Venezuela,
Panamá, Costa Rica, Cuba, Argentina, Zambia,
Ruanda, Kenia, Tanzania, Uganda
Guatemala
Foster cooperation between Brazil and Latin America
Reuse of further software development made by
partners (unis)
Widen and deepen collaboration and joint projects
Networks at university level
Find appropriate / accessible partnerships
28
Church
Private sector (problem: limited availability, only
short term interest)
Network of indigenous universities
Networks of CSOs
NGOs/ Development Agencies:
HORIZONT3000, DKA
AUSAID
APPEAR
USAID,
SIDA
UNDP
Regional and international associations (e.g. for
social work)
International research institutes
Post-graduate study centers
Political (national) parties
Indigenous knowledge at universities (UGANDA)?
Evaluate possible cooperation with private sector
Establish/ improve network in Latin America
CIDSE and other church based networks
HORIZONT3000 (not present in all countries,
common link?), USAID; DIALOGUE
HORIZONT3000 – climate alliance, MOORE
foundation,
African Development Bank
EU (Erasmus, Erasmus mundi)
Center for development Research (BOKU), AfroAsiatic-Institute (AAI)
Further financing of software development, online
support
Human Resource Support (HORIZONT3000)
Short term experts (policies/ trainings development),
production & marketing (MKT)
Strengthen partnerships with university and NGOs
Link up with existing networks
Find appropriate / accessible partnerships
Stabilizing partnerships (risk of need to find “big
money” from private sector that comes with specific
interest)
Flexible learning for graduates after some years
working
Working Group 4
DAY 3, 10:45 – 11:45 Inspirations for Third Missions and Beyond
Participants work on 3 topics in thematic groups
Group & Topic
A. Universities building capacities and
serving the needs of disadvantaged
regions
B. Universities / institutions oriented
towards multicultural areas and
indigenous communities
C. Universities
working
in
international cooperation
Facilitator
Oana BADAN
Pilar LENDL
Languages
English, Spanish
Room
Musikzimmer =
Europe
Elisa ROMERO
Martina PODEPREL
English, Spanish,
Portuguese
Festsaal 2 = Latin
America
Iulia SOCEA
English
Hörsaal 3 = Africa
WORKING GROUP 4A
ROUND 1: INSPIRATIONS FROM OTHERS
1)
2)
Which experience has given me inspiration for possible action of myself or my institution?
Which partnership could be initiated or newly defined?
Inspiration
Project on social building (education, health, housing)
in Southern / Eastern Africa
Exchange programmes for students & visiting
lecturers
Propose GIS training and how it can contribute to
environmental management
Trainings on indigenous knowledge -> mainstream
across degree programmes
Mainstream environment across teaching
programmes (engeneering, health etc.)
Project on ecotourism
Educational system of Rio Negro – advocacy
Dual education programme with franchises
Link between vocational training with
entrepreneurship
Possible Partnerships
Makarere University
GIS Centre
Faculty of architecture Ljubljana
GIS Centre,
Uganda
Faculty of architecture Ljubljana
GIS Centre
Makarere University, Uganda
UCM Pemba, Mozambique
Others
GIS Centre
GIS Centre
Kolping University, Lithuania
Eesti People to people NGO, Estonia
Brazil
Mozambique
ROUND 2: IDEAS, PLANS AND COMMITMENTS FOR THIRD MISSION
1) In which areas do I see the possibility to suggest or enhance options of the „Third mission“ in my
institution?
•
Creative reading and writing trainings for NGOs and university students
•
Third mission is vital for human development
•
improve educational quality and don’t lose contact with the roots
•
advocacy
• Education should respond to needs of the people
29
WORKING GROUP 4B
ROUND 1: INSPIRATION FROM OTHERS
1) Which experience has given me inspiration for possible action of myself or my institution?
• Bringing local experiences to the universities (methods, curricula, indigenous knowledge from Nicaragua &
Brazil)
• South-South cooperation  similarities
• Multi-cultural universities  collaborate
• Indigenous knowledge and practices  reconciliation
• Roots of machismo / occidental
• Bottom-up & communal initiatives / community engagement
• Taking needs of the people into account
• Context: transfer autonomous administration to other countries
2) Which partnership could be initiated or newly defined?
• The Nicaraguan delegates would like to adapt the “Practical Vocational Training for Youth” from
Mozambique into the leadership training at URACCAN.
• Our participant from Malta wants to build an intercultural ethno-botanical centre and would like to
implement the knowledge of the “Traditional Health Project” from PNG and of the indigenous medicine
taught at URACCAN, Nicaragua.
• The Brazilian participants would like to use the experiences from Nicaragua to alleviate the effects of
climate change. (Experiencias e praticas para mitigar as mudancas climáticos)
• Our delegate from Cyprus thinks that community engagement of universities in Europe should be
strengthened by lobbying internally for the recognition of this kind of third mission.
30
3)
•
•
•
•
•
•
•
•
•
•
•
In which areas do I see the possibility to suggest or enhance options of the „Third mission“ in my
institution?
Leadership of the Young Africa programme expand it to farmers, fishermen – communities
(professionalization)
Community invocation
Research and documentation of indigenous knowledge
Ensure sustainability from donor side, make use of local assets
Quantify/ formalize commitment with local communities
Monitoring of change-makers
Intercultural ethno-botanical centre
(Re)define third mission in Europe, (Re)define within Latin America, South-South cooperations
Climate chance: practices, learning experiences
Intercultural learning
PNG: Divine Word University can run workshops on how to integrate indigenous knowledge into the
university curriculum development. For sustainable community based institutional development, third
mission is one possible way forward. Effective utilization of indigenous resources, information, knowledge
system is also vital for ownership and sustainable development
WORKING GROUP 4C
ROUND 1: INSPIRATION FROM OTHERS
1)
Which experience has given me inspiration for possible action of myself or my institution?
Inspiration
Young Africa
• possibilities of informal education for young
marginal adults
• for school management tool and education
planning in PNG
• University Climate Change Adopt.: possible
approach at all levels of society for Mozambique
OPUS
BICU
2)
Possible Action
Which partnership could be initiated or newly defined?
Partner
OPUS
Possible Action
• meets a practical need in university management
and info system
• technical support
• Partnerships between universities and NGOs
• Incorporating research in development work and
identification of priorities
• To make more use of existing GIS centre at UCM
• Learning of new opportunities for univ.
partnerships through the Austrian development
policy
• Learning about universities’ third missions 
partnering with communities
Prosowo
GIS project
1) In which areas do I see the possibility to suggest or enhance options of the „Third mission“ in my
institution
Enhancement / Engagement
Enhance visibility of products/services (GIS) for NGOs, communities and the potential benefit for users
Strengthening academic offer (training, used ITCs,…) for communities (universities, schools)
Develop/adjust technology for communal use
Develop collaboration with universities & research institutes in Mozambique
Use & value information / knowledge produced by local universities for project development / adoption of
new technology
Possible Areas
Community Engagement
Community Outreach
Civic engagement
Possible Action
•
•
•
•
•
•
community resource centre
collaborate with NGOs
parliamentary fora/ session
Radio, TV, talk-show
Demonstrations
Write more newspaper articles on key policy
issues
31
EXCHANGE VISITS
Visit to the Paulo Freire Centre
After the end of the international conference KNOW-HOW3000 on 12 June 2014, the participants had the
opportunity to visit the Paulo Freire Centre of the "Centre for International Development" in the Sensengasse
in Vienna.
The Paulo Freire Centre is active in the area of development education work and research for development and
gives other institutions the opportunity to reflect upon and further develop their own work. The focus of the
Paulo Freire Centre is on "Education as a mirror of reality" that leads to change and thus to improving one's
own actions.
In the course of various projects,
• dialogical learning between teachers and students is promoted,
• the interrelationship of cultural diversity and socio-economic inequality in cities is researched together
with youths (school students), scientists, university students and teachers from Austria, Serbia and
Turkey, and
• contact between and joint research by students of modern schools and institutions of higher
education are fostered within the context of an innovative learning project.
32
This means that the school students are also researchers, they are considered, following Paulo Freire's
philosophy, as experts in their own area. Through the project, school students as well as university students get
to experience other social and cultural realities. University students for example, are invited to the homes of
migrant families while migrant children from families with a low level of education are invited to visit the
University of Economics. In the student's research, the intentional segregation from other groups is noticeable
in all social milieus. Interestingly enough, these studies also suggest that national-cultural factors are relatively
irrelevant compared to socio-economic factors. The process that the students go through together, however,
builds bridges on the small scale.
The participants were also able to gain insights into the stock of pedagogical teaching and learning materials of
BAOBAB - Global Learning, which is part of the the C3 - Centre for International Development. These materials
include a broad range of books, DVDs, CD-ROMs, CDs, games, theme kits as well as movies and documentaries
which are available in the largest education and research library in Austria dedicated to international
development, global education and women and gender issues. It is open to the public and provides an open
space for learning, training and information.
Visit to the horticultural and floristry vocational school of Vienna
(Berufsschule für Gartenbau und Floristik Wien) 12.06.2014
Within the context of the International Conference KNOW-HOW3000 of 2014 with the title –“Educational
Institutions for Development - down to earth and close to the people” the Nicaraguan delegation visited the
horticultural and floristry vocational school of Vienna (Berufsschule für Gartenbau und Floristik Wien) in the
afternoon of the 12th of June 2014. The goal of this visit was to learn about the dual vocational education
system for various professions, in view of the fact that Nicaragua is considering to introduce this training
method.
The delegation was received by the director of the school, Mrs. Wenschitz, who explained how dual education
and coordinated work between the educational institutions, the municipal office and private companies work
after giving them a tour of the school's facilities and gardens.
This type of vocational training, which has a long-standing institutional tradition in Central Europe, was very
interesting for the delegation, especially considering the fact that it does not only offer training opportunities
for the young population lacking secondary education opportunities, but also has an impact on the
employment situation of this demographic group. The link between institutional training and practical (and
remunerated) work in state-owned or private enterprises was also deemed highly interesting.
The delegation is thankful to HORIZONT3000, and in particular to Mrs. Wenschitz and the school's staff, for
providing this opportunity to get acquainted with this kind of education.
33
PARTICIPANTS LIST
34
HORIZONT3000
AUT
Theresa BURIAN
AUT
Klaus EBENHÖH
AUT
Maria EBNER
AUT
Magdalena FISCHER
AUT
Petra KOPPENSTEINER
AUT
Elisabeth MODER
AUT
Eva Martina NAGL
AUT
Elfriede PALLER
AUT
Georg PARDO CÁCERES
AUT
Peter POBER-LAWATSCH
AUT
Martina PODEPREL
AUT
Sona RUMLER-MOOKKENTHOTTATHIL
AUT
Diego SANTOS
AUT
Gabriele TEBBICH
AUT
Thomas VOGEL
AUT
Wolfgang ZECHNER
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
HORIZONT3000 Vienna
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
HORIZONT3000 Regional Offices
MOZ
Andrea HEIDEN
MOZ
Lydia KUMMER
NIC
Peter RUPILIUS
NIC
Sofía Adela CASTILLO DE CUADRA
NIC
Nubia ROCHA ESPINOSA
UGA
Carsten KLINK
UGA
Jennifer OKUSIA
UGA
Samalie TEERA
UGA
Christian GUGGENBERGER
HORIZONT3000 Mozambique
HORIZONT3000 Central America
HORIZONT3000 Papua New Guinea
HORIZONT3000 East Africa
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
UGA
Verena GUGGENBERGER-SENN
Technical Advisors
AUT
Sonja SIEGL
AUT
Theresa STOURZH
NIC
Martina LUGER
PNG
André HÄHNKE
PNG
Ute OCHSENREITHER
PT
UGA
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Rosa NORDESTE
[email protected]
Karl TILLER
HORIZONT3000 Uganda
[email protected]
HORIZONT3000 Uganda
[email protected]
Retournees
AUT
Maria GEITZENAUER
AUT
Georg GRÜNBERG
Österreichisches Lateinamerika-Institut [email protected]
AUT
Irmgard FALLMANN
Fachschule für Sozialberufe, Stockerau
[email protected]
AUT
AUT
AUT
AUT
Christiane FRÜHWIRTH
Christine STELZHAMMER
Markus PSCHEIDT
Nadalina PSCHEIDT
[email protected]
[email protected]
[email protected]
AUT
Eva LANG
AUT
Gert-Michael BINDER
BRA
Hans GNADLINGER
Bundeskanzleramt, HORIZONT3000
PNG
Former Programme Officer
Mozambique
IRPAA-Instituto Regional da Pequena
Agropecuária Apropriada
[email protected]
[email protected]
[email protected]
Partner Organisations (HORIZONT3000 & Member Organisations)
BRA
Aloísio CABALZAR
Instituto Socioambiental
BRA
Flora CABALZAR
[email protected]
[email protected]
BRA
Almerinda RAMOS DE LIMA
Federação das Organizações Indígenas
do Rio Negro (FOIRN)
[email protected]
BRA
Marivelton RODRIGUES BARROSO
Federação das Organizações Indígenas
do Rio Negro (FOIRN)
[email protected]
[email protected]
MOZ
Nielete Ana de Oliveira AMADO
Universidade Católica de Moçambique
(UCM) - Pemba
[email protected]
MOZ
Stélio Alexandre da Costa MACUMBE
Universidade Católica de Moçambique
(UCM) - Beira
[email protected]
NIC
Ileana del Carmen MARTÍNEZ LORENTE
Centro de Educación y Capacitación
Integral Hna. Maura Clarke (CECIM)
[email protected]
NIC
Hazel Casandra WILSON NASH
Fundación para la Autonomía y
Desarrollo de la Costa Atlántica de
Nicaragua (FADCANIC)
[email protected]
NIC
Rosidani MOLINA ARGUELLO
Universidad de las Regiones
Autónomas de la Costa Caribe
Nicaragüense (URACCAN) - Waslala
[email protected]
NIC
Jasper Rene ROMERO EBANKS
Bluefields Indian & Caribbean
University (BICU)
[email protected]
NIC
Víctor Ronald ZÚNIGA MORALES
Nicaragüense (URACCAN) - Siuna,
RAAN
[email protected]
NIC
Yuri Hamed ZAPATA WEBB
Nicaragüense (URACCAN) Bilwi
[email protected]
PNG
Annith Mek KLINK
Diocese of Bougainville, Traditional
Health Project
[email protected]
PNG
UGA
UGA
Anastasia SAI
Moses MUSINGUZI
Janestic TWIKIRIZE
Divine Word University (DWU)
Makarere Universität
Makarere Universität
[email protected]
[email protected]
[email protected]
Elisa ROMERO
Pily LENDL
Iulia SOCEA
Oana BADAN
TRIALOG Vienna
TRIALOG Vienna
TRIALOG Vienna
TRIALOG Brussels
[email protected]
[email protected]
[email protected]
[email protected]
Centre for Peace Studies
CARDET LTD
[email protected]
[email protected]
TRIALOG
AUT
AUT
AUT
BEL
Project Partners (TRIALOG)
CRO
Iva ZENZEROVIC SLOSER
CYP
Sotiris THEMISTOKLEUS
CZE
Jiri HEJKRLIK
Czech University of Life Sciences
Prague (CULS)
[email protected]
EST
LTU
Ruta PELS
Vytaute EISMONTAITE
Eesti People to People NGO
Kolping House
[email protected]
[email protected]
LTU
Ugne GRIGAITE
NGO Mental Health Perspectives (PSP)
[email protected]
MLT
Vincent CARUANA
Centre for Environmental Education
and Research (CEER)
[email protected]
SLO
Anja PLANISCEK
Faculty of Architecture, University of
Ljubljana
[email protected]
35
Member Organisations
AUT
Erwin EDER
AUT
Clemens HUBER
AUT
Philipp BÜCK
AUT
Sigrun ZWANZGER
AUT
Jakob WIESER
DKA
DKA
DKA
Welthaus Graz
BSIN
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Austrian Development Cooperation (ADC)
AUT
Sylvia HINGER
ADC
[email protected]
KEF / Round Table
AUT
Nikoleta NIKISIANLI
Appear (OeAD)
[email protected]
Universities
AUT
Katrin HARREITHER
AUT
Verena PFLUG
University of Life Sciences Vienna
University of Life Sciences Vienna
[email protected]
[email protected]
NGOs, Other Organisations
AUT
Gerald FASCHINGEDER
Paulo Freire Institute
AUT
AUT
AUT
AUT
Friedbert OTTACHER
Hans KANDLER
Brigitte DRABECK
Reinhard HEISERER
Licht für die Welt / Light for the World
Klimabündnis
Klimabündnis
Jugend Eine Welt
Michael PALFINGER
Wiener Zeitung
Sonja BURGER
Freiberufliche Wissenschaftsjournalistin
Dieter RACHBAUER
Development & Relief Consulting
PhD Student, Universidade Federal da
Bahia, Brazil
Diplomatic Academy
Press
AUT
AUT
gerald.faschingeder@paulofreirezentrum.
at
[email protected]
[email protected]
[email protected]
[email protected]
36
Others
AUT
AUT
Astrid OLLINGER
AUT
Serge NENGALI KUMAKAMBA
[email protected]
[email protected]
SHORT BIOGRAPHIES
Brasil
Almerinda RAMOS DE LIMA (Brazil) – FOIRN
Almerinda Ramos de Lima from the Central Uaupés Region in the Amazon is the current managing director of
the Federation of the Indigenous Organizations of the Rio Negro (FOIRN). She belongs to the Tariano tribe and
the Böhpoka’ porã clan. Her indigenous blessing name is Nanai. Since the foundation of FOIRN in 1987 she has
accompanied the struggles of the indigenous movement together with her father, and has followed the
movement from an early age. She has directly engaged with the Indigenous Women Association of the
Lauarete District AMIDI since its establishment in 1994, and was elected as its Chairperson in 2010. In 2012, she
was appointed to compete for the FOIRN board in the regional assembly of COIDI (Coordinating Office of the
Indigenous Organizations of the Lauarete District).
Marivelton RODRIGUES BARROSO (Brazil) – FOIRN
Marivelton Rodrigues Barroso from Brazil is one of the five FOIRN Chairpersons, the Federation of the
Indigenous Organizations of the Rio Negro. He belongs to the Baré tribe. As a member of ACIMRN, the
Association of Indigenous Communities of the Central Rio Negro Region, he has played a vital role in the
indigenous movement since 2006, when he joined the association as coordinator of the department of
indigenous adolescents in the region. In 2008, he was elected Secretary of CAIMBRN, the Coordinating Office of
the Indigenous Associations of the Central and Lower Rio Negro Region. He participated as researcher in the
elaboration of the dossier which subsidized the acknowledgement of the Traditional Agriculture System of the
Rio Negro by the National Historic and Artistic Heritage Institute. In cooperation with the ACIMRN board, he
also coordinated the ethno-environmental study project on the Central Rio Negro Region. In 2012, he was
appointed to compete for the FOIRN board, was elected, and is today part of the FOIRN management 2013 to
2016.
Aloisio CABALZAR (Brazil) – ISA
Aloisio Cabalzar from Brazil holds a Master's degree in Social Anthropology from the University of São Paulo
(USP) and has been part of the team of the Rio Negro Programme of the Socioenvironmental Institute (ISA)
since 1996. Prior to this, he developed research projects living among the Tuyuca people at the boarder
between Brazil and Colombia between 1991 and 1995. He coordinated and participated at several projects on
food security, education and training of the indigenous population and environmental management, always in
cooperation with the indigenous communities, associations, experts and researchers. He is also the author of
publications on activities developed in the Upper Rio Negro Region.
Mozambique
Nielete Ana de Oliveira AMADO (Mozambique) – UCM Pemba
Nielete Amado holds a degree in Biological Sciences of the Faculty of Engineering and Natural Sciences of the
University Lúrio in Pemba. During and after her studies she participated in various courses and activities in the
area of natural resource management, like “Recycling and Community Development” in 2009, “Research on
conservation activities in the area of field studies of plants in the Quirimbas National Park” in 2010 or
“Sustainable Fishing” in 2011/12. In 2013 she started lecturing at the Faculty of Tourism Management and
Informatics of the UCM (Catholic University of Mozambique) in Pemba, where she is currently the coordinator
of the course of “Environmental Management and Management of Natural Resources”.
Stélio Alexandre da Costa MACUMBE (Mozambique) – UCM Beira
Stélio Macumbe holds a degree in Information Technology Management. His professional focus is on the
creation and implementation of academic support systems, especially on Moodle, NextGen and OPUS College.
Currently, he is gives lectures at the Catholic University of Mozambique on Enterprise Applications, where he is
37
also the coordinator of the University Information Systems (UIS) department. UIS creates IT solutions for the
university. Stélio has a special interest in finances and markets, and therefore decided to study Accounting and
Administration, which he does to date. In addition to his professional activities, Stélio produces publications
(brochures, posters, presentation programmes, banners, just to name a few) and focuses on the
implementation of biometric technologies.
Markus PSCHEIDT (Mozambique) – former Technical Advisor HORIZONT3000/UCM Beira
Markus Pscheidt is a former HORIZONT3000 advisor at the Catholic University of Mozambique (UCM), a
HORIZONT3000-Partner Organisation. He holds a MSc in the area of Computer Science from Graz Technical
University, Austria and a PhD from the Radboud University Nijmegen, the Netherlands. His doctoral thesis is
concerned with aspects related to success and sustainability of information system design and implementation
in developing country contexts. This research project at the UCM was carried out by assuming a participatory
role in the Opus-College project, an Open Source project with the aim to make an academic student
information system available to universities in developing countries. He has implemented the Opus-College
system at universities in Mozambique and Zambia and provides support for interested institutions within the
Opus-College Consortium.
38
Sonja SIEGL (Mozambique) – former Technical Advisor HORIZONT3000/UCM Pemba
Sonja Siegl studied Food- and Biotechnology at the University of Natural Resources and Life Sciences (BOKU) in
Vienna. After studying a year abroad in Barcelona within the ERASMUS-Programme, she continued with her
PhD in the area of environmental biotechnology in Vienna, where she graduated in 2010. Later on she
continued to work at the University (BOKU) as a PostDoc in the area of life cycle assessment of renewable
energy technologies. From 2012 to 2014 she worked as a HORIZONT3000-Technical Advisor at the Catholic
University of Mozambique (UCM), at the Faculty in Pemba, where she supported the introduction of the new
university course “Environmental Management and Management of Natural Resources”. During her work at
UCM, she focused on the introduction of new subjects and practical lessons in the areas of waste management,
energy sources, environmental education and environmental impact assessment together with her local
counterparts.
Andrea HEIDEN (Mozambique) – Country Director HORIZONT3000 Office Mozambique
Andrea Heiden obtained her university degree in Geography, with her mayor field of study being Tropical
Ecology, Environment Protection and Geographic Information Systems (GIS) at the University of Vienna and the
National University in Bogota, Colombia. She is working for HORIZONT3000 since 2002. She started in the area
of education and was responsible for designing the education website during that time. Later on she assumed
the project desks for Asia and Ecuador at the Vienna headquarter. From 2006 to 2008 she worked in the field
as an advisor for organisational development in Uganda. After her return, she was responsible for seven Asian
and African countries at the Vienna office. She has many years of experience within NGOs and the field of
development cooperation, among them 11 years of local experience in Latin America, Asia and Africa.
Currently, she is Country Director of the country office in Beira, Mozambique since 2012.
Lydia KUMMER (Mozambique) – Country Director HORIZONT3000 Office Mozambique
Lydia Kummer will be assigned Director of the country office in Mozambique, starting in August 2014. She
studied Agriculture and Vocational Education in Germany and is working within the development cooperation
sector since 1984. In Angola she was responsible for the qualification of employees for a public stockbreeding
company and was in charge of a food security project for the German Welthungerhilfe. During her assignment
for the German Development Service (Deutscher Entwicklungsdienst, DED) she was working in Brazil as an
advisor for a farm workers trade union in Minas Gerais. The German Federal Enterprise for International
Cooperation (Gesellschaft für Technische Zusammenarbeit, GTZ, now GIZ) assigned her as an advisor from 1997
to 2005 for the promotion of self-sufficiency in the project “PRORENDA” for sustainable, local development in
the public agricultural sector in Bahia, Brazil (Empresa Baiana de Desenvolvimento Agrícola). From 2012 to
2014 she worked on behalf of HORIZONT3000 as an advisor for agricultural education, the creation of curricula
as well as for capacity building of local skilled labour for Young Africa Agri-Tech in Dondo, Sofala, Mosambik.
Nicaragua
Jasper René ROMERO EBANKS (Nicaragua) – BICU
René Romero holds a master’s degree in University Education (National University, Nicaragua) and another in
Sustainable Management of Natural Resources (York University, Toronto Canada). Between 2001 and 2003 he
coordinated the agroforestry and fisheries engineering program at URACCAN University and supervised more
than 20 undergraduate students in their research. He was head of various research projects in the region
related to the Atlantic Biological Corridor and consulted different governmental institutions like the Ministry of
Environment (MARENA). Since 2006 he is directing the institute of Biodiversity and Environmental Studies
(IBEA) at the Indian and Caribbean University (BICU) in Bluefields (Nicaragua), coordinating different regional
projects like “Reducing pesticide runoff to the Caribbean Sea” (funded by GEF) and “Strengthening of local
capacities to confront the impacts of climate change in the Caribbean of Nicaragua and Honduras” (funded by
the European Union).
Hazel Casandra WILSON NASH (Nicaragua) - FADCANIC
Diploma in Education Sciences with a major in Geography, postgraduate studies in Organizational Development
and further training in areas related to education. Other courses and studies: Distance Learning Methods,
Curricular Transformation of Intercultural Bilingual Education (EIB), gender, violence and sexuality; she also has
experience as methodologist and facilitator of learning processes in multicultural contexts. She has 20 years
teaching experience, has worked at various levels in primary and secondary education and was involved in
teacher training. She currently works as a coordinator for education programmes at FADCANIC (Fundación para
la Autonomía y Desarrollo de la Costa Atlántica de Nicaragua), a local NGO that promotes environmental
protection, respecting sexual and cultural diversity, the right to autonomy, to quality education under equal
and equitable conditions, in particular when working with the most disadvantaged groups of society (women,
children).
Ileana del Carmen MARTÍNEZ LORENTE (Nicaragua) - CECIM
Ileana Martínez Lorente holds a degree in Education Sciences majoring in Pedagogy and is a primary school
teacher. She has a postgraduate degree in Adult Education Methods and attended various courses for project
design and development focusing on logical frameworks, gender, popular education methods, participative
methods, systematization. She started teaching at the national crusade for alphabetization (Cruzada Nacional
de Alfabetización) as a volunteer, in the 80's she worked for the Ministry of Education as methodologist for
basic education of adults and from 1990 on she has been working for CECIM, organization of which she
currently is the subdirector and she also was the head of the education program in Ciudad Sandino. She also
has experience with training processes for volunteer teachers, including pedagogical and methodological issues
in popular education, women who are victims of violence, young entrepreneurs and basic adult education
students, covering topics such as culture and peace.
Víctor Ronald ZÚNIGA MORALES (Nicaragua) – URACCAN Siuna
Víctor Zúniga, agroforestry engineer, MA student of Rural Development, specialized postgraduate degree in
University Management. He has experience with community support processes. He has held various positions
at URACCAN, from lecturer to course coordinator of the Institute for Natural Resources, Environment and
Sustainable Development and coordinator of the cooperation in the Las Minas campus. Currently, he is a
Cooperation Programme Officer at the university, his mission being to develop and coordinate activities and
processes for institutional strengthening and community support by establishing and maintaining international
partnerships with cooperation agencies, international NGOs, solidarity groups, fraternities and international
academic networks based on identification, formulation, negotiation, follow-up, monitoring and internal
evaluations of programs, projects and other forms of cooperation. He carried out these tasks within the
framework of the university's objectives, which are linked to academic excellence, research and innovation,
sustainability, interculturalism, gender equity and supporting community development, especially with
indigenous and afro-descendant peoples and ethnic communities.
39
Yuri Hamed ZAPATA WEBB (Nicaragua) – URACCAN Bilwi
Vice-rector of the University of the Autonomous Regions of the Nicaraguan Caribbean Coast URACCAN, Bilwi
campus, 2012-2016. Director of the department for analysis, planning and institutional evaluation at URACCAN
2004-2012. MA degree in Interdisciplinary Studies from the University of York, Canada, 2002. Degree en
Education Sciences with a major in History of the Autonomous National University of Nicaragua, Managua,
1994. Specialized training in Management and University Leadership at the University of La Plata, Argentina. He
performed social-historic research at URACCAN and was the head of multidisciplinary teams doing research in
the area of human development. Lecturer at URACCAN from 1995 to 2014. He has coordinated planning and
institutional evaluation processes. Currently, he assesses URACCAN on strategic planning processes and
institutional self-evaluation. He has been a member of evaluation and planning commissions as well as for
commissions for interculturalism at the National Council of Universities (CNU) of Nicaragua. He is a
representative of URACCAN in the context of the Network of Intercultural Communitarian Indigenous
Universities of Abya Yala and provides support for institutional life planning processes.
Rosidani MOLINA ARGUELLO (Nicaragua) – URACCAN Waslala
Degree in Social Science with a major in Local Development, MA in Business and Education Administration,
specializing in education administration, various studies on courses on gender, domestic violence, methodology
and teaching-learning strategies. She has been working for the University of the Autonomous Regions of the
Nicaraguan Caribbean Coast URACCAN Waslala since 2005, where she started as campus assistant, in 2007 was
is in charge of the department for academic registry and from 2008 on she has been working as coordinator of
the Waslala university campus.
40
Nubia ROCHA ESPINOSA (Nicaragua) – Programme Officer HORIZONT3000 Central America
Degree in Education Sciences with a major in Pedagogy, MA in Public Health, MA in Planning and Development
and specialized postgraduate degree in Strategic Management of Human Talent. She worked for the Ministry of
Education in the field of adult education (alphabetization, basic and secondary education for employees) for 11
years. She has broad experience working with children, teenagers and young adults, ranging from pair-work
methods, in particular child-to-child methods, implementing gender, domestic violence, STD/HIV/AIDS
approaches, and worked with a national NGO (Heath Research and Assessment Center CISAS) for 9 years. Since
2000, she has been working as a programme officer in the field of education at the Nicaraguan HORIZONT3000
office and gained experience in the areas of formulation, project management, assessment, training in the
areas of education and organizational development.
Sofía Adela CASTILLO DE CUADRA (Nicaragua) – Programme Officer HORIZONT3000 Central America
Sofía Castillo holds a degree in Business Administration with an MA in Development Project Administration and
a postgraduate degree in Organizational Development and has attended various courses in the field of Project
Administration, Institutional Planning, Strategic Planning, Development Project Evaluation, Systematization and
others. In the past 10 years, she has worked for HORIZONT3000 in Nicaragua as Programme Officer in the Rural
Development sector. Prior to that, she worked with civil society organizations focusing on the productive
economic development of marginalized peoples in rural and urban regions. She has broad experience in project
administration for social and economic development projects of national and international organizations in a
national and regional environment with an interdisciplinary, intercultural and cross-generational outlook. She
has experience with capacity building processes, institutional and organizational strengthening and with the
development of training and further education programs. She handles topics that are closely related to rural
development, such as climate change and renewable energies.
Christiane FRÜHWIRTH (Nicaragua) – former Technical Advisor HORIZONT3000/CECIM
Christiane Frühwirth studied Education and Social Work in Vienna and El Salvador and gained practical
experience in various organisations and social facilities with different target groups. From 2010 to 2013 she
worked for HORIZONT3000 in Nicaragua and advised the training centre CECIM as well as „Proyecto
Samaritanas“, a women´s organisation being proactive in the areas of vocational training, organisational
development and educational and gender issues. Her research focus is on transculture, gender and diversity,
community work, sustainability, social innovation, alternative economies, human rights and international social
work. She is currently teaching and researching at the University of Applied Science Salzburg and works there
within the field of international university cooperation.
Martina LUGER (Nicaragua) – Technical Advisor HORIZONT3000/BICU
Before she joined HORIZONT3000, Martina Luger gained a lot of experience in the field of environmental
education, education for sustainable development, as well as in consulting and research. The last 2,5 years she
was working at the exciting nexus between climate change / environment / sustainable development,
consulting and assisting the team of the Bluefields Indian and Caribbean University (BICU), Nicaragua, in a binational project related to local capacity building for Climate Change Adaptation in one of the world’s most
affected areas. Now the trained ecologist and environmental conservationist continues working with the
University on the next logical steps which are the inclusion of climate change related topics into curriculums of
environmental careers and the installation of a climate change research center.
Peter RUPILIUS (Nicaragua) – Regional Director HORIZONT3000 Office Central America
Hans Peter Rupilius was born in Buenos Aires and studied Medicine in Freiburg. He received specialized surgical
training in Lörrach and obtained a MA degree in Public Health. Various further studies in Organisation of Health
Services, HIV/Aids, Medical Anthropology, Project Development and Quality Management followed. He lives in
Nicaragua since 1980, where he first worked as a surgeon in Bilwi and later, from 1990 to 1993, as an advisor of
the Ministry for Health for the development of an intercultural health model for the Caribbean region of
Nicaragua. He then was involved in creating a health programme of the ÖED (Österreichischer
Entwicklungsdienst, a predecessor organisation of HORIZONT3000) for Nicaragua and supervised various health
projects in the areas of public health, traditional medicine and HIV/Aids. He was operating as an advisor for the
creation of the Institute for Traditional Medicine at the URACCAN University. He also gave various impulses for
working with and looking after patients with HIV/Aids. He is Director of the regional office in Nicaragua since
December 2011.
Papua New Guinea
Anastasia SAI (Papua New Guinea) – DWU (Divine Word University)
Anastasia Sai is a pioneer as she was the first Papua New Guinean at the young Divine Word University (DWU)
to be awarded a PhD. She has a PhD in the area of gender studies, and works at a lecturer in the Divine Word
University in Madang teaching her students the diversity of cultures of their country, to think critically about
the state of the country, and to be catalysts of change in their families and communities. She lectures in
Gender Studies, Film Studies for Development and Social Research in the Department of PNG Studies and
International Relations, and integrates a gender perspective in all her classes and in the community
engagement programme the university promotes. Her work includes a lot of gender awareness to promote
gender equality, also - for example - in the communities where she is involved in holding workshops on gender
awareness.
Carsten KLINK (Papua Neuguinea) – Country Director HORIZONT3000 Office Papua New Guinea
Carsten Klink is the current Country Director of HORIZONT3000 in Papua New Guinea, where HORIZONT3000 is
continuously working since the 1960s. He is working and living in Papua New Guinea since 2004. He began his
work on the pacific island as a financial advisor for the ’Lutheran Development Service’ in Lae. In 2007 he joined
HORIZONT3000 as a Project Coordinator of the ‘School Management Programme Bougainville’. In 2010 he
resumed the position as Programme Coordinator and Development Officer at the ’Catholic Education Agency’
in Bougainville. In 2011 he changed to his current position of Country Director at HORIZONT3000. He is now
responsible for the development, planning, supervision and monitoring of HORIZONT3000's financial
programme and projects and the technical assistance programme in Papua New Guinea. Carsten is originally
from Germany's Rhineland-area. He completed his studies in Business Management with a degree from
Philipps-University of Marburg, and spent several months on a community-based research project in Namibia.
41
Annith Mek KLINK (Papua New Guinea) – Diocese of Bougainville, Traditional Health Project
From 2010 to 2012 Annith Klink worked for the Traditional Health Project of the Diocese of Bougainville, PNG,
organizing first herbal medicine gardens and traditional health trainings and giving organizational development
support to healer associations. She holds diplomas in agriculture and human resource management, a degree
in management, and is about to complete her Master in Leadership in Development. She started her career as
an agricultural extension officer, and later became the first local coordinator of the microfinance programme
Putim na Kisim (Tok Pisin for “give and take”), whose team she guided for 7 years. On a freelance base she is
conducting trainings, assessments, and evaluations for a range of national and international organizations.
Currently she is conducting research on community organizations in the urban village of Krangket Island using
their local resources for self-determined development.
Uganda
42
Moses MUSINGUZI (Uganda) – MAK (Makarere University)
Moses Musinguzi is the dean of the “College of Engineering Design Art and Technology“ at the Makarere
University in Kampala, Uganda. He overseas the activities of the University-wide Geographical Information
Systems Laboratory/Centre and was previously, the Head of the Geomatics and Land Management
Department. He completed his PhD in Geo-informatvis at the Uppsala University in Sweden and holds degrees
from the University of Nottingham, UK and from the Makerere University. Aditionally he participated in a
postgraduate course at the University Jaume I of Castellon, Spain. As a specialist in wetlands, he presented
several papers worldwide and published the book “From Conversion to Conservation: Fifteen Years of
Managing Wetlands for People and the Environment in Uganda“ in 2005. Moses Musinguzi has made various
contributions in spearheading GIS activities in Uganda, such as serving as Secretary to the technical committee
that is implementing a computerised Land Information System in Uganda, developing of guidelines for
systematic demarcation of Land in Uganda and review of land related laws. From 2008-2013 Musinguzi was
senior lecturer and head of the “Department of Geomatics and Land Management” at the Makerere University.
Currently, he is the principal investigator in a project called “Transforming Settlements of the Urban Poor in
Uganda“, which is funded by the World Bank.
Janestic Mwende TWIKIRIZE (Uganda) – MAK (Makarere University)
Dr. Janestic Mwende Twikirize is a Lecturer in the Department of Social Work and Social Administration,
Makerere University, Uganda. She holds a PhD in Social Work and Social Development. Janestic Twikirize
currently serves as the Vice President of the Association of Schools of Social Work in Africa and is also a Board
member of the International Association of schools of social work (IASSW). She is a member of the editorial
board of the journal of International Social Work. She is the National Coordinator of a joint project to
professional social work in East Africa. She has published several papers in international journals and also made
presentations in national, regional and international conferences and other fora. Previously she worked as a
child development specialist with Compassion International. Her research areas and published works focus on a
range of contemporary social development issues in her country and the Africa region.
Jennifer OKUSIA (Uganda) – Programme Officer HORIZONT3000 Regional Office East Africa
Jennifer Okusia is in charge of the development, planning and monitoring of the Technical Advisor Programme
of HORIZONT3000 in Uganda. She works as Programme Officer under the direct supervision of the Regional
Director of HORIZONT3000 East Africa. Currently she oversees the 14 Technical Advisors of HORIZONT3000
working in Uganda. She gives support and advice to partners with needs assessment, planning and clarification
of TA (Technical Advisors) assignments. She also designs and carries out capacity building activities for partner
and potential partner organisations in Uganda, and supports the strategic development of sector strategies and
of the East African programme of HORIZONT3000. Among other things, she provides support to the
preparation and implementation of conferences and sector specific workshops, supports the programme team
to develop and submit new proposals for funding and provides support to build partner networks for sharing
experiences and knowledge through promoting knowledge management activities in the framework of the
KNOW-HOW3000 knowledge management programme.
Samalie TEERA (Uganda) – Programme Officer HORIZONT3000 Regional Office East Africa
Samalie Teera studied Financial Management and has over 10 years of experience in Finance and
Administration for the non-profit sector. She worked as Accountant and Administrator in the "Basic Education
in Urban Poverty Areas" programme of the former German Agency for Development DED (now GIZ). This
project was implemented by the Ugandan Ministry for Education and Sports from 1998 to 2004. In 2005, she
joined HORIZONT 3000 as administrator of the regional office in Kampala. She has been Project Finance Officer
in the programmes department since 2007 and is responsible for financial capacity building of local partners,
financial reporting, monitoring of financed projects in East Africa. In 2011 and 2012, Samalie Teera proved her
special facilitation skills during the conferences held by HORIZONT 3000. She will also facilitate this year’s
International Conference in Vienna.
Karl TILLER (Uganda) – Technical Advisor HORIZONT3000/GIS Centre, Makerere University
After the completion of his education, Karl Tiller worked as a biologist for the GTZ (now GIZ) in Peru and
Morocco. He specialized in remote sensing and geographic information systems and worked mainly in Central
and Western Africa. His assignments involved, apart from evaluations and trainings, mostly consultancy and
implementation of data bases and geographic information systems. During his first stay in Uganda (2008-2010)
he was working at the NWSC (National Water & Sewerage Corporation), in the field of GIS and business
processes. Since 2011 he is assigned as an advisor for the GIS Centre at the Makerere University in Kampala. His
scope of duties involves the support of students and the installation of interoperable geo-databases. Since April
2014 he is advising the GIS Centre for the conception and installation of a geo-databased data infrastructure for
the German GlobE-Wetland project, which will be investigating wetlands in East Africa.
Christian GUGGENBERGER (Uganda) – Director HORIZONT3000 Regional Office East Africa
After his graduation at the University of Natural Resources and Life Sciences in Vienna, Christian Guggenberger
worked as a development aid worker and later on as a consultant between 1982 and 1999 in the region of the
African great lakes in East Africa. The integrated rural development projects he was advising during that time
had their emphasis on the economic strengthening of the rural population, with particular consideration of
women and youth. He returned to Europe after 12 years and was Secretary General of the Afro-Asian Institute
in Vienna and Executive Director of the Contact Committee for the Support of Students from Countries of the
South (Kontaktkomitee Studienförderung) in Austria. From 1999 to 2012 he built up a regional managament of
the country triangle Austria – Italy – Slovenia and advised EU-financed projects in Eastern Europe. Since 2012
he is head of the regional office of HORIZONT3000 in East Africa.
Austria
Georg GRÜNBERG (Austria) – University of Vienna, former Technical Advisor HORIZONT3000
Austrian anthropologist, born in 1943, studied at the University of Vienna and Sao Paulo. He was a lecturer at
the University of Bern, Switzerland, researcher at CIS-INAH, Mexico, at FLACSO, Guatemala and URACCAN,
Bilwi, Nicaragua and coordinated a MA course for Social Anthropology. Former Technical Advisor at
HORIZONT3000 for development projects in Latin America. He's currently teaching at the University of Vienna
and at UNAN in Managua. Research on biocultural diversity, rights, land and indigenous territories, natural
resource management, ethnic development, etc. in Latin America, especially in Paraguay, Brazil, Mexico,
Guatemala and Nicaragua.
Peter POBER-LAWATSCH (Austria) – Project Manager PNG & Mozambique, Sector Coordinator for Education,
HORIZONT3000 Vienna
Peter Pober-Lawatsch studied business administration at the Vienna University of Economics and at the ESCA
of the Instituto Politécnico Nacional in Mexico. After his studies he worked for the industry where he was the
head of the Economic Affairs Division of the SGS-Austria for almost 10 years. His main assignment was to
control Austrian exports to southern countries, as well as the safety certification of exports to Russia. Since the
year 2000 he works at HORIZONT3000 as a project manager. Currently he is in charge of managing projects
implemented by partner organisations in Papua New Guinea and Mozambique (previously he managed
projects in Ecuador and Brazil). Additionally, he is sector coordinator for education at HORIZONT3000.
43
FEEDBACK
For the average values we counted
++
+
--
= 2 Points
= 1 Point
= -1 Point
= -2 Points
Feedback Day 1
Did you find it interesting?
¿Le pareció interesante?
Achou o dia interessante?
++
+
15
8
58%
31%
Average value: 1,42
44
2
8%
-0
0%
Did you have a possibility to communicate what you intended to?
¿Pudo usted expresar todo lo que quería?
Você conseguiu comunicar o que queria?
++
+
-11
11
3
0
42%
42%
12%
0%
Average value: 1,62
n/a
1
4%
Sum
26
100%
n/a
1
4%
Sum
26
100%
Was the information good and the contacts you made relevant?
¿La información recibida y los contactos hechos son relevantes para Usted?
A informação que você recebeu os contatos que estabeleceu, são relevantes para você?
++
+
9
13
35%
50%
Average value: 1,69
3
12%
-0
0%
Have the atmosphere and the circumstances been adequate?
¿El ambiente y las condiciones del lugar fueron adecuados?
O ambiente e as condições foram adequados?
++
+
-18
7
1
0
69%
27%
4%
0%
Average value: 1,35
n/a
1
4%
Sum
26
100%
n/a
0
0%
Sum
26
100%
other feedback / otro comentario / outro comentário
• I do hope, that the coming days provide open spaces to share experiences face-to-face.
• I miss more participants from Austrian and EU universities with experience of partnership in the South.
• Next event should be focused on "entrepreneurship"
•
•
•
•
•
•
•
•
Knowledge exchange was very interesting, excellent method, logistics, friendly reception.
When organizing market strategy, organize audience so that all stands could be visited. (they all make
special efforts to prepare materials, e.i. CULS/FTA-Prague was rarely visited) Use numbers or others.
The exchange activities were very fruitful. Shared knowledge in groups were excellent.
I think it will be very important to promote and facilitate direct exchange of the various experiences of
the partner organisations of HORIZONT3000 in order to make them easier to reproduce.
The first part of the market could have been shortened, as more time should have been dedicated to
the second part of the market. There was not enough time to share the experience and represent my
university and at the same time to have enough time to visit other stands and to listen to the
experiences from colleagues.
Participants should be encouraged to read in advance about the different experiences. It facilitates
interaction, especially during working groups.
The questions in the working groups were not ideal. If we had known which projects were discussed in
which working group, we would have been able to prepare better.
In my activity group 1A, I think it was not a good idea to split the group in two and not in the end, at
least, open the discussion to the whole group. I think everyone lost a little bit of the discussion
because of that.
Feedback Day 2
++
+
9
4
64%
29%
Average value: 1,43
45
1
7%
-0
0%
n/a
0
0%
Sum
14
100%
++
+
6
6
43%
43%
Average value: 1,50
-
--
n/a
Sum
1
7%
0
0%
1
7%
14
100%
++
+
8
6
57%
43%
Average value: 1,43
-
--
n/a
Sum
0
0%
0
0%
0
0%
14
100%
++
+
11
3
79%
21%
Average value: 1,21
46
-
--
n/a
Sum
0
0%
0
0%
0
0%
14
100%
• Time is too short, but feedback and exchange during group discussions were very good.
• Very interesting group C about the European universities, very interesting discussions.
• Today was a day where we were able to learn much and deepen our relationships with colleagues
from other continents.
• I know, that it is a HORIZONT3000 internal exchange, but nevertheless it would have been interesting
to get more input from outside HORIZONT3000 – there are lots of different experiences in
international cooperation between Austrian and Southern universities in the development
cooperation context – especially in the appear (?) programme which is the programme for such
cooperation in Austria.
• Especially during the working group in the afternoon, it wasn’t clear to me what the purpose of listing
“crucial” stakeholders was, when we start to a) list them all and b) remain at a very general level (i.e.
“NGOs”). (By “all” I mean that it seemed that list was very long for focusing on the crucial ones only.
• I learnt of the indigenous peoples’ university that is community oriented, a concept that is not an issue
among my people in PNG. But PNG is in the process of losing its indigeneity because of the strong
outside influence in the country.
• Working group 2A was tiresome + 20 minutes overtime. Working group 3C was very interesting and
humorous.
• Wow! What a productive day.
• The translation… of the translation… of the translation…Too much!
Feedback Day 3
++
+
13
4
72%
22%
Average value: 1,33
1
6%
-0
0%
n/a
0
0%
Sum
18
100%
++
+
-
--
n/a
Sum
14
2
2
0
0
18
11%
0%
0%
100%
78%
11%
Average value: 1,33
++
+
8
8
44%
44%
Average value: 1,67
-
--
n/a
Sum
2
11%
0
0%
0
0%
18
100%
++
+
-
--
n/a
Sum
15
3
0
0
0
18
0%
0%
0%
100%
83%
17%
Average value: 1,17
• Aircondition far too cold! Save energy!
• Foi uma experiência muito importante esta troca de experiências com outras instituiçãos das autras
países foi muito relevante, e interesante. Existem conceitos que levarei a nossa universidade porque
naó … uma visão sobre o que se falan experiências positivos. Muito obrigado!
• We were able to establish important contacts to exchange experiences.
• I had a really touching experience. It is great to know, that we are not alone in the task of transforming
our realities in benefit of the most vulnerable and for development.
• The necessity to strengthen the network between the institutions that work for the peoples collective
wellbeing.
• The APPEAR programme was interesting. I would appreciate more information on it.
• Moderation in too many languages was problematic; not all participants of the group were able to
take part in the discussion.
• It was a very good event and I have had a possibility to improve my English.
• Time was the factor that I thought controlled the responses. The working groups were a great space to
discuss further topics.
• Best moderation of all working groups I have been to (Iulia 4C).
• The different kinds of activities were helpful to create the freedom (?) and learn more about the
projects.
Feedback trees
Positive:
• Very good attention from the organziers – excellent
• Muito rico!
• Good idea with the questions!
• The "market" method worked very well.
• Good to have sufficient time for networking!
• Very well organized.
• Everyone was very friendly, especially Sona. Congratulations!
Negative:
• none
47
EXPERIENCES
Below is a list of experiences from different stakeholders of the HORIZONT3000 network you will find at our
KNOW-HOW3000 internet platform soon. There will be two versions: the first one are a one-page documents
called “Experience at a Glance”, the second one are more detailed versions with the name “Experience in
Detail”. For further information see http://www.knowhow3000.org/
Country
Name of the Experience
Organisation or Institution
AUT
EQUALITY - Promoting gender equality in management
of Latin American HEIs and society
FH Joanneum Graz
AUT
SUMA – Towards sustainable financial management in
Latin American Higher Education institutions
FH Joanneum Graz
BRA
Institute on Indigenous Knowledge and Research of the FOIRN - Federação das Organizações
Rio Negro (ICIPRN)
Indígenas do Rio Negro
CZE
Capacity Building of CULS/FTA Prague in the Global
South
University of Life Sciences Prague
LIT
Kolping University: Strengthening Development
Education
Kolping University
MOZ
OPUS - OPen University Systems
UCM - Universidade Católica de
Moçambique
MOZ
Environmental Management Capacities for Cabo
Delgado
UCM Pemba - Universidade Católica de
Moçambique
MOZ
Vocational training in Africa franchising the
departments to local entrepreneurs
Young Africa Mozambique
NIC
RAAN/S Universities weathering Climate Change
BICU Bluefields - Bluefields Indian and
Caribean University
NIC
Popular Education: CECIM “Los Quinchos”
CECIM - Centro de Educación y
Capacitación Integral Hna. Maura Clarke
NIC
Intercultural, communitarian university URACCAN
URACAAN Bilwi - Universidad de las
Regiones Autónomas de la Costa Caribe
Nicaragüense
NIC
Professionalising Teachers in Waslala
URACAAN Waslala - Universidad de las
Regiones Autónomas de la Costa Caribe
Nicaragüense
48
PNG
Flexible Learning for regional development of human
resources
DWU – Divine Word University; CEA –
Catholic Education Agency; HORIZONT3000
PNG
PNG
One Laptop per Child (OLPC) in Western Province
Catholic Education Agency
PNG
School Management Programme PNG
CEA – Catholic Education Agency;
HORIZONT3000 PNG
PNG
PNG Studies at Divine Word University in Papua New
Guinea
DWU - Divine Word University
PNG
Traditional Health in Bougainville schools
Traditional Health Project, Diocese of
Bougainville; HORIZONT3000 PNG
UGA
Improved business processes and geodata based asset
management for better water supply
Makarere University, GIS-Centre
UGA
Professional Social Work towards Social Development
and Poverty Reduction in East Africa (PROSOWO)
Makarere University, Department of Social
Work and Social Administration
49
MEMBER ORGANISATIONS OF HORIZONT3000
Dreikönigsaktion – Hilfswerk der Katholischen Jungschar, www.dka.at
Katholische Männerbewegung Österreichs, www.kmb.or.at
Katholische Frauenbewegung Österreichs, www.kfb.at
Caritas Österreich, www.caritas.at
Welthaus Diözese Graz-Seckau, www.graz.welthaus.at
Referat für Mission und Entwicklung der Erzdiözese Wien, www.mission.at
Bruder und Schwester in Not – Innsbruck, www.dioezese-innsbruck.at
Bruder und Schwester in Not – Katholische Aktion Kärnten, www.kath-kirche-kaernten.at
50
FOR FURTHER INFORMATION, PLEASE CONTACT
HORIZONT3000
Austrian Organisation for Development Cooperation
Wilhelminenstrasse 91/II f
A-1160 Vienna
Tel.: (+43 1) 50 30 003
Fax: (+43 1) 50 30 004
www.horizont3000.at
[email protected]

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