Ch Chal allenges lenges of of vi viol olent ent ex extr - - PowerPoint PPT Presentation

Ch Chal allenges lenges of

• f vi

viol

• lent

ent ex extr tremis emism m fo for r ed educ ucat ation ion po poli licy cy fr fram amew eworks

• rks

Michel Carton and Joost Monks NORRAG

March 2016

1

ʼ

In Intr trod

• ducti

uction

• n

What are we talking about?

• Violence

And…

• Education

2

Ar Aris isin ing g qu ques esti tions

• ns
• Is education important?
• What kind of education helps?

We need to contextualise first …

3

Ha Hard rd ex extr trem emis ism m or

• r so

soft ft ex extr trem emism: ism: vi viol

• len

ent t an anyw yway ay!

«Explaining (Djihadism) = starting excusing it» «No social, sociological, cultural excuse must be sought »

Manuel Valls, French Prime Minister, November 2015 & January 2016

• Are scientists, academics dangerous and/or useless?
• Anticipating/Preventing violent extremism without knowing why

it does exist?

4

5

Ed Educ ucat ation ion fo for: r:

anticipati ticipating, ng, preve eventin nting, g, countering, ntering, fighting ghting (yout

• uth)

) viole

• lence,

ce, 'viole

• lence

ce pron

• ne' youth,

th, terrorism rrorism, , extremism tremism, , radicalisa dicalisation? tion?

«If you want to fight terrorists, educate girls»

Stravos Lambridinis, EU Special Representative for Human Rights, February 2016

«L’école française? Un lieu de la ʻmécréanceʼ et de la ʻperversionʼ. Les professeurs? Des ʻcorrupteursʼ à ʻcombattre et tuerʼ»

French language website, quoted in Le Monde on 5th December 2015

«Education is a double-edged sword»

Tony Blair Faith Foundation, 2014

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Wh What at ar are ed e educ ucat atio ion n an and tr d trai aini ning ng for: for:

• Individual and/or collective life + work?
• Reproducing and/or understanding + changing world + life long

learning + empowering?

• Individual autonomy and/or dependency?
• Global inclusion and/or integration?
• Human and social development (human rights) and/or economic

development (progress, modernity, ʻsustainableʼ growth…)?

• Countering inequalities, exclusion and/or selecting the elite?
• Balancing, in a contextualised way, knowledge(s), values, beliefs,

skills, desires…?

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Combinations  vision of education as an open ended process, since 18th century in Europe when people are seen as potentially educable/transformable in relation with a societal project  What are the societal projects in SDC bilateral and humanitarian aid such as for instance Near and Middle East countries, Burkina Faso or Indonesia: (inclusive, sustainable, pro-poor) growth, reconstruction, youth employment, decent work, reducing inequalities, sharia led societies, peace…?  Education processes, structures and actors not everywhere the same at the same time, potentially reversible (Education systems after World War II in Germany, Japan; Curriculum in India, Hungary in 2000s..)

How

• w can

n educ ucation tion and d trai aining ing sys ystem tems s ref eflec lect t thes ese e vari riou

• us

s combinations?

8

Can n internati ernation

• nal

al E+T policies licies cope e with th contextual textualised ised objec jectives, ives, globalised

• balised evolu
• lutions

tions and violent lent extr tremism emism – North rth and South? uth?

No or weak ʻtraditional ʼ growth:

• no, or little employment creation
• growing youth (bulge) unemployment => NEETs
• growing social and economic inequalities and exclusion

New industrial revolution (robotisation, virtualisation)

• changing nature, organisation and value of Work (HDR 2015, WEF 2016)

9

• Are the informal sectors to provide low skills for national industries or

for global internet firms?

• Educating and training for whom and what:

New humanistic education, including ʻethics of religionsʼ?

Rethinking Education: Towards a Global Common Good? (Unesco 2015)

• Can schooling, being a universal ʻmodelʼ according Education SDG4-

Target 4.1, cover all the potential mix of contextualised issues and perspectives?

Ca Can n in inte tern rnat ational ional E+ E+T pol T polic icie ies s cope …(continued)

10

• Can TVET, as defined and embedded in SDG4, take into account the

NEETs and quasi NEETs who reflect the lack of continuity solutions between education (= schooling) and different forms of training, as well as between this continuum and socio-economic integration (= youth policies + integrated development of the 60’s) ?

• Are UNESCO and ILO in a position to ʻgovernʼ these issues, in general and

in the wake of ʻsecuritisationʼ of E+T policies?

• What is the role of public and non state national/regional actors for

balancing global ʻsecuritisationʼ and contextualisation of E+T policies?

• What is the role of youth in shaping the debate?

Ca Can n in inte tern rnat ational ional E+ E+T po T poli lici cies es cope …(continued)

11

• Will countering violent extremism (CVE) re-open the
• pposition/tension between general (humanistic) education and

vocational (technical) training?

cf Tony Blair Foundation

• CVE = VSD as usual + a touch of?
• CVE + global changes leading to recomposition/revisiting of E+T

world?

Co Conc nclu lusion sion

« My role is to make understand what is at stake »

Manuel Valls, quoted in Le Monde 13th-14th March 2016

CVE => « Tout et son contraire! »

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