Millennia2025 digintelles, Collective intelligence and digital skills as drivers for empowerment
Description
The Millennia2025 Women and Innovation Foundation "digintelles" Foresight tool enforced during the pandemic simply asks answers to 7 questions online.\r\nThe presentation is online in English and in French:\r\nEN: http://www.millennia2025-foundation.org/digintelles_presentation_en.html \r\nFR: http://www.millennia2025-foundation.org/digintelles.html\r\n\r\nWith a video:\r\nEN: http://www.millennia2025-foundation.org/presentation-de-digintelles_en…\r\nFR: http://www.millennia2025-foundation.org/presentation-de-digintelles.html\r\n\r\nThe questionnaire is online:\r\nEN: http://www.millennia2025-foundation.org/votre-contribution_en.html\r\nFR: http://www.millennia2025-foundation.org/votre-contribution.html\r\n\r\nThe aim of digintelles is to gather personalities and heads of networks working in these fields, to collect their contribution, to analyse their propositions together, to define the concrete action plans, the resources and the networks to mobilize in productive collaboration. \r\nThe memorandums and resolutions will be produced and presented on the interactive website www.millennia2025-foundation.org, in French and in English. Specific digintelles sessions will be organised in the participant's regions to build the next Millennia2025 Foundation international conference, at the United Nations with UN Women in 2025.\r\nThe final objective will be to present, implement and promote the results of Millennia2025 in order to mobilize the political and economic leaders against violence, for women's empowerment and equality, within the framework of five UN Sustainable Development Goals identified within the Millennia2025 Strategic Axes:\r\n> 3 = Health, \r\n> 4 = Education,\r\n> 5 = Equality,\r\n> 6 = Justice and \r\n> 8 = Economic leadership.\r\n\r\nThe digintelles foresight survey will remain open to allow you to spread this call to your networks and mobilize them to contribute. We will present the first results at the Forum Generation Equality, a global gathering for equality between women and men organized by UN Women in Paris in 2021, as a commemoration of the 1995 Fourth World Conference on Women in Beijing, especially as Marie-Anne Delahaut is a member of the UN Women Beijing+25 / Generation Equality Advisory Committee Working Group.\r\n\r\nContribute, invite your colleagues, your students, your associations to answer and spread this call of Millennia2025 digintelles! All contributions will be taken into account and analyzed to better understand how to benefit from collective intelligences and develop digital skills as drivers for new generations!
People can answer online or by email. As always, the Millennia2025 Women and Innovation Foundation will help all people to contribute considering capacity-building and technology transfer. \r\nAmong others:\r\n- We presented the concept of "Information society in solidarity" during the UN CSW54 in New York (http://www.millennia2015.org/2010_03_03_new_york_csw54_millennia2015) and always apply these rules:\r\n- Millennia2025 Action Plan for Women's empowerment, UNESCO (http://www.millennia2015.org/2012_UNESCO_Proceedings);\r\n- "Together for equality" - "Ensemble pour l'égalité", 608 pages book by Marie-Anne Delahaut, Preface by Ms Irina Bokova, then UNESCO Director General (http://www.millennia2025-foundation.org/ensemble_egalite_en.html);\r\n- Millennia2025 Solidarity-Women Memorandum and Resolutions: http://www.millennia2015.org/M2025_SF_30_Memorandum_et_Resolution;
Online contribution to digintelles 2.0: 7+1 questions to answer, by mail or online: \r\n1. Definition of the issue\r\nWhat do collective intelligences and digital skills mean to you in the context of your country, region or community?\r\n \r\n2. Retrospective assessment\r\nHow have collective intelligence and digital skills influenced - or not - the talents and empowerment of women in the last 10 years in your life or work context?\r\n \r\n3. Actual issues\r\nWhat is the impact of collective intelligence and digital skills on the daily lives of women and young people in your country, region or community, in the context of the coronavirus pandemic?\r\n \r\n4. Uncertainty and discontinuities\r\nWhat are the effects of current lockdowns on the situation of women and young people? What cultural or social contexts hinder or block collective intelligence and digital skills as tools for the future?\r\n \r\n5. Possible assumptions for next 10 years\r\nHow will collective intelligence, whether or not associated with digital skills, make it possible to bounce back at the end of the pandemic in terms of health, education, equality, justice and economic leadership (Sustainable Development Goals) by 2030?\r\n \r\n6. Emerging issues\r\nWhat can collective intelligence and digital skills bring to women and young generations in new contexts of transitions but also of health crises such as the Covid-19 pandemic? What can be done so that as many people as possible can benefit from these collective contributions?\r\n \r\n7. Concrete proposals\r\nWhat are your concrete proposals including collective intelligence and digital skills to improve the daily life of populations in an intergenerational and inclusive framework in solidarity?\r\n \r\n8. Sources, bibliography and links\r\nList the sources of information to which you refer, the bibliography, useful links.\r\nReferenced documents, images or videos may be added: please send them to digintelles [at] millennia2025.org.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
Goal 5
Achieve gender equality and empower all women and girls
5.1
End all forms of discrimination against all women and girls everywhere
5.1.1
Whether or not legal frameworks are in place to promote, enforce and monitor equality and non‑discrimination on the basis of sex
5.2
5.2.1
Proportion of ever-partnered women and girls aged 15 years and older subjected to physical, sexual or psychological violence by a current or former intimate partner in the previous 12 months, by form of violence and by age
5.2.2
Proportion of women and girls aged 15 years and older subjected to sexual violence by persons other than an intimate partner in the previous 12 months, by age and place of occurrence
5.3
5.3.1
Proportion of women aged 20-24 years who were married or in a union before age 15 and before age 18
5.3.2
Proportion of girls and women aged 15-49 years who have undergone female genital mutilation/cutting, by age
5.4
Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate
5.4.1
Proportion of time spent on unpaid domestic and care work, by sex, age and location
5.5
Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life
5.5.1
Proportion of seats held by women in (a) national parliaments and (b) local governments
5.5.2
Proportion of women in managerial positions
5.6
Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences
5.6.1
Proportion of women aged 15-49 years who make their own informed decisions regarding sexual relations, contraceptive use and reproductive health care
5.6.2
Number of countries with laws and regulations that guarantee full and equal access to women and men aged 15 years and older to sexual and reproductive health care, information and education
5.a
Undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance and natural resources, in accordance with national laws
5.a.1
(a) Proportion of total agricultural population with ownership or secure rights over agricultural land, by sex; and (b) share of women among owners or rights-bearers of agricultural land, by type of tenure
5.a.2
Proportion of countries where the legal framework (including customary law) guarantees women’s equal rights to land ownership and/or control
5.b
5.b.1
Proportion of individuals who own a mobile telephone, by sex
5.c
Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels
5.c.1
Proportion of countries with systems to track and make public allocations for gender equality and women’s empowerment
SDG 14 targets covered
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Marie-Anne Delahaut, President-CEO
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