"Traditional indigenous education and its structures should be respected and supported. Our knowledge has not been written down by us – on the contrary: we dance it, we draw it, we narrate it, we sing it, we practise it. There is a need for a deeper understanding of what knowledge and learning are
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and the many paths that lead to them. This is in line with what was observed by the Delors Commission: Western formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of learning (UNESCO, 1997). I believe that indigenous peoples can contribute significantly both to our own education systems and to the renewal of education systems of other peoples. We need to: establish effective arrangements for the participation of indigenous parents and community members in decisions regarding the planning, delivery and evaluation of education services for their children, young people and other community members; increase the number of indigenous people employed as education administrators, teachers, coaches, curriculum advisers, teachers assistants, home-school liaison officers and other education workers, including community people engaged in teaching indigenous culture, history and contemporary society, and indigenous languages; provide education and training services to develop the skills of indigenous people to participate in educational decision-making; develop arrangements for the provisions of independent advice from indigenous communities regarding educational decisions at all levels; and to achieve the participation of indigenous children, young people and adults in education for a period similar to that for other students." (Preface, page 7-8)
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"Herr Könsgen wies auf die Bedeutung einer professionellen Außendarstellung des DED hin und betonte den Stellenwert der entwicklungspolitischen Bildungsarbeit für den DED. Beides kann durch die Fachkräfte für Informations- und Bildungsarbeit (IBA-EH) unterstützt und vorangetrieben werden. Der
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Workshop solle den Erfahrungsaustausch unter den IBA-EH, aber auch mit den Hauptamtlichen aus der Zentrale ermöglichen. Ziel sei es, auf der Basis einer gemeinsamen Auswertung der Arbeitspraxis der IBAEH, den programmatischen Ansatz des Konzepts zu überprüfen und Empfehlungen für seine Aktualisierung zu formulieren. Dabei sollten Bedarf und Notwendigkeiten der Kolleginnen und Kollegen aus der DED-Zentrale, der Landesbüros sowie der IBA-EH berücksichtigt werden. Nach nunmehr gut fünf Jahren Laufzeit des Programms – der erste IBA-EH reiste Ende 1997 nach Uganda aus – gehe es nun darum zu prüfen, ob eine Erweiterung des Programms sinnvoll und möglich ist." (Eröffnung und Zielsetzung des Workshops, Seite 4)
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