UNESCO Co-Organizes "Water for Life" Concert in the Sahara

“Water for Life” is the theme UNESCO Goodwill Ambassador Jean Michel Jarre has chosen for an exceptional concert among the sand dunes of the Moroccan Sahara on 16 December. The Modern Arab Orchestra of Casablanca, the Morocco Philharmonic Orchestra and a number of eminent soloists will join Jean Michel Jarre on-stage for this unique concert which will take place at Merzouga, Morocco.

The concert is organized with the support of the Kingdom of Morocco and UNESCO. The concert will also be one of the highlights marking the end of the United Nations International Year of Deserts and Desertification and part of the UN Water for Life Decade (2005-2015). Using his hallmark state-of-the-art visual and sound technology, the French composer/musician will stress the importance of protecting and properly managing the planet’s limited freshwater resources and halting the advance of desertification.

“We want this concert to be a wake up call. We want to make people more aware of just how precious water is and the critical need to look after what we have,” said Jarre.

Desertification affects the lives of more than 250 million people and threatens another 1.2 billion in 110 countries. An estimated 60 million of those affected in sub-Saharan Africa are expected to move towards northern Africa and Europe by 2020.

*Check out the UNESCO Water Portal to learn about Water Events Worldwide and more
*Our previous postings:
A World of Science
U.S. to host 2007 UNESCO Hydrology Meeting
*World Water Assessment Program
* Facts and Figure extracted from the 2006 UN World Water Development Report

UNESCO Co-Organizes "Water for Life" Concert in the Sahara

“Water for Life” is the theme UNESCO Goodwill Ambassador Jean Michel Jarre has chosen for an exceptional concert among the sand dunes of the Moroccan Sahara on 16 December. The Modern Arab Orchestra of Casablanca, the Morocco Philharmonic Orchestra and a number of eminent soloists will join Jean Michel Jarre on-stage for this unique concert which will take place at Merzouga, Morocco.

The concert is organized with the support of the Kingdom of Morocco and UNESCO. The concert will also be one of the highlights marking the end of the United Nations International Year of Deserts and Desertification and part of the UN Water for Life Decade (2005-2015). Using his hallmark state-of-the-art visual and sound technology, the French composer/musician will stress the importance of protecting and properly managing the planet’s limited freshwater resources and halting the advance of desertification.

“We want this concert to be a wake up call. We want to make people more aware of just how precious water is and the critical need to look after what we have,” said Jarre.

Desertification affects the lives of more than 250 million people and threatens another 1.2 billion in 110 countries. An estimated 60 million of those affected in sub-Saharan Africa are expected to move towards northern Africa and Europe by 2020.

*Check out the UNESCO Water Portal to learn about Water Events Worldwide and more
*Our previous postings:
A World of Science
U.S. to host 2007 UNESCO Hydrology Meeting
*World Water Assessment Program
* Facts and Figure extracted from the 2006 UN World Water Development Report

Senegal Hosts Event to Launch the 2007 EFA Global Monitoring Report on Early Childhood

Photo ©UNESCO/Sam Dhillon

From 27-30 November some 80 experts, including African ministers, delegates of UNESCO, UNICEF, and the World Bank will meet at the UNESCO Regional Office in Dakar (BREDA) to discuss the 2007 Report and strategies for developing early childhood care and education (ECCE) in Africa. We are proud to announce that Americans for UNESCO Board Member Emily Vargas-Barón will be a keynote speaker at the event. She will invite nations to consider and debate their options in view of the appalling statistics and few resources for children in the region.

ECCE is considered a missing link in the education chain in many regions of the world. More than half the countries in sub-Saharan Africa do not have a formal program for children under age three and participation in pre-primary education is less than 10%, according to the Report published by UNESCO. Most countries unlikely to reach the EFA goal are located in sub-Saharan Africa, the Arab States and South Asia. Financing, links between education and poverty reduction, the development of national early childhood policies and international partnerships are among the themes on the agenda.

The Report states that targeting resources to the most disadvantaged children should be the first step of a broader national early childhood care and education policy for all children. Based on regional case studies, it emphasizes that strong political endorsement at the highest level can have a considerable impact on the development of ECCE policies. Click here to access full or summary report.

The EFA Global Monitoring Report is an annual publication prepared by an independent team based at UNESCO. It monitors progress towards the six Education for All goals adopted in Dakar, Senegal in 2000:

1) expand and improve early childhood care and education
2) provide free and compulsory universal primary education by 2015
3) equitable access to learning and life-skills programs
4) achieve a 50% improvement in adult literacy rates
5) eliminate gender disparities in primary and secondary education by 2005 and at all levels by 2015
6) improve all aspects of the quality of education

The last day of the meeting will highlight UNESCO’s Plan of Action for accelerating EFA Goal 1 in Africa and regional frameworks, with a concluding plenary on “next steps”. Click here for a detailed agenda of the meeting.

Journalists are invited to participate in the regional launch of the EFA Global Monitoring Report at 9:30 am at the Sofitel-Teranga. The report will not be presented at the press question and answer at 12:45 pm.

Senegal Hosts Event to Launch the 2007 EFA Global Monitoring Report on Early Childhood

Photo ©UNESCO/Sam Dhillon

From 27-30 November some 80 experts, including African ministers, delegates of UNESCO, UNICEF, and the World Bank will meet at the UNESCO Regional Office in Dakar (BREDA) to discuss the 2007 Report and strategies for developing early childhood care and education (ECCE) in Africa. We are proud to announce that Americans for UNESCO Board Member Emily Vargas-Barón will be a keynote speaker at the event. She will invite nations to consider and debate their options in view of the appalling statistics and few resources for children in the region.

ECCE is considered a missing link in the education chain in many regions of the world. More than half the countries in sub-Saharan Africa do not have a formal program for children under age three and participation in pre-primary education is less than 10%, according to the Report published by UNESCO. Most countries unlikely to reach the EFA goal are located in sub-Saharan Africa, the Arab States and South Asia. Financing, links between education and poverty reduction, the development of national early childhood policies and international partnerships are among the themes on the agenda.

The Report states that targeting resources to the most disadvantaged children should be the first step of a broader national early childhood care and education policy for all children. Based on regional case studies, it emphasizes that strong political endorsement at the highest level can have a considerable impact on the development of ECCE policies. Click here to access full or summary report.

The EFA Global Monitoring Report is an annual publication prepared by an independent team based at UNESCO. It monitors progress towards the six Education for All goals adopted in Dakar, Senegal in 2000:

1) expand and improve early childhood care and education
2) provide free and compulsory universal primary education by 2015
3) equitable access to learning and life-skills programs
4) achieve a 50% improvement in adult literacy rates
5) eliminate gender disparities in primary and secondary education by 2005 and at all levels by 2015
6) improve all aspects of the quality of education

The last day of the meeting will highlight UNESCO’s Plan of Action for accelerating EFA Goal 1 in Africa and regional frameworks, with a concluding plenary on “next steps”. Click here for a detailed agenda of the meeting.

Journalists are invited to participate in the regional launch of the EFA Global Monitoring Report at 9:30 am at the Sofitel-Teranga. The report will not be presented at the press question and answer at 12:45 pm.

UNESCO Hosts Roundtable to Discuss Violence Against Girls in School

International experts will meet at UNESCO Headquarters on 23 November to examine the problem of violence against girls in school and how it should be dealt with. The roundtable, will be opened by Director-General Koïchiro Matsuura and Michel Doucin, Ambassador for Human Rights, French Foreign Affairs Ministry. The meeting will be divided into three panels that will focus on:

• The role and responsibility of national and local public authorities,

• The role and responsibility of civil society and NGOs

• The role and responsibility of educational personnel

Recent reports, including Mr. Pinheiro’s study, The Secretary-General’s in-depth Study on Violence against Women, and the Education for All Global Monitoring Report published by UNESCO, show that gender-based violence in schools, often in the form of sexual violence and harassment, persists in all countries. It represents a generalized violation of human rights and a major obstacle to the achievement of Education for All: of the some 77 million children not enrolled in school, some 55 percent are girls.

The roundtable is organized by UNESCO, the French National Commission for UNESCO and the French Ministry of Foreign Affairs.

Photo ©Whole Woman Homeopathy

UNESCO Hosts Roundtable to Discuss Violence Against Girls in School

International experts will meet at UNESCO Headquarters on 23 November to examine the problem of violence against girls in school and how it should be dealt with. The roundtable, will be opened by Director-General Koïchiro Matsuura and Michel Doucin, Ambassador for Human Rights, French Foreign Affairs Ministry. The meeting will be divided into three panels that will focus on:

• The role and responsibility of national and local public authorities,

• The role and responsibility of civil society and NGOs

• The role and responsibility of educational personnel

Recent reports, including Mr. Pinheiro’s study, The Secretary-General’s in-depth Study on Violence against Women, and the Education for All Global Monitoring Report published by UNESCO, show that gender-based violence in schools, often in the form of sexual violence and harassment, persists in all countries. It represents a generalized violation of human rights and a major obstacle to the achievement of Education for All: of the some 77 million children not enrolled in school, some 55 percent are girls.

The roundtable is organized by UNESCO, the French National Commission for UNESCO and the French Ministry of Foreign Affairs.

Photo ©Whole Woman Homeopathy

First Intergovernmental Committee for the Safeguarding of the Intangible Cultural Heritage Meeting

System of IFA Divination, Nigeria ©Wande Abimbola

The Intergovernmental Committee for the Safeguarding of the Intangible Cultural Heritage held their first meeting in Algiers on 18 and 19 November.

In charge of implementing UNESCO’s International Convention for the Safeguarding of the Intangible Cultural Heritage, the Committee’s first task is to prepare operational directives for the Convention, with particular attention to assistance mechanisms and criteria for inscription.

The 2003 Convention aims to safeguard a wide range of living heritage in forms such as oral traditions and expressions; performing arts; social practices, rituals and festive events; knowledge and practices relating to nature and the universe; and know-how linked to traditional crafts. Two Lists are established under the Convention: the Representative List of the Intangible Cultural Heritage of Humanity and the List of Intangible Cultural Heritage in Need of Urgent Safeguarding. The first inscriptions on the Lists should be carried out in the autumn of 2008.

Among the masterpieces of the oral and intangible cultural heritage of humanity proclaimed by UNESCO in 2001, 2003 and 2005, are manifestations such as the Oruro Carnival (Bolivia), the Ningyo Johruri Bunraku puppet theatre (Japan) and the Ahellil of Gourara, a poetic and musical genre emblematic of southwest Algeria.

In March 2004, Algeria became the first State to deposit its instrument of ratification of the Convention. As of 13 November 2006, 68 States ratified the Convention.

UNESCO Program of the Intangible Heritage

The 24 members of the Intergovernmental Committee

First Intergovernmental Committee for the Safeguarding of the Intangible Cultural Heritage Meeting

System of IFA Divination, Nigeria ©Wande Abimbola

The Intergovernmental Committee for the Safeguarding of the Intangible Cultural Heritage held their first meeting in Algiers on 18 and 19 November.

In charge of implementing UNESCO’s International Convention for the Safeguarding of the Intangible Cultural Heritage, the Committee’s first task is to prepare operational directives for the Convention, with particular attention to assistance mechanisms and criteria for inscription.

The 2003 Convention aims to safeguard a wide range of living heritage in forms such as oral traditions and expressions; performing arts; social practices, rituals and festive events; knowledge and practices relating to nature and the universe; and know-how linked to traditional crafts. Two Lists are established under the Convention: the Representative List of the Intangible Cultural Heritage of Humanity and the List of Intangible Cultural Heritage in Need of Urgent Safeguarding. The first inscriptions on the Lists should be carried out in the autumn of 2008.

Among the masterpieces of the oral and intangible cultural heritage of humanity proclaimed by UNESCO in 2001, 2003 and 2005, are manifestations such as the Oruro Carnival (Bolivia), the Ningyo Johruri Bunraku puppet theatre (Japan) and the Ahellil of Gourara, a poetic and musical genre emblematic of southwest Algeria.

In March 2004, Algeria became the first State to deposit its instrument of ratification of the Convention. As of 13 November 2006, 68 States ratified the Convention.

UNESCO Program of the Intangible Heritage

The 24 members of the Intergovernmental Committee

More International Students Earn Doctorates in the U.S.

© Ryan McVay/Taxi/Getty Images

International students represent an important means for strengthening U.S. cultural diplomacy around the world. New reports show that the United States continues to welcome more international students than any other country and that a growing percentage of the doctorates U.S. universities award are earned by students who are not residents of the United States.

According to a new report by the National Science Foundation (NSF), "U.S. Doctorates in the 20th Century", the largest groups of international students earning doctorates have come from China, India, Taiwan and South Korea. Students from the People's Republic of China, the largest international group, received more than 24,000 of the doctorates awarded by U.S. universities in the 1990s.

The NSF report describes the development of the unique U.S. graduate education in which fundamental research is conducted at universities, typically with the assistance of graduate students. The report also discusses other important changes in graduate education. Women made up 47 percent of all U.S.-citizen Ph.D.s from 1995 to 1999 -- a more than fourfold increase from 1960 to 1964, when they earned just 11 percent of U.S. doctorates. Minorities now earn about 14 percent of U.S. doctorates in both the sciences and engineering and in other fields as well.

Recent trends in international student enrollment in the United States reported by the American Council on Education (ACE) in Students on the Move: the Future of International Students in the United States show that by 2003 international students earned 55.3 percent of doctoral degrees in engineering, 44.3 percent in mathematics, and 43.8 percent in computer sciences.

International student enrollment declined slightly in the aftermath of the terrorist attacks on September 11, 2001, after more than 30 years of continuous growth. The ACE report attributes this decline to a variety of factors including "perceptions that it is difficult to secure visas and that the United States is unwelcoming to international students; competition from other countries; the high cost of U.S. higher education; increasing higher education capacity in countries that traditionally send a large number of students to study overseas, such as China and India; and increased anti-American sentiment around the world."

For more information, see the Department of State's e-Journal Study in the U.S.

© Jeffrey Thomas/ U.S. DoS

More International Students Earn Doctorates in the U.S.

© Ryan McVay/Taxi/Getty Images

International students represent an important means for strengthening U.S. cultural diplomacy around the world. New reports show that the United States continues to welcome more international students than any other country and that a growing percentage of the doctorates U.S. universities award are earned by students who are not residents of the United States.

According to a new report by the National Science Foundation (NSF), "U.S. Doctorates in the 20th Century", the largest groups of international students earning doctorates have come from China, India, Taiwan and South Korea. Students from the People's Republic of China, the largest international group, received more than 24,000 of the doctorates awarded by U.S. universities in the 1990s.

The NSF report describes the development of the unique U.S. graduate education in which fundamental research is conducted at universities, typically with the assistance of graduate students. The report also discusses other important changes in graduate education. Women made up 47 percent of all U.S.-citizen Ph.D.s from 1995 to 1999 -- a more than fourfold increase from 1960 to 1964, when they earned just 11 percent of U.S. doctorates. Minorities now earn about 14 percent of U.S. doctorates in both the sciences and engineering and in other fields as well.

Recent trends in international student enrollment in the United States reported by the American Council on Education (ACE) in Students on the Move: the Future of International Students in the United States show that by 2003 international students earned 55.3 percent of doctoral degrees in engineering, 44.3 percent in mathematics, and 43.8 percent in computer sciences.

International student enrollment declined slightly in the aftermath of the terrorist attacks on September 11, 2001, after more than 30 years of continuous growth. The ACE report attributes this decline to a variety of factors including "perceptions that it is difficult to secure visas and that the United States is unwelcoming to international students; competition from other countries; the high cost of U.S. higher education; increasing higher education capacity in countries that traditionally send a large number of students to study overseas, such as China and India; and increased anti-American sentiment around the world."

For more information, see the Department of State's e-Journal Study in the U.S.

© Jeffrey Thomas/ U.S. DoS

UNESCO and HP Launch Project To Counter Brain Drain In Africa

The UNESCO Hewlett-Packard “Piloting Solutions for Reversing Brain Drain into Brain Gain for Africa” project was launched yesterday to help reduce brain drain in Africa by providing universities laboratories and research centers in Algeria, Ghana, Nigeria, Senegal and Zimbabwe with systems of interconnections that will enable students and faculty who have stayed in their countries to establish links with researchers and professionals around the world.

The African project was developed by UNESCO’s Education Sector in response to requests by Member States. Over the past decades, African countries have suffered greatly from the emigration of skilled professionals, scientists, academics and researchers who are estimated to be leaving the continent at the rate of 20,000 a year.

The Education Ministries of the countries involved, along with UNESCO, will choose the universities that will benefit from the project. Preference will be given to university departments with important information technology components. HP will provide equipment and local human resources to the universities, as well as training and support, until the projects become self-sustainable. It will also donate PCs and monitors and fund research visits abroad and meetings between beneficiary universities. UNESCO will be in charge of overall coordination and monitoring of activities, as well as administrative management; evaluation and promotion of results.

This new project in Africa follows the successful joint HP-UNESCO “Piloting Solutions for Alleviating Brain Drain in South East Europe” project, launched in 2003. Three years after its launch, the project has resulted in the development of websites, databases and new research projects at several of the universities involved. Four universities* have become self-sustainable in the use of grid technology and the project continues in three other universities**.

*University of Split in Croatia, University of Montenegro, East Sarajevo University and the University of Sarajevo

**University of Belgrade, University of Skopje and the University of Tirana

Related

Check out the October 2006 issue of UNESCO’s “Education Today” Newsletter: From brain drain to brain gain (PDF)

UNESCO and the private sector

African students the most mobile in the world, From the UNESCO Institute for Statistics

Hewlett-Packard and UNESCO, A partnership that works

UNESCO and HP Launch Project To Counter Brain Drain In Africa

The UNESCO Hewlett-Packard “Piloting Solutions for Reversing Brain Drain into Brain Gain for Africa” project was launched yesterday to help reduce brain drain in Africa by providing universities laboratories and research centers in Algeria, Ghana, Nigeria, Senegal and Zimbabwe with systems of interconnections that will enable students and faculty who have stayed in their countries to establish links with researchers and professionals around the world.

The African project was developed by UNESCO’s Education Sector in response to requests by Member States. Over the past decades, African countries have suffered greatly from the emigration of skilled professionals, scientists, academics and researchers who are estimated to be leaving the continent at the rate of 20,000 a year.

The Education Ministries of the countries involved, along with UNESCO, will choose the universities that will benefit from the project. Preference will be given to university departments with important information technology components. HP will provide equipment and local human resources to the universities, as well as training and support, until the projects become self-sustainable. It will also donate PCs and monitors and fund research visits abroad and meetings between beneficiary universities. UNESCO will be in charge of overall coordination and monitoring of activities, as well as administrative management; evaluation and promotion of results.

This new project in Africa follows the successful joint HP-UNESCO “Piloting Solutions for Alleviating Brain Drain in South East Europe” project, launched in 2003. Three years after its launch, the project has resulted in the development of websites, databases and new research projects at several of the universities involved. Four universities* have become self-sustainable in the use of grid technology and the project continues in three other universities**.

*University of Split in Croatia, University of Montenegro, East Sarajevo University and the University of Sarajevo

**University of Belgrade, University of Skopje and the University of Tirana

Related

Check out the October 2006 issue of UNESCO’s “Education Today” Newsletter: From brain drain to brain gain (PDF)

UNESCO and the private sector

African students the most mobile in the world, From the UNESCO Institute for Statistics

Hewlett-Packard and UNESCO, A partnership that works

Join the UNESCO/OECD Internet Discussion Forum on Open Educational Resources

UNESCO’s International Institute for Educational Planning (IIEP) and the OECD’s Centre for Educational Research and Innovation (CERI) are holding an Internet discussion forum to focus on the findings and conclusions from a draft OECD study on Open Educational Resources*, and raise awareness on OER. The Community of Interest that has been formed has been active since October 2005 and has more than 600 members from 94 countries. For more information about the Community and previous discussions, go to http://www.unesco.org/iiep/virtualuniversity/forums.php.

The forum will end on December 1^st,2006. The upcoming sessions are organized as follows:

• 20-26 November: What are the motives or incentives and barriers for individuals and institutions to use, produce and share OER?
• 27 November – 1 December: What are the policy implications and the most pressing policy issues at institutional, regional and national level coming out from this study?

To participate in the forum, send an email to Susan D’Antoni with "Join OECD OER forum" in the subject line.
For more information and continuous updates regarding the OECD study, go to http://www.oecd.org/edu/oer.

*OER – educational resources that are freely available on the Internet for use, adaptation and re-use

Join the UNESCO/OECD Internet Discussion Forum on Open Educational Resources

UNESCO’s International Institute for Educational Planning (IIEP) and the OECD’s Centre for Educational Research and Innovation (CERI) are holding an Internet discussion forum to focus on the findings and conclusions from a draft OECD study on Open Educational Resources*, and raise awareness on OER. The Community of Interest that has been formed has been active since October 2005 and has more than 600 members from 94 countries. For more information about the Community and previous discussions, go to http://www.unesco.org/iiep/virtualuniversity/forums.php.

The forum will end on December 1^st,2006. The upcoming sessions are organized as follows:

• 20-26 November: What are the motives or incentives and barriers for individuals and institutions to use, produce and share OER?
• 27 November – 1 December: What are the policy implications and the most pressing policy issues at institutional, regional and national level coming out from this study?

To participate in the forum, send an email to Susan D’Antoni with "Join OECD OER forum" in the subject line.
For more information and continuous updates regarding the OECD study, go to http://www.oecd.org/edu/oer.

*OER – educational resources that are freely available on the Internet for use, adaptation and re-use

The Global Microscience Project (GPME)

Practical experiences are an essential part of learning science. However, in many countries these experiences are not provided in the majority of their primary and secondary schools. There are several reasons for this: cost, safety, waste disposal and teacher preparation. Indeed, relatively few university students can be trained in science because of these factors. To help overcome these problems, microchemistry and other microscience kits and workbooks have been developed under this UNESCO project.

The project has been in existence for several years, and more than 80 countries have introduced microchemistry workshops and training courses. In some countries, UNESCO-Associated Centers have been established to further develop the microscience project. Now, English versions of the available microscience materials provide coverage of all educational levels: from primary to all of the secondary level (and university/tertiary level in some cases). While the set of teaching and learning packages is only complete in English, many specific microscience materials are available in other languages.

Download Microscience Materials (English Version): Click on the materials to download the different chapters.

I. Primary Microscience Experiences

II. Chemistry

III. Physics (Microelectricity)

IV. Biology

The Global Microscience Project (GPME)

Practical experiences are an essential part of learning science. However, in many countries these experiences are not provided in the majority of their primary and secondary schools. There are several reasons for this: cost, safety, waste disposal and teacher preparation. Indeed, relatively few university students can be trained in science because of these factors. To help overcome these problems, microchemistry and other microscience kits and workbooks have been developed under this UNESCO project.

The project has been in existence for several years, and more than 80 countries have introduced microchemistry workshops and training courses. In some countries, UNESCO-Associated Centers have been established to further develop the microscience project. Now, English versions of the available microscience materials provide coverage of all educational levels: from primary to all of the secondary level (and university/tertiary level in some cases). While the set of teaching and learning packages is only complete in English, many specific microscience materials are available in other languages.

Download Microscience Materials (English Version): Click on the materials to download the different chapters.

I. Primary Microscience Experiences

II. Chemistry

III. Physics (Microelectricity)

IV. Biology

UNESCO's Decentralization Policy

UNESCO's decentralization policy seeks to ensure that UNESCO designs and implements programs that, although global in scope, are adapted to the needs and specific circumstances of Member States. Special attention is given to developing countries and their local socio-economic, geographical, cultural and political contexts.

UNESCO's Decentralization Action Plan groups Member States for service by a global network of multi-disciplinary Cluster Offices, National Offices, Regional Bureaus and Liaison Offices. The Bureau of Field Coordination is responsible for ensuring the smooth implementation of this new field network and provides a clear, single line of management. In addition, UNESCO Institutes and centers with well defined mandates and operations exist worldwide.

Click on the subtitle below for linked lists of the relevant offices.

Cluster Offices

These are the main platform for delivery of all UNESCO activities. They are multidisciplinary, ideally with each Sector represented. The Head of Office, while often having a background in a particular field, mostly play executive roles, managing the Program Specialists covering the various domains. The office implements a cluster program which is the result of consultation and consensus; National Offices join that cluster program.

National Offices

National Office programs are more focused, according to their individual purposes. They implement a time-bound national program, which results from consultations within that country. They assist in devising the cluster program where that Member State is concerned.

Regional Bureaus

Each Regional Bureau is responsible for the program in a given region and program domain; the programs are implemented through the Cluster and National Offices and drawn up through regional consultations. Regional Bureaus are almost always located in a Cluster Office and as such benefit from staff in a variety of fields, but often have an additional complement in their own substantive domain. Those staff with regional responsibilities based in offices other than Regional Bureaus act first and foremost as Program Specialists answerable to the Head of their Office. Regional Bureaus have no representational authority, nor do they oversee the Cluster and National Offices in hierarchical terms.

Liaison Offices

Liaison offices in New York and Geneva maintain close relationship with the Headquarters of the United Nations and other United Nations organizations.

Websites of UNESCO Institutes and Centers

There are two UNESCO international Centers and nine Institutes. They are all linked to this website.

UNESCO's Decentralization Policy

UNESCO's decentralization policy seeks to ensure that UNESCO designs and implements programs that, although global in scope, are adapted to the needs and specific circumstances of Member States. Special attention is given to developing countries and their local socio-economic, geographical, cultural and political contexts.

UNESCO's Decentralization Action Plan groups Member States for service by a global network of multi-disciplinary Cluster Offices, National Offices, Regional Bureaus and Liaison Offices. The Bureau of Field Coordination is responsible for ensuring the smooth implementation of this new field network and provides a clear, single line of management. In addition, UNESCO Institutes and centers with well defined mandates and operations exist worldwide.

Click on the subtitle below for linked lists of the relevant offices.

Cluster Offices

These are the main platform for delivery of all UNESCO activities. They are multidisciplinary, ideally with each Sector represented. The Head of Office, while often having a background in a particular field, mostly play executive roles, managing the Program Specialists covering the various domains. The office implements a cluster program which is the result of consultation and consensus; National Offices join that cluster program.

National Offices

National Office programs are more focused, according to their individual purposes. They implement a time-bound national program, which results from consultations within that country. They assist in devising the cluster program where that Member State is concerned.

Regional Bureaus

Each Regional Bureau is responsible for the program in a given region and program domain; the programs are implemented through the Cluster and National Offices and drawn up through regional consultations. Regional Bureaus are almost always located in a Cluster Office and as such benefit from staff in a variety of fields, but often have an additional complement in their own substantive domain. Those staff with regional responsibilities based in offices other than Regional Bureaus act first and foremost as Program Specialists answerable to the Head of their Office. Regional Bureaus have no representational authority, nor do they oversee the Cluster and National Offices in hierarchical terms.

Liaison Offices

Liaison offices in New York and Geneva maintain close relationship with the Headquarters of the United Nations and other United Nations organizations.

Websites of UNESCO Institutes and Centers

There are two UNESCO international Centers and nine Institutes. They are all linked to this website.

Winners of the 2006 UNESCO Literacy Awards

© UNESCO/B. O'Malley
The UNESCO prizes are awarded annually in recognition of particularly effective contributions to the fight against illiteracy, one of UNESCO’s priorities. This year’s Prizes have been attributed to the following literacy projects:

The UNESCO International Reading Association Literacy Prize* has been awarded to the National Commission for Human Development (NCHD) of Pakistan, which provides literacy classes to adults and to out-of-school children, recruits volunteers and schoolteachers to ensure wide community participation in the enrolment of children in school. >> More

The Mother Child Education Foundation (Turkey) has received one of the two UNESCO King Sejong Literacy Prizes** for its contribution to literacy, and to raising women’s political awareness and participation in decision-making processes. The other UNESCO King Sejong Literacy Prize was given to the Youth and Adult Literacy and Education Chair of the Latin American and Caribbean Pedagogical Institute of the Republic of Cuba (IPLAC). Its program – Yo, sí puedo – has been adapted to, and replicated in different parts of the world.

As for the two UNESCO Confucius Prizes for Literacy***, awarded for the first time this year, one prize was presented to the Ministry of National Education of the Kingdom of Morocco for its Non-formal Education Programme designed specifically for marginalized adolescents in rural areas. The other UNESCO Confucius Prizes for Literacy is awarded to the Directorate of Literacy and Continuing Education of Rajastan, India for having raised literacy significantly among both men and women during the past decade through innovative programs – including educational camps covering subjects such as vaccination, sanitation, child care, family planning, environmental issues, etc.

*The US $ 20,000 UNESCO International Reading Association Literacy Award was founded in 1979 thanks to the International Reading Association.

**The two US $ 20,000 King Sejong Literacy Prizes were created in 1989 through the generosity of the government of the Republic of Korea.

***The US $ 20,000 UNESCO Confucius Prize for Literacy was established 2005 through the generosity of the Government of the People’s Republic of China.

Winners of the 2006 UNESCO Literacy Awards

© UNESCO/B. O'Malley
The UNESCO prizes are awarded annually in recognition of particularly effective contributions to the fight against illiteracy, one of UNESCO’s priorities. This year’s Prizes have been attributed to the following literacy projects:

The UNESCO International Reading Association Literacy Prize* has been awarded to the National Commission for Human Development (NCHD) of Pakistan, which provides literacy classes to adults and to out-of-school children, recruits volunteers and schoolteachers to ensure wide community participation in the enrolment of children in school. >> More

The Mother Child Education Foundation (Turkey) has received one of the two UNESCO King Sejong Literacy Prizes** for its contribution to literacy, and to raising women’s political awareness and participation in decision-making processes. The other UNESCO King Sejong Literacy Prize was given to the Youth and Adult Literacy and Education Chair of the Latin American and Caribbean Pedagogical Institute of the Republic of Cuba (IPLAC). Its program – Yo, sí puedo – has been adapted to, and replicated in different parts of the world.

As for the two UNESCO Confucius Prizes for Literacy***, awarded for the first time this year, one prize was presented to the Ministry of National Education of the Kingdom of Morocco for its Non-formal Education Programme designed specifically for marginalized adolescents in rural areas. The other UNESCO Confucius Prizes for Literacy is awarded to the Directorate of Literacy and Continuing Education of Rajastan, India for having raised literacy significantly among both men and women during the past decade through innovative programs – including educational camps covering subjects such as vaccination, sanitation, child care, family planning, environmental issues, etc.

*The US $ 20,000 UNESCO International Reading Association Literacy Award was founded in 1979 thanks to the International Reading Association.

**The two US $ 20,000 King Sejong Literacy Prizes were created in 1989 through the generosity of the government of the Republic of Korea.

***The US $ 20,000 UNESCO Confucius Prize for Literacy was established 2005 through the generosity of the Government of the People’s Republic of China.

UNESCO Beijing Office: The Education Programs

The goal of Education for All (EFA) is at the core of UNESCO Beijing’s Regular Program in education, with emphasis on expanding opportunities for women, girls and ethnic minorities. A highlight of the education program by UNESCO Beijing is its cooperation with the International Research and Training Center for Rural Education (INRULED).

The Office continues to support the Golden Key Research Center of Education for the Visually Impaired. Golden Key is a Chinese non-governmental organisation dedicated to educating visually impaired children in rural areas.

UNESCO has been providing support to China, D.P.R. Korea and Mongolia under the transdisciplinary program on “Educating for a Sustainable Future (EPD)”, for their national efforts in integrating issues of environment, population, health, and development through education, training and information activities. UNESCO Beijing also contributes to the development of technical and vocational education in these three countries, thereby promoting a “learning society” in which education is no longer restricted to its traditional forms.

The UNESCO Beijing Office regularly cooperates with UNDP, UNICEF and other UN agencies on a number of projects and inter-agency activities. With UNDP China, UNESCO Beijing has been working as a technical cooperative agency for the project “Capacity Building for Environmental Education in Primary and Middle Schools through the Production of Interactive Teaching Materials.” It is also implementing the project “Improving Nine-year Compulsory Education in Poor Areas, Focussing on Girl Students”.

UNESCO Beijing Office: The Education Programs

The goal of Education for All (EFA) is at the core of UNESCO Beijing’s Regular Program in education, with emphasis on expanding opportunities for women, girls and ethnic minorities. A highlight of the education program by UNESCO Beijing is its cooperation with the International Research and Training Center for Rural Education (INRULED).

The Office continues to support the Golden Key Research Center of Education for the Visually Impaired. Golden Key is a Chinese non-governmental organisation dedicated to educating visually impaired children in rural areas.

UNESCO has been providing support to China, D.P.R. Korea and Mongolia under the transdisciplinary program on “Educating for a Sustainable Future (EPD)”, for their national efforts in integrating issues of environment, population, health, and development through education, training and information activities. UNESCO Beijing also contributes to the development of technical and vocational education in these three countries, thereby promoting a “learning society” in which education is no longer restricted to its traditional forms.

The UNESCO Beijing Office regularly cooperates with UNDP, UNICEF and other UN agencies on a number of projects and inter-agency activities. With UNDP China, UNESCO Beijing has been working as a technical cooperative agency for the project “Capacity Building for Environmental Education in Primary and Middle Schools through the Production of Interactive Teaching Materials.” It is also implementing the project “Improving Nine-year Compulsory Education in Poor Areas, Focussing on Girl Students”.

UNESCO's Beijing Office

UNESCO's Beijing Office was created in 1984 as the UNESCO office in China for Science and Technology. The office has gradually expanded its activities and territory since then. In January 2002, it became a Cluster office for East Asia covering the Democratic People's Republic of Korea (DPRK), Japan, Mongolia, the People's Republic of China and the Republic of Korea (ROK). The office serves as the main platform to communicate with UNESCO's Member States in the region.

The Beijing Cluster covers 25% of the world population, consisting of five countries that are interrelated historically and culturally. There are, however, significant cultural and societal differences among the countries. The languages are totally different. Two are highly industrialized countries, two are less developed.

Today, the office serves all five UNESCO programs:

* Education
* Natural Sciences
* Social and Human Sciences
* Culture
* Communications and Information

The Social and Human Sciences sector unit was created in February 2002. The Communication and Information sector unit was created in September 2004.

UNESCO's Beijing Office

UNESCO's Beijing Office was created in 1984 as the UNESCO office in China for Science and Technology. The office has gradually expanded its activities and territory since then. In January 2002, it became a Cluster office for East Asia covering the Democratic People's Republic of Korea (DPRK), Japan, Mongolia, the People's Republic of China and the Republic of Korea (ROK). The office serves as the main platform to communicate with UNESCO's Member States in the region.

The Beijing Cluster covers 25% of the world population, consisting of five countries that are interrelated historically and culturally. There are, however, significant cultural and societal differences among the countries. The languages are totally different. Two are highly industrialized countries, two are less developed.

Today, the office serves all five UNESCO programs:

* Education
* Natural Sciences
* Social and Human Sciences
* Culture
* Communications and Information

The Social and Human Sciences sector unit was created in February 2002. The Communication and Information sector unit was created in September 2004.

UNESCO and Sony Ericsson WTA Tour announce Global Partnership to Advance Gender Equality

UNESCO and the Sony Ericsson Women’s Tennis Association Tour (WTA) just announced a landmark global partnership. The social responsibility program marks a new level of commitment to raise awareness of gender equality issues and advance opportunities for women’s leadership in all spheres of society.

Venus Williams has volunteered to serve as the first global “Promoter of gender equality” under the partnership:

“I have always believed that as the world’s leading sport for women, we have a responsibility to do everything we can to help break down barriers to success for women. Through this partnership with UNESCO, our goal is to let women and girls throughout the world know that there are no glass ceilings, and to do our part to support programs that provide real opportunities for women to succeed in whatever they set their minds to.”

UNESCO Director-General Koïchiro Matsuura stated:

“I am very happy to announce (…) that UNESCO and the Sony Ericsson WTA are joining forces to launch a unique program between the private sector and a UN agency aimed at strengthening national commitment to women’s empowerment and enhancing women’s capacity to fully partake in all forms of societal development…”

Key planned elements of the program include:

• A Sony Ericsson WTA Tour/UNESCO Fund for women and leadership. The fund will be endowed initially with approximately €200,000 as seed funding,

• A “Promoter of Gender Equality” player program, which will involve players at both a global and national level in awareness raising activities as well as direct involvement in specific gender equality and women’s leadership programs throughout the world,

• Mentoring, scholarship and fellowship programs designed create opportunities and the environment for women and girls to succeed in all walks of life and usage of existing UNESCO and Sony Ericsson WTA Tour tournaments, galas and conferences as awareness and fundraising platforms. Additionally, the Sony Ericsson Championships promoters and the city of Madrid will support the program through marketing, awareness and fundraising activities. Advertising to raise awareness of gender equality issues is also planned.

Since it’s founding in 1973, the Sony Ericsson WTA Tour and its players have been leaders in fighting for equality, including most notably in the area of equal prize money at Roland Garros and Wimbledon.

UNESCO promotes the empowerment of women, women’s rights and gender equality as an overall objective in its five fields of competence: education, natural and human sciences culture and communication/information. In particular, UNESCO seeks to integrate a gender equality perspective into all stages of its program. The ultimate goal is to strengthen the Organization’s ability to create the conditions for women and men alike, from all walks of life, to enjoy human development and peace on an equal basis.

Related
*United Nations Girl's Education Initiative (UNGEI)
*Toolkits on Education of Girls and Women
*EFA Global Monitoring Report 2003/2004 (Focus on Gender and Education for All)

©Photo: AFP/USA Today

UNESCO and Sony Ericsson WTA Tour announce Global Partnership to Advance Gender Equality

UNESCO and the Sony Ericsson Women’s Tennis Association Tour (WTA) just announced a landmark global partnership. The social responsibility program marks a new level of commitment to raise awareness of gender equality issues and advance opportunities for women’s leadership in all spheres of society.

Venus Williams has volunteered to serve as the first global “Promoter of gender equality” under the partnership:

“I have always believed that as the world’s leading sport for women, we have a responsibility to do everything we can to help break down barriers to success for women. Through this partnership with UNESCO, our goal is to let women and girls throughout the world know that there are no glass ceilings, and to do our part to support programs that provide real opportunities for women to succeed in whatever they set their minds to.”

UNESCO Director-General Koïchiro Matsuura stated:

“I am very happy to announce (…) that UNESCO and the Sony Ericsson WTA are joining forces to launch a unique program between the private sector and a UN agency aimed at strengthening national commitment to women’s empowerment and enhancing women’s capacity to fully partake in all forms of societal development…”

Key planned elements of the program include:

• A Sony Ericsson WTA Tour/UNESCO Fund for women and leadership. The fund will be endowed initially with approximately €200,000 as seed funding,

• A “Promoter of Gender Equality” player program, which will involve players at both a global and national level in awareness raising activities as well as direct involvement in specific gender equality and women’s leadership programs throughout the world,

• Mentoring, scholarship and fellowship programs designed create opportunities and the environment for women and girls to succeed in all walks of life and usage of existing UNESCO and Sony Ericsson WTA Tour tournaments, galas and conferences as awareness and fundraising platforms. Additionally, the Sony Ericsson Championships promoters and the city of Madrid will support the program through marketing, awareness and fundraising activities. Advertising to raise awareness of gender equality issues is also planned.

Since it’s founding in 1973, the Sony Ericsson WTA Tour and its players have been leaders in fighting for equality, including most notably in the area of equal prize money at Roland Garros and Wimbledon.

UNESCO promotes the empowerment of women, women’s rights and gender equality as an overall objective in its five fields of competence: education, natural and human sciences culture and communication/information. In particular, UNESCO seeks to integrate a gender equality perspective into all stages of its program. The ultimate goal is to strengthen the Organization’s ability to create the conditions for women and men alike, from all walks of life, to enjoy human development and peace on an equal basis.

Related
*United Nations Girl's Education Initiative (UNGEI)
*Toolkits on Education of Girls and Women
*EFA Global Monitoring Report 2003/2004 (Focus on Gender and Education for All)

©Photo: AFP/USA Today

Towards a New UNESCO Portal on Higher Education Institutions

Free of charge, easy to access and searchable, these are the characteristics of the Pilot Project “UNESCO Portal on Recognized Higher Education Institutions”. Experts met in UNESCO on 13 and 14 November to discuss the ways to increase the transparency of quality provision in cross-border higher education.

The principal aim of the Pilot Project is to provide information and easy access to online resources for students through a UNESCO-hosted portal. The pilot project will involve a limited number of countries that are each responsible for their own national content. Once the feasibility, cost-effectiveness and sustainability of the project are established, it can provide the foundations for the implementation of a larger-scale project hosted by UNESCO.

This project is a follow-up to the UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education.

Related links

*UNESCO’s work in Higher Education

*UNESCO Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications

*UNESCO Position Paper on Globalization

*UNESCO/OECD Guidelines on “Quality provision in cross-border higher education” (available in English, French, Spanish, Russian, Arabic, and Chinese)

Towards a New UNESCO Portal on Higher Education Institutions

Free of charge, easy to access and searchable, these are the characteristics of the Pilot Project “UNESCO Portal on Recognized Higher Education Institutions”. Experts met in UNESCO on 13 and 14 November to discuss the ways to increase the transparency of quality provision in cross-border higher education.

The principal aim of the Pilot Project is to provide information and easy access to online resources for students through a UNESCO-hosted portal. The pilot project will involve a limited number of countries that are each responsible for their own national content. Once the feasibility, cost-effectiveness and sustainability of the project are established, it can provide the foundations for the implementation of a larger-scale project hosted by UNESCO.

This project is a follow-up to the UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education.

Related links

*UNESCO’s work in Higher Education

*UNESCO Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications

*UNESCO Position Paper on Globalization

*UNESCO/OECD Guidelines on “Quality provision in cross-border higher education” (available in English, French, Spanish, Russian, Arabic, and Chinese)

Reflect and Celebrate on November 16, World Philosophy Day & International Day for Tolerance

© Photo: Mohamed Bannani

World Philosophy Day - celebrated each year on the third Thursday in November – falls this year on the same day as the International Day for Tolerance, 16 November. Today is thus an excellent day to join events worldwide and celebrate this UNESCO initiative. The idea behind the initiative was to encourage people in different parts of the world to share their particular philosophy with others and to open up their ways of thinking to new ideas, while fostering public debate among intellectuals and civil society on the challenges now facing our societies.

Until tomorrow, November 17, special celebrations will take place in Rabat, Morocco to honor the event. Events such as an opening lecture on “Philosophy and the condition of the modern world”, a Philosophy Café, a book fair and art exhibition will be organized alongside the round tables, as well as an Interregional Philosophical Dialogue: Asia and the Arab World.

Countries in all regions of the world will be organizing events in celebration of World Philosophy Day. >>Events in the World
>> Click here for a more detailed look at the World Philosophy Day program.

At UNESCO Headquarters in Paris, two international seminars and an exhibit will be held throughout the week until November 18. Topics for discussion are “A century with Levinas: Levinas-Blanchot, thinking the difference” and “Philosophy as a cultural and educational practice: a new citizenship”. Philippe Maurice’s paintings and a dramatic “Installation” by the Collectif fragmentaliste entitled “From the Fragment to the Series” will add a visual dimension to the seminars.

If you are in New York, you may want to attend the celebrations organized and hosted by St. John Fisher College, Pittsford, NY. Events are free and open to the public. Today’s sessions are scheduled through 9 p.m. Topics include “Philosophy and Education,” “Philosophy and Science Fiction,” “Philosophy in Popular Culture,” “Philosophy and Communication,” “Philosophy and the Creative Arts,” “Philosophy and the Emotions,” and “Philosophy in the 21st Century.”

***

In celebration of International Day for Tolerance, the 2006 UNESCO-Madanjeet Singh Prize for the Promotion of Tolerance and Non-Violence will be awarded at a ceremony to take place at 6 p.m at UNESCO Paris.

This Prize was established thanks to UNESCO Goodwill Ambassador, Madanjeet Singh, to mark the 125th anniversary of the birth of Mahatma Gandi. The Prize is presented every two years to individuals or institutions in recognition of exceptional achievements in the promotion of tolerance and non-violence.
The 2006 UNESCO-Madanjeet Singh Prize will be awarded to Veerasingham Anandasangaree from Sri Lanka, President of the Tamil United Liberation Front (TULF). A tireless defender of democracy and peaceful conflict resolution, Veerasingham Anandasangaree has helped improve knowledge of the Tamul cause, through dialogue, through the promotion of non-violent solutions in Sri Lanka and by taking a stand against terrorism.

If travelling or living in one of those countries, don’t miss:

• The Conference on "Interregional Philosophical Dialogues: Asia and the Arab world – encounters with modernity” to be held November 17-18 in Rabat, Morocco

• 21st Century Talks: What future is there for humankind? What future for the planet? to be held 25 November at UNESCO, Paris.