Wednesday, September 27, 2006
New Layout of US-UNESCO Website from Paris
The United States delegation to UNESCO in Paris has an informative website. It has recently been revamped, and looks better than ever! I especially like the decision to have sections on the major UNESCO program areas, and have them all clearly linked from the home page of the website.
New Layout of US-UNESCO Website from Paris
The United States delegation to UNESCO in Paris has an informative website. It has recently been revamped, and looks better than ever! I especially like the decision to have sections on the major UNESCO program areas, and have them all clearly linked from the home page of the website.
UNESCO Progress Report
Read the full, 172 page progress report on the first six months of UNESCO's 2006-7 biennium program from the Director General.
Key sections of the report providing overall assessments of the Education and Culture programs are quoted in their entirety below:
Education
"Developments that emerged from the recent G8 Summit in St Petersburg and the two Ministers of Education meetings – the E9 Ministerial Meeting, Monterrey, Mexico, 14-15 February 2006, and the G8 Ministerial Meeting on Education, Moscow, Russia, 1-2 June 2006 – are setting the political context in which the implementation of Major Programme I is taking place this biennium. At a more operational level, the EFA Global Action Plan and the outcome of the ED Sector Reform are redefining new parameters for the functioning of the Organization at the global, regional and country levels.
E9 and G8 Ministers of Education Meetings
"The Monterrey Declaration of the E9 and the Moscow Declaration of the G8 Ministers of Education affirmed the important role education has in promoting personal fulfilment, social cohesion and socio-economic development. The Declarations also note that modalities of South-South as well as triangular (North-South-South) cooperation are crucial to advancing the EFA agenda set in Dakar. As an initial step, a focal point has been designated within the Education Sector and pilot projects are in the process of being identified in order to initiate a programme on South-South cooperation. Both meetings came out highly encouraging of the elaboration of the Global Action Plan.
EFA Global Action Plan
"UNESCO’s leadership in coordinating action to achieve EFA goals, as well as its central role in implementing the Global Action Plan affirmed by the Ministers of the E9 and G8 nations, has provided UNESCO with the crucial political support and gave weight to the intensive and extensive consultations with the other EFA convening partners. The Heads of the five EFA convening agencies, who gathered at the UNDG Principals’ Meeting, Geneva, 12 July 2006, agreed on the principles of the Global Action Plan and pledged to continue their consultation process and to present a more fully developed version of the Plan to the sixth meeting of the High-Level Group on EFA. The Global Action Plan received further support at the G8 Summit, St Petersburg, 16 July 2006, with the Heads of States explicitly welcoming “efforts by UNESCO to finalize the plan to achieve EFA goals and to provide a framework for coordinated and complementary action by multilateral aid agencies in support of country-level implementation” in a Declaration on Education for Innovative Societies in the twenty-first century.
ED Sector reform and programme execution
"Notwithstanding the ED Sector Reform process, the theoretical target of 25% for the first six months of the biennium was missed by a relatively slight margin with the expenditure rate standing at some 21% as of 30 June 2006 excluding the UNESCO Institutes. As the Sector enters the first phase of implementing the reform on 3 July, efforts are being made to minimize the disruption anticipated for the two-month transitional period to ensure that the momentum of the past six months will continue throughout the biennium. The Vision, Mission and Strategic Objectives of the ED Sector, which have been identified and defined within the overall framework of UNESCO’s mandate in education as part of the reform process, will guide the work of the Sector. In line with these new strategic directions, necessary adjustments of the work plans will be undertaken in the coming months to ensure that Major Programme I will be more focused with a viewing to achieving optimum results."
Culture
UNESCO’s integrated approach with regard to cultural diversity
"In accordance with the principal priority of Major Programme IV, Promoting cultural diversity, with special emphasis on the tangible and intangible cultural heritage, the Culture Sector continued implementing activities within the framework of the strategic objectives defined in document 31 C/4 as regards the implementation of normative action in the cultural field, policy dialogue and formulation notably at the regional and subregional levels and capacity-building at the national and country levels.
The global level
"The end of the previous biennium was marked by the adoption of the 2005 Convention for the Protection and Promotion of the Diversity of Cultural Expressions, which completes the building of UNESCO’s normative apparatus in favour of cultural diversity.
"The major challenge will continue to be ensuring a mutual interaction within this normative apparatus since culture can only be understood in its globality.
"Such protection and promotion was probably best exemplified over the assessed period through the early entry into force of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage in April 2006, filling a major gap in the identification and protection of the most vulnerable living forms of cultural diversity. The massive number of ratifications, which surpassed expectations, facilitated the holding of the first Assembly of States Parties to the Convention, earlier than foreseen, in June 2006. It achieved its mandate of electing the members of the Intangible Cultural Heritage Committee and of adopting its Rules of Procedure.
"Cultural diversity was also advocated through policy formulation and the intercultural dialogue it affords. In this context, pursuant to the adoption by UNESCO’s Executive Board of Decision 174 EX/46 on Respect for freedom of expression and respect for sacred beliefs and values and religious and cultural symbols, UNESCO’s participation in the African Regional Conference on the Dialogue among Cultures, Civilizations and Peoples, in June 2006 as well as in the third High-Level Group Meeting of the Alliance of Civilizations in Dakar, Senegal, reaffirmed the need to promote dialogue as a means of transcending cultural and religious differences. Cooperation platforms have also been expanded with partner institutions such as ISESCO, ALECSO, the Alliance of Civilizations, ASEM, the Permanent Forum on Indigenous Issues, the Anna Lindh Euro-Mediterranean Foundation for Dialogue between Cultures and United Cities and local Governments, in order to strengthen actions to promote intercultural dialogue. In the same spirit, UNESCO contributed to the adoption of the United Nations Declaration on the Rights of Indigenous Peoples by the Human Rights Council in June 2006. The Declaration specifies that countries shall take effective measures to ensure that State-owned media duly reflect indigenous cultural diversity. In the framework of the Slave Route Project enhancing knowledge on the cultural interaction generated by the slave trade and slavery, its International Scientific Committee was restructured and a new project strategy was prepared and adopted in February 2006, aiming at expanding research and documentation of such interaction in neglected geographic areas such as the Caribbean. A meeting on “Sites and Places of Memory”, held in Havana in May 2006, defined conceptual and methodological tools to identify and document sites and places of memory of the Slave Route in Cuba, Dominican Republic, Aruba and Haiti.
"In order to further document challenges and prospects of the concept of cultural diversity from an intersectoral and international perspective, the preparation of the second edition of the UNESCO World Report has been initiated as well as the identification of international experts and the establishment of a research framework for cultural statistics with UIS.
Regional and subregional levels
"Policy-dialogue and formulation has concentrated on contributing to major subregional initiatives aiming at harnessing culture in development processes, notably through UNESCO’s association with the sixth ordinary session of the Assembly of Heads of State and Government of the African Union (Khartoum, January 2006), which was devoted to education and culture. It reaffirmed that African integration is to be strengthened by the renovation of education systems and their deeper anchorage in African cultural contexts in order to achieve the sustainable development of the continent and a true regional integration. The production of and access to knowledge, and the urgency of rethinking educational contents in a sociocultural perspective were identified as being crucial in that respect. The crucial role of African languages and mother-tongue education was also emphasized through the establishment of cooperation with the African Academy of Languages (ACALAN). By the same endeavour, subregional efforts also led to the creation of a new subregional UNESCO Chair devoted to the preservation of West African cultural heritage through an agreement between the University of Togo and UNESCO in April 2006, with the aim of enhancing the ancestral spiritual dimension of cultural heritage of a number of West African countries (notably Benin, Ghana and Burkina Faso).
"Similarly, following UNESCO’s commitment to promoting dialogue among political leaders of South-East European countries initiated at the first regional meeting in Ohrid (2003), and pursued at Tirana (2004) and Varna (2005), UNESCO was called to participate and assist Mr Stjepan Mesić, President of Croatia, in the fourth Regional Summit Forum of South-East Europe on “Communication of Heritage” in early June 2006 in Opatija (Croatia) in cooperation with the Council of Europe. The Summit offered an opportunity to consolidate and expand the scientific and cooperation linkages between South-East European institutions and UNESCO. The “cultural corridors” initiative, which was launched in Varna in 2005 and aimed at enhancing the fundamental role played by cultural heritage in promoting intercultural dialogue in the subregion, was further developed. The Summit adopted the Opatija Declaration promoting cultural diversity as a defining factor in South-East Europe and calling for the definition of a related Action Plan on the cultural corridors of South-East Europe.
Country level
"Drawing from the constructive force of cultural diversity, which allows for its potential for dialogue, efforts have been also deployed at the national and country levels through a number of initiatives celebrating cultural diversity worldwide, notably by: World Day for Cultural Diversity for Dialogue and Development, which was celebrated worldwide on 21 May 2006; World Poetry Day on 21 March 2006, which reaffirmed the role of poetry as a bridge between individuals and groups and commemorated the centenary of the birth of the great philosopherpoet, Léopold Sédar Senghor; and the celebration of Turin as World Book Capital in March 2006. Similarly, the eleventh celebration of World Book and Copyright Day on 23 April 2006 afforded another opportunity for political decision-makers, economic operators and civil society stakeholders to honour books, emphasizing their multiple roles in the educational, cultural and economic spheres of societies. On this occasion, the linguistic dimension of publishing was underscored, stressing that, more than ever before, books be regarded as vehicles of vitality and language recognition and posing the dilemma regarding the role that the publishing industry can play in facilitating access to quality education for all that is adapted to learners’ needs in terms of the choice of languages available.
"Efforts at country level have also been made in post-conflict situations. An overall Culture Sector strategy for post-conflict intervention was developed acting upon two interrelated levels of action, thereby demonstrating UNESCO’s relevance and delivery capacities aimed at promoting a culturally sensitive development using culture as a resource for development; and fostering an inclusive dialogue among all the country’s stakeholders using culture as a tool for reconciliation. Building on past experience in this field, efforts were directed at supporting national mechanisms for promoting policy dialogue and consolidating national unity and respect for diversity. Cooperation between field offices and Headquarters improved considerably with regard to ensuring systematic monitoring of operational projects in postconflict situations. UNESCO has continued advocating the integration of Culture as a preliminary component in the rebirth of post-conflict countries, notably through its active participation in the United Nations Joint Assessment Missions and processes, notably in Sudan and in Somalia.
"Efforts to strengthen UNESCO’s country-level presence in the area of culture have been enhanced, notably by providing UNESCO field offices benefiting from the presence of programme specialists in the area of culture with a supplementary allocation of 1% of the regular programme budget in order to lead country-level programming activities (CCA/UNDAF/SWAP). Substantial contributions have been made to the United Nations country-level programming and other national planning exercises of different countries including, among others, Bhutan, Costa Rica, Cuba, Jordan, United Republic of Tanzania as well as the Poverty Reduction Strategy Paper (PRSP) for Zanzibar. Similarly, the inclusion of the protection and promotion of cultural diversity in CCA and UNDAF has been achieved in a number of countries in Asia and Africa."
Key sections of the report providing overall assessments of the Education and Culture programs are quoted in their entirety below:
Education
"Developments that emerged from the recent G8 Summit in St Petersburg and the two Ministers of Education meetings – the E9 Ministerial Meeting, Monterrey, Mexico, 14-15 February 2006, and the G8 Ministerial Meeting on Education, Moscow, Russia, 1-2 June 2006 – are setting the political context in which the implementation of Major Programme I is taking place this biennium. At a more operational level, the EFA Global Action Plan and the outcome of the ED Sector Reform are redefining new parameters for the functioning of the Organization at the global, regional and country levels.
E9 and G8 Ministers of Education Meetings
"The Monterrey Declaration of the E9 and the Moscow Declaration of the G8 Ministers of Education affirmed the important role education has in promoting personal fulfilment, social cohesion and socio-economic development. The Declarations also note that modalities of South-South as well as triangular (North-South-South) cooperation are crucial to advancing the EFA agenda set in Dakar. As an initial step, a focal point has been designated within the Education Sector and pilot projects are in the process of being identified in order to initiate a programme on South-South cooperation. Both meetings came out highly encouraging of the elaboration of the Global Action Plan.
EFA Global Action Plan
"UNESCO’s leadership in coordinating action to achieve EFA goals, as well as its central role in implementing the Global Action Plan affirmed by the Ministers of the E9 and G8 nations, has provided UNESCO with the crucial political support and gave weight to the intensive and extensive consultations with the other EFA convening partners. The Heads of the five EFA convening agencies, who gathered at the UNDG Principals’ Meeting, Geneva, 12 July 2006, agreed on the principles of the Global Action Plan and pledged to continue their consultation process and to present a more fully developed version of the Plan to the sixth meeting of the High-Level Group on EFA. The Global Action Plan received further support at the G8 Summit, St Petersburg, 16 July 2006, with the Heads of States explicitly welcoming “efforts by UNESCO to finalize the plan to achieve EFA goals and to provide a framework for coordinated and complementary action by multilateral aid agencies in support of country-level implementation” in a Declaration on Education for Innovative Societies in the twenty-first century.
ED Sector reform and programme execution
"Notwithstanding the ED Sector Reform process, the theoretical target of 25% for the first six months of the biennium was missed by a relatively slight margin with the expenditure rate standing at some 21% as of 30 June 2006 excluding the UNESCO Institutes. As the Sector enters the first phase of implementing the reform on 3 July, efforts are being made to minimize the disruption anticipated for the two-month transitional period to ensure that the momentum of the past six months will continue throughout the biennium. The Vision, Mission and Strategic Objectives of the ED Sector, which have been identified and defined within the overall framework of UNESCO’s mandate in education as part of the reform process, will guide the work of the Sector. In line with these new strategic directions, necessary adjustments of the work plans will be undertaken in the coming months to ensure that Major Programme I will be more focused with a viewing to achieving optimum results."
Culture
UNESCO’s integrated approach with regard to cultural diversity
"In accordance with the principal priority of Major Programme IV, Promoting cultural diversity, with special emphasis on the tangible and intangible cultural heritage, the Culture Sector continued implementing activities within the framework of the strategic objectives defined in document 31 C/4 as regards the implementation of normative action in the cultural field, policy dialogue and formulation notably at the regional and subregional levels and capacity-building at the national and country levels.
The global level
"The end of the previous biennium was marked by the adoption of the 2005 Convention for the Protection and Promotion of the Diversity of Cultural Expressions, which completes the building of UNESCO’s normative apparatus in favour of cultural diversity.
"The major challenge will continue to be ensuring a mutual interaction within this normative apparatus since culture can only be understood in its globality.
"Such protection and promotion was probably best exemplified over the assessed period through the early entry into force of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage in April 2006, filling a major gap in the identification and protection of the most vulnerable living forms of cultural diversity. The massive number of ratifications, which surpassed expectations, facilitated the holding of the first Assembly of States Parties to the Convention, earlier than foreseen, in June 2006. It achieved its mandate of electing the members of the Intangible Cultural Heritage Committee and of adopting its Rules of Procedure.
"Cultural diversity was also advocated through policy formulation and the intercultural dialogue it affords. In this context, pursuant to the adoption by UNESCO’s Executive Board of Decision 174 EX/46 on Respect for freedom of expression and respect for sacred beliefs and values and religious and cultural symbols, UNESCO’s participation in the African Regional Conference on the Dialogue among Cultures, Civilizations and Peoples, in June 2006 as well as in the third High-Level Group Meeting of the Alliance of Civilizations in Dakar, Senegal, reaffirmed the need to promote dialogue as a means of transcending cultural and religious differences. Cooperation platforms have also been expanded with partner institutions such as ISESCO, ALECSO, the Alliance of Civilizations, ASEM, the Permanent Forum on Indigenous Issues, the Anna Lindh Euro-Mediterranean Foundation for Dialogue between Cultures and United Cities and local Governments, in order to strengthen actions to promote intercultural dialogue. In the same spirit, UNESCO contributed to the adoption of the United Nations Declaration on the Rights of Indigenous Peoples by the Human Rights Council in June 2006. The Declaration specifies that countries shall take effective measures to ensure that State-owned media duly reflect indigenous cultural diversity. In the framework of the Slave Route Project enhancing knowledge on the cultural interaction generated by the slave trade and slavery, its International Scientific Committee was restructured and a new project strategy was prepared and adopted in February 2006, aiming at expanding research and documentation of such interaction in neglected geographic areas such as the Caribbean. A meeting on “Sites and Places of Memory”, held in Havana in May 2006, defined conceptual and methodological tools to identify and document sites and places of memory of the Slave Route in Cuba, Dominican Republic, Aruba and Haiti.
"In order to further document challenges and prospects of the concept of cultural diversity from an intersectoral and international perspective, the preparation of the second edition of the UNESCO World Report has been initiated as well as the identification of international experts and the establishment of a research framework for cultural statistics with UIS.
Regional and subregional levels
"Policy-dialogue and formulation has concentrated on contributing to major subregional initiatives aiming at harnessing culture in development processes, notably through UNESCO’s association with the sixth ordinary session of the Assembly of Heads of State and Government of the African Union (Khartoum, January 2006), which was devoted to education and culture. It reaffirmed that African integration is to be strengthened by the renovation of education systems and their deeper anchorage in African cultural contexts in order to achieve the sustainable development of the continent and a true regional integration. The production of and access to knowledge, and the urgency of rethinking educational contents in a sociocultural perspective were identified as being crucial in that respect. The crucial role of African languages and mother-tongue education was also emphasized through the establishment of cooperation with the African Academy of Languages (ACALAN). By the same endeavour, subregional efforts also led to the creation of a new subregional UNESCO Chair devoted to the preservation of West African cultural heritage through an agreement between the University of Togo and UNESCO in April 2006, with the aim of enhancing the ancestral spiritual dimension of cultural heritage of a number of West African countries (notably Benin, Ghana and Burkina Faso).
"Similarly, following UNESCO’s commitment to promoting dialogue among political leaders of South-East European countries initiated at the first regional meeting in Ohrid (2003), and pursued at Tirana (2004) and Varna (2005), UNESCO was called to participate and assist Mr Stjepan Mesić, President of Croatia, in the fourth Regional Summit Forum of South-East Europe on “Communication of Heritage” in early June 2006 in Opatija (Croatia) in cooperation with the Council of Europe. The Summit offered an opportunity to consolidate and expand the scientific and cooperation linkages between South-East European institutions and UNESCO. The “cultural corridors” initiative, which was launched in Varna in 2005 and aimed at enhancing the fundamental role played by cultural heritage in promoting intercultural dialogue in the subregion, was further developed. The Summit adopted the Opatija Declaration promoting cultural diversity as a defining factor in South-East Europe and calling for the definition of a related Action Plan on the cultural corridors of South-East Europe.
Country level
"Drawing from the constructive force of cultural diversity, which allows for its potential for dialogue, efforts have been also deployed at the national and country levels through a number of initiatives celebrating cultural diversity worldwide, notably by: World Day for Cultural Diversity for Dialogue and Development, which was celebrated worldwide on 21 May 2006; World Poetry Day on 21 March 2006, which reaffirmed the role of poetry as a bridge between individuals and groups and commemorated the centenary of the birth of the great philosopherpoet, Léopold Sédar Senghor; and the celebration of Turin as World Book Capital in March 2006. Similarly, the eleventh celebration of World Book and Copyright Day on 23 April 2006 afforded another opportunity for political decision-makers, economic operators and civil society stakeholders to honour books, emphasizing their multiple roles in the educational, cultural and economic spheres of societies. On this occasion, the linguistic dimension of publishing was underscored, stressing that, more than ever before, books be regarded as vehicles of vitality and language recognition and posing the dilemma regarding the role that the publishing industry can play in facilitating access to quality education for all that is adapted to learners’ needs in terms of the choice of languages available.
"Efforts at country level have also been made in post-conflict situations. An overall Culture Sector strategy for post-conflict intervention was developed acting upon two interrelated levels of action, thereby demonstrating UNESCO’s relevance and delivery capacities aimed at promoting a culturally sensitive development using culture as a resource for development; and fostering an inclusive dialogue among all the country’s stakeholders using culture as a tool for reconciliation. Building on past experience in this field, efforts were directed at supporting national mechanisms for promoting policy dialogue and consolidating national unity and respect for diversity. Cooperation between field offices and Headquarters improved considerably with regard to ensuring systematic monitoring of operational projects in postconflict situations. UNESCO has continued advocating the integration of Culture as a preliminary component in the rebirth of post-conflict countries, notably through its active participation in the United Nations Joint Assessment Missions and processes, notably in Sudan and in Somalia.
"Efforts to strengthen UNESCO’s country-level presence in the area of culture have been enhanced, notably by providing UNESCO field offices benefiting from the presence of programme specialists in the area of culture with a supplementary allocation of 1% of the regular programme budget in order to lead country-level programming activities (CCA/UNDAF/SWAP). Substantial contributions have been made to the United Nations country-level programming and other national planning exercises of different countries including, among others, Bhutan, Costa Rica, Cuba, Jordan, United Republic of Tanzania as well as the Poverty Reduction Strategy Paper (PRSP) for Zanzibar. Similarly, the inclusion of the protection and promotion of cultural diversity in CCA and UNDAF has been achieved in a number of countries in Asia and Africa."
UNESCO Progress Report
Read the full, 172 page progress report on the first six months of UNESCO's 2006-7 biennium program from the Director General.
Key sections of the report providing overall assessments of the Education and Culture programs are quoted in their entirety below:
Education
"Developments that emerged from the recent G8 Summit in St Petersburg and the two Ministers of Education meetings – the E9 Ministerial Meeting, Monterrey, Mexico, 14-15 February 2006, and the G8 Ministerial Meeting on Education, Moscow, Russia, 1-2 June 2006 – are setting the political context in which the implementation of Major Programme I is taking place this biennium. At a more operational level, the EFA Global Action Plan and the outcome of the ED Sector Reform are redefining new parameters for the functioning of the Organization at the global, regional and country levels.
E9 and G8 Ministers of Education Meetings
"The Monterrey Declaration of the E9 and the Moscow Declaration of the G8 Ministers of Education affirmed the important role education has in promoting personal fulfilment, social cohesion and socio-economic development. The Declarations also note that modalities of South-South as well as triangular (North-South-South) cooperation are crucial to advancing the EFA agenda set in Dakar. As an initial step, a focal point has been designated within the Education Sector and pilot projects are in the process of being identified in order to initiate a programme on South-South cooperation. Both meetings came out highly encouraging of the elaboration of the Global Action Plan.
EFA Global Action Plan
"UNESCO’s leadership in coordinating action to achieve EFA goals, as well as its central role in implementing the Global Action Plan affirmed by the Ministers of the E9 and G8 nations, has provided UNESCO with the crucial political support and gave weight to the intensive and extensive consultations with the other EFA convening partners. The Heads of the five EFA convening agencies, who gathered at the UNDG Principals’ Meeting, Geneva, 12 July 2006, agreed on the principles of the Global Action Plan and pledged to continue their consultation process and to present a more fully developed version of the Plan to the sixth meeting of the High-Level Group on EFA. The Global Action Plan received further support at the G8 Summit, St Petersburg, 16 July 2006, with the Heads of States explicitly welcoming “efforts by UNESCO to finalize the plan to achieve EFA goals and to provide a framework for coordinated and complementary action by multilateral aid agencies in support of country-level implementation” in a Declaration on Education for Innovative Societies in the twenty-first century.
ED Sector reform and programme execution
"Notwithstanding the ED Sector Reform process, the theoretical target of 25% for the first six months of the biennium was missed by a relatively slight margin with the expenditure rate standing at some 21% as of 30 June 2006 excluding the UNESCO Institutes. As the Sector enters the first phase of implementing the reform on 3 July, efforts are being made to minimize the disruption anticipated for the two-month transitional period to ensure that the momentum of the past six months will continue throughout the biennium. The Vision, Mission and Strategic Objectives of the ED Sector, which have been identified and defined within the overall framework of UNESCO’s mandate in education as part of the reform process, will guide the work of the Sector. In line with these new strategic directions, necessary adjustments of the work plans will be undertaken in the coming months to ensure that Major Programme I will be more focused with a viewing to achieving optimum results."
Culture
UNESCO’s integrated approach with regard to cultural diversity
"In accordance with the principal priority of Major Programme IV, Promoting cultural diversity, with special emphasis on the tangible and intangible cultural heritage, the Culture Sector continued implementing activities within the framework of the strategic objectives defined in document 31 C/4 as regards the implementation of normative action in the cultural field, policy dialogue and formulation notably at the regional and subregional levels and capacity-building at the national and country levels.
The global level
"The end of the previous biennium was marked by the adoption of the 2005 Convention for the Protection and Promotion of the Diversity of Cultural Expressions, which completes the building of UNESCO’s normative apparatus in favour of cultural diversity.
"The major challenge will continue to be ensuring a mutual interaction within this normative apparatus since culture can only be understood in its globality.
"Such protection and promotion was probably best exemplified over the assessed period through the early entry into force of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage in April 2006, filling a major gap in the identification and protection of the most vulnerable living forms of cultural diversity. The massive number of ratifications, which surpassed expectations, facilitated the holding of the first Assembly of States Parties to the Convention, earlier than foreseen, in June 2006. It achieved its mandate of electing the members of the Intangible Cultural Heritage Committee and of adopting its Rules of Procedure.
"Cultural diversity was also advocated through policy formulation and the intercultural dialogue it affords. In this context, pursuant to the adoption by UNESCO’s Executive Board of Decision 174 EX/46 on Respect for freedom of expression and respect for sacred beliefs and values and religious and cultural symbols, UNESCO’s participation in the African Regional Conference on the Dialogue among Cultures, Civilizations and Peoples, in June 2006 as well as in the third High-Level Group Meeting of the Alliance of Civilizations in Dakar, Senegal, reaffirmed the need to promote dialogue as a means of transcending cultural and religious differences. Cooperation platforms have also been expanded with partner institutions such as ISESCO, ALECSO, the Alliance of Civilizations, ASEM, the Permanent Forum on Indigenous Issues, the Anna Lindh Euro-Mediterranean Foundation for Dialogue between Cultures and United Cities and local Governments, in order to strengthen actions to promote intercultural dialogue. In the same spirit, UNESCO contributed to the adoption of the United Nations Declaration on the Rights of Indigenous Peoples by the Human Rights Council in June 2006. The Declaration specifies that countries shall take effective measures to ensure that State-owned media duly reflect indigenous cultural diversity. In the framework of the Slave Route Project enhancing knowledge on the cultural interaction generated by the slave trade and slavery, its International Scientific Committee was restructured and a new project strategy was prepared and adopted in February 2006, aiming at expanding research and documentation of such interaction in neglected geographic areas such as the Caribbean. A meeting on “Sites and Places of Memory”, held in Havana in May 2006, defined conceptual and methodological tools to identify and document sites and places of memory of the Slave Route in Cuba, Dominican Republic, Aruba and Haiti.
"In order to further document challenges and prospects of the concept of cultural diversity from an intersectoral and international perspective, the preparation of the second edition of the UNESCO World Report has been initiated as well as the identification of international experts and the establishment of a research framework for cultural statistics with UIS.
Regional and subregional levels
"Policy-dialogue and formulation has concentrated on contributing to major subregional initiatives aiming at harnessing culture in development processes, notably through UNESCO’s association with the sixth ordinary session of the Assembly of Heads of State and Government of the African Union (Khartoum, January 2006), which was devoted to education and culture. It reaffirmed that African integration is to be strengthened by the renovation of education systems and their deeper anchorage in African cultural contexts in order to achieve the sustainable development of the continent and a true regional integration. The production of and access to knowledge, and the urgency of rethinking educational contents in a sociocultural perspective were identified as being crucial in that respect. The crucial role of African languages and mother-tongue education was also emphasized through the establishment of cooperation with the African Academy of Languages (ACALAN). By the same endeavour, subregional efforts also led to the creation of a new subregional UNESCO Chair devoted to the preservation of West African cultural heritage through an agreement between the University of Togo and UNESCO in April 2006, with the aim of enhancing the ancestral spiritual dimension of cultural heritage of a number of West African countries (notably Benin, Ghana and Burkina Faso).
"Similarly, following UNESCO’s commitment to promoting dialogue among political leaders of South-East European countries initiated at the first regional meeting in Ohrid (2003), and pursued at Tirana (2004) and Varna (2005), UNESCO was called to participate and assist Mr Stjepan Mesić, President of Croatia, in the fourth Regional Summit Forum of South-East Europe on “Communication of Heritage” in early June 2006 in Opatija (Croatia) in cooperation with the Council of Europe. The Summit offered an opportunity to consolidate and expand the scientific and cooperation linkages between South-East European institutions and UNESCO. The “cultural corridors” initiative, which was launched in Varna in 2005 and aimed at enhancing the fundamental role played by cultural heritage in promoting intercultural dialogue in the subregion, was further developed. The Summit adopted the Opatija Declaration promoting cultural diversity as a defining factor in South-East Europe and calling for the definition of a related Action Plan on the cultural corridors of South-East Europe.
Country level
"Drawing from the constructive force of cultural diversity, which allows for its potential for dialogue, efforts have been also deployed at the national and country levels through a number of initiatives celebrating cultural diversity worldwide, notably by: World Day for Cultural Diversity for Dialogue and Development, which was celebrated worldwide on 21 May 2006; World Poetry Day on 21 March 2006, which reaffirmed the role of poetry as a bridge between individuals and groups and commemorated the centenary of the birth of the great philosopherpoet, Léopold Sédar Senghor; and the celebration of Turin as World Book Capital in March 2006. Similarly, the eleventh celebration of World Book and Copyright Day on 23 April 2006 afforded another opportunity for political decision-makers, economic operators and civil society stakeholders to honour books, emphasizing their multiple roles in the educational, cultural and economic spheres of societies. On this occasion, the linguistic dimension of publishing was underscored, stressing that, more than ever before, books be regarded as vehicles of vitality and language recognition and posing the dilemma regarding the role that the publishing industry can play in facilitating access to quality education for all that is adapted to learners’ needs in terms of the choice of languages available.
"Efforts at country level have also been made in post-conflict situations. An overall Culture Sector strategy for post-conflict intervention was developed acting upon two interrelated levels of action, thereby demonstrating UNESCO’s relevance and delivery capacities aimed at promoting a culturally sensitive development using culture as a resource for development; and fostering an inclusive dialogue among all the country’s stakeholders using culture as a tool for reconciliation. Building on past experience in this field, efforts were directed at supporting national mechanisms for promoting policy dialogue and consolidating national unity and respect for diversity. Cooperation between field offices and Headquarters improved considerably with regard to ensuring systematic monitoring of operational projects in postconflict situations. UNESCO has continued advocating the integration of Culture as a preliminary component in the rebirth of post-conflict countries, notably through its active participation in the United Nations Joint Assessment Missions and processes, notably in Sudan and in Somalia.
"Efforts to strengthen UNESCO’s country-level presence in the area of culture have been enhanced, notably by providing UNESCO field offices benefiting from the presence of programme specialists in the area of culture with a supplementary allocation of 1% of the regular programme budget in order to lead country-level programming activities (CCA/UNDAF/SWAP). Substantial contributions have been made to the United Nations country-level programming and other national planning exercises of different countries including, among others, Bhutan, Costa Rica, Cuba, Jordan, United Republic of Tanzania as well as the Poverty Reduction Strategy Paper (PRSP) for Zanzibar. Similarly, the inclusion of the protection and promotion of cultural diversity in CCA and UNDAF has been achieved in a number of countries in Asia and Africa."
Key sections of the report providing overall assessments of the Education and Culture programs are quoted in their entirety below:
Education
"Developments that emerged from the recent G8 Summit in St Petersburg and the two Ministers of Education meetings – the E9 Ministerial Meeting, Monterrey, Mexico, 14-15 February 2006, and the G8 Ministerial Meeting on Education, Moscow, Russia, 1-2 June 2006 – are setting the political context in which the implementation of Major Programme I is taking place this biennium. At a more operational level, the EFA Global Action Plan and the outcome of the ED Sector Reform are redefining new parameters for the functioning of the Organization at the global, regional and country levels.
E9 and G8 Ministers of Education Meetings
"The Monterrey Declaration of the E9 and the Moscow Declaration of the G8 Ministers of Education affirmed the important role education has in promoting personal fulfilment, social cohesion and socio-economic development. The Declarations also note that modalities of South-South as well as triangular (North-South-South) cooperation are crucial to advancing the EFA agenda set in Dakar. As an initial step, a focal point has been designated within the Education Sector and pilot projects are in the process of being identified in order to initiate a programme on South-South cooperation. Both meetings came out highly encouraging of the elaboration of the Global Action Plan.
EFA Global Action Plan
"UNESCO’s leadership in coordinating action to achieve EFA goals, as well as its central role in implementing the Global Action Plan affirmed by the Ministers of the E9 and G8 nations, has provided UNESCO with the crucial political support and gave weight to the intensive and extensive consultations with the other EFA convening partners. The Heads of the five EFA convening agencies, who gathered at the UNDG Principals’ Meeting, Geneva, 12 July 2006, agreed on the principles of the Global Action Plan and pledged to continue their consultation process and to present a more fully developed version of the Plan to the sixth meeting of the High-Level Group on EFA. The Global Action Plan received further support at the G8 Summit, St Petersburg, 16 July 2006, with the Heads of States explicitly welcoming “efforts by UNESCO to finalize the plan to achieve EFA goals and to provide a framework for coordinated and complementary action by multilateral aid agencies in support of country-level implementation” in a Declaration on Education for Innovative Societies in the twenty-first century.
ED Sector reform and programme execution
"Notwithstanding the ED Sector Reform process, the theoretical target of 25% for the first six months of the biennium was missed by a relatively slight margin with the expenditure rate standing at some 21% as of 30 June 2006 excluding the UNESCO Institutes. As the Sector enters the first phase of implementing the reform on 3 July, efforts are being made to minimize the disruption anticipated for the two-month transitional period to ensure that the momentum of the past six months will continue throughout the biennium. The Vision, Mission and Strategic Objectives of the ED Sector, which have been identified and defined within the overall framework of UNESCO’s mandate in education as part of the reform process, will guide the work of the Sector. In line with these new strategic directions, necessary adjustments of the work plans will be undertaken in the coming months to ensure that Major Programme I will be more focused with a viewing to achieving optimum results."
Culture
UNESCO’s integrated approach with regard to cultural diversity
"In accordance with the principal priority of Major Programme IV, Promoting cultural diversity, with special emphasis on the tangible and intangible cultural heritage, the Culture Sector continued implementing activities within the framework of the strategic objectives defined in document 31 C/4 as regards the implementation of normative action in the cultural field, policy dialogue and formulation notably at the regional and subregional levels and capacity-building at the national and country levels.
The global level
"The end of the previous biennium was marked by the adoption of the 2005 Convention for the Protection and Promotion of the Diversity of Cultural Expressions, which completes the building of UNESCO’s normative apparatus in favour of cultural diversity.
"The major challenge will continue to be ensuring a mutual interaction within this normative apparatus since culture can only be understood in its globality.
"Such protection and promotion was probably best exemplified over the assessed period through the early entry into force of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage in April 2006, filling a major gap in the identification and protection of the most vulnerable living forms of cultural diversity. The massive number of ratifications, which surpassed expectations, facilitated the holding of the first Assembly of States Parties to the Convention, earlier than foreseen, in June 2006. It achieved its mandate of electing the members of the Intangible Cultural Heritage Committee and of adopting its Rules of Procedure.
"Cultural diversity was also advocated through policy formulation and the intercultural dialogue it affords. In this context, pursuant to the adoption by UNESCO’s Executive Board of Decision 174 EX/46 on Respect for freedom of expression and respect for sacred beliefs and values and religious and cultural symbols, UNESCO’s participation in the African Regional Conference on the Dialogue among Cultures, Civilizations and Peoples, in June 2006 as well as in the third High-Level Group Meeting of the Alliance of Civilizations in Dakar, Senegal, reaffirmed the need to promote dialogue as a means of transcending cultural and religious differences. Cooperation platforms have also been expanded with partner institutions such as ISESCO, ALECSO, the Alliance of Civilizations, ASEM, the Permanent Forum on Indigenous Issues, the Anna Lindh Euro-Mediterranean Foundation for Dialogue between Cultures and United Cities and local Governments, in order to strengthen actions to promote intercultural dialogue. In the same spirit, UNESCO contributed to the adoption of the United Nations Declaration on the Rights of Indigenous Peoples by the Human Rights Council in June 2006. The Declaration specifies that countries shall take effective measures to ensure that State-owned media duly reflect indigenous cultural diversity. In the framework of the Slave Route Project enhancing knowledge on the cultural interaction generated by the slave trade and slavery, its International Scientific Committee was restructured and a new project strategy was prepared and adopted in February 2006, aiming at expanding research and documentation of such interaction in neglected geographic areas such as the Caribbean. A meeting on “Sites and Places of Memory”, held in Havana in May 2006, defined conceptual and methodological tools to identify and document sites and places of memory of the Slave Route in Cuba, Dominican Republic, Aruba and Haiti.
"In order to further document challenges and prospects of the concept of cultural diversity from an intersectoral and international perspective, the preparation of the second edition of the UNESCO World Report has been initiated as well as the identification of international experts and the establishment of a research framework for cultural statistics with UIS.
Regional and subregional levels
"Policy-dialogue and formulation has concentrated on contributing to major subregional initiatives aiming at harnessing culture in development processes, notably through UNESCO’s association with the sixth ordinary session of the Assembly of Heads of State and Government of the African Union (Khartoum, January 2006), which was devoted to education and culture. It reaffirmed that African integration is to be strengthened by the renovation of education systems and their deeper anchorage in African cultural contexts in order to achieve the sustainable development of the continent and a true regional integration. The production of and access to knowledge, and the urgency of rethinking educational contents in a sociocultural perspective were identified as being crucial in that respect. The crucial role of African languages and mother-tongue education was also emphasized through the establishment of cooperation with the African Academy of Languages (ACALAN). By the same endeavour, subregional efforts also led to the creation of a new subregional UNESCO Chair devoted to the preservation of West African cultural heritage through an agreement between the University of Togo and UNESCO in April 2006, with the aim of enhancing the ancestral spiritual dimension of cultural heritage of a number of West African countries (notably Benin, Ghana and Burkina Faso).
"Similarly, following UNESCO’s commitment to promoting dialogue among political leaders of South-East European countries initiated at the first regional meeting in Ohrid (2003), and pursued at Tirana (2004) and Varna (2005), UNESCO was called to participate and assist Mr Stjepan Mesić, President of Croatia, in the fourth Regional Summit Forum of South-East Europe on “Communication of Heritage” in early June 2006 in Opatija (Croatia) in cooperation with the Council of Europe. The Summit offered an opportunity to consolidate and expand the scientific and cooperation linkages between South-East European institutions and UNESCO. The “cultural corridors” initiative, which was launched in Varna in 2005 and aimed at enhancing the fundamental role played by cultural heritage in promoting intercultural dialogue in the subregion, was further developed. The Summit adopted the Opatija Declaration promoting cultural diversity as a defining factor in South-East Europe and calling for the definition of a related Action Plan on the cultural corridors of South-East Europe.
Country level
"Drawing from the constructive force of cultural diversity, which allows for its potential for dialogue, efforts have been also deployed at the national and country levels through a number of initiatives celebrating cultural diversity worldwide, notably by: World Day for Cultural Diversity for Dialogue and Development, which was celebrated worldwide on 21 May 2006; World Poetry Day on 21 March 2006, which reaffirmed the role of poetry as a bridge between individuals and groups and commemorated the centenary of the birth of the great philosopherpoet, Léopold Sédar Senghor; and the celebration of Turin as World Book Capital in March 2006. Similarly, the eleventh celebration of World Book and Copyright Day on 23 April 2006 afforded another opportunity for political decision-makers, economic operators and civil society stakeholders to honour books, emphasizing their multiple roles in the educational, cultural and economic spheres of societies. On this occasion, the linguistic dimension of publishing was underscored, stressing that, more than ever before, books be regarded as vehicles of vitality and language recognition and posing the dilemma regarding the role that the publishing industry can play in facilitating access to quality education for all that is adapted to learners’ needs in terms of the choice of languages available.
"Efforts at country level have also been made in post-conflict situations. An overall Culture Sector strategy for post-conflict intervention was developed acting upon two interrelated levels of action, thereby demonstrating UNESCO’s relevance and delivery capacities aimed at promoting a culturally sensitive development using culture as a resource for development; and fostering an inclusive dialogue among all the country’s stakeholders using culture as a tool for reconciliation. Building on past experience in this field, efforts were directed at supporting national mechanisms for promoting policy dialogue and consolidating national unity and respect for diversity. Cooperation between field offices and Headquarters improved considerably with regard to ensuring systematic monitoring of operational projects in postconflict situations. UNESCO has continued advocating the integration of Culture as a preliminary component in the rebirth of post-conflict countries, notably through its active participation in the United Nations Joint Assessment Missions and processes, notably in Sudan and in Somalia.
"Efforts to strengthen UNESCO’s country-level presence in the area of culture have been enhanced, notably by providing UNESCO field offices benefiting from the presence of programme specialists in the area of culture with a supplementary allocation of 1% of the regular programme budget in order to lead country-level programming activities (CCA/UNDAF/SWAP). Substantial contributions have been made to the United Nations country-level programming and other national planning exercises of different countries including, among others, Bhutan, Costa Rica, Cuba, Jordan, United Republic of Tanzania as well as the Poverty Reduction Strategy Paper (PRSP) for Zanzibar. Similarly, the inclusion of the protection and promotion of cultural diversity in CCA and UNDAF has been achieved in a number of countries in Asia and Africa."
UNESCO Begins Preparation of World Report on Cultural Diversity
© UNESCO
Go to the UNESCO announcement of the preparation of the report. (The page is in French. The English and Spanish versions of the webpage have yet to be published online.)
The second World Report on Cultural Diversity is to be published by UNESCO in May, 2008. UNESCO has appointed a consultitative committee to help in the preparation of the report. The first meeting of that committee was held this week.
Numerous UNESCO initiatives bear witness to the rich debate led by the Organization on the challenges of cultural diversity today. Click here for a UNESCO webpage that lists in chronological order a selection of relevant conferences, round tables, colloquiums, seminars and other meetings, as well as reports, publications and studies.
UNESCO Begins Preparation of World Report on Cultural Diversity
© UNESCO
Go to the UNESCO announcement of the preparation of the report. (The page is in French. The English and Spanish versions of the webpage have yet to be published online.)
The second World Report on Cultural Diversity is to be published by UNESCO in May, 2008. UNESCO has appointed a consultitative committee to help in the preparation of the report. The first meeting of that committee was held this week.
Numerous UNESCO initiatives bear witness to the rich debate led by the Organization on the challenges of cultural diversity today. Click here for a UNESCO webpage that lists in chronological order a selection of relevant conferences, round tables, colloquiums, seminars and other meetings, as well as reports, publications and studies.
Nominations Sought for the Melina Mercouri International Prize
The Melina Mercouri International Prize (UNESCO-Greece) is awarded every other year to recognize outstanding examples of action to safeguard and enhance the world's major cultural landscapes. It meets a need, clearly identified by the World Heritage Committee in Santa Fe in December 1992, to recognize that the protection of cultural landscapes -- a richer concept than the conventional one of 'monuments' or 'sites' -- is one of the main priorities of the present time.
Nominations for the Prize close November 1, 2006. They should be submitted by the State Department in consultation with the U.S. National Commission for UNESCO.
Cultural landscapes fall into three main categories, namely:
(i) The most easily identifiable is the clearly defined landscape designed and created intentionally by human beings. This embraces garden and parkland landscapes constructed for aesthetic reasons, which are often (but not always) associated with religious buildings and ensembles.
(ii) The second category is the organically evolved landscape, a landscape that results from an initial social, economic, administrative, and/or religious imperative and has developed its present form by association with and in response to its natural environment. Such landscapes reflect that process of evolution in their form and component features. They fall into two subcategories:
* a relic (or fossil) landscape is one in which an evolutionary process came to an end at some time in the past, either abruptly or over a period. Its significant distinguishing features are, however, still visible in material form;
* a living landscape is one that retains an active social role in contemporary society closely associated with the traditional way of life and in which the evolutionary process is still in progress. At the same time it exhibits significant material evidence of its evolution over time.
(iii) The final category is the associative cultural landscape. The inclusion of such landscapes on the World Heritage List is justifiable by virtue of the powerful religious, artistic or cultural associations of the natural element rather than material cultural evidence, which may be insignificant or even absent.
I would think that some of the Civil War battlefields, or the Navajo nation's Canon de Celly, or Mesa Verde would be interesting nominations. JAD
Nominations Sought for the Melina Mercouri International Prize
The Melina Mercouri International Prize (UNESCO-Greece) is awarded every other year to recognize outstanding examples of action to safeguard and enhance the world's major cultural landscapes. It meets a need, clearly identified by the World Heritage Committee in Santa Fe in December 1992, to recognize that the protection of cultural landscapes -- a richer concept than the conventional one of 'monuments' or 'sites' -- is one of the main priorities of the present time.
Nominations for the Prize close November 1, 2006. They should be submitted by the State Department in consultation with the U.S. National Commission for UNESCO.
Cultural landscapes fall into three main categories, namely:
(i) The most easily identifiable is the clearly defined landscape designed and created intentionally by human beings. This embraces garden and parkland landscapes constructed for aesthetic reasons, which are often (but not always) associated with religious buildings and ensembles.
(ii) The second category is the organically evolved landscape, a landscape that results from an initial social, economic, administrative, and/or religious imperative and has developed its present form by association with and in response to its natural environment. Such landscapes reflect that process of evolution in their form and component features. They fall into two subcategories:
* a relic (or fossil) landscape is one in which an evolutionary process came to an end at some time in the past, either abruptly or over a period. Its significant distinguishing features are, however, still visible in material form;
* a living landscape is one that retains an active social role in contemporary society closely associated with the traditional way of life and in which the evolutionary process is still in progress. At the same time it exhibits significant material evidence of its evolution over time.
(iii) The final category is the associative cultural landscape. The inclusion of such landscapes on the World Heritage List is justifiable by virtue of the powerful religious, artistic or cultural associations of the natural element rather than material cultural evidence, which may be insignificant or even absent.
I would think that some of the Civil War battlefields, or the Navajo nation's Canon de Celly, or Mesa Verde would be interesting nominations. JAD
Educating For Tomorrow's World
"As a leader of this Decade, UNESCO is assisting countries and regions develop plans and strategies that are relevant to their different realities and concerns. As the dossier of this issue of Education Today* explains, there is no one-size-fits-all solution for teaching about sustainability, and we are operating on a “learning-by-doing” basis. The United Nation’s Decade of Education for Sustainable Development is a chance for all of us to do something together and to learn from one another." -Peter Smith, Assistant Director General for Education
- Check out the dossier “Educating For Tomorrow’s World” (pdf)!
- More on Education Today, a quarterly newsletter on trends and innovations in education, on world-wide efforts towards Education or All and on UNESCO's own education activities.
* Publ. 16, February-May 2006
© UNESCO
Educating For Tomorrow's World
"As a leader of this Decade, UNESCO is assisting countries and regions develop plans and strategies that are relevant to their different realities and concerns. As the dossier of this issue of Education Today* explains, there is no one-size-fits-all solution for teaching about sustainability, and we are operating on a “learning-by-doing” basis. The United Nation’s Decade of Education for Sustainable Development is a chance for all of us to do something together and to learn from one another." -Peter Smith, Assistant Director General for Education
- Check out the dossier “Educating For Tomorrow’s World” (pdf)!
- More on Education Today, a quarterly newsletter on trends and innovations in education, on world-wide efforts towards Education or All and on UNESCO's own education activities.
* Publ. 16, February-May 2006
© UNESCO
Laura Bush Launches “Global Cultural Initiative”
Read the full announcement of the initiative from the Department of State.
The U.S. Government has announced a major new initiative to coordinate, enhance and expand U.S. cultural diplomacy efforts. In partnership with public and private cultural entities, the U.S. Department of State will build upon the work of other government agencies and the broader cultural arts community to emphasize the importance of the arts as a platform for international engagement and dialogue. Federal funding for cultural exchange programs has more than tripled since 2001 and this comprehensive initiative galvanizes the strong commitment of the Administration and the Department to cultural diplomacy.
The initiative will begin with partnerships of the State Department with
* The John F. Kennedy Center for the Performing Arts,These partnerships will leverage a broad range of resources for a multi-faceted series of projects designed to:
* The American Film Institute (AFI),
* The President’s Committee on the Arts and Humanities (PCAH),
* The National Endowment for the Arts (NEA),
* The National Endowment for the Humanities (NEH), and
* The Institute for Museum and Library Services (IMLS).
* Connect foreign audiences with artists and art forms from the United States;Read the article in the Voice of America on the initiative.
* Share U.S. expertise in arts management and performance; and
* Educate young people and adults in the United States and abroad about the arts and cultures of other countries.
Laura Bush Launches “Global Cultural Initiative”
Read the full announcement of the initiative from the Department of State.
The U.S. Government has announced a major new initiative to coordinate, enhance and expand U.S. cultural diplomacy efforts. In partnership with public and private cultural entities, the U.S. Department of State will build upon the work of other government agencies and the broader cultural arts community to emphasize the importance of the arts as a platform for international engagement and dialogue. Federal funding for cultural exchange programs has more than tripled since 2001 and this comprehensive initiative galvanizes the strong commitment of the Administration and the Department to cultural diplomacy.
The initiative will begin with partnerships of the State Department with
* The John F. Kennedy Center for the Performing Arts,These partnerships will leverage a broad range of resources for a multi-faceted series of projects designed to:
* The American Film Institute (AFI),
* The President’s Committee on the Arts and Humanities (PCAH),
* The National Endowment for the Arts (NEA),
* The National Endowment for the Humanities (NEH), and
* The Institute for Museum and Library Services (IMLS).
* Connect foreign audiences with artists and art forms from the United States;Read the article in the Voice of America on the initiative.
* Share U.S. expertise in arts management and performance; and
* Educate young people and adults in the United States and abroad about the arts and cultures of other countries.
The UNESCO Coalition of African Cities Against Racism and Discrimination is officially launched
On the occasion of the fourth Africities Summit held September 18th-24th, 2006 in Nairobi, Kenya, UNESCO launched the Coalition of African Cities Against Racism and Discrimination. The initiative is a follow-up on the Durban meeting of experts that drew up a Plan of Action reflecting the specificities and priorities of Africa last May.
As a response to the persisting practice of apartheid, xenophobia, ethnical and religious intolerance, and the legacy of historical slavery, UNESCO urged African leaders to formulate strategies and policies to fight racism and discrimination in their respective cities. Four cities have been called upon to take on the role of “lead city” – Bamako for West Africa, Durban for Southern Africa, Kigali for Central Africa and Nairobi for East Africa.
UNESCO also urged rights groups to continue in their fight against the discrimination of the victims of the HIV/AIDS pandemic, saying their acceptance in the society was critical.
Below are excerpts from remarks made during the Summit:
Photo© Africities 2006"It's sad to say in Africa ethnical backgrounds lead to racism and discrimination. This has hindered the continent's development in the fight against discrimination, a vice that needs total devotion to eliminate", said Pierre Sane, UNESCO Assistance Director General for Social and Human Sciences.
"The issue of racism and discrimination and the attitude in the mind threatens equality and security of our people and the responsibilities is on our shoulders as authorities to create room for all in tolerance of racism and promote mutual understanding among our people", added Nairobi City Mayor Dick Wathika.
The UNESCO Coalition of African Cities Against Racism and Discrimination is officially launched
On the occasion of the fourth Africities Summit held September 18th-24th, 2006 in Nairobi, Kenya, UNESCO launched the Coalition of African Cities Against Racism and Discrimination. The initiative is a follow-up on the Durban meeting of experts that drew up a Plan of Action reflecting the specificities and priorities of Africa last May.
As a response to the persisting practice of apartheid, xenophobia, ethnical and religious intolerance, and the legacy of historical slavery, UNESCO urged African leaders to formulate strategies and policies to fight racism and discrimination in their respective cities. Four cities have been called upon to take on the role of “lead city” – Bamako for West Africa, Durban for Southern Africa, Kigali for Central Africa and Nairobi for East Africa.
UNESCO also urged rights groups to continue in their fight against the discrimination of the victims of the HIV/AIDS pandemic, saying their acceptance in the society was critical.
Below are excerpts from remarks made during the Summit:
Photo© Africities 2006"It's sad to say in Africa ethnical backgrounds lead to racism and discrimination. This has hindered the continent's development in the fight against discrimination, a vice that needs total devotion to eliminate", said Pierre Sane, UNESCO Assistance Director General for Social and Human Sciences.
"The issue of racism and discrimination and the attitude in the mind threatens equality and security of our people and the responsibilities is on our shoulders as authorities to create room for all in tolerance of racism and promote mutual understanding among our people", added Nairobi City Mayor Dick Wathika.
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