Breaking the Silence

Breaking the Silence, UNESCOs Associated Schools Project Network (ASPnet) Transatlantic Slave Trade Education Project, was launched in 1998. It aims to break the silence surrounding the Transatlantic Slave Trade, while forging new triangular links between over 120 ASPnet schools in 22 countries in Africa, the Americas, the Caribbean and Europe.

The website is intended to help teachers and educators to Break the Silence that continues to surround the story of the enslavement of Africa that began over 500 years ago. It is designed to provide teachers with a variety of resources and ideas about how to teach the subject holistically, accurately and truthfully.

UNESCO's Slave Trade Archives

UNESCO Hewlett Packard Partnership in Education

At the end of last year, UNESCO announced a new partnership agreement with Hewlett Packard to strengthen their collaboration around existing education projects. Through the partnership, UNESCO and HP will work together on several projects in the area of education, especially to support UNESCO’s priority of “Education for All". This includes an evaluation on the extension of the existing brain drain project to additional regions in Europe, the Middle East and Africa.

UNESCO and HP started to collaborate five years ago in South East Europe to help key universities connect to global research networks. In 2006 the project was extended to Africa. The project fights brain drain by providing universities with an advanced technology called grid computing, which allows top quality researchers to play a key role in international research and contribute to economic development in their home countries.

“UNESCO’s education priorities are very much in line with the goals of HP’s education strategy. In Europe, the Middle East and Africa, HP has supported more than 200 education projects in over 20 countries, reaching over 50,000 young people in 2007. On a worldwide level, HP contributed grants to more than 850 schools in 36 countries, worth €30 million between 2004 and 2007,” said Gabriele Zedlmayer, vice president, Global Citizenship HP Europe, Middle East and Africa (EMEA).

Read more about the initiative.

UNESCO and L’Oréal: Raising AIDS Awareness

Beauty transcends national borders, and a trip to the hairdresser is a ritual in almost every country in the world. When UNESCO was looking for a private sector partner to help educate a mostly female global audience about HIV and AIDS, it turned to L’Oréal Professional Products. In 2005, through the initiative of Lady Owen-Jones, UNESCO Goodwill Ambassador for HIV/AIDS Prevention Education, the two organizations created Hairdressers Against AIDS, aimed at raising awareness of HIV by sensitizing hairdressers about HIV and encouraging them to talk about personal risk with their customers.

Knowing that hair salons are excellent locations for information sharing and exchange, UNESCO saw a golden opportunity in partnering with L’Oréal–an opportunity to ensure that the company’s network of 190 training centres and 1.2 million professionals are reached with reliable information on HIV and AIDS. Hairdressers in L’Oreal’s 400 000 partner salons around the world take courses at the training centres in more than 50 countries. The UNESCO training module–integrated into L’Oréal’s professional training system–provides simple, factual and accurate information on HIV. Hairdressers who graduate from the training programme UNESCO designed with L'Oréal relay their knowledge to clients in salons in every corner of the world.

Read more about this initiative in

Partnerships with the Private Sector: A Collection of Case Studies from UNAIDS

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Nominations for the Office of Director General

Koïchiro Matsuura (Japan) has been Director-General of UNESCO since November 15, 1999. He was reappointed by the Organization's General Conference to serve a second four-year term. It is expected that a new Director General will be elected in late 2009, when Matsuura has completed his second term.

In keeping with the international nature of UNESCO, there is an informal understanding that the post will rotate among continents. The last three Directors General came from Asia, Europe and Africa, and there were three previous Directors General from Europe and three from North America. It appears likely that the next Director General will be elected from an Islamic member state.

The Topposts blog has a couple of clues on the nominations that have already been made.

Oman has officially nominated her ambassador to UNESCO, Musa Bin Jaafar Bin Hassan for the UNESCO DG......Bin Hassan has some credits, no least of which is his presidency over the 33rd UNESCO General Conference in 2005 - and at that time the Organization celebrated - at the highest level - its 60th anniversary.......

Egypt nominated Culture minister Farouk Hosni, the longest serving member of Mubarak's cabinet and an abstract painter who has exhibited his work around the world......Egypt's foreign minister has already met with the "working group that ran the support campaign for Hosni" (I guess, just the Foreign Ministry's experts - as of now). Considering Egypt's previous successful campaigns, Oman obviously faces a tough challenge.

Musing: UNESCO's Agenda for the 21st Century

Monday's class on UNESCO, focusing on the changes for the future, was very thought provoking. There was general agreement, I believe, that in the coming decades there will be forces that require major changes in UNESCO. If UNESCO does not reinvent itself to make itself more efficient, more effective, and more relevant to the emerging needs of the international system, it may well become irrelevant or even go out of existence. Not only is a reengineering of UNESCO's structure and processes needed, but so too is a restructuring of its relations with the governments of member states and the intellectual communities of educators, scientists and cultural leaders in those states that UNESCO was created to serve.

UNESCO not only is headquartered in Paris, the majority of its employees are there. It was suggested that, as the UN agencies are all concentrated in rich countries, they are seen by the majority of the world's population (which lives in poor countries or emerging economies) as tools of the rich isolated from the interests and concerns of the poor. As part of its reinvention, UNESCO will have to reach out and involve many more people in its work. Indeed, it would be well advised to reach out to make itself known to the majority of the world's population.

In its sixty some years of existence, UNESCO has had some major successes. USAID has been characterized as spinning off its successes in order to concentrate on its failures. Whether that is or is not true, surely UNESCO should emphasize and build upon its successes. These would include the networking of World Heritage sites and of bioreserves, the collaborations UNESCO has catelyzed through its intergovernmental science programs, and development of networks of international laws and agreements through its standards setting instruments in the fields of culture and education.

It was suggested that the governments of rich countries now see UNESCO as irrelevant to their domestic interests, and that UNESCO should seek seriously to again become something valued for its ability to serve its major financial donors domestic interests in education, science and culture.

There is a huge management challenge for UNESCO's management.

• Management should find ways to clean out the dead wood, eliminating programs that don't work, that duplicate those of other agencies, or that would be better implemented by other agencies.
• Management should find ways to either spin off subsidiary organizations that are able to go it alone, and decentralize management of subsidiary organizations that are peripheral to UNESCO's core business, allowing the secretariat and governing bodies to focus their attention narrowly on that core business.
• Management should find ways adopt programmatic innovations that allow it both to respond to changing international needs and demands on the organization and simultaneously to focus on its core values and mission.

While some innovative programs may arise from the secretariat, the history of the organization suggests that the most important innovations have come from outside. Thus UNESCO's roles in Education for All and the implementation of the Millennium Development Goals arose out of the consensus developed in international meetings, while the Intergovernmental Oceanographic Program and the World Heritage Program arose from initiatives of the U.S. delegation, influenced by leaders in the U.S. scientific and environmental communities. UNESCO can play a key role building on its great power to convene leadership from government, education, science and culture and its bureaucratic power and outreach, but it needs to continue to innovate successfully to remain and gain in relevance.

In order for UNESCO to rise to these challenges, it needs a very strong secretariat and leadership. Director General Matsuura will complete his second term of office in a few years, and it is very important that the community of nations select a strong, effective leader to replace him. Many of the senior staff of UNESCO are nearing mandatory retirement age in the United Nations system, and therefore UNESCO will have to restaff by replacing many professionals. One suggestion is that the organization might move toward a system like that of the U.S. National Science Foundation, bringing in senior professional on a rotating basis. A cadre of senior people rotating through UNESCO for three to five year terms might help it to rethink its operations and reinvent itself.

The current governance structure of UNESCO will make major reform, reengineering and restructuring difficult at best. Not only is it expensive, it is unwieldy. When UNESCO was created, the number of nation states was relatively small and the strong Director General could deal effectively with its representatives. In the intervening years, the size of the governing bodies has grown with the number of member states. Moreover, the participation of leaders from the intellectual community has been replaced in governance by representatives of the diplomatic missions of the member states. The long meetings of UNESCO's 193 member state delegations every other year at the General Conference deal with so large an agenda as to overwhelm most delegations' capacities to absorb and analyze information. The Executive Board, now with more members than the original General Conference, is similarly cumbersome and overloaded. The Executive Board and General Conference take up a great deal of the attention of UNESCO's senior staff. Thus, reform of governance seems a precondition to rebuilding and reforming the organizations, and reinventing its programs and ways of carrying out those programs.

It seems clear that the United States must take a leadership role in the reinvention of UNESCO; the United States contributes 22 percent of UNESCO's assessed budget, and the United States has the world's strongest educational, scientific and cultural communities, as well as being a world leader in information and communications. It is important that the United States assume this leadership role, especially because this nation must reemphasize "soft diplomacy" and UNESCO can and should be a key element in America's soft diplomacy. To assume that leadership role, the State Department needs a very strong staff dealing with UNESCO affairs, the U.S. National Commission has to be given a stronger role not only in advising the government but in the governance of UNESCO, and State and the National Commission needs to reach out more effectively to involve the American intellectual community in their and UNESCO's efforts.

Musings: The Importance of UNESCO

UNESCO is chartered with huge responsibilities, but shackled with a small budget -- on the order of US$300 million per year. The United Nations Educational, Scientific and Cultural Organization has lead responsibilities in the United Nations system for there areas, and also for communications and information.

Compare UNESCO's budget for its world wide responsibilities with some U.S. entities. My county's school system, for example, has an operating budget of some $2 billion per year plus an investment budget of some $230 million a year. The U.S. Federal Government spends $116 billion per year on research and development, and of course that is only part of what is spent on R&D in the country, and the expenditures on science include not only research and development but many other scientific functions as well. The global market value of cultural and creative industries (producing and distributing such goods and services such as books, CDs, videogames and sculptures) has been estimated at US$ 1.3 trillion and is rapidly expanding; between 1994 and 2002, international trade in cultural goods increased from US$38 billion to US$60 billion. The United States -- with a population of over 400 million, and per capita GDP of $43,500 -- spent 8.8 percent of GDP on information and communications technology in 2005.
As the above graph shows, the number of intergovernmental organizations exploded in the last half of the 20th century. UNESCO is now one of thousands of such organizations. We tend to lose track of the work and impacts of individual intergovernmental organizations in the mass of such organizations. So too, we tend to assume that these organizations with relatively small budgets also have relatively limited impact.

In the case of UNESCO, I would suggest that the impact has been quite significant:

Education

The community of nations has embarked on an ambitious program to provide Education for All, and includes ambitious educational goals within the Millennium Development Goals. UNESCO's function over the years has been to keep international attention on education, and on the need to work to assure people's human rights to education. In the current situation, it has worked to help assure that educational statistics are comparable among countries, and provides forums where national governments have to defend their educational performance before both their own citizens and other nations. It is likely that global educational achievements are much greater than they would be had there not been a United Nations body to do that which UNESCO does in education.

Science

In its early years, UNESCO's influence was critically important in the creation of the International Center for Theoretical Physics and the European Center for Nuclear Research (CERN); these organizations have helped both to illuminate the nature of the universe and to spread modern physics worldwide. The role of CERN in the creation of the World Wide Web might alone justify UNESCO's existence.

The role of UNESCO's Intergovernmental Science Committees has been quite important. In oceanography, UNESCO has helped the scientific community to work in ways transcending national borders, and is working to develop tsunami warning systems to serve all of the world at risk from tsunami disasters. The hydrology program is allowing collaborative work to characterize water resources, and helping to create a knowledge base that can be trusted in negotiation on control and allocation of water resources. The Man in the Biosphere program has resulted in a collaborative structure of hundreds of bioreserves, where mankind is learning how to protect the biospere.

Culture

UNESCO's World Heritage Center has recognized more than 800 natural and cultural sites that are so important that they can be fairly called the heritage of all mankind. For each, the country in which the site is located has produced a detailed study of the site and a plan for its protection. Monitoring of the state of those sites encourages countries to work hard to achieve that protection, and over the history of the program only one country has withdrawn a single site from the network.

UNESCO has also catalized the creation of a body of international conventions that protect cultural property. Since the protection of Abu Simbelm UNESCO has provided a system that helps to protect cultural heritage during emergencies and wars, and helps to regulate international trade to prevent the trade in stolen artifacts and other cultural property.

Communications

UNESCO provides a mechanism for the United Nations to militate for freedom of expression and freedom of the press. Every time a reporter is killed or imprisoned anywhere in the world, UNESCO protests and in so doing draws public attention to the event.

UNESCO also serves the United Nations system to promote libraries, to support a culture of the book, and more recently to promote the development of digital information serving the countries on the wrong side of the digital divide.

Why is UNESCO Important to the United States?

The points above are made to illustrate that UNESCO is important to the community of nations. To our State Department, which concerns itself primarily with security and economic issues, those services may not be convincing. Of course, U.S. foreign policy is also concerned with supporting the international humanitarian programs desired by the American public, and UNESCO's programs in Africa are prototypical of the multilateral approach to development assistance.

UNESCO was created to promote the international cooperation of national intellectual communities -- educatoral, scientistific and cultural. Indeed these communities in the United States value the contacts with their peers abroad, and expect the foreign policy apparatus of government to facilitate that networking. UNESCO is, in realizing these aspirations, an important element of foreign policy.

The State Department is increasingly recognizing the importance of "soft diplomacy" as a necessary complement to the "hard diplomacy" focusing on economic and military power. The United States needs to restore the confidence of other nations that this country will negotiate in good faith, with understanding and respect for the positions of others, and UNESCO provides a useful forum for that purpose.

As Archibald McLeish, the writer and Librarian of Congress, so memorably said in the negotiations leading up to the creation of UNESCO, "Since wars begin in the minds of men, it is in the minds of men that we must begin to build the defenses of peace." Building those defenses is a long term process, and it is one best accomplished by the community of nations working together. Thus UNESCO, with its work with education and with the intellectual communities of the nations of the world, should be a significant element in U.S. soft diplomacy.

Musing About the Future of UNESCO

Last night we held a panel discussion in our graduate class on UNESCO. The class focused on UNESCO's future in the 21st century. The discussion focused on how UNESCO could adapt to the changes that will surely occur over the next 40 years or so.

Coincidentally, I have been reading Good Capitalism, Bad Capitalism, and the Economics of Growth and Prosperity by William J. Baumol, Robert E. Litan, Carl J. Schramm. The authors focus on innovation as the basis of economic success of nations. For advanced developed nations, working at the forefront of technology and having relatively high costs of labor, companies must invent, not only innovate by copying. The authors also realize that most invention comes from individual entrepreneurs and small firms. However, they note that it is large firms that have the resources to take an invention and develop it into a widely used, high quality, reliable product. Successful large firms not only continue to innovate by acquiring and building on ideas from outside (and occasionally inventing from within(, they also get rid of activities by decentralizing management, selling off divisions, or closing down things which are no longer profitable.

Perhaps UNESCO, with its 2000 people can take the successful commercial firm of a comparable size and learn from their approach. It seems clear that would be better served by a sharper focus. Many of its most successful programs have their own oversight bodies and receive most of their financing from other sources, not UNESCO. Perhaps a process of formally either turning activities into independent agencies, or of decentralizing by delegation of full authority to the staff and directors of some of these activities might help. This sounds easy, but in fact is very difficult. The management of the reengineering and restructuring of relations in downsizing processes requires great leadership if it is to be done well.

UNESCO often finds innovations thrust upon them -- new standards setting documents, new centers, new programs. Some of the best programs were started in this way. Russel Train was the motive force behind the invention of the World Heritage program, which the secretariat carried to success, as Roger Revell and a few other scientists were the originators of the Intergovernmental Oceanographic Committee, which UNESCO also made a success. Indeed, even in the cases of Education for All and the Millennium Development Goals, UNESCO took on tasks developed outside and ran with them. Again, the management of innovation in a large, complex organization is also very demanding of skills and time.

UNESCO needs very good management to select among all the innovations suggested each year those which are really practical and important, those which fit with UNESCO's mandate and capabilities, and those which UNESCO can do well. It also needs good management to decide which of its current activities not to do, and to make the best, most appropriate arrangements for their termination or decentralization.

John Daly