Sunday, April 8, 2007

Ethics and Corruption in Education

It is sad but true that corruption is generally worse in developing than in developed countries. The poor lose more of their scarce resources to corruption than do the affluent. Yet, the situation can be improved. In Uganda, for example, the loss of funds transferred to local schools was cut from 87 percent to 24 percent in the 1990's, largely as a result of increased openness in the process.

The International Institute for Educational Planning launched a research project on 'Ethics and corruption in education' in 2001. One of the aims or IIEP is to promote the circulation of information on the topic. The ETICO info exchange is an information platform, created for specialists to share relevant knowledge.

The ETICO information exchange is aimed at actors such as ministries, international organizations and agencies, NGOs, universities and research institutions. It includes:
* The ETICO database: about 280 references to publications, projects, policies and norms

* ETICO links: find out more about the activities of some 86 agencies, institutions and programs

* ETICO agenda: recent and forthcoming events

* In the news, a selection of articles available on-line.
Here are a couple of the reports from the program that you can download:
* Corrupt schools, corrupt universities: What can be done? by Jacques Hallak and Muriel Poisson, Paris: UNESCO Publishing (2006)

* Adverse Effects of Private Supplementary Tutoring: Dimensions, Implications and Government Responses by Mark Bray, Paris, UNESCO (2003)

Ethics and Corruption in Education

It is sad but true that corruption is generally worse in developing than in developed countries. The poor lose more of their scarce resources to corruption than do the affluent. Yet, the situation can be improved. In Uganda, for example, the loss of funds transferred to local schools was cut from 87 percent to 24 percent in the 1990's, largely as a result of increased openness in the process.

The International Institute for Educational Planning launched a research project on 'Ethics and corruption in education' in 2001. One of the aims or IIEP is to promote the circulation of information on the topic. The ETICO info exchange is an information platform, created for specialists to share relevant knowledge.

The ETICO information exchange is aimed at actors such as ministries, international organizations and agencies, NGOs, universities and research institutions. It includes:
* The ETICO database: about 280 references to publications, projects, policies and norms

* ETICO links: find out more about the activities of some 86 agencies, institutions and programs

* ETICO agenda: recent and forthcoming events

* In the news, a selection of articles available on-line.
Here are a couple of the reports from the program that you can download:
* Corrupt schools, corrupt universities: What can be done? by Jacques Hallak and Muriel Poisson, Paris: UNESCO Publishing (2006)

* Adverse Effects of Private Supplementary Tutoring: Dimensions, Implications and Government Responses by Mark Bray, Paris, UNESCO (2003)

Saturday, April 7, 2007

UNESCO Institutes and Centers for Education

Today, seven Institutes and two Centers work as part of UNESCO’s Education Sector to assist countries in tackling education problems.

IBEInternational Bureau of Education (IBE), Geneva, Switzerland.
Enhancing curriculum development and educational content.


IIEPInternational Institute for Educational Planning (IIEP), Paris, France and Buenos Aires, Argentina.
Helping countries to design, plan and manage their education systems.


UIEThe UNESCO Institute for Lifelong Learning (UIL), former UNESCO Institute for Education, Hamburg, Germany
Promoting literacy, non-formal education, and adult and lifelong learning.


IITEInstitute for Information Technologies in Education (IITE), Moscow, Russian Federation.
Assisting countries to use information and communication technologies in education.


IESALCInternational Institute for Higher Education in Latin America and the Caribbean (IESALC), Caracas, Venezuela.
Developing and transforming higher education in the region.


IICBAInternational Institute for Capacity Building in Africa (IICBA), Addis Ababa, Ethiopia.
Strengthening Africa’s educational institutions.


CEPESEuropean Centre for Higher Education (CEPES), Bucharest, Romania.
Promoting cooperation and reform in higher education in Europe.


UNEVOCInternational Centre for Technical and Vocational Education and Training (UNEVOC), Bonn, Germany.
Improving education for the world of work.


UISUNESCO Institute for Statistics (UIS), Montreal, Canada.
Providing the global and internationally comparable statistics that today’s world of education needs.


Institutes and Centres under the auspices of UNESCO



Comment: There are no UNESCO Education Institutes nor Centers in the United States. Given this country's leadership in areas such as higher education and the applications of information and communications technology for development, perhaps there should be one or more!

UNESCO Institutes and Centers for Education

Today, seven Institutes and two Centers work as part of UNESCO’s Education Sector to assist countries in tackling education problems.

IBEInternational Bureau of Education (IBE), Geneva, Switzerland.
Enhancing curriculum development and educational content.


IIEPInternational Institute for Educational Planning (IIEP), Paris, France and Buenos Aires, Argentina.
Helping countries to design, plan and manage their education systems.


UIEThe UNESCO Institute for Lifelong Learning (UIL), former UNESCO Institute for Education, Hamburg, Germany
Promoting literacy, non-formal education, and adult and lifelong learning.


IITEInstitute for Information Technologies in Education (IITE), Moscow, Russian Federation.
Assisting countries to use information and communication technologies in education.


IESALCInternational Institute for Higher Education in Latin America and the Caribbean (IESALC), Caracas, Venezuela.
Developing and transforming higher education in the region.


IICBAInternational Institute for Capacity Building in Africa (IICBA), Addis Ababa, Ethiopia.
Strengthening Africa’s educational institutions.


CEPESEuropean Centre for Higher Education (CEPES), Bucharest, Romania.
Promoting cooperation and reform in higher education in Europe.


UNEVOCInternational Centre for Technical and Vocational Education and Training (UNEVOC), Bonn, Germany.
Improving education for the world of work.


UISUNESCO Institute for Statistics (UIS), Montreal, Canada.
Providing the global and internationally comparable statistics that today’s world of education needs.


Institutes and Centres under the auspices of UNESCO



Comment: There are no UNESCO Education Institutes nor Centers in the United States. Given this country's leadership in areas such as higher education and the applications of information and communications technology for development, perhaps there should be one or more!

Reorganization of NESCO's Education Sector

The Education Sector, UNESCO’s largest program sector, went through a major reform and reorganization in 2006. The restructuring was planned to achieve a more results-based and field-oriented structure. Significant structural changes took place at Headquarters with the number of program divisions reduced from six to four. Two divisions
* Coordination of United Nations Priorities, and
* Education Strategies and Field Support
were newly created. The other two divisions
* Basic Education and
* Higher Education
were streamlined and reorganized. A new decentralization framework was put in place that realigns accountability between Headquarters and the field for the Education Sector.

The Director General of UNESCO reports that these changes have resulted in a greater concentration of staff resources in support of EFA – the Education Sector’s priority program – at Headquarters and in the field, and will therefore provide the necessary support for the fulfillment of the EFA mandate. He also reports that the transfer of six posts to the Regional Bureaus for Education and two to cluster offices will reinforce the Sector’s capacity to deliver at regional and country levels. In 2008-2009, it is planned to further strengthen the Regional Bureaus for Education and possibly the cluster offices, depending on the approved budget scenario. In addition, roles and responsibilities are currently being defined in line with the new structure. The new Deputy Assistant Director General for ED Program Management has also taken up her functions as of the beginning of 2007. Recruitment is under way to fill the four other new positions.

Read:
* the February 2007 REPORT BY THE DIRECTOR-GENERAL ON THE IMPLEMENTATION OF THE REFORM PROCESS to the Executive Board.

* last years report by the UK National Commission for UNESCO on the reform.

Reorganization of NESCO's Education Sector

The Education Sector, UNESCO’s largest program sector, went through a major reform and reorganization in 2006. The restructuring was planned to achieve a more results-based and field-oriented structure. Significant structural changes took place at Headquarters with the number of program divisions reduced from six to four. Two divisions
* Coordination of United Nations Priorities, and
* Education Strategies and Field Support
were newly created. The other two divisions
* Basic Education and
* Higher Education
were streamlined and reorganized. A new decentralization framework was put in place that realigns accountability between Headquarters and the field for the Education Sector.

The Director General of UNESCO reports that these changes have resulted in a greater concentration of staff resources in support of EFA – the Education Sector’s priority program – at Headquarters and in the field, and will therefore provide the necessary support for the fulfillment of the EFA mandate. He also reports that the transfer of six posts to the Regional Bureaus for Education and two to cluster offices will reinforce the Sector’s capacity to deliver at regional and country levels. In 2008-2009, it is planned to further strengthen the Regional Bureaus for Education and possibly the cluster offices, depending on the approved budget scenario. In addition, roles and responsibilities are currently being defined in line with the new structure. The new Deputy Assistant Director General for ED Program Management has also taken up her functions as of the beginning of 2007. Recruitment is under way to fill the four other new positions.

Read:
* the February 2007 REPORT BY THE DIRECTOR-GENERAL ON THE IMPLEMENTATION OF THE REFORM PROCESS to the Executive Board.

* last years report by the UK National Commission for UNESCO on the reform.

Tuesday, April 3, 2007

Editorial: Why the World Heritage Convention Makes Economic Sense

People value the cultural and natural heritage of mankind! Economists have even been able to put a monetary value on the importance we assign to that heritage. They measure how much people are willing to pay to travel to and stay at heritage sites. They measure how much property values are enhanced for property close to the sites. They measure how much people are willing to pay as entrance fees to enter the sites.

If you doubt that people are willing to pay for the preservation of cultural and natural heritage, think about the governments that spend taxpayers dollars on national parks, monuments, and cultural heritage sites! Consider also the donations that people make every year to the Sierra Club or World Wildlife.

Economists have even done surveys documenting that people value the knowledge that cultural and natural heritage is being preserved even in sites they will never themselves visit.

UNESCO's World Heritage Convention has more signatories than any other international treaty or convention. It gives UNESCO no legal authority to protect world heritage sites, nor to impose sanctions where sites are not being protected. It simply provides a mechanism by which sites nominated by the governments of the countries in which they exist can be subjected to impartial review and judgment. The World Heritage List is the best, most valid list of the wonders of the world. Incidentally, every site nomination is reviewed by one of three independent organizations:
Perhaps surprisingly, the competition for listing has encouraged countries to do extensive studies of sites, and to develop or revise plans to protect them. The review processes call world attention to sites in peril, and the threat of removing sites from the list seems to have real social and political impact!

Essentially, the World Heritage Convention is an agreement among the vast majority of the nations of the world that "if you will protect the world heritage sites in your country, I will protect those in mine". For fractions of a penny per person per year, the World Heritage Center provides a mechanism that enables the nations of the world to cooperate to protect and maintain the common heritage of mankind!


No wonder this program is the flagship program for UNESCO!
It deserves all our support.


Of course, one problem is that not everyone values our world heritage equally, and not everyone has the ability to pay for its preservation. The problem is especially severe in communities and countries that possesses world heritage sites but are too poor to conserve and protect them properly without outside help. UNESCO's World Heritage Fund has some resources to help such countries. Simply listing as a World Heritage site helps countries and communities to raise funds needed for protection of the site, especially encouraging national governments to provide support to local communities for the purpose.

The development of concepts of sustainable tourism and sustainable management of natural parks and nature reserves has helped in the recognition that poor local communities must be able to support themselves while they safeguard the sites in their neighborhood. Thus mechanisms for the creation of buffer zones with limited use, and the creation of jobs in conservation, protection and the tourism industry have been promoted. (Those of us who are fortunate enough to live in the greater Washington DC metropolitan area know just how valuable cultural tourism can be to a city!) Again, designation of a site as a World Heritage Site has real economic value to the community that protects that site.

Here are some resources to help understand the economists views on the economic valuation of world heritage: