DOCSLIB.ORG

[ 1987 ] Part 2 Chapter 4 the United Nations Educational, Scientific And

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
[ 1987 ] Part 2 Chapter 4 the United Nations Educational, Scientific And 1212 Intergovernmental organizations Chapter IV United Nations Educational, Scientific and Cultural Organization (UNESCO) The United Nations Educational, Scientific and courses for educational planners and administra- Cultural Organization (UNESCO) continued tors, primary-school staff and literacy and post- throughout 1987 its activities aimed at promoting literacy workers, and published four issues of the co-operation among nations through education, bulletin Alpha 2000 in English, French and Por- natural and social sciences, culture and commu- tuguese. The second meeting of the Intergovern- nication. mental Regional Committee for the Major Pro- During the year, the membership of UNESCO ject in the Field of Education in Latin America remained at 158. Associate membership increased and the Caribbean (Bogota, Colombia, 24-28 to three with the admission of Aruba on 20 March) confirmed the system of networks and an October. information system as the major methods by which The twenty-fourth session of the UNESCO the regional plan of action would tackle illiteracy. General Conference was held at UNESCO head- Activities concerning adult education included quarters in Paris from 20 October to 20 Novem- workshops and seminars on training methods and ber. The Conference adopted a draft programme pilot projects to establish adult education centres. for an international literacy year—subsequently During 1986-1987, 41 travel grants were awarded proclaimed by the United Nations General Assem- to educators from 36 member States, one third of bly as 1990—as well as proposals for a plan of ac- whom were women. tion to eradicate illiteracy by the year 2000. The Action to promote access to all types and levels Conference appointed Federico Mayor of Spain to of education in rural areas focused on promoting a six-year term as Director-General of UNESCO. the role of village schools and increasing the con- He took up office on 16 November 1987, succeed- tribution of general and specialized education— ing Amadou Mahtar M’Bow of Senegal who had agricultural and technical—to socio-economic de- served in that position since 1974. velopment. Instructional materials were prepared and disseminated and workshops organized to de- Education velop and test curricula on technologies adapted In 1987, UNESCO’s major programmes focused to rural areas. During 1986-1987, training on education for all; the formulation and applica- programmes were organized for some 350 agricul- tion of education policies; and education, train- tural science teachers, agricultural extension work- ing and society. ers, project managers, teacher trainers, commu- In December, the General Assembly, acting on nity development specialists and other educational a recommendation by the Economic and Social personnel from 11 member States in Africa, the Council, proclaimed 1990 as International Liter- Arab States, Asia and the Pacific and Latin acy Year (see p. 653). America and the Caribbean. Also during the bien- In its fight against illiteracy, UNESCO launched nium, training courses were organized with insti- on 23 February 1987 the Asia-Pacific Programme tutions and professional associations of agricultural of Education for All (APPEAL). The first issue of education for some 220 specialists. the APPEAL newsletter was issued at the beginning To promote equality of educational opportunity of the year and a regional workshop of APPEAL na- for girls and women, meetings and seminars were tional co-ordinators (Chiang Mai, Thailand, 19- held to identify obstacles. Projects, seminars and 29 August) was hosted by the Thai National Com- training focused on access by girls to primary, secon- mission. During the year, an international sym- dary, technical and vocational education; higher posium was held for reflection on the preparation education in science and technology; and partici- of an international literacy year (Ulan Bator, Mon- pation of parents in their children’s education. Special golia, 24-29 May). Work continued on establish- training programmes were organized in four member ing a regional programme for the universalization States for girls who had left school prematurely. and renewal of primary education and the eradi- UNESCO also promoted measures to intensify ex- cation of adult illiteracy in the Arab States. The isting education and training activities for disabled regional programme for the eradication of illiter- persons, refugees, national liberation movements acy in Africa held workshops, seminars and and migrant workers and their families. United Nations Educational, Scientific and Cultural Organization 1213 Under the programme on the formulation and training courses for 188 participants in 15 mem- application of education policies, the Sixth Regional ber States and meetings for 117 informatics Conference of Ministers of Education and Those specialists in more than 10 member States. Responsible for Economic Planning of Member The Second Conference of Ministers Respon- States in Latin America and the Caribbean (Bogota, sible for the Application of Science and Technol- 30 March-4 April) adopted a declaration and 27 ogy to Development in Africa (Arusha, United recommendations. The declaration focused on the Republic of Tanzania, 6-15 July) met to determine relationship between the development of education ways of directing science and technology policies and economic and social progress. The Conference towards meeting the socio-economic needs of Afri- reaffirmed that priority should be given to public can communities, particularly rural ones. The spending on education and that its administration Conference adopted the Kilimanjaro Declaration should be more stringent. Activities during 1986- and 15 recommendations, including one on the 1987 included training for 38 trainees with the as- implementation of the special programme of sistance of the International Institute for Educa- assistance to Africa in science and technology tional Planning. UNESCO also organized 60 courses, research. workshops and seminars for some 1,500 educational The International Geological Correlation Pro- planners and administrators from more than 80 gramme, with 83 established national committees, member States. Other activities sought to promote continued to stimulate international collaboration educational sciences. in the earth sciences through its 51 research Activities dealing with the interaction between projects in 122 countries. The geology for devel- education and society aimed at improving the opment project focused on applied geological stud- teaching of science and technology; integrating ies of special interest for regional socio-economic productive work into general education curricula; development, with particular attention given to promoting physical education and sport; and in- reinforcing interregional co-operation between tegrating training and research activities. geoscientists from West Africa and Latin America involved in the study of pre-Cambrian zones. Ac- Natural sciences tivities concerning natural hazards included UNESCO continued contributing to interna- projects aimed at establishing or reinforcing tional co-operation in science and technology for hazard-monitoring network systems, particularly development. Training and research courses and earthquakes and volcanoes, in various parts of the workshops and seminars for specialists, many from world. Post-disaster investigations were conducted developing countries, were organized on various on several occasions. mathematical topics, physics, chemistry, biology, Under the Man and the Biosphere Programme biotechnology and informatics. In collaboration (MAB), the MAB International Co-ordinating with national universities and institutions and non- Council identified four new lines of research: eco- governmental organizations (NGOs), a symposium system functioning under different intensities of on innovative methods in technological education human impact; management and restoration of was held for over 200 teachers and planners in en- human-impacted resources; human investment gineering education and technician training; the and resource use; and human response to environ- symposium was preceded by a series of prepara- mental stress. The MAB Council made suggestions tory regional workshops and training seminars in concerning the substance and future development Africa, the Arab States, Asia and Latin America. of these research topics to supplement the 14 ex- Other activities for engineers included postgradu- isting international research themes within MAB. ate courses and the publication of studies. Courses, During the year the network of biosphere reserves conferences and exhibitions were organized and expanded and various research and training ac- pilot projects undertaken in renewable energies; tivities took place. study grants were provided for Asian energy in- The International Hydrological Programme formation specialists. (IHP) continued its third phase (1984-1989). Concerning informatics, activities included Postgraduate courses in hydrology and water training seminars and courses, pilot projects, fel- resources were sponsored, mainly for par- lowships and study and travel grants. The first ticipants from developing countries, and several meeting of the Bureau of the Intergovernmental seminars, training courses and workshops were Committee for the Intergovernmental Informatics offered. The Third UNESCO/world Meteorologi- Programme (Sofia, Bulgaria, 17 and 18 May) ex- cal Organization International Conference on amined 28
Load more

Recommended publications
  • 1. Filming Narratives Becoming Events: Documentary and the ‘Emplotments’ of the Carnation Revolution Luís Trindade
    1. Filming Narratives Becoming Events: Documentary and the ‘Emplotments’ of the Carnation Revolution Luís Trindade This chapter analyses the ways in which documentary film engaged with the 1974-75 Carnation Revolution in Portugal through both the direct involvement of filmmakers in the events and in more recent efforts to critically revisit the militant images shot at the time. Whereas the former has led to the creation of important documents for the history of this political event and of the forms of activism (political and aesthetic) that pervaded it, the latter constitute good opportunities to question the role of documentary film in the social memory of the revolution. These films go well beyond a mere representation, or commentary, of the event. In fact, they contribute to the event’s ‘emplotment’, a concept Hayden White (1987) uses to ground historical knowledge in narrative forms, thus establishing a close relationship not only between historiography and literature, but also between all kinds of fictional and non-fictional narratives. In this sense, the chapter’s main argument will be that even in self- reflective films as the ones we will be discussing, the ways in which the event presented itself dramatically had a decisive impact in the forms films dramatized the Revolution by giving it a plot. In other words, even when filmmakers positioned themselves critically in relation to the revolutionary process, the latter’s development played a constitutive role in the final structure of the narratives. But before discussing these films and their impact on history and memory, it is useful to discuss how complex the Carnation Revolution really was, in order to then be able to assess how its complexity represented a challenge to both historical and filmic narratives.
    [Show full text]
  • UNESCO. General Conference; 36Th; Records of the General Conference
    Records of the General Conference 36th session Paris, 25 October – 10 November 2011 Volume 1 Resolutions United Nations Educational, Scientific and Cultural Organization Published in 2012 by the United Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy, 75352 PARIS 07 SP Composed and printed in the workshops of UNESCO, Paris © UNESCO 2012 Note on the Records of the General Conference The Records of the 36th session of the General Conference are printed in two volumes:1 The present volume, containing the resolutions adopted by the General Conference, the reports of the PRX, ED, SC, SHS, CLT, CI Commissions, the ADM Commission, the joint meeting of the programme commissions and the ADM Commission, and the Legal Committee, and the list of officers of the General Conference and of the commissions and committees (Volume 1). The volume of Proceedings, which contains the verbatim records of the plenary meetings, the list of participants and the list of documents (Volume 2). Note on the numbering of resolutions The resolutions have been numbered serially. It is recommended that references to resolutions be made in one of the following forms: In the body of the text: “Resolution 15 adopted by the General Conference at its 36th session”; or, “36 C/Resolution 15”. In passing reference “(36 C/Resolution 15)” or “(36 C/Res.15)” All the terms used in this collection of texts to designate the person discharging duties or functions are to be interpreted as implying that men and women are equally eligible to fill any post or seat associated with the discharge of these duties and functions.
    [Show full text]
  • The Adaptation Concept in British Colonial Education
    Author: Burama L. J. Jammeh Title: Curriculum Policy Making: A Study of Teachers‘ and Policy-makers‘ Perspectives on The Gambian Basic Education Programme Thesis Submitted for the Degree of Doctor of Philosophy (PhD) October 2012 i Curriculum Policy Making: A Study of Teachers’ and Policy-makers’ Perspectives on The Gambian Basic Education Programme By Burama L. J. Jammeh Thesis Submitted for the Degree of Doctor of Philosophy (PhD) Department of Educational Studies School of Education October 2012 ii DEDICATION This thesis is dedicated to Mrs. Maimuna Saidy-Jammeh for her unflinching support throughout our life partnership. In particular, her excellent care of our family and relatives while I was studying abroad, her continued solidarity, moral and emotional supports in my moment of joy as well as times of sorrow shall ever be remembered. iii ACKNOWLEDGEMENTS I would like to express my sincere gratitude to all those who contributed to the success of my study. First and foremost, I appreciate the support given by the Government of the Republic of The Gambia through the Ministry of Basic and Secondary Education for making my studies possible by granting me the fellowship and study leave. I am particularly indebted to the Permanent Secretary (Mr. Baboucarr Bouy) for his support and encouragement throughout my period of studies. My sincere thanks go to the Senior Management Team and staff of the Ministry of Basic and Secondary Education. My staffs of the Directorate of Curriculum Research, Evaluation, Development and In-service Training have indeed cooperated in their dedication to professional responsibilities in my absences. Without this, I could not have completed my studies.
    [Show full text]
  • Agreement Between the United Nations Educational
    AGREEMENT BETWEEN THE UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO) AND THE GOVERNMENT OF THE KINGDOM OF BAHRAIN REGARDING THE ESTABLISHMENT IN BAHRAIN OF THE "ARAB REGIONAL CENTRE FOR WORLD HERITAGE"- (ARC-WH) UNESCO Headquarters 5 February 201 0 AGREEMENT BETWEEN THE UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO) AND THE GOVERNMENT OF THE KINGDOM OF BAHRAIN REGARDING THE ESTABLISHMENT IN BAHRAIN OF THE "ARAB REGIONAL CENTRE FOR WORLD HERITAGE"- (ARC-WH) The United Nations Educational, Scientific and Cultural Organization (UNESCO) on the one hand, and the Government of the Kingdom of Bahrain on the other hand, Having regard to the resolution whereby the UNESCO General Conference seeks to favour international cooperation in respect of the establishment in Bahrain of the Arab Regional Centre for World Heritage (ARC-WH), as a category 2 Center under the auspices of UNESCO, Document number 35 C/20, dated 17 July, 2009, adopted by the General Conference of UNESCO in October 2009 (35/C/Resolution 53), Considering that the Director-General has been authorized by the General Conference in the aforementioned Resolution to conclude with the Government of the Kingdom of Bahrain the present agreement, With a view of defining the terms and conditions governing the establishment and the operation of the aforementioned Centre, HAVE AGREED AS FOLLOWS: Article I - Definitions In this Agreement: "UNESCO" refers to the United Nations Educational, Scientific and Cultural Organization; "Government'' means the Government of the Kingdom ·of Bahrain; "Centre" means the Arab Regional Centre for World Heritage (ARC-WH) in the Kingdom of Bahrain; Its "World Heritage Convention" refers to the Convention concerning the Protection of the World Cultural and Natural Heritage adopted by the UNESCO General Conference at its 17th session on 16 November 1972.
    [Show full text]
  • "Intangible Cultural Heritage" - Working Definitions (Piedmont, Italy, 14 to 1I March 2001)
    , " United Nations Educational, Scientific and Cultural Organization International Round Table "Intangible Cultural Heritage" - Working definitions (piedmont, Italy, 14 to 1i March 2001) PRELI~IINARY STUDY INTO THE ADVISABILITf OF DEVELOPING A NE\V' STAL"'\JDARD-SETTING INSTRUl\-IENT FOR THE S.AFEGUARDING OF INT~Al",\;GIBLECULTUILA..L HERITAGE ('TRADITIONAL CULTURE AL"ID FOLKLORE') bv Janet BLAKE DRAFT VERSION ONLY Preliminary Study into the Advisability of Developing a New Standard- setting Instrument for the Safeguarding of Intangible Cultural Heritage („Traditional Culture and Folklore‟) by Janet Blake Honorary Visiting Research Fellow School of Law University of Glasgow (UK) i CONTENTS Executive Summary iv Abbreviations viii Introduction 1 The cultural rights dimension 5 1. A Question of Terminology and Definition 7 1.1 ‘Folklore’ – terminological difficulties 9 1.2 Defining the subject matter 1.3 Intangible heritage as a ‘universal heritage of humanity’ 12 2. Applying Intellectual Property Rights to Intangible Heritage 13 2.1 IPRs and protection of ‘expressions of folklore’ 13 2.2 Historical background 17 2.3 1982 Model Provisions 19 2.4 Existing international protection of folklore through IPRs 21 2.5 National and regional protection based on IPRs? 26 2.6 A new international instrument? UNESCO-WIPO co-operation and activities 27 3. The 1989 Recommendation on the Safeguarding of Traditional Culture and Folklore 31 3.1 Background to the 1989 Recommendation 31 3.2 Analysis of the 1989 Recommendation 32 3.3 General comments on the 1989 Recommendation 36 3.4 Application of the 1989 Recommendation 37 3.5 The ‘Living Human Treasures’ programme (1993) and the Proclamation of ‘Masterpieces of the Oral and Intangible Heritage of Humanity’ (1998) 43 4.
    [Show full text]
  • UNESCO, 1945-1995: a Fact Sheet; 1995
    UNESCO 19451995: A Fact Sheet The Constitution of UNESCO was signed in Londdn on 16 November ‘p 1 y 37 countries and came into force with the 20th ratification on 4 November 1946 (see ;\ i 1 le 1.0 founding Member States below*). The governments solemnly declared: “Since wars beg.&!~in the minds of men, it is in the minds of men that the defences of peace must be K-orr*zructed (...) A peace based exclusively upon the political and economic arrangements (~1:_r#~,‘ r‘: nrr{ents would not be a peace which could secure the unanimous, lasting and sincere support (1: the peoples of the world, and the peace must therefore be founded, if it is not to fail, upon the irgtellectual and moral solidarity of mankind”. The governments signing the Constitution bel1~8,::d ‘in full and equal opportunities for education for all, in the unrestricted pursuit of objective truth and in the free exchange of ideas and knowledge”. The purpose of the Organization was defined as: “to contribute to peace and security by promoting collaboration among nations through education, science and culture in order to tirther universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations”. OriPins of UNESCO: The main predecessors of UNESCO were The International Committee of Intellectual Co- operation (CICI), Geneva 1922-I 946, The International Institute of Intellectual Co-operation (IICI), Paris 1925- 1946 and The International Bureau of Education @BE), Geneva 1925- 1968; the latter has since 1969 been part of the Unesco Secretariat under its own statutes.
    [Show full text]
  • As Forças Armadas E a Democracia Portuguesa, 1974-1982*
    Verão 2000 Nº 94 – 2.ª Série pp. 123-162 As Forças Armadas e a Democracia Portuguesa, 1974-1982* Vasco Rato Instituto da Defesa Nacional * Intervenção proferida no âmbito do Colóquio “Forças Armadas em Regime Democrático”, Instituto da Defesa Nacional, Lisboa, Fevereiro de 2000. NAÇÃO 123 DEFESA As Forças Armadas e a Democracia Portuguesa, 1974-1982 Quarenta e oito anos de autoritarismo português chegaram ao seu fim durante as primeiras horas de 25 de Abril de 1974, quando um pequeno grupo de oficiais, adoptando a designação Movimento das Forças Armadas (MFA), derrubou o Estado Novo. O golpe, por sua vez, desencadeou uma espiral de transformação revolucionária que se prolongaria até 25 de Novembro de 1975, data em que um sector das Forças Armadas (FAP), em estreita aliança com os partidos políticos democráticos, pôs termo ao “Processo Revolucionário Em Curso”. Abria-se assim caminho às tréguas constitucionais que levariam, com a promulgação da Constituição de 1976, ao estabelecimento de uma democracia tutelar1. O golpe de 1974 iniciou, na conhecida caracterização de Samuel Huntington, a “terceira vaga de democratização”, que posteriormente se alargaria à Grécia, à Espanha, à América Latina e, finalmente, à Europa de Leste2. Contudo, na década anterior à revolução democrática europeia de 1989, a transição através de ruptura verificada em Portugal era considerada anómala, eclipsada pela via da reforma pactada/ruptura pactada seguida nos restantes Estados da Europa do Sul e, também, na maioria dos países latino-americanos3. Porém, a experiência portuguesa com os processos de transição e de consolidação democráticas, não obstante as suas singula- ridades, antecipou muitas das dificuldades e desafios que, mais tarde, surgiriam na América Latina e na Europa pós-comunista.
    [Show full text]
  • 192 EX 20 Partie I Suivi Annexe
    192 EX/20 Part I Annex (available only on Internet) ANNEX Status of ratification as at 1 July 2013 A. Convention against Discrimination in Education (Paris, 14 December 1960) Group I (States Parties to the Convention: 16 out of 27 = 59.26%) States Parties States not Parties Cyprus, Denmark, Finland, France, Germany, Andorra, Austria, Belgium, Canada, Greece, Israel, Italy, Luxembourg, Malta, Monaco, Ireland, Iceland, San Marino, Switzerland, Netherlands, Norway, Portugal, Spain, Sweden, Turkey, United States of America United Kingdom of Great Britain and Northern Ireland Group II (Parties to the Convention: 22 out of 25 = 88%) States Parties States not Parties Albania, Armenia, Belarus, Bosnia and Azerbaijan, Estonia, Lithuania Herzegovina, Bulgaria, Croatia, Czech Republic, Georgia, Hungary, Latvia, Montenegro, Poland, Republic of Moldova, Romania, Russian Federation, Serbia, Slovakia, Slovenia, Tajikistan, The former Yugoslav Republic of Macedonia, Ukraine, Uzbekistan Group III (Parties to the Convention: 18 out of 33 = 54.54%) States Parties States not Parties Argentina, Barbados, Belize, Brazil, Chile, Antigua and Barbuda, Bahamas, Bolivia Costa Rica, Cuba, Dominica, Dominican (Plurinational State of), Colombia, El Salvador, Republic, Ecuador, Guatemala, Jamaica, Grenada, Guyana, Haiti, Honduras, Mexico, Nicaragua, Panama, Peru, Saint Vincent and Paraguay, Saint Kitts and Nevis, Saint Lucia, the Grenadines, Uruguay, Venezuela Suriname, Trinidad and Tobago (Bolivarian Republic of) Group IV1 (Parties to the Convention: 11 out of 44
    [Show full text]
  • UNESCO. General Conference
    Optical Character Recognition (OCR) document. WARNING! Spelling errors might subsist. In order to access to the original document in image form, click on "Original" button on 1st page. UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION RECORDS OF THE GENERAL CONFERENCE Ninth Session New Delhi 1956 RESOLUTIONS UNESCO Optical Character Recognition (OCR) document. WARNING! Spelling errors might subsist. In order to access to the original document in image form, click on "Original" button on 1st page. Published in 1857 by the United Nations Educational, Scientific and Cultural Organization, 19 Avenue Kleber, Paris-l6e Printed by Firmin-Didot et Cie Optical Character Recognition (OCR) document. WARNING! Spelling errors might subsist. In order to access to the original document in image form, click on "Original" button on 1st page. CORRIGENDUM Page 48, Appendix III, Article 3 (b): for : ‘Admission to Associate Membership shall be by decision of the Council, taken by a two-thirds majority’, read : ‘Admission to Associate Membership shall be by decision of the Council of the Centre, taken by a two-thirds majority, on the recom- mendation of the Executive Board of Unesco’. Optical Character Recognition (OCR) document. WARNING! Spelling errors might subsist. In order to access to the original document in image form, click on "Original" button on 1st page. CONTENTS ORGANIZATION OF THE SESSION Credentials . 7 Right to vote of China and Peru: : . 8 Adoption of the agenda and organization of the work of the session. 8 Composition of the General Committee. 8 Admission as observers of representatives of international non- governmental organizations 8 Election of 13 members of the Executive Board: : : : : : 9 Vote of thanks to the President of the eighth session of the General Conference 9 Thanks of the’ General Conference to the People ‘and’ Government of India .
    [Show full text]
  • José Medeiros Ferreira: a Redefinição Da Posição De Portugal No Mundo
    It was the best of times, it was the worst of times . it was the spring of hope, it was the winter of despair . we were all going direct to Heaven, we were all going direct the other way . .” A Tale of Two Cities Charles Dickens José Medeiros Ferreira: A redefinição da posição de Portugal no mundo Instituto Diplomático, 23 de Abril de 2013 Por Teresa Gouveia Nos primeiros dias de Setembro de 1975, nos “tempos de brasa” da revolução, José Medeiros Ferreira entrou no Palácio das Necessidades. Mário Soares, Secretário-Geral do Partido Socialista, depois de lhe perguntar como eram as suas relações com Ernesto Melo Antunes, pede- lhe para aceitar a Secretaria de Estado dos Negócios Estrangeiros e diz- lhe para esperar um telefonema do Ministro. O telefonema nunca veio: nas palavras de José Medeiros Ferreira, “foi um erro técnico”, do qual o novo membro do Governo tirou as devidas conclusões: “Eu era Secretário de Estado, não por nomeação do Ministro, mas por indicação institucional do Partido Socialista e, a partir daí agi como força autónoma dentro do Ministério”. E diz isso mesmo a Melo Antunes, que conhecia de longa data, desde Ponta Delgada: “Estou aqui em representação do PS”. A partir daí, há duas políticas externas no Palácio das Necessidades: José 1 Medeiros Ferreira descreve assim a sua relação com o Ministro Melo Antunes: “Quando tomo posse sem que ele me tenha falado, olho para ele como um poder paralelo e não como um poder hierárquico”. O combate vai começar: o que está em jogo é definir o regime político e a posição internacional de Portugal depois da descolonização e do fim da transição revolucionária.
    [Show full text]
  • Report Resumes
    REPORT RESUMES ED 018 722 AC 002 194 LITERACY, 1965-1967. UNITED NATIONS EDUCATIONAL SCIENTIFIC AND CULT.ORG PUB DATE 63 EDRS PRICE MF-$0.50HC-$2.80 SSP. DESCRIPTORS- *NATIONAL PROGRAMS, *INTERNATIONAL PROGRAMS, *INTERNATIONAL ORGANIZATIONS, *LITERACY EDUCATION, REGIONAL .COOPERATION; FINANCIAL SUPPORT, STATISTICAL DATA, TECHNICAL ASSISTANCE, EVALUATION, DEVELOPING NATIONS, PILOT PROJECTS, SURVEYS, ECONOMIC DEVELOPMENT, SOCIAL DEVELOPMENT, ALGERIA, ECUADOR, GUINEA, IRAN, MALI, TANZANIA, VENEZUELA, UNESCO, THE FIRST SECTION OF THIS PROGRESS REPORT CONTAINS A STATEMENT BY THE DIRECTOR GENERAL OF THE UNITED NATIONS EDUCATIONAL, SCIENTIFIC, AND CULTURAL ORGANIZATION, AN APPEAL TO UNESCO MEMBER STATES BY THE INTERNATIONAL CONSULTATIVE LIAISON COMMITTEE FOR LITERACY, AND MESSAGES FROM 13 MEMBER STATES, MAURITIUS, THE VACICAN, AND OTHER SOURCES, ON THE OCCASION OF INTERNATIONAL LITERACY nAY. LARGELY BASED ON INFORMATION FURNISHED BY OVER 80 HEWER STATES AND ASSOCIATE MEMBERS AND BY VARIOUS INTERNATIONAL NONGOVERNMENTAL BODIES, THE SECOND SECTION REVIEWS NATIONAL ENDEAVORS AND FORMS OF INTERNATIONAL COOPERATION IN SUPPORT OF LITERACY SINCE THE TXHERAN CONGRESS OF 1965. LITERACY STATISTICS AND OTHER DATA REFLECT NATIONAL EFFORTS TO INTEGRATE LITERACY WITH EDUCATIONAL ECONOMIC, AND SOCIAL PLANNING ESTABLISH SUITABLE LEGAL AND ADMINISTRATIVE STRUCTURES AND PROVISIONS, AND INCREASE ALLOCATIONS FOR ADULT LITERACY PROGRAMS, NEW FORMS OF REGIONAL AND BILATERAL COOPERATION, AND PILOT PROJECTS LAUNCHED IN ALGERIA, ECUADOR, GUINEA, IRAN, MALI, TANZANIA, AND VENEZUELA UNDER THE UNITED NATIONS DEVELOPMENT PROGRAM. MAHAMMAD REZA PAHLAVI PRIZE RECIPIENTS ARE LISTED. THE DOCUMENT INCLUDES FIVE TABLES. (LY) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION literacy POSITION OR POLICY.
    [Show full text]
  • Intergovernmental Committee for the Protection and Promotion of the Diversity of Cultural Expressions
    Diversity of Cultural Expressions 1 IGC CE/07/1.IGC/10 Paris, 13 March 2008 Distribution limited Original: English/French INTERGOVERNMENTAL COMMITTEE FOR THE PROTECTION AND PROMOTION OF THE DIVERSITY OF CULTURAL EXPRESSIONS First Session Ottawa, Canada, 10-13 December 2007 DRAFT SUMMARY RECORDS This document contains the draft summary records of the First Ordinary Session of the Intergovernmental Committee for the Protection and Promotion of the Diversity of Cultural Expressions CE/07/1.IGC/10 – page 2 Government Conference Centre, Ottawa, Canada – 10/12/2007, 10 a.m. Item 1A – Opening of the session [Official opening ceremony] 1. The First Ordinary Session of the Intergovernmental Committee for the Protection and Promotion of the Diversity of Cultural Expressions (hereinafter referred to as ‘the Committee’) was held in Ottawa, on the invitation of the Canadian Government, from 10 to 13 December 2007. It brought together 219 participants, including: 81 participants from 23 States Members of the Committee Parties to the Convention; 28 participants from 17 Parties to the Convention and the European Community, 30 participants from 19 States not Parties to the Convention; five participants from four international organizations, and eight participants from seven non-governmental organizations. The session of the Committee began on Monday, 10 December 2007 with an official opening ceremony chaired by Mr Indrasen Vencatachellum, Director of the Division of Cultural Expressions and Creative Industries, UNESCO Culture Sector, who welcomed all the participants. He announced the projection of a video message recorded for the occasion by Mr Koïchiro Matsuura, Director- General of UNESCO. 2. In his video message, Mr Matsuura noted with appreciation the sustained and regular pace of ratification of the Convention, which each time improved geographical representation.
    [Show full text]