UNESCO 2010

United Nations Educational, Scientific and Educational, Scientific and Cultural Organization Cultural Organization UNESCO

Building peace in the minds of men and women .org Cover Mehdi Benchelah, who began working for UNESCO in Haiti in March 2010, organizes support for media productions and training for Haitian journalists. He has set up computer training and internet access for people made homeless by the earthquake and coordinates cultural activities. He is seen here after a book distribution for the children of Camp Carrefour. © UNESCO/Eddy Nohile

Published in March 2011 by the Sector for External Relations and Public Information of the United Nations Educational, Scientific and For further information, Cultural Organization (UNESCO). please contact the Division of Public Information, 7, place de Fontenoy, 75352 07 SP, Sector for External Relations and Public Information © UNESCO 2011 UNESCO All rights reserved 7, place de Fontenoy, 75352 Paris 07 SP, Printed by UNESCO France The printer is certified Imprim’Vert®, the French www.unesco.org/en printing industry’s environmental initiative. [email protected] ERI-2011/WS/2 Rev. UNESCO 2010 © UNESCO/M. Ravassard © UNESCO/M.

New senior management team appointed by Irina Bokova. From left to right: Jānis Kārkliņš, Assistant Director-General for Communication and Information; Lalla Aïcha Ben Barka, Assistant Director-General, Africa Department; Gretchen Kalonji, Assistant Director-General for Natural Sciences; Qian Tang, Assistant Director-General for Education; Getachew Engida, Deputy Director-General; Irina Bokova, Director-General; Hans d’Orville, Assistant Director-General for Strategic Planning; Francesco Bandarin, Assistant Director-General for Culture; María del Pilar Álvarez-Laso, Assistant Director-General for Social and Human Sciences; Khadija Ribes Zammouri, Assistant Director-General for Administration; Eric Falt, Assistant Director-General for External Relations and Public Information. Absent from photo: Wendy Watson-Wright, Assistant Director-General and Executive Secretary of the Intergouvernemental Oceanographic Commission (IOC). Foreword by Ms Irina Bokova, Director-General of UNESCO I took up my duties as Director-General of UNESCO under the banner of reform. 2010 was marked by several decisive steps, from the formation of a new executive team and the shaping of a new management structure to significant administrative reorganization. Throughout all of our activities, we are strengthening synergies with our strategic partners, within the United Nations system and beyond. For instance in the field of education, for the first time in several years, thanks to UNESCO, the directors of the five Education for All agencies convened to coordinate better and move forward together. I decided to establish liaison offices with the African Union in Addis Ababa and with the European Union in Brussels. We have launched a reform of our network of field offices to strengthen our ability to respond to the expectations of Member States and their societies. We must take this deep change much further, refocusing our priorities to become more effective. UNESCO’s message will resonate best through concrete results. In 2010, the earthquake in Haiti and the floods in underlined the urgent need to step up collective efforts. UNESCO intervened immediately to protect and reconstruct the educational, scientific and cultural fabric of these countries. Throughout the year, UNESCO took the lead in mobilizing resources for the deeper integration of education, science and culture into development policies. An important step was taken in September, when the link between culture, cultural diversity and development was explicitly recognized at the United Nations’ High-Level Meeting on the Millennium Development Goals in New York. This is an important step towards a new humanism. It is signal proof of the enduring relevance of UNESCO’s mission, 65 years after its creation. All of our fields of activity are undergoing change today. The internet has revolutionized the way people think and act for education, research, freedom of expression and culture. The growing importance of educational, scientific and cultural diplomacy is defining a new model of development and a new art of peace. UNESCO is placing itself at the forefront of these changes. This first annual review highlights the wealth of our programmes. It also shows the close links that exist between biodiversity and cultural diversity, between education and new technologies, between scientific research and respect for human rights. We will continue to move in these directions, and we will succeed as long as we all act together. © UNESCO/M. Ravassard the arrival ofspring. UNESCO’s blossoming garden heralds Contents

Chapter 1 UNESCO’s post-disaster response 7

Chapter 2 Working towards the Millennium Development Goals 19

Chapter 3 Knowledge sharing 31

Chapter 4 Safeguarding and promoting cultural diversity 43

Chapter 5 Safeguarding our planet 55

Chapter 6 Peace and dialogue 67

Chapter 7 Defending human rights 79

Annexe s 89 © UNESCO/F. Brugman © UNESCO/F.

Close to 90% of schools in Haiti’s West Department were damaged or destroyed by the January earthquake. UNESCO developed an emergency curriculum and trained over 3,000 education workers to deal with trauma. Chapter 1 UNESCO’s post-disaster response UNESCO’s post-disaster response

A series of severe natural disasters in all parts of the world marked implementation of the Tsunami and other Coastal Hazards Warning System for the 2010 with tragic consequences. These events tested to the full Caribbean and Adjacent Regions, in order UNESCO’s capacities for rapid response. The Organization participated to be prepared for future tsunamis. in 15 of the 25 humanitarian appeals launched by the United Emergency education relief Nations, with project proposals in 13 post-conflict and post-disaster Immediately after the disaster, countries and regions. Some of these initiatives are described below. UNESCO opened up its premises to host the Minister of Education and Meanwhile, post-conflict and post-disaster work continued in many his cabinet, whose buildings were other countries, including and Afghanistan. destroyed, and helped with a damage and needs assessment of schools and education institutions. With close to ■■ 90% of schools in the country’s West Haiti Strengthening risk preparedness Department damaged or destroyed, and Within hours of news of the devastation As part of the response, UNESCO’s more than 450,000 children displaced, an caused by the magnitude 7.0 earthquake Intergovernmental Oceanographic urgent priority was to re-open schools in and tsunami that struck Haiti on Commission (IOC) initiated a project to temporary facilities and provide students 12 January 2010, a crisis cell linking recover and strengthen Haiti’s Warning with learning materials. Paris Headquarters to the Port-au-Prince Services for Coastal Hazards. The By the time schools reopened, an and regional offices began to prepare project is focused on coastal hazards emergency curriculum had been developed UNESCO’s emergency response. In Haiti, risk assessment, technical assistance and disseminated with UNESCO’s support, UNESCO’s staff and office premises were such as installation of a tide gauge, as prioritizing the most important subjects, fortunately unharmed and throughout well as capacity-building and training, while others were left out or postponed to the year a significantly reinforced team in cooperation with the relevant fit the reduced school year and thus allow helped develop and deliver a series of national agencies. Besides working to students to pass to the next grade. short- and longer-term initiatives in the strengthen Haiti’s preparedness and Tackling the psychological impact Children in Haiti’s fields of education, science, culture and response to natural hazards, UNESCO also of the disaster on children, adolescents camps received six communication. renewed efforts to ensure the effective and teachers was another immediate thousands books. concern. To equip educators with the skills to recognize trauma and alleviate stress-related symptoms both inside and A book for a child in Haiti outside the classroom, UNESCO with its Six thousand children’s books, many donated partners trained over 3,000 secondary- by UNESCO staff, were circulating in 12 camps school teachers and other educational and 22 schools by late 2010 thanks to UNESCO’s personnel on learner-centred psycho- initiative “Un livre pour un enfant d’Haïti” (“A book for a child in Haiti”), launched in Pétionville golf club transformed into refugee collaboration with NGO Bibliothèques sans camp. UNESCO launched Mobile Multimedia Frontières (Libraries without Borders). Units at this and other camps in Haiti. © UNESCO/M. Benchelah © Sophia Paris/Minustah 8 © UNESCO/M. Benchelah

9 UNESCO’s post-disaster response 10 UNESCO’s post-disaster response earthquake-resistant construction. construction. earthquake-resistant 240 masons in to instruct was established course a centre, training technical Perrin Camp the with partnership In equipped. and five centres first beingare reconstructed vocational centres was launched and the training. teacher and curricula national the into integrated methodologies reduction elements and risk disaster support social psycho- preparedness,the disaster with This was linked support. tosocial basic A nationwide census of all technical and sites from looting,sites from removal of rubble, and collapsed on protecting heritagefocused world and intangible heritage. museums, archives and libraries as well as safeguarding and arts, performing the and cultural industries on reactivating and nation-building, UNESCO focused potential of reconstruction culture for Convinced of healing the power and through culture fabric social Haiti’s Rebuilding In the emergency phase, efforts In phase, emergency the efforts

© UNESCO/F. Brugman of Art, Haiti. of Art, collections. Centre National safeguard valuable art UNESCO helped efforts period, support was given to journalistsperiod, support 170 journalists. Over athree-month weresessions given to a total of professionals.250 media Post-trauma was organized for reporting disaster on natural ofand workshops aseries information post-disaster disseminating mediaThe play role acrucial in media the The role of organized in at spring Headquarters 2011. of Haitianin cultural heritage, support submissionup for to adonor conference was proposals drawn of project series basis of ICC’s the recommendations, a and medium term. thein On short the stakeholders to determine priorities andinto to all bringtogether action community international the galvanize to Cultural (ICC) Heritage was established Haitian of Safeguarding the for Committee Jacmel. of centre World site, Heritage as well historic as the – Citadel, Sans Souci, Ramiers, which is a Park of National the conservation History Technical assistance the was provided for took place camps. in six refugee childrenand for creative workshops Jacmel Carnival. Theatre performances to continue preparing traditional the for 200 craftspeople over enabled materials space work and Atemporary artefacts. of List Red a establishing by trafficking to forces prevent with illicit art UNESCO Corvington. alsoGeorges joined such archives as the of Haitian historian collections of safekeeping the ensuring An International Coordination Coordination International An © UNESCO/M. Benchelah professional prospects through this through prospects professional and improve their educational and world outside the with to connect livingpeople in camps the were able multimedia 1,500 young unit.Some camps in Port-au-Prince through amobile to young living people in six refugee and search engine training was provided Internet access and informal computer in the refugee camps youths for Internet Haiti. in Embassy French UNESCO,from European the Union and the (CFPJ), Journalists for assistance and with Paris the cooperation with Training Center and in began September 2010, up in set was created of Quisqueya at University the AMaster’s in journalismMedia Support. by UNESCO andwas funded International centre to Haiti’s house journalist unions Radioa weeknationale for d’Haïti. A earthquake to programmes produce two the after unemployed beacame who strategies because culture anddevelopment are closelylinked.” “Culture must gohandinwithhumanitarian aid. must It present be inHaiti’s reconstruction

to meet warningto requirements meet the for an especially of upgrade system, the 100 for fatalities,indicating need the within 12 minutes –there were over epicentre –too near being warned for and However, efficiently. to close the promptly showedIOC that performed it coordinated of system the bytest the real-scale first This warning. regional a Hawaii, USA,issued Centerin Warning 2010,27 February Tsunami Pacific the on central hit earthquakes 12Just of severe aseries minutes after and tsunami in Chile to earthquake the Responding ■ everyday reality to the outside world.everyday to reality outside the to communicate theiran opportunity with populations displaced internally onsite, and to provide networks social camp to further created each for refugee training and internet access. was Ablog cartoon character,cartoon Ti-Joel, whoexplains vitalmethodsfor the prevention ofits spread. cholera outbreak were produced incooperation with theauthorities, featuring theHaitian street-kid spread were heldforjournalists inseveral regions. animation Five clips to sensitize short children to the In response to thecholera outbreak, information sessionsonthediseaseandmethods of preventing its given to 25local people. The radio focusisonthesustainabledevelopment ofthecommunity. unable to capture radio signals. Training inradio production techniques, presenting was andreporting radio station, Vedek FM,was created inCap Rouge, aregion hometo some18,000peoplepreviously Women were trained inradio production techniques andgender-sensitive reporting. Acommunity Women Community Broadcasters, Radio ofitspremises. following wasthedestruction given support balanceGender radio incommunity theHaitian isofgreat Network of andREFRAKA, importance T ■ raining for Haitian Women Community RadioBroadcasters Chile

© MINUSTAH/L. Abassi experts. international by sharing and gathering Center, information Information facilitated Tsunami International UNESCO-supported the with partnership in conducted survey, team tsunami international preparedness plans A full in future. the in order to improveof zones affected, of tsunami, the was made arapid survey aftermath immediate the In near-field. Irina Bokova, Director-General UNESCO. the assistance of refugee camp with the Tabarre Issa computer at skills youth improve their Internally displaced 11 UNESCO’s post-disaster response 12 UNESCO’s post-disaster response Education announced goal to have its all sector. 17 On March, Chile’s Minister of an early plan recovery education the for and implementing support psychosocial principals were given training on providing school and teams, teachers management materials. learning and teaching stationery, etc.)(backpacks, and other kits 6,250basic school distributed schools; at 14 tanks water installed minor with schools damage;secondary and primary repairsemergency for levels; and secondary primary provided premises 62 forand temporary furnished equipped built, Organization the areas, in affected the students of for classes and recover infrastructure. education schooling and secondary primary restart delivered urgent humanitarian relief to help UN Central Relief Emergency Fund, UNESCO theThis from was done and, funds with previous the week). addressed practice assessment tool(aa rapid needs good UNESCOEducation contacted to develop of Chile’s Ministry from participants of earthquake,Within the hours workshop Americaandacross Latin Caribbean. the education of ministries at specialists technical for Riskon Reduction Disaster developmentheld workshop acapacity to weekOne prior earthquake, the UNESCO Education the emergency response – © UNESCO after the earthquake inChile. theearthquake after Temporary classroom builtby UNESCO ocean observations is an essential part oftheresponse.”ocean isanessentialpart observations operate Tsunami theGlobal Early Warning System andto provide vitalinputinto climate science from “Natural disasters severely challengedevelopment. The rallied world-wide by expertise UNESCO’s IOCto Some 600 municipal staff, local local staff, municipal 600 Some resumptionTo immediate the ensure

as to centres. youth national and community radios, as well to available made English, and Silosi Oshikwanyama, Khwe, in programmes of toeight led aseries production radio volunteers and programme training community for workshop for play Support inrisk reduction. disaster institutions. training teacher national all and Namibia in Offices Education to all in schools Caprivi, to all Regional of Educationand sent by Ministry the learned inlessons Caprivi, was published on thePreparedness and Response, based A pilot manual school on Emergency basic techniques apply and actively them. with familiar are learners and teachers that so risk reduction tools disaster for to introduce standards andpartners manyfor months. UNESCO worked with of childrenthousands school without 17% of country’s the population and left nearly affected that Namibia in flooding significant caused Torrential rains reduction stations to improve disaster risk Working with schools and radio ■ and country. acrossthe by earthquake the and tsunami, affected to provideall for education quality in areas of Education’s Ministry the support efforts UNthe and UNESCO, which continues to from achieved on 26 support April with in 45 days. This milestone was successfully areas in back class in affected the students ■ Namibia Community radio has acrucialrole to Wendy Watson-Wright, AssistantDirector-General andExecutive oftheIOC Secretary recover education the systemHelping © UNESCO in activities educational of organization better and management, post-disaster teacher support, in psychosocial trainers approximatelyfor and 500 teachers generation skills. basic and literacy training in income- 3,000 womensome and girls in classes offering areas, flood-affected and Centres were up in various set camps 110 Adult and Skill Literacy Development communities, flood-affected of needs gap.funding To learning addressthe raise international to the bridge funds and needs reconstruction to assess government the enable to Analysis UNESCO helpedprepare Impact Flood the 2010 following rains. monsoon heavy years,in 80 which in began late July disaster by Pakistan’sschool flood worst childrenOver 500,000 were kept of out ■ ■ P Fourteen workshops provided training workshops Fourteen akistan buoys. from ocean datagathers by UNESCO, supported Center, Information Tsunami International The 13 UNESCO’s post-disaster response 14 UNESCO’s post-disaster response other officials. Aseff AhmadAliand of Education Sardar withMinistereffort on therecovery and hadmeetings regions inAugust flood-affected most severely some ofPakistan’s Irina Bokova visited Director-General in Pakistan. zonesSatellite mapoftheflood-affected

© NASA/GSFC/METI/ERSDAC/JAROS, and U.S./Japan ASTER Science Team © UNESCO/G. Seiti and Pakistan Broadcasting Corporation.and Broadcasting Pakistan Commonwealth Association Broadcasting in theradio opera cooperation soap with UNESCO’s produced a Office populations, motivation to affected situation, and to and bringhope byto their addressproblems posed communities To flood-affected enable Crisis communication Pakistan. by government the was endorsed of of drinking emergency water. plan The groundwater resourcesidentify as sources landslides,hazards and predict and to geo- to assess hydrological extremes, manage in order tosystems better early warningdegraded and monitoring of was restoration on the focus The capacity. management flood integrated a comprehensive plan to action improve to develop Pakistani the authorities with collaborated They experts. geological and hydrological comprising missions of number a sent disaster, UNESCO the with to cope To national the effort support sciences geological and hydrologicalMobilizing the Jaffarabad. of district affected in flood- the andrecovery reconstruction educational for Education of Department was also givenSupport to Balochistan the Punjab. of districts flood-affected in of teaching-learning aids 17 schools for Sindh,southern as well provision as for relief camps in Sukkur and 30 centres in in centres education childhood early five establishment the was provided for of buildingsschool Support were destroyed. areas where campsthe and flood-affected

recommended for the sitesrecommended visited. the for and risk management adisaster plan was embankments site’s vulnerable the of reinforcement the for developed aproposal CentreHeritage and Natural Sciences Sector (1974-1997). Organization’s The World Moenjodaro for Campaign Safeguarding UNESCO’s International during undertaken against erosionto protect and flooding largelythanks measures to extensive the damage to Moenjodaro limited has been missionThe that flood the confirmed 2010 to Moenjodaro, Taxila and Makli. 8to 15 from was undertaken October missiona World Centre Heritage expert required,determine action conservation damagethe to principal sites and to assessing in authorities Pakistani the Moenjodaro (third BC). century To support of site archaeological World Heritage the of vicinity the in flowing was million of water cubic feet second per 12On that one was August, reported it Conservation heritage for action purposes. radiocost entertainment development for low- first Pakistan’s is This mechanism. areas, afeedbackseverely with flood-hit followed group in by session four afocus challenges.and is episode future Each issues, and to prepare rehabilitation for health and post-trauma, psychological, awarenessand raises on how to deal with of in Pakistan December 201046 districts airing began dramaThe in series Specialist, discussesthereopeningSpecialist, in ofschools Eli Rognerud, UNESCO Education Programme Balakot with Pakistan Army officials. © UNESCO/M. Sharif

16 UNESCO’s post-disaster response piloted by 1972 UNESCO from to 1983. campaign safeguarding international an to thanks restored painstakingly was temple Buddhist world famous complex eighth the andfrom ninth centuries, the Datingtourism and cultural industries. the in involvement their via communities local affected of livelihoods the enhance measures, and to implementing activities comprehensive remedial conservation and drainage identifying systems, on cleaningfocus monuments stone the will project three-phase The system. monument’sthe complex drainage which hardens when wet and block can of ash, the corrosive the effect from results threat conservation principal and worldwidecampaign. funding The operation safeguarding emergency Indonesian launched authorities, an the with together Office, Jakarta site.Heritage In response, UNESCO’s ash renowned on the World volcanic of layers damaging deposited volcano, which on 26 began October, of eruptionsA series of Mount the Merapi World Heritage Site Borobudur the Safeguarding of Emergency Operation the for © UNESCO/Indonesian Ministry ofCulture© UNESCO/Indonesian Ministry and Tourism cleaning ofthecorrosive ash. emergency operations with began that eruption ofMountMerapi, launching UNESCO responded to thevolcanic swiftly ■ ■ Indonesia

by experts. by experts. auspices of UNESCO was emphasized the under assistance international in June 2010, for where need the Spain in held conference international atpresented “Cities the on Volcanoes” were findings of study the first The cooperation. international and sharing volcano monitoring worldwide, data of importance the underscores (IMEWS), commissioned by UNESCO, and Related Seismic Activities System(s) Volcanic for Eruptions Warning Early Mobile International UNESCO’s internet site. GTFBC through discussions forum on on buildingpractices codes, including good and data share Participants resilience. earthquake achieve to codes building of dissemination enforcement the and supports It of Haiti the and Chile earthquakes. aftermath the in operational became which of experts (GTFBC) –anetwork Global Task Force on Building Codes In 2010, UNESCO promoted the materials preparedness. on disaster communication education received also who 400,000 students, some in in education 2010. This benefited and teachers in risk reduction disaster principalstraining over for 2,000 school Regional Bureau Education for provided in , UNESCO the -Pacific cycloneFollowing 2009 devastating the ■ ■ ■ ■ Preventing disasters follow-upDisaster A new feasibility study onA newfeasibility study zones, and evacuation routes. of sirens and signage areas, safe for hazard installation the through systems warning early tsunami local complementing and improving and plans existing updating including levels, community at practices mechanisms to build awareness and good learning applied UNESCO municipalities. vulnerable six in beneficiaries reaching community level in Peru, Ecuador and Chili, at UNESCO’s preparedness tsunami Humanitarian Aid (DG ECHO) funded for Commission’s Directorate-General purposes. warning tsunami for used be potentially applicationscivil and scientific and could awide range of resultingThe data offer monitor planet the nuclear for explosions. to methods technologies and scientific cutting-edge CTBTO The uses systems. warning early tsunami of benefit the for (CTBTO), notably cooperation, enhances Nuclear-Test-Ban Treaty Organization UNESCO and Comprehensive the between Emergencies andR Guidebook for PlanningE In Region, Pacific the European the 2010 February in signed agreement An unique opportunities foreducational reform.unique opportunities It also shows how disaster can provide children ordisaster. affected by conflict equal access education to quality for educational authorities inproviding Planning (IIEP)aimsto support International Institute forEducational fromand Reconstruction UNESCO’s for PlanningEducation inEmergencies The revised editionoftheGuidebook econstruction ducation in ducation 17 UNESCO’s post-disaster response © UNICEF

Millennium Development Goal 2, “Achieve universal primary education”, aims to ensure that all boys and girls complete a full course of primary schooling. Here, schoolchildren in . Chapter 2

Working towards the Millennium Development Goals Working towards the Millennium Development Goals

With the UN High-level Meeting on the Millennium Development Goals exhibition held at UN Headquarters, which used numbers graphically to show how (MDGs) in New York in September, the year was marked by intensive education can help to achieve the MDGs. advocacy for an approach to development that gives a central role The exhibition ran from 9 September to 20 November. The “Education Counts” to education and fully harnesses the potential of science, culture messages were further reinforced at a side and communication. During the “MDG Summit”, UNESCO stressed the event on “The Central Role of Education importance of education as a foundation for human development in the Millennium Development Goals” that UNESCO organized in collaboration and the role of culture was clearly reaffirmed at the High-Level Round with UNICEF, the State of Qatar and Save Table on Culture for Development organized in cooperation with the the Children, and at the World Innovation Summit for Education, which took place European Union and the African Union. in December in Doha, Qatar.

■■ Reaching the marginalized ■■ Positive outcomes UN Secretary-General Ban Ki-moon joined The Summit emphasized in its Outcome Director-General Irina Bokova at UN Document, “the importance of culture Headquarters in New York to launch the for development and its contribution to 2010 Education for All Global Monitoring the achievement of the MDGs”. Then, Report, Reaching the Marginalized, on in December, the UN General Assembly 19 January. The Report, presented in adopted a resolution reaffirming the role detail in the next chapter, shows how of culture in development and calling marginalization is compromising access for its integration in global development to education and sets out an agenda policies. This recognition by the United to speed up progress and address Nations represents a historic shift in the the inequalities that are the greatest prevailing international development challenge facing education. paradigm. The Report’s analysis and conclusions The Outcome Document’s drove discussions at the High-Level Group recommendations on education also on Education for All held in Addis Ababa, represented a step towards the holistic Ethiopia in February 2010, at which © UNESCO When a British NGO (CamfedUK) tweeted this approach advocated by UNESCO, going ministers of education, donors, multilateral message from UNESCO’s “Education Counts” beyond primary schooling – the focus organizations and civil society partners exhibition, it was retweeted so many times that of MDG 2 – to encompass progression pledged to target and respond to the it made Twitter’s homepage. The exhibition through the school system as well needs of the marginalized and enhance the design was by Zago, New York. as youth and adult literacy, with an relevance and quality of education. emphasis on tackling inequalities. Empowering adolescent girls was “Education is the most basic the aim of the UN Joint Statement on insurance against poverty” was the “Accelerating Efforts to Advance the message of the “Education Counts” Rights of Adolescent Girls”, signed by the 20 EFA Global © UNESCO Monitoring Report 2 010

NOKIA now partnering with Education for All UNESCO and the telecommunications company Nokia signed an agreement in October 2010 to promote the use of mobile technologies to further the aims of Education for All. Research into potential applications of mobile technology to support education will lead to the development of guidelines for policy-makers in developing countries. Education for All Nokia will also support the use of mobile Reaching technologies in teacher training and capacity building for the management of educational institutions. the marginalized

Director-General along with the Executive Heads of UNFPA, UNICEF, UNIFEM, ILO and WHO in March 2010. The Statement expresses a common vision among the signatories to intensify their agencies’ support for advancing policies and programmes that empower the hardest-to- reach girls, particularly those aged 10 to 14 years old. The Director-General also stressed the essential contribution of education to development at the FIFA World Cup Education Summit, hosted by President Zuma of South Africa in Pretoria on 11 July. Summit participants recommitted to ensure quality basic education for all and called upon the world community to step up efforts to reach the MDGs of universal primary education and gender equality in education.

Reaching the Marginalized: UNESCO EFA Global Monitoring Report, 2010. 21 “There is no better place to set development on the right track than in the first years of a child’s life.” Irina Bokova, Director-General

New data released on the eve of the Early Childhood Care and Education, in has increased teaching posts MDG Summit put the spotlight on gender partnership with the Russian Federation reserved for women to encourage enrolment disparities in primary and secondary and the City of Moscow, the Organization of girls. UNESCO works to enhance women’s education: these affect two out of three put the spotlight on the critical role of the literacy and empowerment. countries and as many as half will not early years in achieving the Millennium achieve gender parity in education by Development Goals. Extensive evidence 2015. The 2010 Global Education Digest, shows the lifetime benefits of investing in the first time, with Laura Bush, UNESCO published by the UNESCO Institute for early care and education programs, with a Honorary Ambassador for the UN Literacy Statistics (UIS), reported that in South particularly strong and positive impact on Decade. This year’s events focused on and West Asia, only about 87 girls start the most disadvantaged groups. women’s literacy and empowerment. primary school for every 100 boys, while More than 65 ministers, along with UNESCO awarded International Literacy in sub-Saharan Africa, about 93 girls experts, academics and practitioners Prizes to innovative literacy programmes begin their primary education for every attended the Conference. Participants focusing on women’s empowerment 100 boys. At both the primary and adopted the Moscow Framework through literacy in Cape Verde, Colombia, secondary level, once girls gain access to of Action to expand and improve , Egypt, Malawi and . Early childhood education education, they tend to complete their comprehensive early childhood care and Over the year, Benin, Burkina Faso, represents a studies more often than boys. education, especially for the world’s most the Central African Republic and Guinea window of hope vulnerable and disadvantaged children. formulated or improved national for disadvantaged ■■ Early childhood The Framework outlines a number of literacy policies, strategies and action children. The challenges that must be tackled: these plans. Afghanistan, Bangladesh, , Moscow Conference on early childhood UNESCO’s advocacy work aims to promote include a lack of political commitment, Mali, Nepal, Niger, Nigeria, Pakistan insisted on the a holistic approach to education and inadequate public funding and low and Senegal launched major literacy importance of learning throughout life. By organizing external support. programmes. Additional funds were tackling this the first ever World Conference on mobilized for literacy and adult education challenge. ■■ Literacy and women’s in Benin, Burkina Faso, and India. Nigeria was the host country for a empowerment meeting of the leaders of the nine most Comprehensive policies to increase youth highly-populated countries of the South and adult literacy are also fundamental (E-9), who adopted an ambitious action for achieving development. The impact agenda to mobilize stronger commitment of literacy is tremendous, ranging from to literacy, boost effective delivery better child and maternal health, to of literacy programmes, harness new improved livelihoods, delayed age of resources and continue their successful marriage, lower fertility rates, better HIV teamwork. Their meeting in Abuja, and AIDS prevention and broader political Nigeria in June, jointly organized with the participation. The Director-General Nigerian Government, tackled the theme marked International Literacy Day on of “Literacy for Development” with a

© UNICEF/Noorani 8 September at the United Nations for special focus on girls and women. 22 © UNICEF

■■ Teachers: the key to in developing viable national teacher Hamad Bin Isa Al-Khalifa Prize for the Use of policies. The initiative uses technology to ICTs in Education and the UNESCO–Hamdan quality education improve school leadership and classroom bin Rashid Al-Maktoum Prize for Outstanding From early childhood and literacy training teaching and operates in 17 pilot Practice and Performance in Enhancing the through to higher education, teachers are countries while open to all countries in Effectiveness of Teachers. the most important element in ensuring sub-Saharan Africa. The International quality education. Yet UNESCO data shows Institute for Capacity Building in Africa that achieving universal primary education helped teachers’ colleges and education LIFE in Afghanistan alone will require an additional 1.9 million faculties in five African countries to offer In Afghanistan a 2010 LIFE (Literacy Initiative for Empowerment) Action teachers in classrooms by 2015. distance education degree programmes to Plan was developed focusing on coordination, advocacy, campaigning, The Teacher Training Initiative for Sub- improve the quality of teacher education. capacity, quality and resource mobilization. On International Literacy Day, Saharan Africa (TTISSA) was strengthened Two prizes concerning teachers were a LIFE good practices website in English, Dari and Pashto was launched. in 2010 to better assist governments awarded in 2010: the UNESCO–King 23 24 Working towards the Millennium Development Goals © UNESCO/Swannepha new national staff to strengthen the to strengthen new national staff train to resources rally and partnerships, HIV and AIDS in region, the develop new enhance and on education knowledge Development. programme The aims to OPEC the Fund Internationalwith for partnership in Africa, southern and a programme in 17 countries in east EDUCAIDS, for agency UNESCO initiated against HIV and AIDS. lead the As Education prevention remains best the Bissau atBissau fourprivate schools. secondary UNESCO National Commission inGuinea- similar student lectures were organized by the the UNESCO Associated inPraia; Schools interactive seminarsforstudents attending Commission forUNESCO organized four campaign was run; inCape Verde, theNational Dakar. InSenegal, amonth-long national from theUNESCOwith support Officein Cape Verde organized andGuinea-Bissau, took place ofactivities A variety inSenegal, and Guinea-Bissau in Senegal, Cape Verde World AIDSDay 2010 ■ through education ■ Fighting HIVandAIDS Namibia andSwaziland. Tedeschi Foundation Lesotho, inAngola, Organization’s work withtheVirginio Bruni- ofthe UNESCOat part Headquarters as for Young People inAfrica” exhibitionheld in the“Photo-Voice: HIVandAIDSEducation surrounded by herstudents. Photo featured Swaziland disclosedherstatus, whohas Welile, anHIV-positive teacher in primary and Swaziland were given cameras, Angola,teachers from Lesotho, Namibia Tedeschi Foundation. Young and people by Virginio the funded Brunia project of in context the young in Africa people on HIV for education of photos and texts by HIV and AIDS. and learners personnel affected education for services support to psychosocial worked to improve project the access addition, In materials. learning relevant of quality the enhancing wellas as AIDS on improving teacher training on HIV and focusedby HIV the epidemic, activities and Swaziland, countries greatly affected Namibia Lesotho, Angola, in Implemented over 416,000 in countries. four students 2,275 schools, 20,660 teachers and Children” African somefor benefited Skills and Hope: HIV and AIDS Education HIV-positive and learners. educators of to needs the response sector education Karalyn Monteil, Culture AssistantProgramme UNESCO also organized an exhibition “Building project The Knowledge, Benoît Sossou, DirectorBenoît Sossou, ofUNESCO Yaounde, Foumban Palace Museum,Cameroon, with competition andlocal the authorities at Specialist andVincent Seck,Specialist Culture Winners oftheHIVand AIDSposter Programme Yaounde. Specialist,

© UNESCO/E. Deumo Noubessi “Literacy helps women come into their own: to gain confidence, play an active role in public life and defend their rights.” Qian Tang, Assistant Director-General for Education

25 © UNESCO In 2010, UNESCO workshops in Rwanda and Mali focused on how to harness science, information about HIV/AIDS prevention. tattooing, excision and circumcision. Plans technology and innovation to achieve the The game, entitled “Fast Car: Travelling are underway to organize similar projects at Millennium Development Goals. Safely around the World”, targets young other museums in Africa. audiences. Players can race on circuits in five different continents, paying virtual ■■ The role of culture took photos and wrote short texts on visits to some of the UNESCO World their experience of living with HIV. Heritage sites. On a different note, for development The exhibition ran from 1 December to UNESCO in collaboration with the Royal Through a series of advocacy initiatives, 14 January at Headquarters in Paris. Palace Museum in Foumban, Cameroon, UNESCO successfully repositioned culture at The first interactive multimedia tool launched a poster competition designed the heart of the international development on HIV and AIDS prevention for youth was to raise awareness among students of paradigm, as outlined above. It also launched in December 2010 to provide the risk of HIV and AIDS from traditional continued to deliver the programmes on young people with accurate and reliable practices such as piercing, scarification, which that advocacy draws. 26 “It’s time to strengthen our collective thinking and action in order to move from an assisted Africa to a developed and respected continent.” Lalla Aïcha Ben Barka, Assistant Director-General, Africa Department

As Convenor of the MDG Achievement affordable technologies in developing Fund, Culture and Development Thematic countries, in order to strengthen Window, UNESCO implements 18 national national innovation and research and programmes jointly with a dozen other development capacity.

UN bodies. As an example, in the region UNESCO’s African Science, Technology Krasner © UNESCO/B. of Guelmim in southern Morocco, and Innovation Policy Initiative and its 17 crafts associations and cooperatives Institute for Statistics partnered with the involved in the production of carpets, African Union and the New Partnership for basket-making and dates significantly Africa’s Development (NEPAD) to hold two increased their revenues thanks to major workshops on “Science, Technology training and promotional activities and Innovation” (STI). In January 2010, a designed to promote local products and workshop entitled “Unlocking the Potential creative industries. Some 600 individuals, of Science, Technology and Innovation including 400 women, participated in to achieve the Millennium Development formulation and reviews. The workshop Director-General these income-generating activities. Goals in Rwanda” sought to identify was financed by the Spanish Agency for Irina Bokova at the concrete steps in STI development already International Cooperation for Development, second meeting of the Broadband ■■ Mobilizing science, contributing or able to contribute to the UNESCO and the UIS. Commission for technology and innovation achievement of the MDGs in Rwanda. In Digital Development May 2010 a regional workshop co- ■■ Digital development and with Carlos Slim for development organized with the Ministry of Higher Helú, Honorary Education and Scientific Research of Mali access to information Lifetime Chairman of Mexico’s Grupo UNESCO’s science programmes, related brought together participants from the Launched at the World Summit Carso, UN Secretary- to the environment and to the promotion 16 countries of the Economic Community on the Information Society Forum General Ban of science and technology, are guided of West African States (ECOWAS) as well 2010, the Broadband Commission for Ki-moon, and by the principles of sustainable as international experts. They exchanged Digital Development is a UNESCO-ITU President Paul development. The Outcome Document of experience and lessons learnt in conducting (International Telecommunications Union) Kagame of Rwanda. the Millennium Summit emphasized the science, technology and innovation policy joint initiative to accelerate the adoption strategic role of science and technology, including information technology and innovation, for the achievement of ICTP after 45: a celebration of science and the Millennium Development Goals, development for a changing world in particular agricultural productivity, Nobel Prize winners, government ministers and leaders of aid agencies, representing developed and water management and sanitation, developing countries, convened at the Abdus Salam International Centre for Theoretical Physics (ICTP) energy security and public health. The in Trieste, Italy, to celebrate the Centre’s 45 years of existence with a look to the future. Document also strongly advocates for The event, entitled “ICTP After 45: Science and Development for a Changing World”, was held from capacity-building in technological innovation and corresponding know- 8 to 10 November 2010. Its goal was to nurture an international dialogue to determine new, effective how in environmentally sound, strategies for scientific research and education in developing countries. 27 28 © UNESCO ICTs andtheaccess ofwomen from developing countries to ICTs. the creation forwomen through ofopportunities thedevelopment of Working towards the Millennium Development Goals IC T andgender (UNGIS), UNESCO also advanced joint UN Group Information on the Society throughoutevents 2010. Chair As of the Society-related Information at UNESCO by stressed were interoperability, of diversity, expression, andfreedom including openness, internet and rights broadband”. willagree that built be “the future on to leaders September,in world urging evethe of 2010 the Review MDG summit on Ki-moon Ban to UN Secretary-General and Declaration were presentedReport Broadband The Commission’sroll-out. Final dimension of broadbandand connectivity hand-in-hand infrastructure the with as keyin cyberspace, elements that go ofissues linguistic and cultural diversity content,local as well as important and dissemination production the of towards UNESCO MDGs. the emphasizes of up progress broadband to speed The importance of respect for human for of respect importance The all emphasized, aswere issuessuchas women inknowledge societieswere rights, andincreased of participation Inclusiveness, respect forhuman to ICTs since thesummitin2005. towards inaccess genderequality Switzerland, to measure progress Forum (WSIS) inGeneva, Society World SummitontheInformation and ICTs was organized at the An interactive sessionongender setting tools, and capacity-building. capacity-building. and tools, setting media, promotion the of standard- of community in support advocacy of community radio policy stations, provided assistancecreation the for area have this in Projects countries. in 2010, on developing focusing by UNESCO were supported projects Twenty-five community media efforts. and media targeted development policies media-related of formulation media landscape, and the assisting of gaps identification the in the Development Indicators, enabling Mediausing UNESCO-developed the Six countries completed assessments in 56 developing countries.projects launch of 83 media development the enabled (IPDC) Communication Programme Development the for of International the from Assistance agoal still to fulfilled. be is in itself independent and media diverse sector many for But countries, athriving, to reach MDGs. the efforts supporting in development in general and in mediaThe have apivotal role to play ■ technologies. area of information and communication in the UN bodies of work the different between consistency foster to created UNGIS five-year strategy. UNGIS was Workreviews. was initiated on ajoint policy innovation and technology mapping exercise and also on science, joint a through information, scientific initiatives in area the of access open to ■ media development standards forSetting and Zimbabwe.and Namibia, Nigeria, Uganda Africa, South Ghana, , Madagascar,Cameroon, fromwas completed professors by 23 Journalism”, “Teaching Online course, teaching skills,professors’ an online journalism African enhance to Americas Knight Center Journalism for in the techniques. media traditional equipment training for in newand both and materials learning of provision the otherprogrammes universities, with and exchange staff, teaching of capacities build to training education, journalism curricula to improve standards in implementation of UNESCO’s model adoption the and for included support generation This of journalists. next and competencies of continent’s the to enhance of action focus the skills the Twenty journalism were in schools Africa 2010, sharing US $20,000 the award. IPDC Rural Prize for Communication in were joint the laureates of UNESCO- the Egyptian journalist Amr Mamdouh Ellissy “La voz and delos campesinos” the community radio station Mexican The ■ ■ ■ ■ A excellenceNurturing in Communication 2010 IPDC rize for Rural As part of an agreement the with part As frican journalism frican Journalism studentsfrom theCentre d’Etudes desSciences etTechniques a training receives institution that de l’Information (CESTI), Senegal, support from UNESCO.support © UNESCO 29 Working© UNESCO towards the Millennium Development Goals © Institute of Acupuncture and Moxibustion of Acupuncture © Institute

Knowledge can be transmitted through verbal instruction and demonstration, master-disciple relations, as well as formal academic education. Chapter 3 Knowledge sharing 32 ofthese can initiatives befound below.A selection from theTsunami Early Warning Systems to (EFA). for Education All worked together basisaround ranging onavoluntary initiatives from alloverAs inprevious years, theworld number ofexperts agreat for awidearrayanalysis ofstakeholders inkey areas for development. 2010, several provided landmarkworld invaluable reports and data for cooperation peace helpsinternational anddevelopment.that In inaway capacity andanalytical technical data, expertise information, toUNESCO capture andorganize hasmobilized partners awealth of ofUNESCO’s theheart Knowledge sharingisat mandate. Overtheyears, Knowledge sharing transmit knowledge Professionals have Knowledge sharing a responsibility to to theyounger generations. sustain commitmentsustain towards EFA, aims to inform, influenceReport and decision-makers, toolfor policy the all. for as auniqueeducation Serving publication towards on progress by UNESCO, is world’s the foremost produced by an independent team led EFAThe Global Monitoring Report, ■ ■ World R giving a globalpicture eports – eports

© L’OREAL-UNESCO/M. Pelletier entitlements and opportunities byentitlements and opportunities expanding and teaching; bilingual interculturalteachers and expanded skilled highly providing by environment learning the strengthening incentives; targetedinformal charges and offering and fees by cutting and affordability accessibility improving including inequalities, persistent counteract successfully that policies identifies over also It previous assessments. US$16 billion –asignificant increase by education 2015universal primary at achieving for gap financing annual the estimate authors The scale. required to mobilizedonors resources on the of and inequalities national extreme failure of governments to address on 19 January. launched at in UN York New headquarters was Marginalized, the Reaching Report, goals. 2010 The EFA Global Monitoring education meeting of challenge the to governmentsspurring to and rise donors The report highlights ongoing the report The economies are also spending more on large emerging Other expertise. and elsewhere to acquire technological invest in high-tech companies in Europe economic mighttheir newfound to China and India, instance, for are using Both traffic. is becoming atwo-way knowledge, and investment personnel ofalso information, one in which flow the but environment, competitive increasingly launching report. the in actively collaborated Commissions elsewhere. Anumber of UNESCO National 10 November in Ecuador, Guatemala and place after took Tashkent. launches Other Brasilia, Brazzaville, Montevideo and Beijing, of those including Offices, Field of number a in simultaneously and atboth UNESCO in Paris Headquarters Peace and Development on 10 November, was launched on World Science Day for worldwide.education 2010 The edition research,scientific innovation and higher trends and developments that shape the of analysis unique a offers Report downloaded via UNESCO’s website. Over 43,000overviews. copies were 24,900 summaries and 12,500 regional in 2010,were distributed along with of 2010 the Global Monitoring Report 15,600 Some printed copiesField Offices. of UNESCO National Commissions and and Swahili,Portuguese support the with Bangla, Farsi, German, Japanese, Korean, including manylanguages, into translated in was over 50 countries, Report the policies. anti-marginalization wider into strategies education integrating The latest Science Report depicts an depicts latestThe Science Report years, five UNESCO the Every Science and promotedLaunched, distributed © UNESCO research and development than before, among them Brazil, Mexico, South Africa and Turkey. The Report records a shift in global influence, with China overtaking both the USA and the European Union for the number of researchers and publishing more scientific articles than Japan. The 2010 Report also reveals that technological progress is allowing countries with a lesser scientific capacity to acquire, adopt and sometimes even transform existing technology and thereby bypass certain costly investments. This trend is fostering a democratization of science worldwide, as countries participate more actively than before in international science. In turn, science diplomacy is becoming a key instrument of peace-building and sustainable development in international relations. The World Social Science Report 2010: Knowledge Divides, produced by the International Social Science Council (ISSC) and co-published with UNESCO, is the first comprehensive overview of the field in over a decade. Over 80 social scientists from around the world contributed their expertise to the publication, which was officially launched at UNESCO Headquarters in Paris on 25 June. The Report focuses on how social sciences are evolving in the face of unequal conditions and diverging trends. It shows that while social science from Western countries continues to have the greatest global influence, the field is expanding rapidly in Asia and Latin

UNESCO Science Report 2010: The Current Status of Science around the World. 33 34 seek to acquire inorder to advance theirdevelopment intheworld andtheirposition arena.” “Science, power technology ofthesoft many andinnovation countries are andpart assets thenew‘hot’

Knowledge sharing African highereducation system eachyear from 1990onward forjobs An estimated average of20,000 highly qualifiedprofessionals the left with nosign ofrecovery. science production –from 1percent in1987to 0.7 percent in1996, AfricaSub-Saharan has fallendramatically behindinitsshare ofworld R Science Social Findings from the World Hans AssistantDirector-General d’Orville, for Strategic Planning 40 countries, it identifies the challenges the identifies it 40 countries, 120 contributorswith over from organizations, engineering international majorconjunction with national and Development.for Produced in Engineering –Issues and Challenges on engineering, ever global report first priority. India, sciences social as awhole have low centres some ofbarring excellence in academic publications. Asia, In South Nigeria and Kenya –produce 75% of Africa, countries –South three from scientists social Africa, sub-Saharan In Brazil. and China in particularly America, eport 2010 eport In October, UNESCO published the participation ofwomen. participation dueto theincreasedpartly more rapidly –by 50%– social sciences grew even and 2006,butthoseinthe by 1998 40%between graduates increased overall The numberofdoctoral were badly hit. particularly sciencesSocial andhumanities Eastthe Middle andAustralia. in theUnited States, Europe, quality at the national and international international and national the at quality in order toauthorities improve data statistical national of capacities the reinforce to workshops training regular attainment data. In addition, organized it 119 educational for countries in 2009 compared to 121 91 to and in from 2009; coverage of data literacy to 146 countries among others. UNDPthe Human Development Report, World DevelopmentBanks’ Indicators and World the Global Monitoring Report, source Education the All for (EFA) data education isrates. It primary the graduation tertiary to enrolments school comprehensive in world,primary the from ayear, times three is most the updated database, education UIS The agencies and other UN organizations. including governments,partners, donor (UIS)Statistics by are diverse used by for UNESCO the collected Institute technology, culture and communication globalThe data on education, science and ■ and shows its relevanceand shows its development. for widercommunity engages audiences with and how to ensure that engineering the to young people, especially women, engineering more education attractive asissues how to make engineering and such addresses role in report society.The of engineeringunderstanding and its well as promoting public and policy engineering, for asand opportunities ■ for Statistics UNESCO Institute In 2010, UIS the increased the

through consortia. over in 69 5,400 institutions countries Education, published in 2010, reached Comparative of Review Quarterly ofissues IBE’s the journal, Prospects: in times 2010. under 500,000 just Five educational trends and was consulted about information of source unparalleled covering 1932-2008, period the is another more thandatabase with 3,000 reports Developmenton the of Education, a Reports Education National of Library IBEon the website. Institute’s The Digital information on curriculamade available of 67 countries were recent updated with In 2010, systems. education profiles the (WDE), over with 160 of profiles database, “World Data on Education” Education (IBE) provides aunique of Bureau UNESCO’s International ■ for five countries from different regions. different countries from five for on media statistics a training workshop 30 countries for and on cultural statistics sub-regional workshops 25 countries, two about involving statistics technology on science regionalthree and workshops countries, 25 about involving statistics on educationthree regional workshops levels. In 2010, UIS the organized ■ systems dataSharing oneducation 100 boys, according to UNESCO statistics. In sub-Saharan Africa, 93girls about begin primary education for primary everybegin Metsimotlhabe, Botswana. © Steven Hite

XXXX 35 Knowledge sharing 36 Knowledge sharing language. and thenational mother tongue their inboth skills acquire language to helpchildren bilingual education adopted has that childrenminority forschool ethnic a rural primary Beijing, visiting UNESCOSpecialist, Programme Education Bista,Min 130 countries. planners from and specialists education researchers –were downloaded by monographs and for thematic studies technicians, for handbooks makers, decision- for audiences briefs –policy and tailored different documents, for 1,170,000 774,000 visits. publications 2010, In planning. received IIEP’s websites of resourcescollection on educational worldwide access 35,000-strong to its (IIEP), Planning increase Educational to for Institute UNESCO’s International documents) was launched in 2010 by created in UNESCO’s areas, priority wereChairs and Networks 3UNITWIN during year. the 45 UNESCO Afurther institutions orpartner involved as hosts number universities becoming of African in 2010,strengthened an increasing with was Chairs UNITWIN and Networks the through cooperation International ■ ■ Expanding networking A programme of digitization (2,000

© UNESCO Beijing intercultural dialogue, sustainable sustainable dialogue, intercultural peace, understanding, international of in 9,000thmember support school its (ASPnet) welcomed Network Schools Meanwhile, UNESCO the Associated and Nevis, and Singapore.St Kitts inmembers Chad, Guyana, Indonesia, new gained institutions (TVET) training technical and vocational and education Durable. Francophones le pour Development Universités des international Réseau the and Towards Reorienting Teachers for Network development: International the sustainable for education of field the inwomen’s another and empowerment up,set one of in field gender the and of Chairs were alsoglobal networks Pharmacy, of London. University Two (FIP)Federation of and School the Pharmaceutical International the with partnership in Development Education Pharmacy Global for network UNITWIN launchthe in August of UNESCO the was ahighlight of year, the with education pharmaceutical global for health for education professionals and of in field higher the global network world’s The first and Networks. bringing total the to 760 Chairs Educational, Scientific and The UNEVOC Network of specialized UNEVOCThe Network Cultural Organization United Nations Programme and Networking University Twinning international cooperation. The National The cooperation. international encourages which award, fellowship this from have who benefited scientists number of women young doctorate Fellowships in 2010 brought to 150 the 15 The career. International scientific to encourageserve girls to consider a andyoung also women scientists of help hundreds directly scientists women young for Fellowships National and UNESCO-L’OréalThe International have gone on to winPrizes. Nobel award winners of prize this prestigious to life and the physical sciences. Two prize.the Award The alternately goes 59 women have who received far so Science Award, bringing total the to L’Oréal-UNESCOthe Women For in with were distinguished scientists In 2010, women more outstanding five ■ ASPnet now in operates 180 countries. development and education. quality ■ sharing knowledge creating networks, For Women inScience: discovery ofconotoxins produced by certain marine snails that can marine snailsthat certain serve as painkillers andpharmaceutical painkillers as Institute of the ofthe University probes to studybrain function”. Professor theMarine Science at Lourdes J. Cruz (Philippines), Philippines Diliman, “forPhilippines Diliman, the L’Oréal-UNESCO For Women © L’OREAL-UNESCO/M. Pelletier in Science Award winner 37 Knowledge sharing 38 Knowledge sharing Source: 2010 UNESCO Science Report on R&Dfor theG20,2002and2007(%) Research anddevelopment: world shareandGross ofGrossExpenditure DomesticProduct Fellowships, organized in cooperation Decision-makers and science, national bioethics infrastructures. As with the UNESCO National Commissions, technology and innovation (STI) policy promulgated in the Universal Declaration focus on national scientific research experts got a new and revolutionary tool on Bioethics and Human Rights, a crucial priorities. in 2010 with the launch of the Science component of such an infrastructure Policy Information Network. Developed is a National Bioethics Committee to ■■ Scientific networking by UNESCO’s Regional Bureau for Science address the issues arising from the rapid in and the Caribbean, advancement of medical and biological The network of almost 20 UNESCO it uses a new methodology for the sciences. In 2010, El Salvador established water-related centres expanded in 2010 standardization and systematization of a committee, joined UNESCO’s Assisting with the establishment of the HIDROEX data in STI policies. By the end of 2010, Centre for Higher and Community the platform reached more than 500 Education in Water in Brazil, the Centre registered users from 23 countries. Sharing indigenous for the Sustainable Management of A World Conference on the Flow knowledge in Nicaragua Water Resources in the Caribbean Island Regimes from International Experimental States in Santo Domingo, Dominican and Network Data was held in Fez, UNESCO worked with the Mayangna Republic, and the International Morocco in October 2010. Convened by peoples of the BOSAWAS biosphere reserve Centre for Integrated Water Resources UNESCO and a wide range of partners, in Nicaragua to document their indigenous Management in the United States of its aim was to catalyse international knowledge of aquatic ecosystems. This work America. cooperation between related disciplines resulted in a 2-volume book, in Mayangna The Ocean Bio-geographic such as hydrobiology, eco-hydrology and and Spanish, “Conocimientos del Pueblo Information System, a global network climatology, and to share knowledge Mayangna sobre la Convivencia del Hombre of marine biodiversity scientists, on advances in the evaluation of the y la Naturaleza”, which was then used to made 30 million species distribution variability of water resources and the develop pedagogical materials for the school records available at the end of 2010 impacts of environmental changes. curriculum. This project was carried out in through its website, managed by the collaboration with the Nicaragua Ministry of Education and UNICEF. IOC’s International Oceanographic ■■ A growing global database Data and Information Exchange. This collection is a huge contribution to the on ethics Paule M Gros y Nacilio Miguel Frithz

Organización de las Naciones Unidas open availability of marine biodiversity para la Educación, The Global Ethics Observatory achieved la Ciencia y la Cultura data relevant to both basic scientific substantial growth in its data collection knowledge and sustainable management for Africa and worldwide user base of the environment. in 2010. Data on Africa increased by Mayangna pâni balna yak muih dawi dî nining about 75% from the previous biennium bang yakarak kulninna lâni amanglalawa to 291 data items, covering 26 of the 44 Member States in the region. The database was utilized at a higher than expected rate and gained strong Waspa dîni dawi kuah karak bukni (as) 1 visibility amongst expert users in the Investment in research and development is strategic for sustainable development. field of ethics. The UNESCO Institute for Statistics tracks Meanwhile, UNESCO continued its

global trends. capacity-building efforts to support sharing Knowledge 39 Bioethics Committees project, and received the initial technical training Online resource centre on the working methods of NBCs. for creative and cultural Kenya and Côte d’Ivoire, which joined industries the project a year earlier, had their second training programme. Launched in November 2010 by UNESCO, the “Cultural and Creative Industries around the World” online hub provides easy access ■■ Milestone reached with to reports, studies, surveys and mapping Anti-Doping Convention documents on a wide range of topics, The Pacific nation of became the from design and crafts to tourism and the 150th country to ratify UNESCO’s performing arts. www.unesco.org/culture/ International Convention against en/creativeindustriesmapping Doping in Sport in November 2010. Since coming into force in 2007, it has in the context of global challenges. It been ratified by more than 75% of takes into account cultural diversity and countries, accounting for over 92% of social cohesion, notably in post-conflict the world’s population, making it one and multicultural societies. Translated of UNESCO’s most rapidly implemented into UNESCO’s six official languages, treaties. it constitutes a comprehensive action Twenty-four new projects were plan for all arts education stakeholders approved under the UNESCO Fund for seeking to implement quality arts the Elimination of Doping in Sport education in diverse cultural contexts. in 2010. They include preventative education programs, the development ■■ Ljubljana: 2010 World of specific anti-doping legislation, and activities which help build the anti- Book Capital doping capacity of least developed or Ljubljana (Slovenia) became the tenth low income countries. city to be designated World Book Capital by UNESCO and representatives ■■ New action plan for arts of the International Publishers Associations, the International education Federation of Library Associations 650 international experts from over and Institutions and the International 95 countries helped draw up the Booksellers Federation. The selection Agenda: Goals for the Development of committee chose Ljubljana in Arts Education at the Second World recognition of its “diverse and complete

© University Library © University Library Bratislava Conference on Arts Education in May programme, widely and enthusiastically UNESCO’s Memory of the World Programme strives to preserve in Seoul (Republic of ). This supported by all players involved in the valuable documentary heritage. Slovakia - Basagic’s Collection landmark document reinforces the book industry (publishers, bookstores of Islamic Manuscripts. socio-cultural values of arts education and libraries)”. 40 announced in 2011. in announced in 2010were submitted and will be International the for proposals Register Register.inscriptions on its Nomination and Americaalso Latin announced new Asia-PacificRegional for Committee and Register theto Asia-Pacific the eightfrom countries were added Inscriptions Senegal. and Jamaica were createdcommittees in Peru, were announced, and national ’s National Register inscriptions on thevalue. first The universalsignificance and outstanding of global heritage documentary to protect to international the effort in 2010World activities contributed National of and the regional Memory since its official launch in April 2009.since official its have (www.wdl.org) visitedLibrary the More than 10 million worldwide users cultural and documents. historical important to access multilingual over 100. provides free, Library The worldwide tonumber of partners 2010, total in the bringing Library Soviet Union World joined the Digital and countries the of former the Africa sub-Saharan in institutions Cultural ■ ■ ■ ■ ■ ■ Majaliss UNESCO Library Digital Library Digital the Worldthrough knowledgeSharing ofthe WorldMemory

the Niueanthe language. in programmes television quality high of gain key skills enabling development the of Corporation to Broadcasting the region,Asia-Pacific UNESCO supported on indigenous cultural identity. In the and to makecapacities documentaries Imbabura,from Ecuador, to enhance its (APAK) Producers Audiovisual Kichwa allowed ofThis project Association the Media”. Audiovisual through Ecuador Storiesthe of Indigenous Peoplesin “Rescuing project its of implementation in QuitoUNESCO’s completed the Office learning. illustrating innovative the for of ICT use in public the domain,hundreds of books access to free MajalissCD-ROM, offers time.same Accessible online and on the at listening and reading allows that well as aspecially developed application audiovisual as excerpts, book with library of classical Arabic literature and an launched in 2010, comprising works 40 was literature, Arabic classical of Library Volume fourth The of Majaliss, Digital the Polytechnic of Namibia and the Utah the and Namibia of Polytechnic the with partnership in organized Namibia, in workshop training regional promoted by UNESCO through asub- was preservation Digital heritage ■ ■ ■ ■ identities indigenous cultural content onLocal heritage inA digital Preserving frica

© ECUARUNARI © UNESCO/S.K. Nzuma Community Centre inOkangwati, Namibia. heritage. Himba women theMulti-Purpose at UNESCO trains professionals inarchiving digital Quito project. Ecuador through Audiovisual Media”, aUNESCO “Rescuing Stories ofIndigenousPeoples in community centre in Okangwati. Okangwati. in centre community multi-purpose UNESCO-supported the Kunene the from region was archived at material heritage cultural Intangible institutions. of partnering experience the andSwaziland expertise learntthe from Lesotho,from Namibia, and Africa South July. in Archivists Valley University State 41 Knowledge sharing © Traditional Kumiodori Preservation Society Preservation Kumiodori Traditional ©

Kumiodori, traditional musical theatre of Okinawa, Japan, was inscribed on UNESCO’s Representative List of the Intangible Cultural Heritage of Humanity in 2010. Chapter 4

Safeguarding and promoting cultural diversity 44 Safeguarding and promoting cultural diversity humanity’s andirreplaceable precious cultural diversity. to safeguard ofitsworldwide efforts and achievements in2010aspart The examples presented below illustrate UNESCO’s activities principal expressions, languages andcontemporary cultural goodsandservices. heritage initsmyriad forms: monuments andsites, living cultural objects, is committed to safeguarding theplanet’s cultural by diversity protecting inthefieldofculture, mandate withaspecific UNESCOAs thesole UNagency diversity and promoting cultural Safeguarding Heritage List.Heritage Tajikistan World on the were inscribed Marshall the from Islands, and 151 countries. time, sites first the For 180 natural and 27 mixed –in now totals 911 sites –704 cultural, list in annex). World The List Heritage July 25 to 3August 2010from (see (Brazil) Brasilia in held Committee, of World session the 34th Heritage Worldon the at the List Heritage Twenty-one newsites were inscribed ■ Phong Nha-Ke National Bang Park (Viet Nam) and theSundarbans(India). (India), Ha Long Bay(Viet MuluNational Nam), Gunung Park (Malaysia), theSundarbans (Bangladesh), development sites. ofselected The participating World Heritage sites in2010 were ManasNational Park over aperiod of12months to develop andimplement businessstrategies to ensure thesustainable facilities provided by Earthwatch. The Shellmentors and World Heritage site staffare working together inAugust, learnedin therange ofskills required, participants and with training expertise World Heritage programme withShellandEarthwatch. At established inpartnership atraining session to develop solutionsforimproving Skills for oftheBusiness themanagement ofthesesites aspart Teams from sixnatural World Heritage sites inAsiawere withbusinessmentors partnered from Shell H ■ World eritage and business skills eritage andbusinessskills H eritage of Djenné, collection traditional waste At World the this project. site Heritage 2010 was apivotal year in life of the Governance and in Culture” Mali. project “Niger-Loire: the of implementation its development policies, UNESCO pursued local in culture of inclusion foster to worldwide efforts of its part As ■ Iran, onUNESCO’s inscribed World Heritage List ■ in 2010,was aleadinghub ofcommercial and cultural Road. Silk exchange onthelegendary Governance andculture The Tabriz Historical Bazaar Complex,

© UNESCO/M. Tajik “Culture is not a luxury; it is an integral constituent of economic, social and human development.” Francesco Bandarin, Assistant Director-General for Culture

45 46 Safeguarding and promoting cultural diversity of UNESCO. with thesupport under construction dyeing factory new eco-friendly employment inthe Bamako willfind cloth dyers in ofthewomenSome

100 women began construction at the100 women construction began to provide employment tofactory out. was alsocollection carried on the means ofA study improving tax dump permanentdesigned.a was waste in April, and sitedisposal was constructed operational,became an waste intermediary America andtheCaribbean since 2004. indigenouspeoples, inLatinand particularly audiovisual materials by local communities, the creation, production anddistribution of UNESCO’s Office, hasbeen supporting The Cameras project, ofDiversity piloted by involvementand community inthearts. contribution to promoting motherlanguages their creative talents andtheiroutstanding Ecuador, andCanada inrecognition of 2010, inrenowned festivals inMexico, Peru, American andCaribbean filmmakers in were presented Latin to up-and-coming Seven “Cámaras delaDiversidad” Awards de laDiversidadCámaras In Bamako, an eco-friendly dyeing Bamako,In eco-friendly an

© Lâm Duc Hiên implementation of Convention the the mainstream to strategy building launched aglobal capacity- Section have recognized under been lists. the a total of 232 87 elements countries from Convention operational in became 2008, principal debates was provided. Since the ofworldwide interestthe and awebcast annex). newinscriptions The attracted in lists (see Safeguarding Urgent of Need in Heritage Cultural Intangible of elementsfour were placed List on the and Representative on the List inscribed were elements Forty-seven Heritage. Cultural Intangible of Safeguarding the of 2003 the Convention Lists on the for 31elements from countries were inscribed AtAfrica. this session, atotal of 51 new sub-Saharan in meeting first Committee’s the marking Nairobi, in November in Intangible Cultural convened Heritage the of Safeguarding the for Committee Intergovernmental the of session fifth by Government the Hosted of Kenya, the ■ water have usage completed. been anthropology, river-related and heritage on water studies research institutes, Malianwith and French universities and partnership In resources. natural and populationslocal river’s on the cultural and awareness-raising campaigns the for on water authorities local management river Niger. for include These workshops in and several villages cities along the have continuedand activities education training additional Various year’s end. ■ intangible cultural heritage heritage intangible cultural Raising theprofile of In 2010, UNESCO’s Intangible Heritage developing will fund countries. project The governance the to strengthen of culture in (1 million technical €) assistance project launchthe of aEuropean Union-funded finalization of guidelines, of set afull and Convention’s the with operational stage around world. the in 24cultural sector developing countries dynamic a of emergence the fostering by reduction development and poverty to31 promote sustainable projects will forfund provide financial support (IFCD). innovative This Diversity Cultural launchthe of International the Fund for This occasion was commemorated by culture and development core. at its puts that instrument standard-setting adoption first as the of its anniversary celebrated inExpressions 2010 fifth the ofPromotion Cultural of Diversity the ConventionThe and Protection on the ■ Safeguarding List. Safeguarding elaboration of nominations to Urgent the inventoryingcommunity-based and the level, national the at implementation in 201150 training activities on ratification, was createdAfrica, more to than conduct all regions of world, the including 20 from from trainers of 60 worldwide. Anetwork ■ Saint Sebastian Fortress, Sebastian Saint located ontheWorld Heritage site ofMozambique Island. The first operational A Convention becomes 2010 also marked the beginning of the of beginning 2010 the marked also the fortress andtheconstruction ofacistern included theconsolidation ofthewalls of phase ofUNESCO’sphase rehabilitation project providing water to the local community. some 12 technical assistance missions in beneficiary countries in 2011 and 2012. The rehabilitation of the Saint Sebastian Fortress, Island of Mozambique ■■ Protecting cultural 2010 saw the completion of the first phase of the rehabilitation of the Saint Sebastian Fortress, built by the Portuguese property in the event colonial rulers in the sixteenth century and the most emblematic monument on the Island of Mozambique, a site inscribed on the World Heritage List. The work focused on urgent structural consolidation to prevent further deterioration of armed conflict and the provision of basic services and facilities. To date, the project has generated over 100 jobs for local masons, artisans and architects, and the involvement of the local community has been critical to the success of the rehabilitation operation. The first four inscriptions on the newly This project was supported by Japan, the Union of Lusophone Capital Cities (UCCLA), the IPAD (Portuguese Institute for created List of Cultural Property under Aid and Development), the Netherlands and Flanders. Enhanced Protection under the Second © UNESCO/C. Darmouni © UNESCO/C.

47

The exhibition on Underwater Cultural Church of the Archangel Michael Heritage organized from August to October (15th century) in Pedhoulas, Troodos Region, 2010 by UNESCO at the Siam Ocean World Cyprus, one of the first inscriptions on the Aquarium, , , attracted List of Cultural Property under Enhanced over 150,000 visitors. Protection in the Event of Armed Conflict. © UNESCO/T. Makino

Protocol to the Hague Convention artefacts recovered from the sea, stunning were approved by the Committee for large-format photographs of underwater the Protection of Cultural Property in heritage from around the world and a the Event of Armed Conflict, which full programme of films and cartoons convened at Headquarters from 22 to produced by UNESCO and its partners. 24 November. All four sites (see box) The live demonstrations of underwater are already on the World Heritage List. archaeologists in action in the aquarium The purpose of the new list is to ensure tank were especially popular. The exhibit survival of precious cultural heritage served to raise the profile of the 2001 during war so that it can be passed on to Convention on the Protection of the future generations. Underwater Cultural Heritage. The granting of enhanced protection UNESCO teamed up with Moonscoop, by the Committee to sites in countries the producer of Dive Olly Dive!, a popular that are party to the Second Protocol to award-winning preschool animated the Hague Convention can be made under series, to produce an underwater heritage three conditions: the site must be of the educational campaign designed to instil greatest importance to humanity; it must in children and youth an understanding be protected by adequate domestic legal of and appreciation for the world’s rich of Culture Institute National © Peru and administrative measures recognizing submerged heritage. In the 12 episodes its exceptional cultural and historic broadcast in 2010 on major TV channels value and ensuring the highest level of in Europe, North America, Latin America Sites inscribed on the List of Cultural protection; and it cannot be used for and the Middle East, the submarine Olly Property under Enhanced Protection in military purposes or to shield military and his friends explore the fascinating the Event of Armed Conflict sites (a declaration confirming the non- world of sunken shipwrecks, ancient ruins military use must be provided). and submerged caves. Excerpts of the ■■ Choirokoitia (Republic of Cyprus) episodes can also be viewed on UNESCO’s ■■ Paphos (Sites I and II) (Republic of Cyprus) ■■ The Painted Churches of the Troodos Region (Republic of Cyprus) ■■ Safeguarding underwater website. ■■ Castel del Monte (Italy) heritage ■■ Festival of Cultural The first major exhibition on Underwater Cultural Heritage organized by UNESCO Diversity performances, exhibitions, screenings in Asia drew more than 150,000 visitors Created in 2008 to celebrate the World and encounters took place at UNESCO’s during its two-month run at Bangkok’s Day for Cultural Diversity for Dialogue and Headquarters. Several Latin American and Siam Ocean World Centre from August Development (21 May), the International Caribbean countries joined together to to October 2010. Curated with the Thai Festival of Cultural Diversity highlights present a series of films and an exhibition authorities as part of a regional training the multifaceted and irreplaceable in commemoration of the bicentennial programme, the exhibition featured diversity that unites all peoples of the of their independence, and the Qatar a life-size replica of a Thai shipwreck, world. For the 2010 edition, a host of Philharmonic Orchestra gave a special 49 50

Safeguarding and promoting cultural diversity actively in World Heritage preservation. produced sofarare intended to mobilize young peopleto participate development andbiodiversity. The eight Patrimonito episodes World Heritage andcommunities, sustainabletourism, sustainable Heritage Adventures”. The competition focusedonthelinksbetween storyboards fortheanimated DVD series “Patrimonito’s World A newinternational competition invited young peopleto create H Contest to promote World eritage education and Crafts and Folk Art respectively). and Folk Art and Crafts (UNESCOIcheon of Literature, Cities Film, of Gastronomy) and Dublin, Sydney, Chengdu (UNESCO and Östersund Cities Saint- Director-General are , and Seoul designated newmembers The by the approaches to culture and development. regenerationcontemporary urban international promoting cooperation for to strengthen strategy its pursues Network in 2010, UNESCO the Creative Cities nomination the With of eight newmembers Amundi. group financial international of was provided Cultural by the Diversity Festival International the for sponsorship (Canada). Festival Vision Diversity Corporate (Morocco)Music Festival and the of FabrianoFestival (Italy), Sacred Fes the Poiesis the included events international and Shenzhen (Guangdong). major Other and intangible in Beijing heritage arts devoted notably to festivals performing 20 countries. China organized events, over 40 over and partners participating of number growing a to thanks scope international Lunalogic. and by Qatar the sponsored Foundationconcert ■ ■ Creative Network Cities New membersofthe The festival greatly expanded its greatly expanded festival The é tienne (UNESCO of Design), Cities diversity and multilingualism. and diversity toevent reinforce that serves linguistic Day, Language an Mother International languages are celebrated on 21 February, year since world’s the 2000, 6,000-plus Day. Every Language Mother International and cultural mediation, held to mark translation on Headquarters at symposium launch was ahighlight of two-day the languages 2,500 estimated in danger. The is unique in monitoring world’s the Atlas The data. downloadable and tools statistical user-friendly featuring version, along anewinteractiveonline with launched in English, French and Spanish, World’sthe Languages in Danger, was publication field, Atlas the in its of third –of world’s the reference foremost A newand fully –the updated edition ■ rest of Scotland.rest and £2.1 million city the for ayear the for to generate million £2.2 expected ayear of of Literature is as aCity According to designation the estimates, Creativethe label Cities provides. which to economic local activity boost Commission gave ameasure of the in 2010 by United the Kingdom National 9 December in Shenzhen, China. Synergy”, which tookplace 7to from Technology, Media New and Creative City internationalthe conference on “New 19 members to organize of Network the teamed other the cities up with These ■ languages diversity andendangered linguisticSafeguarding A study commissionedA study and released Sustainable and Cities Societies”. a panel “Towards Culturally Diverse and in participated and Chinese in Diversity the UNESCO World on Cultural Report individual and heritage. urban identity communities and rooted in be their own of the adequatelyneeds the must serve centralthe conclusions was that cities development. on urban impact of One as well as their linkages and with preservation andcultural its heritage various the components ofexplored forum This Government. Municipal 2010Expo Shanghai and Suzhou the of Committee Heritage, Executive the Cultural of China’s Administration State of Culture, Ministry Chinese the with and UrbanRegeneration”Heritage along Suzhou in on “Cultural June aforum academics, and media. the craftspeople, local artists, renowned world including partners, private oforganized public ahost with and anumberthis week, of were events Inclusive and Creative Cities Sustainable, “Building on May in week was organized at UN the Pavilion Life”, City, Better “Better aUNESCO 2010,Expo organized under theme the of Shanghai the In context the World ■ ■ Shanghai Shanghai World Expo2010 The Director-General launched Director-General The UNESCO also co-organized in Shanghai’s innovative development its nomination as City of Design in ofDesign City as its nomination UNESCO’s Creative Cities Network. of design activities contributedof designactivities to © Municipality ofShanghai © Municipality ”.

During During © UNESCO/T. Makino Map of the world’s languages in danger

Some 2,500 languages of the estimated 6,000-plus languages spoken today are in danger of disappearing.

Degree of endangerment: International Language Transmission

Vulnerable: most children speak the language, but it may be restricted to certain domains (e.g. home)

Definitely endangered: children no longer Visit UNESCO’s Interactive Atlas of the World’s Languages in Danger at learn the language as mother tongue in www.unesco.org/culture/languages-atlas the home Severely endangered: language is spoken by grandparents and older generations; while the parent generation may understand it, they do not speak it to children or among themselves

Critically endangered: the youngest speakers are grandparents and older, and they speak the language partially and infrequently

Extinct (since the 1950s): there are no speakers left © Ministry of Education/Paul Diamond Ministry©Maldives of Education/Paul

Sandwatch fieldworkers measure wave height in the Seychelles. Sandwatch is a volunteer network set up with UNESCO’s support to help young people learn about and protect their beach environments. Chapter 5

Safeguarding our planet 56 Safeguarding our planet forEducation Development Sustainable 2005-2015. themid-wayof ourstrategypointtheUnited Decade at of Nations climate, through were andcommunication, theheart education also at awarenessCreating to ofthethreats ecosystems, and biodiversity world. withthenatural oftheirinteractions andcomplexity diversity and also highlightingthecontribution ofcultures worldwide, by the tomobilizing science provide answers onhow to safeguard ourplanet, sustainable development. UNESCO’s response hasbeenmultifaceted, resourcesdecreasing allcontinue to putsevere pressure onourplanet’s deepeninginequalities and change,Climate population, increasing our planet Safeguarding

© UNESCO languages: here inBasque. by UNESCO, translated been has into over ten Life isourLife”, –Biodiversity co-organized The travelling is exhibition“Biodiversity biodiversity. launch The was followed by of field the in players international in 2010 January brought key together Year Headquarters International UNESCO at conservation. biodiversity for and natural WorldReserves sites Heritage of Biospherehuge potential networks of its Organization’s initiatives the demonstrated conservation, the biodiversity for communication and education of as wellcultural diversity importance as the with links biodiversity’s Emphasizing and sustainable conservation use.its profile of science the of biodiversity, change. UNESCO worked to raisethe familiar concept many for than climate –today of aless biodiversity importance to increase public awareness of the (IYB) 2010 aunique opportunity offered Year International Biodiversity of The ■ ■ of biodiversity Raising theprofile The high-levelThe launch of the

© A. K. Makarigakis Roasting of coffee beans – an integral part of the Ethiopian coffee ceremony. Here, in UNESCO’s Kafa Biosphere reserve in Ethiopia.

57 58 Safeguarding our planet a Biodiversity Science Policy Conference ■■ Expanding networks which debated recent scientific findings in biodiversity science and drew up evidence- Membership of the Biosphere Reserve Geopark © UNESCO/Xingwen based recommendations for policy-makers. network is a catalyst for sustainable A travelling exhibition, “Biodiversity is Life, development initiatives. Thirteen new Biodiversity is our Life”, was also launched biosphere reserves and 5 extensions on this occasion and circulated in over to existing reserves, in a total of 100 countries in different formats, with 15 countries, boosted the World Network over 10 language versions. of Biosphere Reserves of UNESCO’s Man International collaboration in and the Biosphere Programme. Providing Xingwen Geopark, researching the links between cultural and an invaluable opportunity to test different economic development, mainly through Sichuan Province, China, now biological diversity was advanced through approaches to sustainable development tourism, can take place. Geoparks often a member of the International Conference on Biological and biodiversity conservation in different feature spectacular scenery that is the worldwide and Cultural Diversity in June in Montreal, contexts, the network now numbers attractive to tourists, who also learn network of which developed a comprehensive 564 sites in 109 countries. The new about the history of the Earth and its Geoparks. international collaborative Plan of Work. A sites and extensions were approved at natural resources. Biodiversity Learning Kit was presented in the 22nd session of the International October at the Nagoya Biodiversity Summit Coordinating Council, held from 31 May to ■■ Responding to climate in Japan, where 193 countries agreed on 4 June at UNESCO Headquarters. Reserves the Nagoya Biodiversity Compact with a UN in Ethiopia and Zimbabwe were inscribed change system-wide Strategic Plan for Biodiversity for the first time. Sweden and the United is the defining (2011-2020), a plan to mobilize financial Kingdom withdrew two sites from issue of our time. Over 30 UNESCO resources, and a Protocol on Access and the network – Lake Torne and Taynish programmes in education, science, Benefit Sharing. The Montreal Plan of Work respectively, which were not meeting culture and communication contribute was endorsed at the Nagoya Summit. the 1995 Seville Strategy criteria. to creating knowledge, educating In a landmark decision in December While on a very different scale, the and communicating about climate 2010, the 65th United Nations General Geoparks Network also serves to spur change, and to understanding the Assembly approved the creation of a new effective conservation partnerships and ethical implications for present and Intergovernmental Platform on Biodiversity promote sustainable development. A and Ecosystem Services, in which UNESCO further 11 Geoparks in 9 countries from will play a key role. the Organization’s Asia (Japan, People’s Republic of China, Congo Basin Bio-Carbon Forum Executive Board approved the establishment Republic of Korea, Viet Nam), North In April 2010, UNESCO’s Man and the Biosphere Programme, of a multidisciplinary UNESCO Biodiversity America (Canada) and Europe (Finland, together with Pro-Natura International, organized the Congo Basin Initiative. Clearly, UNESCO is now set to Greece, Italy, Spain) joined the Global Biosphere Bio-Carbon Forum and Training Seminar in Brazzaville, strengthen its work on biodiversity in the Geoparks Network in October at the Congo, under the auspices of the Ministry of Sustainable 2011-2020 UN Decade on Biodiversity. 9th European Geoparks Conference in Development, Forest Economy, and Environment of Congo, to Levos, Greece. These geological sites Virunga Park, Democratic Republic of the discuss concrete steps toward strengthening the biosphere reserve Congo, UNESCO natural World Heritage site: or collections of sites have specific network in Central Africa and using Congo Basin biosphere reserves such sites are a catalyst for sustainable geological heritage of international as pilot sites to combat deforestation, protect biodiversity, and development initiatives. significance. They have clearly defined promote sustainable development. © Kim S. Gjerstad boundaries within which sustainable 59 60 Safeguarding our planet © M.Hebden/NERC ocean parameters by research vessels. comparable and analysis collection ofessential and for thehighquality detailed instructions andGuidelines, whichprovides Reports Hydrography Manual:ACollection ofExpert (GO-SHIP) released the2010GO-SHIPRepeat Hydrographic Investigations Program Repeat The Ship-Based Ocean Global measurements ship-based standards forSetting

communities that are most vulnerable most are that communities adaptation of countries and capacities reinforce mitigation and scientific, the was elaborated in 2010 aim the with to launched by Director-General the in 2009, strategies. adaptation testing and about learning of climate impacts the change and for valuable references understanding for and World sites are Heritage Reserves generations. UNESCOfuture Biosphere The UNESCOThe Climate Change Initiative, climate change. useful information for monitoring Oceanographic buoys provide China, India, Nepal and Pakistan, Bangladesh, from ,participants in Bhutan which providedFlood” Change, Hydrological Drought and “Climate entitled climate changing a on hydro-hazards course ina study countries. African from mostly participants Tunisia, 2010 November in with Tozeur, in jointly held was Dynamics” Study the for of Long-term Groundwater Nature. Atraining on “Methods course and Humanity for Research Institute by UNESCO in collaboration the with changing organized climate and society Groundwater as akey adaptation for to on Symposium International November climate change of were the focus the and September.in Groundwater Climate Events in UNESCO Headquarters of Extreme of Estimation Methodologies and on Metrics UNESCO workshop Programme- Research World Climate 32 different countries in thefrom 150 by participants discussed were extremes and variability climate and capabilities model ondatasets sciences. human and climate change, and social ethics, sustainable for education development; ineducation overall the of context and cultural heritage; climate change change, cultural and biological diversity, climate science and knowledge; climate The Initiative has key four objectives: of climate change. to effects the In lateIn November, organized UNESCO observational improve to Strategies Goldenfum_Unesco_PB_D.qxd 05-03-2

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AR .MAYS W. LARRY EDITED BY EDITED Understand ClimateUnderstand Change organized and World to Sites, Heritage Partners countries. An exhibition, Satellites in in developing particular observations, forimproving land networks and coastal negotiations and IPCC the reports. climate the underpinning data global by COP 16 their for role in providing programmes GOOS werethe recognized of Global the Climate System, Observing part Strategies”. integral An Adaptation and Climate: Broadening for Approaches jointly organized aside event on “Water Programme Hydrological International Programme by led UNESCO and the change. World The Water Assessment adopted on measures to addressclimate in Cancún, an saw Mexico agreement Climate Change –COP 16 –in December UnitedThe Nations Conference on ■ address these issues.address these to develop sustainable approaches to and environments beach their facing evaluate problems the and conflicts to scientifically monitor and critically children, for framework and youth adults of Seychelles the in Mahe, provides it a Government the with organized course, training regional Ocean Indian an at Development 2010. in October Tested Sustainable for Educating and Change Climate to Adapting Sandwatch: manualof newly Denmark, the revised of Government the support the with ■ COP 16 COP 16 for recognized need the Gretchen Kalonji, AssistantDirector-General for Natural Sciences

© IPS Africa positions. spotlight the put onAfrica’s and needs to continent across the newsrooms that distribution for print and radio stories by IPS to cover summit, the producing selectedawarded journalists to African Two wereConference. fellowships voice at United the Nations Climate highlight to Africa’s partnered Africa Climate Change”. module, “Curriculum Development on UNESCO Bangkok, developed atraining Bureau of Education, with together International the Meanwhile, America. Latin in awareness-raising and training publication on climate change education, related side and events launched a education- several in participated and sites. UNESCOHeritage also co-organized of climate change on World effects the to assess used be can observation Earth and Planet showed how Action partners by UNESCO in space cooperation with UNESCO and Inter (IPS) Service Press

2010. Cancún, November innegotiations climate change the COP 16 Protesters at 61 Safeguarding our planet 62 Safeguarding our planet © IISD sustainable management. and resources onthesocietalneed forglobaloceanography andmarine ecosystem research and (UNFCCC) negotiations, theIOChaslived upto itsmandate by focusinginternational attention up to its present intheUnited Nations participation Framework Convention onClimate Change Ecosystem (GLOBEC) Dynamics inthe 1990s, improving Tsunami Warning Systems after 2004,and Exploration (1971-1980),the World Circulation Ocean Experiment inthemid-1980s, Ocean Global ExpeditionintheearlyIndian Ocean 1960s, thepromotion oftheInternational ofOcean Decade The IOCcelebrated in2010.Since itsdays its50thanniversary ofcoordinating theInternational Oceanographic Commission Celebrating oftheIntergovernmental the50thanniversary International Year 2010. ofBiodiversity of theCommission andofthe celebration ofthe50thanniversary 43rd IOCExecutive Council: currents in the deep ocean. in deep the currents driving force of grand the circulation of seawater,determines density the the and waters oceanic distinguishes Salinity time. real in 3D and in salinity of ocean of distribution the observation measurement, in order to allow important this of accuracy greater forSystem need the had established IOC-GlobalThe Ocean Observing standard manuals since used 1980. of Seawater”, replacing IOC the Equation “Thermodynamic updated the publishing by breakthrough a measure. In 2010, made IOC the to hard seawater,of extremely is Millennium Development Goals. to achieve thewill reinforce efforts cover 71% of our planet, of surface the oceans,which the of management global sound the for forward step vital ”Regular as the known Process”. This aspects economic and socio-economic environmental, including assessments marine global regular for plan partner multi- international an adopted Assembly General Nations United the 2010 November in advocacy, intensive of of world’s the state oceans. aresult As the to assess to aframework establish driving force in international efforts Commission of (IOC) UNESCO was akey Oceanographic Intergovernmental The ■ ■ the oceans Safeguarding Salinity, basic property most the

the management of water resources water of management the (G-WADI), which aims to strengthen Development InformationArid Lands for programme the Waterfor for and secretariat technical permanent new a development creation the camewith of of scale the river basins. Asignificant at water of management integrated the resources in arid lands, water urban and groundwater, of management waterthe 2010,Throughout UNESCO advanced ■ Lecoultre andtheInternational Herald Tribune. with theSwiss watch manufacturer Jaeger- possible thanksto aninnovative partnership Centre’s Marine Programme hasbeenmade This rejuvenation ofthe World Heritage the planet’s mostvaluable ocean sites. Centre to develop asolidstrategy for protecting together andteam upwiththe World Heritage the firsttime to discusshow they can best work 43 marine World Heritage sites came together for protected areas. InDecember, managersofall world’s largest andmostpristine marine Papahānaumokuākea (USA) ofthe –two Islands Protected Area (Kiribati) and doubled through theinscription ofPhoenix the World Heritage Convention more than In August, theocean area protected under H marine World Protecting ■ freshwater resources theplanet’sConserving eritage and cultures andthrough themeetingofminds.” flourishes through“Science dialogue, through theinteraction ofpeoples Getachew Engida, Deputy Director-General Engida,Getachew Deputy implementation in Africa in 2011. in Africa in implementation and preparations were made their for Region Asia-Pacific the in implemented in Cancún, guidelines the have been during Climate the Change Conference and Launched droughts. as floods hydrological conditionsextreme such managing on emphasis special place Guidelines at River BasinLevel, which Management Water Resources Integrated climate change, to was added the policies and practices. effective development target the of projects the resources, freshwater of management sustainable the to approaches systemic andsocially acceptable, cost-effective during 2010. more Aimed at fostering were launched processes, hydrological and biological both integrating basins, in Pakistan.recent floods catastrophic severe during events precipitation the to analyse was used maps. GeoServer The real-timeresolution global precipitation allow greater high and very speed nowcollaboration Earth, Google with in conducted upgrades, The scales. watershed to national from precipitation of estimates satellite global real-time near provision the California, of boosted Irvine, GeoServer, of at University the hosted States. United the Management (ICIWaRM)Resources in Water Integrated Centerfor International the at established was secretariat new in arid and semi-arid regions. The A newvolume, on afocus with in river projects Over 30 demonstration Significant of G-WADI the upgrades

© UNICEF/Nesbitt through the African Network of Science Network through African the and researchers of institutions network better a building mapping, geological in training on focusing activities initial launched of of Africa, aseries Society endorsement of the Geological the with and, findings ofthe workshops, the summarized UNESCO countries. African countries and31 different 7non- African involved coming workshops, in from these 2010. In total, 175 participants were around continent the workshops during completed of regionalin aseries Africa Initiative Education Science Earth The ■ ■ sciences inA earth Strengthening frica frica

in rural Senegal. water. Water pump of safe drinking to ensure provision programme seeks for Lands Arid Information and Development UNESCO’s Water 63 Safeguarding our planet 64 Sustainable Future.Sustainable Learning to a Build Rose publication, Safeguarding our planet Tomorrow Today: UNESCO-Tudor

© UNESCO General of UNESCO-Tudor the Rose It was followed by launch the by Director- An Engagement Future”. the with themeUN, the “DESD: addressed Permanent Mission of Japan to the co-organized by UNESCO and the discussion at UN the on 4 November, which is lead it the for agency. Apanel Sustainablefor Development (DESD), of EducationReview of UN the Decade UNESCO Mid-Decade the presented 2010 Assembly, autumn At the General UN Africa. in expertise of initiative network the greatly expanded Luanda, Angola; The Egypt. and Assiut, Africa; Town,Dakar, Cape South Senegal; Republic of Congo, following in others Democratic the in Kinshasa, in held was workshop final The education. pre-tertiary and Technical (ANSTI), Institutions and ■ ■ Halfway there! – (2005-2014) DevelopmentSustainable ofE Decade ducation forducation T he UN

adaptation capacity of nations to ofnations capacity climateadaptation change.” “Education isoneofthemosteffective meansto increase adults in rural Viet Nam. Viet rural in adults climate change programmes for education materials were non-formal developed for and planners. In addition, pedagogical teachers 40 trained Maldives in October the in workshop capacity-building a Consultative Workshop in July, while was developed at an Internationalsector in educationchange the responses 2010. September in Development Programme was launched Sustainable for Education Change Climate amongliteracy young people, anew climate increase and warming global of To raiseawareness impact the about globalthe to climate response change. globally. training teacher and improving network the expanding and makestock recommendations for in UNESCO in May Headquarters to take met members programmes. Its education and culturally-appropriate teacher ESD over teacher 500 to trainers create relevant countries mobilizing in 60 institutions to grow, 75 with teacher education continued ESD for Education Institutions Teacher of Network International in Board October. The Executive its washalf adopted by of Decade the around of progress ESD the world. the and commitmentstrends, driving actions apanorama75 authors of describe who featuresover illustrated book 200-page This Future. Sustainable a to Build publication, Tomorrow Today –Learning In VietNam, plan an on climate action Education is an essential element of UNESCO’s second the for strategy Davidson Hepburn, L. President ofthe35thsessionGeneral Conference

Environmental Centre for Central Asia. Central for Centre Environmental University, by Regional the assisted Development, by KIMEP and was hosted Broadcasting for Institute Asia-Pacific Development of Communication and the the for Programme International by wasUNESCO’s sponsored workshop coverage of environmental The issues. researchconduct and presentbalanced to Kazakhstan in journalists TV of ability November 2010. aimed It to improve the in Almaty in held was Sustainability” Environmental for Reporters News and pollution.biodiversity, extinction, water), and fresh fisheries (forests, as climate change, resource depletion such issues skills reporting on priority information and with practitioners of Lesotho. provided events The media development among media professionals of and sustainability understanding and December 2010 to promote greater development was organized in November sustainable for education in media of role on the focusing of workshops A series ■ ■ development foreducation sustainable in Media aspartners A five-day workshop, “TV workshop, “TV A five-day sustainable development. Bangladeshi awareness amongstwomen, key to UNESCO promotes environmental woman watering vegetables. © UNICEF/Noorani

65 © Connecting Cultures © Connecting

UNESCO project “Connecting Cultures” brings together youth in the deserts of Oman to discuss shared values, cultural differences and peace. Chapter 6 Peace and dialogue 68 Peace anddialogue Peace and dialogue amongindividuals,dialogue andnegotiation groups andnations. causes. A “culture ofpeace” approach seeks to solve problems through violence andpreventby tackling reject theirroot conflicts life that peace –a set of values, modesofbehaviourandways attitudes, of year,In 2010,asevery UNESCO worked to promote aculture of opportunity for UNESCO for to reinforceopportunity world’sthe Year The cultures. was an uniting links the and demonstrating development sustainable fostering in role central its highlighting by diversity celebrated UNESCO Assembly, Cultures, proclaimed by UN the General Year Rapprochement the for of 2010 the lead for As agency International ■ ■ of Cultures for the Rapprochement International Year theme of rapprochement occasion on the Yearthe included celebration the of the of highlights Other websites. educational and fora virtual sessions, contests, training screenings, film conferences, theatre, exhibitions, public debates, musicfestivals, and dance performances, andgreat range of activities: variety There was awide range of partners. of rapprochement, organized a with place in 63 countries to mark theme the reality. a be would dialogue intercultural where peace afuture through for actors of women and young as key people and also they inclusion the insistedupon principle ethical an as diversity cultural of incalled urgent defense for action members panel The century. twenty-first new avenues peace-building for in the chart to Bokova Irina Director-General Highthe Level Panel by was established all from regions of world, the artists and intellectuals decision-makers, among Cultures. of Composed eminent High Level Panel on Peace and Dialogue of the meeting occasion of first the on 18Headquarters was the February launch of Year the official The at UNESCO and programmes.worldwide activities its within dialogue intercultural Over 800 events and events initiatives tookOver 800 in May. in Diversity Cultural of Festival International the during Paris in exhibited were posters 82 countries and 30 top-ranked the 1,187 entriescompetition attracted from Day Peace for and Development. A poster of World Philosophy Day and World Science (Tunisia). (United States of America), and Tunis (Uruguay), (Morocco), Rochester (Mexico), as well as in Montevideo Réunionfrom (France) to City Mexico (Guatemala)City to Havana (Cuba), Guatemala (Senegal), Dakar to from Bremen80 countries, (Germany) from in more thanacademic partners different by organized also were public.general as wellstudents, of as members the also but teachersand and professors, philosophers internationally-renowned daythe brought not together only Education, numerous throughout events Bokova and Luc Chatel, French Minister of Irina Director-General by Inaugurated human and diversity. dignity respects culture of debate and exchange that philosophy promote can an international spotlightthe ways on the in which on 18 November at Headquarters,putting celebrate 2010 the World Philosophy Day theme of an international to forum Rapprochement of Cultures” was the “Philosophy, and Cultural Diversity ■ ■ philosophy rapprochement through Celebrating Throughout world, the celebrations © UNESCO Pechina Club and very varied range of varied and events and very and Alarge cultures. peoples between mutual and knowledge understanding in UNESCO’s founding mission to advance role the underscored of scienceactivities Rapprochementthe of Cultures 2010, the contribution to International the Year for worldwide on 10 November. a As Development (WSD) was celebrated World Science Day Peace for and ■ ■ and development for peaceScience Technology and Innovation Policy for Parliamentary on Science, Forum Inter- of first the hosting the with universities, and schools NGOs. parliaments, centres, science technology, UNESCO,for of science ministries and Commissions National were Offices Field mobilized and by Headquarters partners games and Among exhibitions. scientific decision-makers, movies, workshops, included of high-level meetings science held all aroundactivities world the WSD was celebrated at Headquarters Paris-based Institut du Monde Arabe. Institut Paris-based in the cooperationHeadquarters with “Les was displayed sciences arabes” of Peoples and Cultures”, an exhibition theme “Science Rapprochement the for science withinregion. the To mark the region to governance the discuss of Mediterranean the from journalists and scientists parliamentarians, Mediterranean, brought it together the of Assembly Parliamentary the ISESCO with andin partnership Organized Region. Mediterranean the at at Pechina, Spain. UNESCO Club in of Cultures the at Rapprochement Year for the International celebrate the (right)and Ghalia Marina (left) Muslim? Christian or

69 Peace and dialogue 70 Peace and dialogue management. aquifer transboundary to improveexperts brings together peace. UNESCO way to build of water isone Equitable sharing United Nations Environment Programme, Environment Nations United and the of Hydrologists Association International the with collaboration in resources. In December 2010, UNESCO, freshwaterdegradation of surface all more the acute by over-use and underground water resources, made shared relianceon increasing the from arising issues tackling towards 2010 conflict. sawamajor effort to building peace asource orbe of aquifers,contribute can transboundary by adjacent of in form the states shared often resources, Groundwater ■ ■ shared water resources Building peacethrough completed in 2010. in completed all was work This stability. structural ofof shrine the conservation and its as well of state the as assessments elements, architectural of storage preventive and classification work, included cleaning, tasks urgentPriority country. the throughout sites historic other protect to capacities national of shrine the restoration and strengthen and Government the of Iraq, to enable the by European the funded Unionproject, UNESCO launched aUS$ 8.4 million pilgrimage centre and 2007, in 2006 the bombing of this major Shiite Following dialogue. and reconciliation national promoting in culture of role (Iraq) – an initiative that illustrates the Samara in Shrine Al-Askari the of phase of restoration the first important 2010 completion sawthe of the ■ countries. developed and both developingfor management aquifer transboundary for concepts, policies and educational tools alsoThey worked on developing new inventory aquifers. of transboundary world the updated Paris, in gathered (ISARM2010). 350 participants, Over Challenges and Directions” New Aquifers: “Transboundary on conference UNEP, international an organized ■ Culture andreconciliation Samara, Iraq, seriously damaged work ontheAl-Askari in Shrine UNESCO launchesrestoration by in2006-2007. bombing © UNESCO “The promotion of a culture of peace is one of the key aspects of UNESCO’s mission and the promotion of reciprocal knowledge of cultural, ethnic, linguistic and religious diversity forms an important part of this venture.” Eleonora Valentinovna Mitrofanova, Chairperson of the Executive Board

71 72 Peace and dialogue Trade anditsAbolition. for theRemembrance oftheSlave Nigeria ontheInternational Day Vision”A Global was launchedin The UNESCO DVD “Slave Routes: through dialogue. through reconciliation the strengthen process centres and their to Sunni counterparts other three majorfrom Iraqi Shiite 500 intellectuals and religious leaders some in Samarameeting between to organize authorities local with a equipment. UNESCO also worked closely technical of use and techniques received training in restoration and engineers Iraqi architects project. the of aspects different on employed Samara have from people been is like withoutasail.” aboat knowledge,“Simple to withoutthecapacity translate itinto action, To date, approximately 600 local To 600 date, approximately María delPilar Álvarez-Laso, AssistantDirector-General andHumanSciences for Social

© Projeto gráfico: Edson Fogaça 1 BROCHURA HGAestoriasCruz:Layout112/1/1010:54AMPage database’s top consultations. werebooks theUNESCO following thelaunch, Government. Intheweeks thanks to theBrazilian was publishedinPortuguese The General ofAfrica History HISTÓRIA GERALD C E ÁFRI d ição emPo O LEÇÃO r CA tuguês A in municipal, state and district public district and state municipal, in will edition available be Portuguese The Brasilia. December, in in Africa of of General the edition History of to Carlos São launch aPortuguese Education University and Federal the of Ministry the with partnered Office Ethiopia. induring Addis ameeting Ababa, Committee Scientific by project’s the selected were teams drafting various October, 30 of the members the In Africa. throughout education lower-secondary and upper-secondary inteachers’ primary, use guides for and textbooks incorporated in history principal the to themes bedefined 45 countries and diaspora the African in Tripoli in June. 117 experts from regional conference first project’s the 2010, in begin to with implementation enabled Libya of Government the by their shared heritage. Funds provided to learnTown about opportunity the to from Capeto give students established has been of Africa History of General the use pedagogical the immense for legacy. Anewproject ofand Africa’s understanding a turning point in perception the marked of Africa General History originalThe publication of the ■ ■ for integration of A T Meanwhile, UNESCO’sMeanwhile, Brazil istory he GeneralHistory frica –atoolfrica activities in participating ASPnet participating in activities mapped November/December in (ASPnet). consultation two-week The Network Project Schools Associated online consultationfirst of UNESCO the of theme the the was Perspectives” Trade: Achievements, Challenges and Slave Transatlantic the “Teaching ■ Education. of and BrazilianBrazil the Ministry websites the charge of UNESCO from of anddownloaded free Brazil be can libraries throughoutand university ■ in theGreat Lakes R for women andgender newUNESCO Centre supports democratization andgovernance. resolution, inpost-conflict participation in theregion andto advance women’s the humanrights andthestatus ofwomen ofitsprogrammeUNESCO aspart to promote The Forum ofMinisters was establishedby Kinshasa (Democratic oftheCongo). Republic in theGreat Lakes to Region, belocated in on Women, andPeace-building Gender ResearchRegional andDocumentation Centre of Republic Tanzania) to establishanew 2010inArushamet inDecember (United Ministers from thecountries oftheregion transatlantic slave trade andthe Dialogue

Women from East Africa during thethird Forum protesting againstwar © UN/E. Kanalstein© UN/E. egion of Ministers. 73 74 Peace and dialogue

© UNICEF/Mohan Creation Project onUNESCO Work”. planning to a conduct “Youth Awareness meetings andplanningsessions. Now we are insomany Nationalparticipating Commission inUNESCOparticipation work. We have been has beensosuccessful interms ofyouth National Commission: The youth desk Co-ordinator, Youth TanzaniaDesk, Gwakisa George Makaranga, Chief Youth desksinUNESCO National Commissions projects. by words butby developing successful action Commission. We convinced them,notonly Empowerment Team within theNational (YET) we brought theidea of establishinga Youth Forum: We faced somany challengessince delegates at the6th UNESCO Youth IndonesianyouthJasmine Sagita, Edwin HaluoleoA.Mokodompit and programmes. concern them,intheframework ofUNESCO’s in concrete issuesthat onimportant action making, theformulation ofproposals and indecision- and significantan active part to playgive allyoung people theopportunity Commission: The Youth Committee aspires to Committee oftheHellenic National Nikolaos Syrios, memberofthe Youth schools, identified achievements and development and implementation of specific action in the public, civic, cultural challenges and enabled an exchange volunteer community projects that serve and youth sectors. of quality educational materials the sport of athletics at the grassroots on the transatlantic slave trade. and national levels. ■■ Power of Peace Network 139 participants from the three regions A new partnership with the concerned by the triangular slave trade International Association of Sports The Power of Peace Network provides (Africa, Europe and the Americas) also Newspapers (IASN) was inaugurated in an opportunity for people of all discussed new school partnerships. 2010 to broaden public awareness of backgrounds and cultures to exchange sport’s power as a mediator of peace and and engage in projects and dialogue that ■■ Harnessing sporting an accelerator of development with a facilitate peace-building efforts globally. series of joint e-bulletins. The call for proposals in 2010 attracted values for peace over 1,100 submissions from around and dialogue ■■ Networking with the world. The network’s new online component got over 1,000 registered UNESCO and the International and for youth members, promising to become an Olympic Committee called on With the UN International Year of Youth interactive facilitator of peace-building governments to invest in young people starting in mid-August 2010, UNESCO efforts and exchange, particularly in a declaration issued at the 7th World got into gear by hosting the first meeting amongst youth. Conference on Sport, Education and of the UN Inter-Agency Network on Culture, “Giving a Voice to Youth”. Youth Development in February 2010, at ■■ Electoral processes – Organized by the Committee in its Headquarters in Paris. The Network partnership with UNESCO, in Durban planned a series of joint initiatives and the role of the media (South Africa) in December, it brought issued 14 media fact sheets on areas Prior to Iraq’s elections on 7 March 2010, together over 600 participants, affecting youth development to advocate UNESCO and its partners implemented UNESCO and including youth leaders, government for greater investments in youth. a series of targeted training sessions European Athletics promote civic representatives, UN agencies, the sport A series of other events offered to support journalists and regulators engagement and movement and academics. further opportunities to mobilize young in covering and monitoring elections athletics to young Earlier in the year, European people. UNESCO organized 14 workshops people. Athletics and UNESCO teamed up during the 5th World Youth Congress in to promote youth empowerment Turkey in July/August and at the World and the role of sport in community Youth Conference in Mexico in August development at a Young Leaders 2010. A publication on “Education, Forum in July in (Spain). Youth and Development, UNESCO in Held in conjunction with the European Latin America and the Caribbean” Athletics Championships, the forum was launched on the occasion of the featured high-profile guest speakers, Conference. such as Olympic Champions Sergey At the 4th UNESCO Asian Youth Bubka and Gabriela Szabo, and Forum, held in the Republic of Korea in world champion Steve Cram. An September, 130 youth participants from online community of young leaders 24 Asian countries adopted a global

was launched to support the design, “Project for common action” including Athletics © European 75 76 Peace and dialogue organized by UNESCO. Media training coverage onelection inHaiti, journalists’ capabilities to report on capabilities to report journalists’ 11 building at aiming from regions, was organized 300 journalists some for elections. during Commission’sthe own Media Code for andaccuracy balance, and to uphold standards to ensure reporting election and Media Commission were in trained atmonitors Iraqi the Communication of in hateuse reporting. Media speech guide todevelop prevent astyle the managers were brought to together media and journalists Iraqi leading addition, In impartially. and accurately In Haiti, a series of training courses courses training of series a Haiti, In

© UNESCO/M. Benchelah International Media Support. of Haitian (AJH) and Journalists collaboration Association the with Reduction”, was organized in and Violence Reporting “Elections training, The elections. legislative Novemberthe 2010 presidential and to in run-up the processes election 2010 forjournalists andjournalism educators. was developed and publishedby UNESCO in on “ curriculum (CCSR).Sensitive Reporting Meanwhile, a by theUNESCO-supported Centre forConflict in greaterreporting depth. The course was run and principles designed to enableconflict Kenya’s Rift Valley, were introduced to theories Sudanand Uganda,Southern from Northern journalists, whohadexperience inreporting conflict to contribute to peace. twelveThe and learn newstrategies on forreporting regions inEast Africa to exchange experiences Africa),(South allowed journalists from three workshop inMay, University at Rhodes week-long “ A for A T raining on conflict reporting reporting raining onconflict frican journalists frican Conflict-SensitiveReporting” Conflict-Sensitive Reporting” Reporting onUNpeace- Reporting keeping inLebanon.

© G. Belan 77 UN Photo/Eric Kanalstein UN Photo/Eric

Young villagers read election instructional material prior to elections in Madikoma, Liberia. Chapter 7

Defending human rights © UNESCO/C. Jerez 80 Defending human rights promote human rights-based development. below show thebroad scope oftheOrganization’s to defend and efforts forefront in2010.However, ofitshuman rightsefforts otherexamples along withpress freedomthe remained andfreedom at ofinformation, to promote theuniversal rightoffreedom ofexpression,thisarea, mandate withaspecific UNagency human Astheonly rightsprinciples. As aUnited agency, Nations in UNESCO anchorsallofitsundertakings Defending humanrights World Press Freedom Prize 2010. named laureate oftheUNESCO/Guillermo Cano Chilean journalist Mónica González Mujica was (IPDC) in March. in (IPDC) Development the for of Communication Programme UNESCO’sto International and danger the journalists of impunity of safety on the areport she submitted 62 In anewdevelopment, journalists. condemned killings the of atotal of publicly Bokova Irina Director-General remained concern acritical in 2010 and professionals media of safety The ■ ■ Journalists’ safety equipment. and safetysessions provided with and Iraq were also given specialtraining Palestine in Women journalists Pacific. in Arab the States and in and Asia the Offices byField were held journalists for programmes training Safety General. investigationsthese to Director- the and progress on the outcome ofreport to and investigated are journalists of governments to ensure that all killings and Issue the of Impunity, calling on of Journalists Safety on the Decision international conference on the focused took place in Brisbane, Australia. An main celebration of Day, the on 3May, and smaller-scale were events held, the world,the in over 100 countries, large RightThe to Know”. While throughout theme,on the of “Freedom Information: World Day Freedom Press 2010 focused of information – and freedom expression of –freedom rights connected these of importance the of awareness Raising ■ ■ the rightto know Freedom ofinformation: a adopted unanimously IPDC The

by media professionals. on self-regulation mechanisms undertaken regardwith to media accountability, based awareness practices and adoption of best concluded in 2010. was on the focus The Europe to EuropeanEastern standards was of eight countries inmedia South- sector the aligning on focusing programme of information legislation. A30-month and legislation, press as well as freedom establishment oradaptation of media of the American States –to support UnionBroadcasting and Organization the in Europe,and Co-operation European the of Europe, Organization the Security for Council the – organizations international country. her in dictatorship the during out carried Mujica,González in recognition of her work Brisbane to Chilean the journalist Mónica was awarded during celebration the in 2010 The freedom. defending press prize a notable contribution to promoting or thatorganization has made orinstitution since 1997 attributed been to aperson, Cano World Prize has Freedom Press UNESCO-Guillermo the defenders, of its Information laws. on governments to adoptof Freedom Declaration”, calling “Brisbane the adopted development.based Participants governancegood and human rights- of information for of freedom importance UNESCO collaborated other with To honour courage the and commitment UN World Press Freedom in Amman, Jordan.in Amman, © UNESCO/P. Mazza Day 2010 event

“The principle of freedom of expression, as stated in Article 19 of the Universal Declaration of Human Rights, must apply to the internet, just as it should to traditional media.” Jānis Kārkliņš, Assistant Director-General for Communication and Information

82 fifth InternetGovernance meeting Forum fifth was held Internet” bythe UNESCO at the Shaping Ecology Regulatory and Legal Changing The of Expression: – Freedom of on “Freedom Connection A workshop launched on this occasion. wasCommunication (FEMNET) Network Women’s African the Development and UNESCO by from published support with book resource A Africa. in empowerment advancinga toolfor women’s and rights relevancethe of information as of freedom highlight to Paris in discussion roundtable Women’s Day 2010, a UNESCO hosted International of celebrations the of part As © Lataria Farshad/Pajhwok Afghan News Afghanistan. to thecourage offemale journalists in witness the News” UNESCO photo exhibitionbears The “Voices Afghan ontheRise: Women Making ■ ■ ■ one encouraging women’s investments and highlighting women’s responsibilities androles in development. Republic’sthe Dominican Mirabal sisters; conferences onwomen, water andsustainable development; and eventsOther to commemorate theDay includedaconference ofthedeath of marking the50thanniversary cultural barriers that inpubliclife. hampertheirwork andparticipation photographers, filmmakers, andparliamentarians, human rights activists who confront socialand in Paris. The exhibition portrayedthelives ofAfghan women journalists, producers, managers, writers, UNESCO heldanexhibition ofphotographs by KhorshiedSamadandJane McElhone at itsHeadquarters 25 November, andincooperation with Voices anAfghan ontheRise, association ofwomen journalists, theoccasionOn oftheInternational Day fortheElimination of Violence against Women on A ■ in cyberspace in cyberspace Freedom ofexpression and women’s rightsinA Freedom ofinformation fghan women making thenews frica facilitate social inclusion. inclusion. social facilitate of in ICTs use the practices thatgood in May in Geneva, Switzerland, to present (WSIS) 2010 Forum Information Society organized at World the Summit on the Disabilities” and was Persons with on “ICT Technologies (ICTs). An interactive session through Information and Communication inclusionsocial disabilities with of persons Memberassist Statesthe for in processes UNESCOParis, might how best established Information and Knowledge”, in in February Disabilities Persons with to for AccessICT “Mainstreaming meeting, consultative A ■ companies. companies. organizations, also but by private and filtering, not only by governmental therein iscensorship arise cyberspace, growingwith access to information in that arguing event, this at launched was subject on the report An in-depth 2010. September in Vilnius,in Lithuania, ■ with disabilities information for persons Providing accessto 83 Defending human rights Marking the occasion of the ■■ 50th anniversary of education. On 9 June, a day-long celebration International Day of Persons with Convention against was held at Headquarters on the theme of Disabilities on 3 December, a “The Right to Education of all Children”. A screening of the 2010 Oscar-winning Discrimination in Education publication compiling practical examples of documentary “Music by Prudence” was The 50th anniversary of the landmark concrete actions taken at national level was followed by a debate with the film’s Convention against Discrimination in issued, entitled “The Implementation of the producer, Roger Williams. The film Education was celebrated in 2010. UNESCO Right to Education”. The anniversary itself, highlights the prejudice and challenges seized the opportunity to honour the first 14 December 2010, was marked the following UNRWA/UNESCO Palestinian refugee that persons with disabilities face in international instrument with binding day by a seminar at Headquarters on “50 years girls’ school in Africa. force in international law on the right to of Combating Discrimination in Education”. Gaza. © UNRWA Archives/Alaa Ghosheh Archives/Alaa © UNRWA foundational subjects. gains years in made these in two last the consolidation astrong demonstrating of 2010, in consistent remained Arabic and mathematics in achievements academic aresult,of process.As education the weakened due to prolonged disruption has where beenschools pupil performance and intensiveto in provide focused support Excellence Programme continued in Gaza education. In 2010, of Schools the of ministries four with cooperating of fields operation,children different in five refugee million Palestinian a half for training and education basic providing (UNRWA) and UNESCO collaborate in in Near the East Palestine Refugees UNThe Relief andfor Agency Works The TaskThe in meeting Force first held its Roma. for education regarding initiatives international of coordination close ensure up in Juneset 2010 to develop and Education of Roma (ITFER), which was of International the Task Force the for education. UNESCO isprimary amember many As as half to fail completeReport. Education all for Global Monitoring published in 2010 the UNESCO statistics school, according secondary attend to no more than 20-25% of Roma children central and European eastern countries Roma for children,education in most and improve to expand efforts Despite ■ ■ ■ ■ fighting exclusion R programme education UNRW oma children: A/UNESCO

and Water in aChanging Rights World” a colloquium Right to on “The Water water, drinking safe to access without million 884 anWith estimated people right water to safe and sanitation. to ensure recognition of human the striving is community international The seamless school. transition to primary areality,education and to guarantee a childhood early successful and quality to to making Roma’s and travellers’ rights contribute significantly to expected are Services” Education Childhood early in “Including Roma and Traveller Children entitled guidelines, These education. and their transition to primary quality opportunities educational childhood early to access improving on emphasis particular Roma for children,education with towards ensuring right the to basic policy-makers for guidelines finalized the situation. improving in organizations international in Strasbourg (France) role on the of 2010October at Council the of Europe ■ Special Needs Education. the European forDevelopment Agency in with was carried outinpartnership activity onInclusioninEducation.Guidelines This practices, buildingontheUNESCO Policy ofgood – launchedanonlinecollection A newproject –Inclusive Education inAction in action Inclusive education ■ T UNESCO and Council the of Europe he humanrightto water

© UNESCO/A. Ailincai from a bioethical standpoint. It develops It abioethicalstandpoint. from publicaddresses questions health policy (Tokyo, Japan, December 2005). Report The and 12th Human at its Rights session of Universal the Declaration on Bioethics which immediately began adoption the after (IBC) Committee Bioethics International by UNESCO’sconducted a long reflection Health, published in 2010, is result the of onand SocialResponsibility A newReport ■ groundwater resources. groundwater transboundary of management the with link months three and before, its just right to water and sanitation, adopted on theGeneral Resolution Assembly significance the ofand UN the explored Chapter Six). roundtable The explained (reported inand Directions” New Challenges Aquifers, “Transboundary on conference December the at themethe of ahigh-level roundtable Right to Water and Sanitation” was face ofthe Human global changes. “The in water to right the safeguarding in Education, role on the focusing of law Water for Institute UNESCO-IHE the 2010 September in at organized was ■ rights Bioethics andhuman to UNESCO statistics. education, according complete primary children failto halfofallRomaas countries, many as eastern European In mostcentral and 85 Defending human rights 86 Defending human rights stated in the Declaration. the in stated of responsibilityand social health, which is application and principle on practical the the to health,both on thus enriching reflection relationsprinciple of responsibilityand its ethical andthe legal dimensions of the a human defender, rights notably the her underscored excellentIt record as a universal culture of human rights. and courageous contribution to building in recognitionRights of her exceptional Promotion the for of aCulture of Human of 2010 the Jury UNESCO/Bilbao Prize International the by selected was Jahangir Asma lawyer Pakistani distinguished The © Mila Petrillo© Mila ■ in Brazil onyouth. withanemphasis the promotion development ofsocial UNESCO works to for develop actions 25 years. America’s Globo Network forthepast TV Programme hasbeenpromoted by Latin and adolescents. The Criança Esperança inclusion forunder-privileged children ofeducation andsocial the importance project coordinators, workers andstudents, centre deJaneiro inRio anddiscussed, with Irina Bokova visited the “Criança Esperança” young people. InMay 2010,Director-General of Brazil, benefiting over 33,000 children and invested in64socialprojects inallfive regions raised BRL13million(USD8million), year,In its25thanniversary theProgramme Programme inBrazil Esperança Criança ■ of humanrights Promoting aculture representatives from the Russian the representatives from Federation. MoscowOfficetrained in eight indigenous and Fijians (Fiji). In addition, UNESCO the Zealand), (Namibia), Sans (Nepal) Sunuwars Faso), Amazighs (Algeria), Maoris (New (Niger), (Rwanda), Batwas Peulhs (Burkina Touaregs (New-Caledonia), Kanaks groups: 2010The following fellowsthe camefrom to their help human them protect rights. familiarize and fellows UN the system with to aims Programme Fellowship Indigenous training course. ThisParis atwo-week for inaround Headquarters world the at its 10 indigenous community leaders from Policies”. Municipal Monitoring and Discrimination and Racism “Assessing of Commitment Plan 2of its of Action indicators inand framework the policy developmenton the of common equality European Coalition has worked intensively The on fighting racism through sports. Malmö (Sweden), to organize campaigns clubs, Barcelona such as FC (Spain) and FC football with up teamed municipalities Medellín, and Quilmes. Several Oświęcim Belem, Ezulwini, Guarulhos, Lund, Maseru, Antalya, Anderlecht, included members all sizes regional joined the Coalitions. New steadily in 2010, as more of and more cities grew Discrimination and Racism against – 10 December –in Bilbao (Spain). Bilbao Iñaki on Human Azkuna Day Rights took place in presence the of Mayor the of awarded Prize the at aceremony that Director-General The children. and of religious rights the minorities, women Supreme of Pakistan, for particularly Court a renowned lawyer and advocate of the as out she work has carried outstanding In 2010, UNESCO once again welcomed Cities of Coalition international The

© All rights reserved common destiny. intends toa Story” raiseawareness of their children all from backgrounds, “My is Life of world’s the makingBy stories the known Children’s 2010. in began February Books Education of Children and Hachette in Need UNESCO’swith Programme the for Child’s partnership Lauren of phase second “My is aStory”, Life phase of project the the resounding the success After of first the ■ Camp Nou Stadium inBarcelona (Spain). under theslogan “Put Offside” Racism at the launched ayear-long antiracism campaign (21 March), UNESCO andFCBarcelona for theElimination Discrimination ofRacial theoccasionOn oftheInternational Day FC Barcelona P ■ with Lauren Child with Lauren “My Life isaStory” artnership with artnership and photography. writing, drawing their life through to tell of thestory the opportunity over theworld give children all purposeis toIts and Lauren Child. Children inNeed the Education of Programme for by UNESCO’s was launched Appeal a Story” The Life “My is 87 Defending human rights

Annexes

89 1. Financial report The move to IPSAS changes in the financial statements, which will 2010 financial statements now provide more insight into the actual assets, In 2010, UNESCO moved into a new era in liabilities, revenues and expenses of UNESCO. The figures presented here for the year ended its approach to accounting and preparing its For example, property, plant and equipment 2010 have not yet been subject to final review financial statements. Following a complex with a net value of K$633,346, and long-term and sign-off by the UNESCO external auditor. and wide-ranging implementation project, employee benefit liabilities of K$784,221 are Full audited financial statements will be issued UNESCO began applying the International recognized for the first time. at a later date. The Statement of Financial Public Sector Accounting Standards (IPSAS). Under IPSAS, the financial statements Position shows net assets of K$427,090 as The move to IPSAS was a UN system-wide must be prepared on an annual rather than at 31 December 2010. The restated opening decision, brought about by the need to adopt a biennial basis. The principal statements balances as at 1 January 2010 are presented as improved, independent and universally now show the total consolidated situation comparative information in the Statement of accepted accounting standards. of the Organization, with information on Financial Position. The accounting adjustments IPSAS requires the application of the the split by fund included in the notes. The made in order to bring opening balances in full accrual basis of accounting for financial implementation of IPSAS does not currently line with IPSAS resulted in a net reduction of statements. This move from the previously impact the preparation of the budget, which is K$269,795 in net assets/equity. The Statement applied modified cash basis results in significant still presented on a modified cash basis. of Financial Performance shows a deficit for the year of K$30,866. In this Statement Summary statement of financial comparative information has not been provided as 2010 is the first year of accrual position – as at 31 December 2010 accounting under IPSAS. $’000 31/12/2010 01/01/2010 ASSETS Current assets Cash and cash equivalents 106,690 139,178 Short-term investments 617,143 622,201 Other current assets 145,994 126,913 Summary statement of financial Non-current assets Property, plant and equipment 633,346 646,823 performance – year to 31 December Other non-current assets 14,877 20,538 $’000 31/12/2010 Total assets 1,518,050 1,555,653 REVENUE Assessed contributions 377,290 LIABILITIES Current liabilities Voluntary contributions 322,253 Advance receipts 80,280 81,180 Other revenue 64,545 Other current liabilities 163,223 175,823 Total revenue 764,088 Non-current liabilities EXPENSES Employee benefits and mission costs 417,499 Employee benefits 784,221 699,493 Consultants and external experts 36,138 Other non-current liabilities 63,236 78,257 External training, grants and transfers 65,147 Total liabilities 1,090,960 1,034,753 Supplies, consumables and running costs 79,739 Net assets 427,090 520,900 Contracted services 140,138 NET Reserves and fund balances 552,784 646,594 Other expenses 56,293 ASSETS/ IPSAS opening balance reserves -125,694 -125,694 Total expenses 794,954 EQUITY Total net assets/equity 427,090 520,900 Deficit for the year -30,866 Annexes 90 Analysis of revenue $ 41 m $ 24 m In accordance with IPSAS, revenue from $ 46 m $ 72 m Education voluntary contributions is recognized when $ 11 m UNESCO has obtained the right to receive, $ 30 m Culture $ 34 m Natural Sciences and not just when cash is transferred. In-kind $ 19 m Social & Human Sciences $ 19 m Communication & Information voluntary contributions, such as the free use $ 377 m of premises, are also valued and recognized $ 72 m Other programmes in the financial statements. Assessed $ 265 m contributions represent 49% of total revenue, $ 132 m and can be analysed by allocation Support & direction to programme.

n Monetary vol. conts. n Inter-org. funds n Other and finance n In-kind vol. conts. n Revenue producing n Assessed contributions

Analysis of property, plant & equipment (PPE) Under IPSAS, UNESCO now has a detailed inventory of all PPE. This is principally land and buildings with a combined net value of $ 255 m $ 4 m K$621,691. In order to obtain correct IPSAS $ 1 m opening balances for land and buildings, independent experts provided market values. $ 12 m $ 2 m The remainder of UNESCO’s PPE is non- expendable property and small attractive $ 367 m $ 5 m items with a net value of K$11,655 – detailed inventories have been performed to establish a complete register of these items. n Land n Vehicles n Comms & IT n Building n F & F n Other

91 2. Fellowships 280 fellowships and travel grants were awarded under both regular and extra-budgetary programmes for a total of $4,337,735: ●● 175 fellowships under the regular budget and the Co-Sponsored Fellowship Scheme (with UNESCO seed money); ●● 105 fellowships under extra-budgetary projects (Funds-in-Trust): 40 under the UNESCO/ l’Oreal Co-Sponsored Fellowships for Young Women in Life Sciences; 45 under the UNESCO/Saudi Arabia Fellowships Programme; and 20 under the UNESCO/Keizo Obuchi Research Fellowships Programme. Distribution of the fellowships

By region By gender By field of study

8% 13% 9% 30%

43% 42% 20% 58% 3% 50% 4% 20%

■ Africa ■ Men ■ Education ■ Arab States ■ Women ■ Culture ■ Asia & the Pacific ■ Communication and Information ■ Europe & North America ■ Natural Sciences ■ Latin America & the Caribbean ■ Social and Human Sciences Annexes 92 3. Prizes

Education UNESCO-King Hamad Bin Isa Al Khalifa Prize Social and Human Sciences for the Use of ICTs in Education the National UNESCO-Confucius Prize for Literacy UNESCO/Bilbao Prize for the Promotion Institute of Adult Continuing Education (UK) the Non-Formal Education Centre (Nepal) and of a Culture of Human Rights 2010 and Infocentro Foundation (Venezuela) the Governorate of Ismailia (Egypt) Asma Jahangir (Pakistan) UNESCO-King Sejong LiterACy Prize  Natural Sciences the General Directorate of Adult Training Culture L’OREAL-UNESCO Awards and Fellowships (Cape Verde) and the State Institute for Teacher UNESCO Sharjah Prize for Arab Culture  for Women in Science María Gabriel Gei (Costa Training and School Development in Hamburg Ali Mahdi Nouri (Sudan), actor and theatre Rica); Djoudi Roukia (Comoros); Maria-Teresa (Germany) director Guardiola-Claramonte (Spain); Nawal Bouayayne UNESCO-Hamdan Bin Rashid Al-Maktoum Cherif Khaznadar (France), poet, novelist and (Morocco); Elisabeth Lendoye (Gabon); Antima Prize for Outstanding Practice theatre director and Performance in Enhancing the Gupta (India); yifen Tan (Malaysia); Marissa Teo Effectiveness of Teachers for 2009-2010 (Singapore); Marietta Solange Soupi Nkeutcha Communication and Information the Ali Institute of Education (Pakistan), the (Cameroon); Diana Marcela Bolaños Rodríguez Centre of Excellence for Teacher Training (Colombia); Ghalia Boubaker (Tunisia); Svitlana UNESCO/Guillermo Cano World Press (Dominican Republic) and the Centre congolais yablonska (Ukraine); Hadeer El-Dakhakni (Egypt); Freedom Prize M ónica González Mujica, Chile Éducation pour tous (Democratic Republic of Irene Margiolaki (Greece) and Margoth Mitchela UNESCO-IPDC Prize for Rural Communication Congo) Moreno Vigo (Peru) La voz de los campesinos, Mexico 4. World Heritage inscriptions

Cultural sites Republic of Korea Natural sites ●● Historic Villages of Korea: Hahoe and Australia China Yangdong ●● Australian Convict Sites ●● China Danxia Brazil France ●● Bikini Atoll Nuclear Test Site ●● São Francisco Square in the ●● Pitons, cirques and remparts of Reunion Town of São Cristóvão Mexico Island ●● Camino Real de Tierra Adentro China Kiribati ●● Prehistoric Caves of Yagul and Mitla in the ●● Historic Monuments of Dengfeng in ●● Phoenix Islands Protected Area Central Valley of Oaxaca “The Centre of Heaven and Earth” Russian Federation Netherlands France ●● Putorana Plateau ●● Seventeenth-century canal ring area of ●● Episcopal City of Albi Amsterdam inside the Singelgracht Sri Lanka India ●● Central Highlands of Sri Lanka Saudi Arabia ●● The Jantar Mantar, Jaipur ●● At-Turaif District in ad-Dir’iyah Islamic Republic of Iran Mixed sites (both cultural and natural) Tajikistan ●● Tabriz Historic Bazaar Complex ●● United States of America ●● Proto-urban site of Sarazm Sheikh Safi al-din Khānegāh and Shrine ●● Papahānaumokuākea Ensemble in Ardabil Viet Nam ●● Central Sector of the Imperial Citadel of Thang Long – 93 5. Intangible cultural heritage inscriptions

Inscriptions on the List of Mexico Intangible Cultural Heritage in ●● Gingerbread craft from Northern Croatia ●● Parachicos in the traditional January feast Need of Urgent Safeguarding ●● The Sinjska Alka, a knights’ tournament of Chiapa de Corzo in Sinj ●● , traditional song of the P’urhépecha China Czech Republic ●● Traditional Mexican cuisine - ancestral, ●● ●● Shrovetide door-to-door processions and ongoing community culture, the ●● The watertight-bulkhead technology masks in the villages of the Hlinecko area Michoacán paradigm of Chinese junks France Mongolia ●● Wooden movable-type printing of China ●● Compagnonnage, network for on-the-job ●● Naadam, Mongolian traditional festival Croatia transmission of knowledge ●● The Mongolian traditional art of Khöömei ●● singing ●● The craftsmanship of Alençon needle ­ Oman ●● Inscriptions on the Representative lace-making Al-Bar’ah, music and dance of Oman ●● The gastronomic meal of the French Dhofari valleys List of the Intangible Cultural India Peru Heritage of Humanity ●● ●● , ritual dance of Mito Armenia ●● Kalbelia folk songs and dances of ●● The scissors dance ●● Armenian cross-stones art. Symbolism Rajasthan Republic of Korea and craftsmanship of Khachkars ●● Mudiyettu, ritual theatre and dance drama ●● Daemokjang, traditional wooden architecture Azerbaijan of Kerala ●● , lyric song cycles accompanied ●● The traditional art of Azerbaijani carpet Indonesia by an orchestra weaving in the Republic of Azerbaijan ●● Indonesian Spain, Greece, ITALy, Morocco Belgium Islamic Republic of Iran ●● The Mediterranean diet ●● Aalst carnival. ●● The music of the Bakhshis of Khorasan Spain ●● Houtem Jaarmarkt, annual winter fair and ●● The Pahlevani and Zoorkhanei rituals ●● Flamenco livestock market at Sint-Lievens-Houtem. ●● The ritual dramatic art of Ta‘zīye ●● Human towers ●● Krakelingen and Tonnekensbrand, ●● Traditional skills of carpet weaving in Fars ●● The chant of the Sybil on Majorca end-of-winter bread and fire feast ●● Traditional skills of carpet weaving TurKEy at Geraardsbergen in Kashan ●● Kırkpınar oil wrestling festival China Japan ●● Semah, Alevi-Bektaşi ritual ●● Acupuncture and moxibustion of ●● Kumiodori, traditional Okinawan musical ●● Traditional Sohbet meetings traditional Chinese medicine theatre United Arab Emirates, Belgium, Czech ●● ●● Yuki-tsumugi, silk fabric production Republic, France, Republic of Korea, Colombia technique Mongolia, Morocco, Qatar, Saudi Arabia, ●● music and traditional chants Lithuania Spain, Syrian Arab Republic from Colombia’s South Pacific region ●● Sutartinės, Lithuanian multipart songs ●● Falconry, a living human heritage ●● The Wayuu normative system, applied Luxembourg Viet Nam by the Pütchipü’üi (palabrero) ●● The hopping procession of Echternach ●● Gióng festival of Phù Ðông and Sóc temples Annexes 94 6. New UNESCO-assisted Global Geoparks

Canada Stonehammer -Slovakia Novohrad - Nograd republic of Korea Jeju Island China Leye-Fengshan ITALy Cilento and Vallo di Diano Spain Basque Coast Finland Rokua ITALy Tuscan Mining Park Viet nam Dong Van Karst Plateau Greece Vikos-Aoos Japan San’in Kaigan 7. Condemnation of the murder of journalists

Afghanistan India ●● Ejazul Haq ●● Faiz Mohammad Khan Sasoli ●● Hem Chandra Pandey ●● Ghulam Rasool Birhamani ●● Rupert Hamer ●● Vijay Pratap Singh ●● Misri Khan Orakzai ●● Sayed Hamid Noor Indonesia ●● Muhammad Khan Sasoli Angola ●● Ridwan Salamun ●● Mujeebur Rehman Saddiqui ●● Alberto Graves Chakussanga Iraq ●● Pervez Khan Brazil ●● Mazen Mardan al-Baghdad Palestinian AuthorITy ●● Francisco Gomes de Medeiros ●● Riad al-Saray ●● Cevdet Kılıçlar ●● Safaa al-Khayat Philippines ●● Bobi Tsankov ●● Sardasht Osman ●● Desidario Camangyan Cameroon ●● Tahrir Kadhim Jawad ●● Joselito Agustin ●● ●● Ngota Ngota Germain Lebanon Nestor Bedolido China ●● Assaf Abu Rahal Russian Federation ●● ●● Sun Hongjie Mexico Magomedvagif Sultanmagomedov ●● Democratic Republic of the Congo ●● Evaristo Pacheco Solis Sayid Ibragimov ●● ●● Shamil Aliyev ●● Patient Chebeya Bankome Guillermo Alcaraz Trejo ●● Greece Hugo Alfredo Olivera Cartas Rwanda ●● José Luis Romero ●● Jean-Léonard Rugambage ●● Socrates Giolias ●● Juan Francisco Rodríguez Ríos Honduras Somalia ●● Luis Carlos Orozco ●● Barkhad Awale Adan ●● Israel Zelaya Diaz ●● Marco Aurelio Martínez Tijerina ●● Sheikh Nur Mohamed Abkey ●● Jorge Alberto Orellana ●● María Elvira Hernández Galeana ●● José Bayardo Mairena Thailand Nepal ●● ●● Joseph Hernandez Ochoa Fabio Polenghi ●● Arun Singhaniya ●● ●● Luis Antonio Chévez Hernández Hiroyuki Muramoto ●● Luis Arturo Mondragón Morazán Nepal Uganda ●● ●● Manuel Juárez Devi Prasad Dhital ●● Dickson Ssentongo ●● ●● Nahúm Palacios Arteaga Jamim Shah ●● Paul Kiggundu Pakistan ●● Abdul Hameed Hayata ●● Abdul Wahab ●● Altaf Chandio ●● Ashiq Ali Mangi

95 8. Ratifications of conventions adopted under the auspices of UNESCO

International Convention against Lesotho 18/02/2010 Accession Gabon 01/02/2010 Acceptance Doping in Sport 2005 Ukraine 10/03/2010 Ratification 19/07/2010 Ratification Nicaragua 15/01/2010 Accession Malawi 16/03/2010 Accession Honduras 23/07/2010 Ratification Kazakhstan 08/02/2010 Ratification Republic of Korea 01/04/2010 Ratification Trinidad and Tobago 27/07/2010 Ratification Armenia 17/02/2010 Ratification Equatorial Guinea 17/06/2010 Ratification Democratic Republic of the Congo San Marino 22/02/2010 Accession Trinidad and Tobago 26/07/2010 Ratification 28/09/2010 Ratification Equatorial Guinea 10/03/2010 Ratification Czech Republic 12/08/2010 Accession Saint Vincent and the Grenadines 08/11/2010 Ratification Philippines 17/03/2010 Ratification Honduras 31/08/2010 Accession Iran (Islamic Republic of) 23/03/2010 Democratic Republic of the Congo 28/09/2010 Ratification Convention concerning the Accession Protection of the World Cultural myANmar 31/03/2010 Ratification Convention for the Safeguarding of the and Natural Heritage 1972 Rwanda 12/04/2010 Ratification Intangible Cultural Heritage 2003 Equatorial Guinea 10/03/2010 Ratification GUyANA 06/05/2010 Accession Marshall Islands 03/06/2010 Accession Iraq 06/01/2010 Ratification Fiji 19/01/2010 Ratification Convention on the Means of Prohibiting Comoros 04/06/2010 Ratification and Preventing the Illicit Import, 14/06/2010 Ratification Tonga 26/01/2010 Acceptance Malawi 16/03/2010 Ratificatio n Export and Transfer of Ownership Nepal 15/06/2010 Ratification of Cultural Property 1970 Antigua and Barbuda 15/07/2010 Botswana 01/04/2010 Acceptance Accession Nepal 15/06/2010 Ratification Haiti 08/02/2010 Ratification 06/09/2010 Ratification Equatorial Guinea 17/06/2010 Ratification Equatorial Guinea 17/06/2010 Ratification Democratic Republic of the Congo 30/06/2010 Ratification 28/09/2010 Ratification Trinidad and Tobago 22/07/2010 Convention against Discrimination Maldives 14/10/2010 Ratification Ratification in Education 1960 Turkmenistan 03/11/2010 Ratification Tajikistan 17/08/2010 Ratification Afghanistan 25/01/2010 Acceptance Fiji 17/11/2010 Ratification 22/09/2010 Ratification SEyCHELLES 27/07/2010 Acceptance Swaziland 13/12/2010 Ratification Jamaica 27/09/2010 Ratification Democratic Republic of the Congo Agreement on the Importation of Convention on the Protection 28/09/2010 Ratification Educational, Scientific and Cultural and Promotion of the Diversity Eritrea 07/10/2010 Ratification Materials, with Annexes A to E of Cultural Expressions 2005 and Protocol annexed 1950 Haiti 08/02/2010 Ratification Convention on the Protection of the Armenia 23/08/2010 Acceptance Underwater Cultural Heritage 2001 Azerbaijan 15/02/2010 Accession ITALy 08/01/2010 Ratification Annexes 96 9. Permanent Delegates who presented their credentials

Africa REPUBLIC OF KOREA ITALy H. E. Mr Maurizio Enrico Luigi Serra H. E. Mr Jang Ki-won Ambassador Ambassador, Permanent Delegate CHAD H. E. Mr Mahamat Saleh Adoum Extraordinary and Plenipotentiary, Permanent (15/1/2010) Djerou Ambassador Extraordinary and Delegate (5/3/2010) Plenipotentiary, Permanent Delegate UNITED KINGDOM OF GREAT BRITAIN AND (12/2/2010) AUSTRALIA ms Gita Kamath Permanent NORTHERN IRELAND H. E. Mr Matthew Delegate (20/4/2010) Sudders Ambassador, Permanent Delegate MALI H. E. Mr Boubacar Sidiki (12/2/2010) Touré Ambassador Extraordinary and BHUTAN H. E. Mr yeshey Dorji Ambassador Plenipotentiary of the Republic of Mali to Extraordinary and Plenipotentiary, Permanent ISRAEL H. E. Mr Nimrod Barkan Ambassador, France, Permanent Delegate (5/10/2010) Representative of the Kingdom of Bhutan Permanent Delegate (16/2/2010) to the United Nations Office in Geneva, GHANA H. E. Ms Geneviève Delali H. E. Ms yvette Lambin- Permanent Delegate (25/6/2010) Tsegah Ambassador Extraordinary and Berti Ambassador Extraordinary and Plenipotentiary of the Republic of Ghana to INDIA H. E. Mr Vinay Sheel Plenipotentiary, Permanent Delegate France, Permanent Delegate (8/10/2010) Oberoi Ambassador, Permanent Delegate (3/3/2010) (1/9/2010) COMOROS H. E. Mr Nizar Dalloul Ambassador, MALTA H. E. Mr Raymond Bondin Ambassador, Permanent Delegate (18/10/2010) NEPAL H. E. Mr Mohan Krishna Permanent Delegate (9/7/2010) Shrestha Ambassador Extraordinary and SOUTH AFRICA H. E. Ms Dolana UKRAINE H. E. Mr Oleksandr Plenipotentiary of Nepal to France, Permanent Msimang Ambassador Extraordinary and Kupchyshyn Ambassador Extraordinary Delegate (1/9/2010) Plenipotentiary of South Africa to France, and Plenipotentiary of Ukraine to France, Permanent Delegate (25/10/2010) LAO PEOPLE’S DEMOCRATIC REPUBLIC Permanent Delegate (15/7/2010) H. E. Mr Khouanta Phalivong Ambassador NAMIBIA H. E. Ms Frieda Nangula Ithete BULGARIA H. E. Mr Alexandre Savov Extraordinary and Plenipotentiary of the Ambassador Extraordinary and Ambassador, Permanent Delegate (1/9/2010) Lao People’s Democratic Republic to France, Plenipotentiary of the Republic of Namibia to CZECH REPUBLIC H. E. Ms Halka Kaiserova Permanent Delegate (16/9/2010) France, Permanent Delegate (23/12/2010) Ambassador, Permanent Delegate MALAySIA mr Ali Ab. Ghani Permanent (14/9/2010) Arab States Delegate (17/9/2010) POLAND H. E. Mr Krzysztof Kocel Ambassador JAPAN H. E. Mr Isao Kiso Ambassador Extraordinary and Plenipotentiary, Permanent TUNISIA H. E. Mr Mezri Haddad Ambassador, Extraordinary and Plenipotentiary, Permanent Delegate (15/9/2010) Permanent Delegate (6/1/2010) Delegate (4/10/2010) CyPRUS H. E. Mr Kornelios OMAN H. E. Ms Madiha Bint Ahmed CAMBODIA H. E. Mr Narang Korneliou Ambassador Extraordinary and Al-Shaibaniya, Permanent Delegate Nouth Ambassador Extraordinary and Plenipotentiary of the Republic of Cyprus to (8/10/2010) Plenipotentiary, Permanent Delegate France, Permanent Delegate (4/10/2010) (8/10/2010) Asia and the Pacific GREECE H. E. Mr Theodore M. Passas Ambassador, Permanent Delegate (8/11/2010) MONGOLIA H. E. Mr Shukher Europe and North America MONTENEGRO H. E. Ms Irena Radovic Altangerel Ambassador Extraordinary ICELAND H. E. Mr Thórir Ibsen Ambassador Ambassador Extraordinary and and Plenipotentiary of Mongolia to France, Extraordinary and Plenipotentiary of Iceland Plenipotentiary of Montenegro to France, Permanent Delegate (1/3/2010) to France, Permanent Delegate (6/1/2010) Permanent Delegate (9/11/2010)

97 REPUBLIC OF MOLDOVA H. E. Mr Oleg CUBA H. E. Ms María de los Angeles Flórez BOLIVIA (PLURINATIONAL STATE OF) H. E. Serebrian Ambassador Extraordinary and Prida Ambassador Extraordinary and Mr Pablo César Groux Canedo Ambassador, Plenipotentiary of the Republic of Moldova to Plenipotentiary, Permanent Delegate Permanent Delegate (14/9/2010) France, Permanent Delegate (19/11/2010) (12/2/2010) CHILE H. E. Mr Jorge Edwards Ambassador LATVIA H. E. Ms Sanita Pavluta-Deslandes DOMINICAN REPUBLIC H. E. Ms Rosa Hernández Extraordinary and Plenipotentiary of Chile to Ambassador Extraordinary and C. de Grullon Ambassador, Permanent France, Permanent Delegate (15/9/2010) Plenipotentiary of Latvia to France, Permanent Delegate (13/4/2010) URUGUAy H. E. Mr Omar Mesa Delegate (16/12/2010) BAHAMAS H.E. Mr Davidson Hepburn Gonzalez Ambassador Extraordinary SLOVENIA H. E. Ms Veronika Ambassador, Permanent Delegate and Plenipotentiary of Uruguay to France, Stabej Ambassador Extraordinary and (20/4/2010) Permanent Delegate (6/10/2010) Plenipotentiary of the Republic of Slovenia to MEXICO H. E. Mr Carlos de Icaza Ambassador HONDURAS H. E. Mr Alejandro Palma France, Permanent Delegate (20/12/2010) Extraordinary and Plenipotentiary of Mexico Ambassador, Permanent Delegate to France, Permanent Delegate (21/4/2010) (8/10/2010) Latin America and the Caribbean ECUADOR H. E. Mr Lautaro Pozo PERU H. E. Mrs Cecilia Bakula Ambassador, NICARAGUA H. E. Mr Carlos Corea Lacayo Malo Ambassador Extraordinary and Permanent Delegate (16/12/2010) Ambassador, Permanent Delegate (6/1/2010) Plenipotentiary, Permanent Delegate (3/6/2010) 10. Selected periodicals and key titles

Periodicals MUSEUM International Published quarterly Engineering: Issues, Challenges and in English, French, Chinese and Spanish Opportunities for Development The UNESCO Courier Published quarterly in (e-journal) Arabic, Chinese, English, French, Russian and Climate change and arctic sustainable Spanish World Heritage Published quarterly in English, development (French edition) French and Spanish Prospects Published quarterly in Arabic, Water and Peace for the People – Possible Chinese, English, French and Spanish Solutions to Water Disputes in the Middle East Major UNESCO Reports and (Arabic edition) A World of Science Published quarterly in Arabic, English, French, Russian and Spanish general reference works Atlas of the World’s Languages in Danger (English, French and Spanish) International Social Science Education for All Global Monitoring Report Journal Published quarterly in English, 2010 – Reaching the Marginalized UNESCO Map of the World’s Languages in French and Spanish Global Education Digest 2010 Danger (English, French and Spanish) Diversities Formerly the International Journal UNESCO World Social Sciences Report – 2010-2011 World Heritage Map (English, French on Multicultural Societies, published Knowledge Divides and Spanish) biannually in English UNESCO Science Report 2010 – The Current General History of Africa Status of Science around the World (Portuguese edition) 8 volumes Freedom of information – A Comparative Legal Survey (Chinese edition) Annexes 98 11. New Institutes and Centres under the auspices of UNESCO (category 2)

Education Social and Human Sciences Japan ●● International Research Centre for Philippines Cape Verde Intangible Cultural Heritage in the Asia- ●● South-East Asian Centre for Lifelong ●● West Africa Institute for International Pacific Region Learning for Sustainable Development Research on Regional Integration and (SEA-CLLSD) Social Transformations, Praia Mexico ●● Regional World Heritage Institute, Syrian Arab Republic Zacatecas ●● Regional Centre for Early Childhood Culture Nigeria Care and Education in the Arab States, Bahrain Damascus ●● Centre for Black Culture and International ●● Arab Regional Centre for World Heritage Understanding (CBCIU), Osogbo, Osun (ARC-WH) Natural Sciences State Brazil ●● Institute for African Culture and Dominican Republic ●● Regional Heritage Management Training International Understanding, Abeokuta, ●● Centre for the Sustainable Management of Centre Ogun State Water Resources in the Caribbean Island Bulgaria Republic of Korea ●● States, Santo Domingo Regional Centre for the Safeguarding of ●● International Information and Networking Federative Republic of Brazil Intangible Cultural Heritage, Centre for Intangible Cultural Heritage in ●● HidroEx – International Centre for Burkina Faso the Asia-Pacific Region Education, Capacity Building and Applied ●● Regional Centre for the Living Arts in Russian Federation Research in Water, Frutal, State of Minas Africa, Bobo-Dioulasso ●● Moscow Regional Museum Centre, Gerais China Moscow Portugal ●● International Training Centre for Intangible South Africa ●● International Centre for Coastal Cultural Heritage in the Asia-Pacific Region ●● African World Heritage Fund (AWHF) Ecohydrology Islamic Republic of Iran United States of America ●● Regional Research Centre for Safeguarding ●● International Center for Integrated Water Intangible Cultural Heritage in West and Resources Management (ICIWaRM) hosted Central Asia, Tehran by the Institute for Water Resources (IWR) of the U.S. Army Corps of Engineers

99 12. MDG Achievement Fund national programmes on culture and development

As Convenor of the MDG Achievement Fund Albania Albania’s Cultural Transformation: From Morocco Cultural heritage and creative Culture and Development Thematic Window, Isolation to Participation industries as vectors of development in Morocco UNESCO implements 18 national programmes Bosnia and Improving Cultural Mozambique Strengthening cultural and creative jointly with a dozen other UN bodies: UNDP, Understanding in industries and inclusive policies in Mozambique UNICEF, UNFPA, UNEP, UNIDO, UNWTO, Cambodia Creative Industries Support Programme Namibia Sustainable Cultural Tourism in Namibia UNHCR, UNIFEM, UNV, FAO, ILO, WHO. This China The China Culture and Development Nicaragua Cultural Revitalization and Productive unprecedented six-year initiative (2007- Partnership Framework Creative Development on Nicaragua’s Caribbean 2012) will serve to demonstrate the vital Costa Rica Intercultural Policies for Social Coast contribution of culture to development at the Inclusion and Creating Opportunities. Palestinian territories Culture and national level and to speed progress towards Ecuador Programme for Development and Development in the occupied Palestinian Territory achieving the Millennium Development Cultural Diversity to Reduce Poverty and Promote Senegal Promoting cultural initiative and Goals, notably poverty alleviation. Social Inclusion industries Funded with $95 million provided by Egypt The Dahshur World Heritage Site Turkey Alliances for Culture Tourism (ACT) in Spain, these programmes aim to foster Mobilization for Cultural Heritage for Community Eastern Anatolia social inclusion and poverty reduction by Development Uruguay Strengthening Cultural Industries and encouraging the inclusion of minorities and Ethiopia Harnessing Diversity for Sustainable Improving Access to Cultural Goods and Services disadvantaged groups in social, political Development and Social Change in Uruguay and cultural life, and by harnessing the Honduras Creativity and Cultural Identity for tremendous potential of the cultural sectors Local Development for job creation, economic growth and Mauritania Heritage, tradition and creativity poverty reduction. at the service of sustainable development in Mauritania. Annexes 100 Cover Mehdi Benchelah, who began working for UNESCO in Haiti in March 2010, organizes support for media productions and training for Haitian journalists. He has set up computer training and internet access for people made homeless by the earthquake and coordinates cultural activities. He is seen here after a book distribution for the children of Camp Carrefour. © UNESCO/Eddy Nohile

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