Director-General's Consultation of the National ...unesdoc.unesco.org/images/0014/001499/149907E.pdf · Speaker Mr Peter Biggs ... 1300 Concluding Debate on the 33C/5 5. Findings

ERC/RSC/NAC/8Wellington, May 2004

Only in English

DIRECTOR-GENERAL’S CONSULTATION OF THE NATIONAL COMMISSIONS OF THE ASIA

AND PACIFIC REGION ON THE PREPARATION OF THE DRAFT PROGRAMME AND BUDGET

FOR 2006-2007 (33C/5) AND 13th QUADRENNIAL AND STATUTORY REGIONAL CONFERENCE OF

NATIONAL COMMISSIONS FOR UNESCO OF THE ASIA AND PACIFIC

23 - 28 May 2004 Wellington, New Zealand

CONTENTS

Page

1 Agenda .............................................................................................................................. 3

2 List of Participants .................................................................................................................. 9

2 Final Report ............................................................................................................................ 20

2

Director-General's Regional Consultation on the Preparation of the Draft Programme and Budget 2006-2007 (33 C/5)

and the 13th Quadrennial and Statutory Conference of the Asia and Pacific Region

Wellington May 23 – 27 2004

PROGRAMME

Venue Te Papa – National Museum of NZ

Saturday May 22nd 1400 – 1700 Steering Committee Meeting, Te Papa 1900 - Mr D’Orville’s meeting with Regional Office personnel –

Duxton Hotel 1900 - Informal Dinner – Duxton Hotel Day One Sunday May 23rd 0800 – 0900 Powhiri– Te Papa Marae

0900 - 0940 Light breakfast Papa at Te Papa 0945 – 1030 Official Opening Ceremony Telstra Centre – Te Papa

• Margaret Austin - NZ Welcome • Keri Kaa – National Commissioner • Edna Tait - Pacific Office • Arief Rachman - Indonesia • Mary-Louise Kearney - ERC Paris • Video Message from the Director-General • Mr Hans D’Orville on behalf of the Director General • Hon Marian Hobbs, Assoc. Minister of Foreign Affairs

and Education

3

The New Zealand National Anthem will be sung by the Pacific Choir in English and Te Reo Maori

1030 Election of the Bureau for both meetings Adoption of the Provisional Timetable Adoption of the Rules of Procedure

Presentation by Mr Hans d’Orville – Director of the Bureau of Strategic Planning 33 C/5 Planning Review of Decentralisation – Gonzalo Abad, Bureau of Field Coordination

1200 – 1330 Lunch 1330 - 1700 Cluster meetings – Members of the Steering Committee have

responsibility for developing the agenda in conjunction with the appropriate Field Office and also for inviting a Member state to chair and another to act as rapporteur.

Bangkok-Jakarta Arief Rachman Pacific Margaret Austin Central Asia-Almaty Alisher Ikramov South Asia-New Delhi Mahinda Abeywardana East Asia-Beijing Hiroski Nagano West Asia – Tehran Dr Tavakol 1830 Cocktail function hosted by Dame Silvia Cartwright, Governor

General of New Zealand at Government House, Wellington Day Two Monday May 24th 0800 – 0850 Steering Committee – Angus Room, Te Papa Breakfast provided 0900 – 1030 Cluster meetings continued 1030 – 1100 Morning Tea 1100 – 1230 Session One

Plenary session to receive Cluster Meeting reports

4

1230 – 1330 Lunch 1330 – 1500 Session Two

Plenary Session Chaired by Mr d’Orville The relationship between the Draft 33C/5 and the Medium Term Strategy 31C/4 and Cross Cutting Themes

Discussion of the questionnaire on 33 C/5

1500 – 1530 Afternoon Tea 1530 – 1700 Session Three

Discussion of the questionnaire on 33 C/5 cont.

1710 – 1800 Bureau Meeting – Angus room at Te Papa 1900 Special Session on Creative Cities Reception and Dinner

Speaker Mr Peter Biggs Chairman of Creative NZ. Venue St James Theatre Foyer

Day Three Tuesday May 25th 0800 – 0830 Steering Committee meeting – Angus Room Te Papa Breaskfast provided 0830 – 0930 Official Photograph Chairs Margaret Austin; Arief Rachman;

Alisher Ikramov; Laurence Zwimpfer

0930 – 1100 Session Four Discussion of the questionnaire on 33C/5 1100 – 1130 Morning Tea 1130 – 1300 Concluding Debate on the 33C/5

5

Findings and Recommendations 1300 – 1400 Lunch 1400 – 1500 13th Quadrennial and Statutory Conference Adoption of the Provisional Timetable Review of progress on Tashkent Recommendations - ERC Explanation of the Theme for the Quadrennial Conference

Overall theme: BEYOND INFORMATION AND KNOWLEDGE SOCIETIES – TOWARDS CREATIVE SOCIETIES: The Role of UNESCO

Session one EDUCATION FOR SUSTAINABLE DEVELOPMENT Information, Innovation, Inspiration

1500 – 1540 Education for Sustainable Development – Hele Beaumont –

Deputy Parliamentary Commissioner for the Environment; Global Perspectives on Education for Sustainable Development

- Prof. Zakri, Director Institute of Advanced Studies, UNU 1540 – 1600 Afternoon Tea 1600 - 1650 National Commissions’ responses to the challenges and how

issues have been approached: Short presentations highlighting research findings, priorities for action, addressing Education for Sustainable Development and the 33C/5 questionnaire.

• Environmental Education and Research in ASPAC –

Japan • World Heritage in Young Hands – New Zealand • Formal Education – Decade of Literacy; Dakar Goals –

China • Lifelong Learning – Non-Formal Education – India,

Uzbekistan • The Teacher’s Role in Quality Education Professor

Russell Bishop – Professor of Education, Waikato University

• Internationalisation of Education; Brain Drain – Australia

• Values Education – Education for International Understanding – Korea.

6

1650 – 1730 Plenary Debate – Responses and identification of Key Priorities for the Region

1740 – 1800 Bureau meeting, Angus Room Te Papa 1830 New Zealand Government reception and dinner at the Grand

Hall at the New Zealand Parliament Day Four Wednesday May 26th 0800 – 0850 Steering committee meeting, Angus room Te Papa (breakfast) 0900 – 1045 Session Two – Chair Laurence Zwimpfer

INFORMATION SOCIETIES - Making a Difference

Case Studies from countries in the ASPAC Region illustrating alignment with the UNESCO Principles presented to the World Summit on Information Society – Geneva 2003

• Freedom of Expression – Indonesia; Philippines; PINA • Universal Access – Solomon Islands; Laos; NZ • Access to Education – Iran, Cambodia; China • Cultural Diversity – Japan; Pakistan

Debate to identify issues, action plans and recommendations

for the second phase of the World Summit in Tunisia in 2005 and to contribute to UNESCO’s 33C/5

1045 – 1115 Morning Tea 1115 – 1300 Session Three – Chair Arief Rachman SUSTAINABILITY and CREATIVITY – an Open Forum What do we mean by Sustainability. How do the following

contribute to Sustainability and Human Security? What are the key issues for the Region?

• Traditional Knowledge • Science and Ethics • World Heritage • Youth • Rural development • Cultural Industries • Tangible and Intangible Cultural Heritage

7

1300 – 1400 Lunch 1400 – 1530 Session Four – Capacity Building

Mary Louise Kearney - Facilitator • The Architecture and Role of National Commissions –

Results and Future priorities • New models for National Commissions in a

decentralized UNESCO • Karyn Fenton – World Jaycees • Chaibong Hahm – Director Social Science Policy. • Plenary Discussion on key issues, methods of work, co-

operation and capacity building among ASPAC National Commissions including UNESCO’s visibility and outreach

1530 – 1600 Afternoon Tea 1600 – 1630 Personnel Policy and Recruitment Procedures – Roles for

National Commissions Mrs Dyane Dufresne-Klaus 1645 – 1830 Special Open Workshop on Recruitment for interested

countries. Mrs Dyane Dufresne-Klaus 1645 – 1830 Bureau meeting Angus Room – Te Papa 2000 Director General’s Reception and Dinner Te Papa Day Five Thursday May 27th Drafting Committee Reports 0900 – 1100 ASPAC Recommendations and Report on the 33C/5 1100 – 1115 Morning Tea 1115 – 1230 13th Quadrennial and Statutory Conference Report 1230 – 1300 Closing Ceremony including a Message from Mrs Francoise

Sauvage – NGO UNESCO Liaison and Representative to UNESCO of Federation of University Women read by Mrs Louise Croot – NZFUG

1300 Lunch Afternoon Optional Half Day Tour Evening Restaurant Dining

8

UNESCO ASPAC Regional Meeting

Printed on Fri 18 June 04 at 09:18:03

FINAL LIST OF PARTICIPANTS

DELEGATION LEADERSAFGHANISTAN

Minawi, Mr Khalilullah

Afghan National Commission for UNESCOMinistry of Education

KABUL

PO Box 717Ministry of Communication

+93 702 51611+925 221 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

AUSTRALIA

Wiltshire, Mr Ken

Australian National Commission for UNESCOC/- University of Queensland

BRISBANE QLD 4072

Business SchoolSt Lucia

+61 7 3365 2733+61 7 3365 [email protected]

Telephone (Work):

Chairman

Fax:E-Mail:

BANGLADESH

Rahman, Mr Abu Noor Mohammad Bazlur

Bangladesh National Commission for UNESCOMinistry of Education

DHAKA 1205

1 Asian HighwayPalassy-Nilkhet

+880 2 862 7968+880 2 861 [email protected]

Telephone (Work):

Secretary

Fax:E-Mail:

BHUTAN

Sherpa, Mr Nima Sangye Chhenpo

Bhutan National Commission for UNESCOMinistry of Education

THIMPHU

1-7 Wogmin LamNamgyechholing

+975 2 323269+975 2 325 [email protected]

Telephone (Work):

Secretary

Fax:E-Mail:

CAMBODIA

Tan, Mme Theany

Commission Nationale du Cambodge pour l'UNESCONo 74, Preah Sihanouk Avenue

PHNOM PENHB.P. 29

+855 23 210 369+855 23 210 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

CHINA

Tian, Mr Xiaogang

Chinese National Commission for UNESCO37, Damucang Hutong

BEIJING 100816Xidan

+86 10 6609 6844+86 10 6601 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

COOK ISLANDS

Moeka'a, Ms Myra

Cook Islands National Commission for UNESCOMinistry of Foreign Affairs & Immigration

RAROTONGAPO Box 105

+682 29 347+682 21 [email protected];[email protected]

Telephone (Work):

International Legal Officer

Fax:E-Mail:

DPR KOREA

Han, Mr Tae Song

DPR Korean National Commission for UNESCOSungri-Street

PYONGYANGPO Box 44

+850 2 381 8370+850 2 381 [email protected]

Telephone (Work):

Deputy Secretary-General

Fax:E-Mail:

FIJI

Senibulu, Mr Isireli

Fiji National Commission for UNESCOMinistry of Education and Technology

SUVA

Marela HouseThurston Street

+679 3220 415+679 3303 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

INDIA

Balakrishnan, Mr Chandrashekar

Indian National Commission for Co-operation with UNESCOMinistry of Human Resource Development

NEW DELHI 110 001

Department of Secondary & Higher Education217-C, Shastri Bhavan

+91 11 2338 1096+91 11 2338 [email protected]

Telephone (Work):

Joint Secretary (Planning) and Deputy Secretary General

Fax:E-Mail:

9

mailto:[email protected]














DELEGATION LEADERSINDONESIA

Rachman, M.Pd, Mr H. Arief

Indonesia National Commission for UNESCOMinistry of Education and Culture

JAKARTA

Gedung C., Lt 17Jalan Jenderal Sudiram-Senayan

+62 21 573 3127+62 21 573 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

IRAN (ISLAMIC REPUBLIC OF)

Tavakol Kosari, Mr Seyed Mohammad

Iranian National Commission for UNESCO17, 1st Alley Shahid Hessari St

TEHRAN 15489

Mirdamad BlvdPO Box 11365-4498

+98 21 222 7825+98 21 225 [email protected];[email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

JAPAN

Kato, Mr Hidetoshi

Japanese National Commission for UNESCO2-5-1 Marunouchi

TOKYO 100-8959Chiyoda-Ku

+81 3 5222 1007+81 3 6734 [email protected]

Telephone (Work):

Vice-Chairperson

Fax:E-Mail:

KAZAKHSTAN

Dyussekova, Ms Altynay

Secretariat of the Kazakhstan National Commission for UNESCOMinistry of Foreign Affairs

ASTANA10 Beybitshilik Street

+7 3172 3275 48+7 3172 153 [email protected]

Telephone (Work):

Third Secretary

Fax:E-Mail:

KIRIBATI

Tira, Mr Timau

Kiribati National Commission for UNESCOMinistry of Education, Training & Technology

TARAWA

PO Box 263Bikenibeu

+686 28 452+686 28 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

KYRGYZ REPUBLIC

Bakirova, Ms Elmira

National Commission of the Kyrgyz Republic for UNESCOErkindik Boulevard, 54BISHKEK 720040

+996 312 626 636+996 312 624 [email protected]

Telephone (Work):


Fax:E-Mail:

LAO PEOPLE'S DEMOCRATIC REPUBLIC

Daovannary, Mr Heng

Commission Nationale Lao pour l'UNESCOMinistere de l'Education

VIENTIANEB.P. 67

+856 21 212 108+856 21 212 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

MALAYSIA

Kamarudin, Mr Raja

Ministry of Education, Malaysian National CommissionLevel 5, Block F (North)

KUALA LUMPUR 50604Damansara Town Centre


Telephone (Work):

Secretary-General

Fax:E-Mail:

MALDIVES

Yoosuf, Mr Mohamed Rasheed

Maldives National Commission for UNESCOMinistry of Education

MALE 20 05

Ghaazee BuildingAmeer Ahmed Magu

+960 32 4601+960 32 [email protected];[email protected].

Telephone (Work):

Acting Secretary

Fax:E-Mail:

MARSHALL ISLANDS

Alik-Maddison, Ms Brenda

Marshall Islands National Commission for UNESCOMinistry of Education

MAJURO 96960PO Box 263

+692 625 5262+692 625 [email protected]

Telephone (Work):

Assistant Secretary

Fax:E-Mail:

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DELEGATION LEADERSMONGOLIA

Norov, Dr Urtnasan

Commission Nationale de la Mongolie pour l'UNESCOGouvernement Batiment XI

ULAANBAATARBoite Postale 38, Avenue de la Revolution

+976 11 322 612+976 11 322 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

NEPAL

Shrestha, Mr Satya Bahadur

Nepal National Commission for UNESCOMinistry of Education and Sports

KATHMANDU BAGMATI ZONE

Keshar MahalKantipath

+977 1 442 8107+977 1 441 [email protected]

Telephone (Work):


Fax:E-Mail:

NEW ZEALAND

Austin, Ms Margaret

New ZealandCHRISTCHURCH

[email protected]

Chair National Commission

E-Mail:

NIUE

Pihigia, Honourable Fisa Igilisi

Niue National Commission for UNESCOc/- External Affairs Office

ALOFI

Premier's Department, Fale FonoPO Box 84

+683 4200+683 4232/[email protected]

Telephone (Work):

Minister for Arts & Culture

Fax:E-Mail:

PAKISTAN

Ghulam, Mr Said

Pakistan National Commission for UNESCO30 UNESCO House

ISLAMABADSector H-8/1

+9251 925 7225+9251 922 [email protected]

Telephone (Work):


Fax:E-Mail:

PALAU

Alexander, Mr Dwight G

Palau National Commission for UNESCOPO Box 1526KOROR

+680 488 1464+680 488 2830/[email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

PAPUA NEW GUINEA

Kati, Ms Regina

Papua New Guinea National Commission for UNESCOPSA Haus

PORT MORESBY

PO Box 446Waigani

+675 301 3537+675 301 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

PHILIPPINES

Soliven, Mrs Preciosa

UNESCO National Commission of the PhilippinesDepartment of Foreign Affairs Building

METRO MANILA

2330 Roxas BoulevardPasay City

+632 834 3447+632 831 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

REPUBLIC OF KOREA

Lee, Seung Hwan

Korean National Commission for UNESCOCPO Box 64SEOUL 100810

+822 755 0116+822 755 [email protected]

Telephone (Work):

Assistant Secretary General

Fax:E-Mail:

RUSSIAN FEDERATION

Engibaryan, Ms Marina

Commission of the Russian Federation for UNESCOMinistry of Foreign Affairs

MOSCOW G200 12120032/34 Smolenskaya-Sennaya Square

+7 095 244 2456+7 095 244 [email protected]

Telephone (Work):

Assistant

Fax:E-Mail:

11














DELEGATION LEADERSSAMOA

Esera, Mr Levaopolo Tupae

Samoa National Commission for UNESCOMinistry of Education, Sports & Culture

APIAPO Box 1869

+685 21 911+685 21 917

Telephone (Work):

Secretary-General

Fax:

SOLOMON ISLANDS

Malasa, Mr Donald

Solomon Islands National Commission for UNESCOMinistry of Education and Human Resources Development

HONIARAPO Box G28

+677 28 504+677 22 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

SRI LANKA

Goonasekera, HE Ambassador Ananda

Sri Lanka National Commission for UNESCO16, rue SpontiniPARIS

+01 55 73 31 31+01 55 73 18 [email protected]

Telephone (Work):

Ambassador & Permanent Delegate to UNESCO

Fax:E-Mail:

TAJIKISTAN

Babadjanova, Ms Munzifakhon

Tajikistan National Commission for UNESCOMinistry of Foreign Affairs

DUSHANBE 73405142, Rudaki pr.

+992 372 21 17 50+992 372 21 02 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

THAILAND

Senarith, Dr Prapatpong

The Thai National Commission for UNESCOExernal Relations Division

BANGKOKMinistry of Education

+662 628 5646+662 281 0953

Telephone (Work):

Secretary General

Fax:

TIMOR LESTE (OBSERVER)

Guterres, Mr Abel

Consulate General of Timor-Leste in Sydney, AustraliaLevel 7 - Bligh House4-6 Bligh StreetSydney, NSW 2000

+61 2 9239 0060+61 2 9239 [email protected];jo_amorim@ya

Telephone (Work):

Consul General

Fax:E-Mail:

TOKELAU (OBSERVER)

Kelekolio, Mr Kelekolio

Tokelau Apia Liaison OfficePO Box 865ApiaSAMOA

+685 32 325+685 32 [email protected]

Telephone (Work):

Policy Advisor on Statistics

Fax:E-Mail:

TONGA

Moala-Mafi, Mrs Lucy

Tonga National Commission for UNESCOMinistry of Education

NUKU'ALOFAPO Box 61

+676 23 511+676 23 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

TURKEY

Alemdar, Mr Korkmaz

Turkish National Commission for UNESCO7/9 Göreme Sokak

ANKARA 06680Kavaklidere

+90 312 426 5894+90 312 427 [email protected];webmaster@u

Telephone (Work):

Vice President

Fax:E-Mail:

TUVALU

Fasiai, Lanuola Keleta

Government of TuvaluMinistry of Education and Sports

FUNAFUTI

Private Mail BagVaiaku

+688 20403+688 [email protected];tuv_natcom@ya

Telephone (Work):

Secretary-General

Fax:E-Mail:

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DELEGATION LEADERSUZBEKISTAN

Ikramov, Mr Alisher

National Commission of the Republic of Uzbekistan for UNESCO54, Buyuk Ipak Yuli Street

TASHKENT

C/- Tashkent University of World Economy and DiplomacyBuilding B, Floor 4

+998 712 670 561+998 712 670 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

VANUATU

Nako, Mr Abel

Vanuatu National Commission for UNESCOMinistry of Education Youth and Sports

PORT VILAPMB 028

+678 22 309+678 24 569 OR [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

VIETNAM

Tai, Mr Le Kinh

Vietnam National Commission for UNESCO8, Khuc Hao Str.HANOI

+844 199 3510 3605+844 823 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

13







DELEGATESAUSTRALIA

Anderson, Mr Ian

Australian National University, Centre for UNESCO5 Liversidge Street, ANUCANBERRA ACT 2605

+61 2 6125 2890+61 2 6125 [email protected]

Telephone (Work):

Director

Fax:E-Mail:

Collins, Ms Jill

Australian National Commission for UNESCODepartment of Foreign Affairs & Trade

CANBERRA ACT 0221

John McEwen CresBarton

+61 2 6261 2037+61 2 6261 [email protected]

Telephone (Work):

Secretary General

Fax:E-Mail:

de Leo, Ms Joy

Australian National Commission for UNESCORMB 273 Coat Road

ADELAIDE SA 5153Ironbank

+61 8 8226 1953+61 8 8226 [email protected]

Telephone (Work):

Member

Fax:E-Mail:

CAMBODIA

Yos, Mr EangCommission Nationale Du Cambodge Pour L'UNESCOPHNOM PENH

[email protected];e.clement@unesE-Mail:

CHINA

Dou, Mr Chunxiang

Chinese National Commission for UNESCO35, Damucang HutongBEIJING 100816

+8610 6609 6844+8610 6601 [email protected]

Telephone (Work):

Director, Political & Administrative Division

Fax:E-Mail:

DPR KOREA

Ri, Mr Hyong Chol

National Commission of the DPR of Korea for UNESCOPO Box 44PYONGYANG

+850 2 381 8370+850 2 381 4660

Telephone (Work):

Secretary of National Commission

Fax:

INDONESIA

Gasim, HasnahIndonesian National Commission for UNESCO

[email protected]:

JAPAN

Asai, Mr Takashi

Japanese National Commission for Japan2-5-1 Marunouchi


+81 3 5222 1007+81 3 6734 [email protected]

Telephone (Work):

Assistant Secretary General

Fax:E-Mail:

Motomura, Mr Hiroaki

Japanese National Commission for UNESCOMinistry of Education, Culture, Sports, Science & Technology

TOKYO

2-5-1 MarunouchiChiyoda-ku

+81 3 5222 7007+81 3 6734 [email protected]

Telephone (Work):

Chief Programme Specialist for UNESCO

Fax:E-Mail:

Nagano, Mr Hiroshi

Japanese National Commission for UNESCO2-5-1 Marunouchi


+81 3 5222 1007+81 3 8734 [email protected]

Telephone (Work):

Secretary General

Fax:E-Mail:

KIRIBATI

Ali, Mr Elliot

Ministry of EducationBIKENIBEU

Deputy Secretary

MALAYSIA

Luis, Mr Kenneth

Malaysian National Commission for UNESCOMinistry of Education, International Relations Division

KUALA LUMPUR 50604

5th Floor, Block F (North)Damansara Town Centre

+60 3 2095 8604+60 3 2093 [email protected]

Telephone (Work):

Executive Secretary

Fax:E-Mail:

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DELEGATESNEW ZEALAND

Rose, Ms Elizabeth

New Zealand National Commission for UNESCOc/- Ministry of Education

WELLINGTON

PO Box 1666Thorndon

+64 4 473 5536+64 4 473 [email protected]

Telephone (Work):

Secretary-General

Fax:E-Mail:

Zwimpfer, Mr Laurence

Communications Sub CommissionNew Zealand National Commission for UNESCOWELLINGTON

[email protected]

Chair

E-Mail:

NIUE

Sionesini, RobertaNiue National Commission for UNESCOc/- External Affairs Office

ALOFI

Premier's Department, Fale FonoPO Box 84

+683 4200+683 4232/[email protected]

Telephone (Work):Fax:E-Mail:

REPUBLIC OF KOREA

Lim, Mr Hyun-Mook

Korean National Commission for UNESCOCPO Box 64SEOUL 100-022

+822 755 3014+822 755 [email protected]

Telephone (Work):

Head of Sciences & Communications

Fax:E-Mail:

THAILAND

Anantapeuch, Ms Chatuporn

The Thai National Commission for UNESCOExternal Relations Division

BANGKOK 10300

Minsitry of EducationRatchadamnoen - Nok Avenue

+662 628 5646+662 281 [email protected]

Telephone (Work):

Programme Officer for UNESCO Affairs

Fax:E-Mail:

THAILAND

Kasipar, Dr Chana

The Thai National Commission for UNESCOExternal Relations Division

BANGKOK 10300

Ministry of EducationRajdamneon Nok Ave

+662 628 5646+662 281 0953

Telephone (Work):

Member of Committee on Education

Fax:

Meleisea, Mr Malama

UNESCO Office Bangkok920 Sukhumvit RoadBANGKOK 10110

+66 2 391 0880+66 2 391 [email protected]

Telephone (Work):

Regional Adviser for Social and Human Sciences

Fax:E-Mail:

15










UNESCO HEADQUARTERSUNESCO HEADQUARTERS

Abad-Ortiz, Mr GonzaloBureau of Field Coordination UNESCO HQPARIS

Cheng, Mr Xiaolin

UNESCO HQDivision of Relations with National Commissions & New Partne

PARIS 750077 Place de Fontenoy

+33 1 4568 1713+33 1 4568 [email protected]

Telephone (Work):

Programme Specialist

Fax:E-Mail:

D'Orville, Mr Hans

UNESCO HQBureau of Strategic Planning

PARIS 750077 Place De Fontenoy

+33 1 4568 1919+331 4568 [email protected]

Telephone (Work):

Director of Strategic Planning

Fax:E-Mail:

Dufresne-Klaus, Mrs Dyane

UNESCO HeadquartersPARIS

[email protected]

Director, Bureau of Human Resources Management

E-Mail:

Hahm, Mr Chaibong

UNESCO HQ1 Rue MollisPARIS 75015

+33 1 4568 3859+33 1 4568 [email protected]

Telephone (Work):

Director, Social and Human Sciences Sector

Fax:E-Mail:

Hasan, Ms Mary LynnUNESCO HQBureau of Strategic Planning

PARIS 750077 Place De Fontenoy

+33 1 4568 1370+33 1 4568 [email protected]


Kearney, Ms Mary Louise

UNESCO HQDivision of Relations with National Commissions

PARIS 75007

& New Partnerships7 Place De Fontenoy

[email protected]

Director

E-Mail:

UNESCO HEADQUARTERS

Le Saux, Mr Jean-Yves

UNESCO HQ7 Place de FontenoyPARIS 75007

+33 1 6568 [email protected]

Telephone (Work):

Bureau of Stategic Planning

E-Mail:

Magnan, Ms LaurenUNESCO HQDivision of Relations with National Commissions

PARIS 75352

& New Partnerships7 Place De Fontenoy

+33 1 4568 1487+33 1 4568 [email protected]


Plathe, Mr Axel

UNESCO HQCommunications & Information Sector

PARIS CEDEX 15 75732

Information Society Division1, Rue Miollis

+33 1 4568 4467+33 1 4568 [email protected]

Telephone (Work):

Senior Programme Specialist

Fax:E-Mail:

Website: www.unesco.org/webworld

16










http://www.unesco.org/webworld




UNESCO FIELD OFFICESBANGLADESH

Abdur, Mr Rafique

UNESCO DhakaIDB Bhavan

DHAKA

ArgargoanSher-e-Bangla Nagar


Telephone (Work):

National Prgramme Officer

Fax:E-Mail:

CAMBODIA

Clément, Etienne

UNESCO Office in Phnom PenhPO Box 29

PHNOM PENH#38 Sothearos Blvd.

+855 23 725 071+855 23 426 [email protected];phnompenh@unesc

Telephone (Work):

Head

Fax:E-Mail:

INDIA

Tawfik, Professor Mohsen

UNESCO Office in New DelhiB-5/29

NEW DELHI 110029Safderjang Enclave

+91 11 267 13 000+91 11 267 13 001/[email protected]

Telephone (Work):

Director

Fax:E-Mail:

INDONESIA

Hill, Stephen

UNESCO Office in JakartaUNESCO House

JAKARTA

JL. Galuh (11)No 5 Keabyoran Baru

+62 21 7399 818+62 21 7297 [email protected]

Telephone (Work):

Director and Representative to Indonesia, Malaysia, Philippines &

Fax:E-Mail:

IRAN

Taniguchi, Ms Junko

UNESCO Tehran Cluster OfficeBahman Building Sadabad ComplexTEHRAN

+98 21 274 0141+98 21 274 [email protected]

Telephone (Work):

Programme Specialist for Culture

Fax:E-Mail:

KAZAKHSTAN

Haque, Anjum

UNESCO Office in Almaty480091ALMATY

+7 3272 58 2643+7 3272 79 [email protected]

Telephone (Work):

Head of UNESCO Almaty Cluster Office

Fax:E-Mail:

NEPAL

Kanno, Koto

UNESCO Office in KathmanduRing Road

KATHMANDUPO Box 14391

+977 1 437 4010+977 1 437 [email protected]

Telephone (Work):

UNESCO Representative To Nepal

Fax:E-Mail:

SAMOA

Tait, Ms EdnaUNESCO Office in ApiaPO Box 615APIA

685 24 276685 77 [email protected];[email protected];lup


Voi, MaliUNESCO Office in ApiaAPIA

[email protected]:

THAILAND

Shaeffer, Mr Sheldon

UNESCO Office in Bangkok920 Sukhumvit RoadBANGKOK 10110

+662 391 8474+662 391 [email protected];K.pavinee@une

Telephone (Work):

Director

Fax:E-Mail:

UZBEKISTAN

Lane, Mr Michael BarryUNESCO Office in Tashkent95, Amir Temur StreetTASHKENT 700084

+99 87 1 120 7116+99 87 1 132 [email protected];[email protected].


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UNESCO FIELD OFFICESVIETNAM

Chu, Shiu-KeeUNESCO Office in Hanoi23 Cao Ba QuatHANOI

[email protected]:

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OBSERVERSJAPAN

Zakri, Prof A HUnited Nations University-Institute of Advanced Studies UNU-IAS6F, International Organizations Center

TOKYOPacifico-Yokohama

[email protected]:

KOREA

Lee, Dr Samuel

Asia-Pacific Centre of Education for International Understanding#604, UNESCO House

SEOUL 100810

50-14 Myong-Dong 2-GAChoong-Gu

+82 2 774 3956+82 2 774 [email protected]

Telephone (Work):

Director

Fax:E-Mail:

MOZAMBIQUE

Tamele, Mr Custodio Carlos

Mozambique National Commission for UNESCO45, Rua Dr Egas Moniz

MAPUTO 3674C.P. 3674

+258 1 49 33 85+258 1 49 17 [email protected]

Telephone (Work):

Programme Officer for Education

Fax:E-Mail:

NEW ZEALAND

Culshaw, Ms Trish

New Zealand National Commission for UNESCOC/- Ministry of Education

WELLINGTON

PO Box 1666Thorndon

+64 4 473 5536+64 4 473 5518

Telephone (Work):

Support Officer

Fax:

Montgomerie, Mr Hayden

New Zealand National Commission For UNESCOWELLINGTON

Programme Officer

Strickland, Ms Ellen

New ZealandWELLINGTON

[email protected]

Communications Officer

E-Mail:

SAMOA

Polu, Mr Lance

PINAAPIA

[email protected]

President

E-Mail:

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UNESCO DIRECTOR-GENERAL’S CONSULTATION OF THE NATIONAL COMMISSIONS OF THE ASIA AND PACIFIC REGION ON THE PREPARATION OF THE DRAFT PROGRAMME

AND BUDGET FOR 2006-2007 (33C/5)

and

13th QUADRENNIAL AND STATUTORY REGIONAL CONFERENCE OF NATIONAL COMMISSIONS FOR UNESCO OF THE ASIA AND PACIFIC

Wellington, New Zealand 23 – 27 May 2004

Final Report

INTRODUCTION

Sunday, 23 May 2004 – Opening Ceremony The conference commenced with a Powhiri, the official ceremony conducted at the Te Papa marae. Participants were welcomed by Regional Tribal Elders and Staff on behalf of Te Papa, the New Zealand National Museum. For UNESCO, John Mohi of Communications sub-Commission of the New Zealand National Commission and Mr Hans d’Orville, Director, Bureau of Strategic Planning, Representative of the Director General, delivered a reply thanking Te Papa for graciously hosting the forthcoming conferences. The Official Opening was carried out by the Honourable Margaret Austin, Chairperson of the New Zealand National Commission for UNESCO. The other speakers were Keri Kaa, a member of the Culture sub-Commission of the New Zealand National Commission for UNESCO, Edna Tait, Director of the UNESCO Office in Apia, Hasnah Gasim, National Coordinator for ASPnet in the Indonesian National Commission, Alisher Ikramov, Secretary-General, Uzbekistan National Commission, Mary-Louise Kearney, Director of the Division of Relations with National Commissions and New Partnerships, UNESCO Paris. A special message of greeting to the ASPAC National Commissions was delivered on video by the Director-General, Koichiro Matsuura that was followed by a keynote speech by the Honourable Marian Hobbs, Associate Minister of Foreign Affairs and Education (New Zealand). In her remarks, Ms Hobbs emphasized the relevance and importance of UNESCO activities in today’s globalized world. The New Zealand government, a founding member of UNESCO in 1946 and a strong supporter of the Organization’s ideals and objectives, was pleased to host the Regional Consultation on the Draft 33 C/5 and complemented the National Commissions for having chosen challenging themes for their 13th Quadrennial and Statutory Conference. Following this, the Provisional Rules of Procedure were adopted, after which the Bureau was elected, with the following results: Chair Vice-Chairs Margaret Austin (New Zealand) Arief Rachman (Indonesia) Alisher Ikramov (Uzbekistan) Rapporteurs Drafting Committee Regional Consultation 33 C/5 Ian Anderson (Australia) Lucy Moala-Mafi (Tonga) Hiroshi Nagano (Japan) Tupae Esera (Samoa) Quadrennial Conference New Zealand National C. Balakrishnan (India) Commission Secretariat Staff Paris Secretariat Staff

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Co-Rapporteurs Regional Consultation 33 C/5 Myra Moeka’a (Cook Islands) Hyun-Mook Lim (Republic of Korea) Quadrennial Conference Isireli Senibulu (Fiji) Satya Bahadur Shrestha (Nepal) The National Commissions approved the Provisional Agenda and Timetable and the Rules of Procedure. They then proceeded to an overview of the process leading to the preparation of the UNESCO Draft Programme and Budget for 2006-2007 (Document 33 C/5), presented by Mr Hans d’Orville, Director, Bureau of Strategic Planning of UNESCO and representative of the Director-General. This document contains two sections:

1. A report on the Draft 33 C/5

2. A report on the discussions with regard to the 13th Quadrennial and Statutory Regional Conference of National Commission for UNESCO of the Asia and Pacific Region.

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13th QUADRENNIAL AND STATUTORY REGIONAL CONFERENCE OF NATIONAL COMMISSIONS FOR UNESCO OF ASIA AND PACIFIC

Tuesday, 25 May 2004 Opening of the 13th Quadrennial Conference

1. The Honourable Margaret Austin opened the meeting and expressed the hope that the delegations of the Asia and Pacific region and UNESCO were enjoying their stay in New Zealand. The Chairperson said she was very happy that almost all the countries of the region were present at these meetings.

2. She pointed out that the topics of the Quadrennial Conference had been chosen

by consensus amongst the National Commissions, which were members of the Steering Committee. Their inspiration for the overall theme of the Quadrennial and Statutory Conference had come from many sources, including the UN Millennium Development Goals, the UN Decade for Education for Sustainable Development for which UNESCO is the lead agency, the World Summit on Sustainable Development (WSSD) and the World Summit on the Information Society (WSIS). Also important were the Round Table reports from the 32nd session of the General Conference (2003) on Quality Education and Towards Knowledge Societies. The Steering Committee reasoned that if the world is to overcome poverty, realize gender equality, promote health, engage in environmental conservation, transform rural communities and ensure that people everywhere achieve social and economic satisfaction, then we need to respond to the challenges of the present age in a very constructive way. The fundamentals are respect by leaders for human rights, cultural and biological diversity and access to communication technologies.

3. At the beginning of the 21st Century, UNESCO faces the awesome challenge of

leading its Member States progressively towards political inclusiveness and quality of life. Achieving these noble ends begins with knowledge, uses all the means possible for communication and real dialogue and provides the opportunity for people to use their talents and to be creative.

4. This thinking led to the overall theme Beyond Information and Knowledge

Societies – Towards Creative Communities: The Role of UNESCO with the first session devoted to Education for Sustainable Development where the intention was to inform and inspire in order to innovate. The second session considered Information Societies and ways in which these can make a difference. The third session was an Open Forum on Sustainability and Creativity. UNESCO has said that ´”education is part of the problem but essential to the solution” and there is a wise old African Saying that “fear and uncertainly melt away before knowledge.” . To inspire creative communities in the 21st Century, it will be essential to bring knowledge and information together.

5. The Conference would engage in debate, put forward ideas based on country

experiences, respond to challenges and use the opportunity to arrive at a set of recommendations which would constitute the ASPAC vision for the future.

Report on Tashkent – Review of Progress on Tashkent Recommendations

6. A progress report on the implementation of the Recommendations of the 12th Quadrennial and Statutory Regional Conference of the National Commissions of Asia and the Pacific was presented by Mr Alisher Ikramov (Secretary-General of the Uzbekistan National Commission for UNESCO). It was noted that major

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recommendations are well advanced and this is benefiting National Commissions in carrying out their roles and mandate. The comparative advantage of National Commissions as the constitutional partners of UNESCO in the preparation, coordination, implementation and evaluation of the Organization’s programmes, was once again outlined. In particular, the advisory activities of National Commissions vis-à-vis UN agencies, other international and local stakeholders, were emphasized. During the last four years, a number of new cooperation modalities among National Commissions, and between National Commissions and UNESCO’s Secretariat (including UNESCO Field Offices) were elaborated, such as: the publication of The Architecture of National Commissions, reading access to the planning system SISTER, development of computer networking among National Commissions, as well as guidelines on cooperation between National Commissions and UNESCO Field Offices. Visibility of UNESCO in Member States was achieved through various activities of National Commissions, including the celebration of UNESCO’s special days, years and decades, and anniversaries. It was pointed out that National Commissions could set up close links of collaborations with UNESCO Goodwill Ambassadors, who function directly under the Director-General. Despite the current internal managerial problems of the World Federation of UNESCO Clubs, Centres and Associations, the continuation of collaboration with local clubs, within UNESCO’s fields of competence, was supported. Participants were informed of the recent decision taken at the 169th session of the Executive Board with regard to this NGO. In order to provide better support for the capacity-building and cooperation activities of National Commissions, it was proposed to increase by about 50% the regular budget allocations and human resources of the Division of Relations with National Commissions and New Partnerships in the UNESCO Secretariat.

Special Presentation on the BAM earthquake *

7. At the invitation of the Chairperson, Ms Junko Taniguchi from the UNESCO Tehran Cluster Office made a special presentation on the devastation wrought by the earthquake in Bam, I.R. of Iran on 26 December 2003. Through images depicting the extent of the damage, comparing Bam before and after the earthquake, Ms Taniguchi described the efforts being made by the Iranian authorities with the assistance of UNESCO, especially in the fields of Culture, Education, and Science. Information was presented on the work being undertaken in close collaboration with the other UN and IGO agencies, thus richly demonstrating the ongoing challenges which face the Iranian authorities and the international community as they cooperate to find sustainable solutions to this major natural disaster.

8. The theme for the Quadrennial Conference was outlined by the Chair, the

Honourable Margaret Austin and the featured panelists were requested to make their presentations. These were aimed at setting the tone for the discussions and to link the various issues involved in Education for Sustainable Development.

Session I Education for Sustainable Development: Information, Innovation, Inspiration Keynote addresses

• Education for Sustainable Development *- Professor A.H. Zakri, Director, Institute of Advanced Studies, United Nations University

“Education for Sustainable Development means what it says.”

9. Professor Zakri presented a global perspective on education for sustainable development. Agenda 21 of the 1992 Earth Summit recognized the important role of education. A debate at the World Conference on Higher Education in

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1998 was the first major step in uniting educators as a stakeholder group leading to the adoption of the Decade by the UN General Assembly in December 2002. The Ubuntu Declaration signed by 11 of the world’s foremost educational and scientific organizations during the WSSD strives to ensure that educators at all levels, media scientific researchers and government work closely to foster education for sustainable development at all levels and in all sectors.

10. Regional Centres of Excellence (RCEs) which can be thought of as spaces

designed in order to strengthen the collaboration for ESD between regional and local actors, are the key strategy in the UNU’s programme to promote the Decade. The UNU will encourage the development of a network of RCEs through the development of tool kits to support RCEs to develop effective ESD curricula through various schemes to provide incentives such as an excellence award scheme and through the development of case studies that illustrate innovative success stories.

11. Education for Sustainable Development * - Nick Potter, Office of the

Parliamentary Commissioner for the Environment, New Zealand “Never lose a holy curiosity; keep learning to see the world anew” Albert Einstein

12. This speaker presented a think-piece entitled ‘See Change’ outlining the challenges for sustainability in the New Zealand context. This highlighted the shift in perception and understanding that was needed among people and organisations in society, in terms of the ways they look at complex issues and search for solutions, which will effect meaningful and sustainable change. Key points raised were as follows:

• There was a need to critically assess present patterns of human consumption since

current levels seriously endanger the sustainability of available resources. • Education remains the most effective means for confronting the challenges of the

future. • Society has a responsibility to see that advertising, which has a strong impact on

young minds, does not exploit normal child development. • Although individual human action can be effective, it is large-scale cooperative

efforts that constitute a genuinely powerful instrument for change.

13. In the future, solutions cannot be found by following the same level of thinking as in previous eras. Major areas of focus will be the assuring of the quality of life, using a systems approach to problem-solving, developing capacity to educate for sustainability (known as EFS capacity), learning across the generations, social marketing and responsiveness to cultural diversity.

Country Presentations

• Environmental Education and Research in ASPAC: Hiroshi Nagano, Japanese National Commission for UNESCO

“Consider changing the lifestyle in developed countries”

14. The presentation covered the Fulbright Master Teacher Programme in which

selected schools in Japan were engaged with partner schools in the USA in an exchange programme with a special focus on biodiversity. The programme ‘Biodiversity Understanding Global Societies’ (BUGS) was one in which students, teachers and selected museum staff took part largely through the video conferencing mode over a period of 6 months. Field trips were undertaken to collect various species of insects, which were then studied, and the reports were placed on the web for wider access.

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• World Heritage in Young Hands: Hayden Montgomerie, New Zealand National Commission for UNESCO

“Students must sustain local, national and regional heritage in and for their region”

15. Mr. Montgomerie gave a presentation of the Pacific version of the original

UNESCO kit: World Heritage in Young Hands which had been developed by New Zealand, drawing on material contributed by Member States of the Pacific sub-region.

16. This resource takes an innovative educational approach to developing students’

awareness of both tangible and intangible cultural heritage, and promotes the Pacific perspective on heritage and our value systems. Throughout the Pacific, the places of special value often have both natural and cultural significance. These linked values are commonplace and the separation into natural and cultural seems artificial.

17. The project involves students in sustaining local heritage in sub-regional and

international contexts.

• Uzbekistan

“Enjoy learning!”

18. The presentation on Lifelong Learning and Non-Formal Education in Uzbekistan highlighted the action taken to realise the goals of the Dakar Framework of Action. The following were the highlights of the presentation:

19. Uzbekistan is a country in transition with the new education policy adopted in

1997, which provides for 12 years compulsory education (9 years of traditional education and 3 years of vocational education) aimed at 100% coverage of all eligible children.

• NFE, though not based on national educational standards, is based on local needs,

involving partnership with the private sector and NGOs and promoting work oriented education for the private and informal sectors.

• Efforts to build a knowledge society encourage people to start engaging sooner rather than later.

• Various short-term learning opportunities to cater for diversity in the economy are available.

• There are flexible mechanisms for the recognition of qualifications along with professional networking amongst different creative centres.

• Cooperation with UNESCO was highlighted through Community Learning Centres within ASPnet schools, Community Multimedia Centres in rural areas, Community Learning Centres on Handicrafts in the historical heritage centres and Youth Summer Education camps.

• Repositioning for Self-Determination – Prof. Russell Bishop, University of Waikato, New Zealand

“Quality education promotes the self-determination and agency of all participants no matter what age or position”

20. Prof. Bishop described the outcome of his research based on three case studies: schooling of Navaho children in Southern Utah, mainstream schooling for Maori children in New Zealand, and schooling for Bedouin children in the Negev Desert of Israel.

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21. Two major challenges face today’s teachers-cultural diversity and disparities. Bottom up education is the most effective. A fundamental methodology shift is required in the role of teachers away from their role as transmitters of knowledge to a new role as a co-learner, engaging with learners and focused on learning.

• “Internationalisation of Education: the brain drain” Prof. Kenneth Wiltshire, Australian

National Commission for UNESCO “Teach our youth we can make it on one planet if we share”

22. The definition of sustainable development is currently changing to include the human dimension as well as environmental and economic considerations. In this regard, the brain drain is a potent force with both positive and negative impact in the Asia and Pacific region in terms of retaining essential human resources whose skills underpin innovative research and problem solving.

23. A number of measures can be taken to address this, inter alia:

• Convention on Recognition of Higher Education Diplomas and Degrees • Capacity-building of national higher education institutions • Training in situ • Use of ICTs • Providing tax incentives • Scholarship schemes • Migration policies

24. Such measures would certainly help to strengthen the capacity, which is required

to address the growing challenges of sustainable development in the region.

• Values Education – Education for International Understanding: Mr Seung Hwan Lee, Republic of Korea National Commission for UNESCO “Without genuine international understanding, it is impossible to attain the noble goal of Sustainable Development”

25. The presentation was on Values Education and Education for International Understanding in the Asia and Pacific Region in the context of ESD. The highlights were:

• For a globally sustainable society, international commitment and shared

understanding on the pressing need for a new moral and collective responsibility for future generations.

• ‘Diversity’ is one of the most remarkable qualities of the ASPAC region, with an extraordinary mix of diverse ethnic groups, languages, traditions and cultures.

• Most ASPAC countries have experienced ‘imperial colonialism’ at some stage and the root of many current problems is the ‘divide and rule’ policy followed by the colonial powers.

• In addition to security concerns, many countries in the ASPAC region face social problems including illiteracy, poverty and deprivation.

• Among UNESCO’s regional groups, only the ASPAC region launched a values education programme (APNIEVE) in 1995 and the Asia/Pacific Centre for Education for International Understanding (APCEIU) in 2000 with a substantial contribution from the Republic of Korea.

• The response of the Asian countries to globalisation is tempered by its impact, both positive and negative, on diversity, which will affect our collective future. Hence the importance of the mission of Education for International Understanding.

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26. The ensuing exchange of views highlighted the following issues:

• Sustainable development encompasses all sectors of life • The importance of local and indigenous knowledge • Empowerment, inclusiveness, transparency and democracy are key factors in

sustainable development • ESD and EFA are two sides of the same coin • ESD needs to begin with early childhood education.

Concluding Statement on the Decade for Education for Sustainable Development - ESD

27. The following statement was offered by the Australian Delegation to the Conference. It was endorsed by the participants for its content, emphasis on key points related to ESD and general recommendations to UNESCO for its further action in this area.

28. “At the commencement of the UN Decade for Education for Sustainable

Development, there is a unique opportunity to integrate the various social, cultural, ecological and economic dimensions of sustainable development, by drawing together the activities of the various related UN decades, namely:

• The UN Decade for a Culture of Peace and non-violence for the children of the world • The UN Decade on Human Rights Education • The UN Literacy Decade

together with the Dakar and Millennium Development Goals.

29. We strongly urge UNESCO to bring together the bodies of knowledge and the experts who usually meet separately from the diverse fields of:

• Peace, intercultural and inter religious understanding, • Social Justice, Equity and Human Rights, • Environmental/Ecological/Future-oriented Education for Sustainability, • Ethics in the Sciences, • Other related fields (e.g., Civics).

and to adopt models, which are, based on a systems-oriented approach for the development of an organic, holistic, integrated, interdisciplinary and intersectoral approach to ESD from the very outset of the UN Decade.

30. In the context of limited resources, UNESCO may then synthesize and cross-fertilise the very best that is known in each of these fields to facilitate practical and achievable implementation of programmes in Member States.”

Wednesday 26 May 2004 Session Two – Information Societies: Making a Difference

31. Laurence Zwimpfer, * Deputy Chair and Communications specialist of the New Zealand National Commission, introduced the session, focusing on the four key UNESCO principles presented to the World Summit on Information Society (WSIS) in Geneva: freedom of expression; universal access to information and knowledge; access to quality education for all; and cultural and linguistic diversity.

Keynote Address

• UNESCO follow up to the World Summit on the Information Society, WSIS: * Axel Plathe, Senior Programme Specialist, Communication Sector, UNESCO

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32. Recalling that the key message of the WSIS is the construction of knowledge societies, Mr Plathe presented the aims for the two phases of this initiative, namely Geneva (2003) and Tunis (2005). He then outlined the outcomes of the Geneva phase, including key principles and action plan points. Seventy-five of the 150 action points are in UNESCO’s specific mandate. Mr Plathe also described the preparations for the activities and tools, both from UNESCO and from external sources, which will be used in the lead-up to the Tunis phase. He concluded with an overview of the WSIS work that will continue beyond the Tunis summit. This will focus on: promoting an information culture, digital solidarity, ways to enhance the management of the Internet, and then optimal use of ICTs for achieving the Millennium Development Goals.

33. His presentation was followed by case studies from participants. These focused

on the four key UNESCO principles presented to the WSIS in Geneva. Country and Other Presentations Freedom of Expression

34. Freedom of Expression: Lance Polu, President of the Pacific Islands News Association (PINA), Samoa

35. This speaker made a presentation on the role of his organisation on freedom of

expression in the Pacific. He discussed the objectives of the Association, which promotes and defends the access to information, freedom of expression, the promotion and development of professional skills and standards in the region and the encouragement of professional co-operation and solidarity.

36. Defending media freedom from legislative and direct attacks on journalists is a

key role of PINA, which works closely with the International Freedom of Expression Exchange (IFEX). Another key issue for the Pacific and of interest for PINA is the preservation of cultures and languages. Mr Polu commented on the importance of the work of UNESCO in all these areas and expressed the wish to further develop the working relationship already established for projects such as the WSIS.

37. Press freedom and legislation: Arief Rachman, Executive Secretary of the

Indonesia National Commission

38. Discussing these issues in Indonesia, Mr Rachman articulated the unique challenges presented by a country with a population of 220 million spread over 100 islands and speaking 580 languages. In 1998, a law was passed to protect freedom of expression as a human right, which was a principle of the Constitution of Indonesia adopted in 1945. The speaker outlined five areas which could be obstacles to the promotion of freedom of expression, namely:

39. • The cultural problems of a paternalistic society • Face to face or customary barriers to communication • Problems related to gender imbalance and interaction • Education which is teacher-centred and not measured by student success • Delivery problems linked to basic needs such as food and electricity.

Universal Access to Information and Knowledge

• The PFNet Project: Donald Malasa, Secretary-General of the Solomon Islands National Commission

40. Mr Malasa presented the People’s First Network (PFNet) project, which uses ICT

to help rural communities. The project, established by UNDP, networks rural communities with the outside world through the use of basic and sustainable e-

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mail access. The aim of the project is to facilitate affordable communication access to facilitate information sharing and networking across society. Over the last 2½ years, solar power, creative bandwidth management and basic HF band networks have enabled the establishment of 14 e-mail stations. Another 10 stations are planned for this year, thus allowing the project to be applied to E-learning, community networking, disaster management and many others.

Access to Quality Education for All

• Access to Quality Education for All: Seyed Mohammad Tavakol Kosari, Secretary-General of the Iranian National Commission

41. This presentation focused on the ways ICT can be used to benefit education in

Iran at all levels from primary, through secondary to higher learning. In primary and secondary education, school networks are used for student enrolment, the purchase of books and supplies, teacher collaboration, salary payments and reporting. Six of the 30 provinces are currently networked, and Iran hopes to have all 15,000 schools linked by 2006. In higher education, virtual university development is a priority. 20 virtual universities were commissioned and three are active at the present time. A project is also under way to establish a network of virtual universities.

42. A short video clip on a Cambodia project was played for the meeting, to

showcase an Electronic Pony Express System used for remote villages. E-mails are transferred out of remote villages without phone lines or electricity by using mobile computers on motorbikes with wireless data connections. These can transfer e-mails from schools to Interne hubs in the city. In conclusion, Theany Tan, Secretary-General of the National Commission of Cambodia, expressed her hope that UNESCO would continue support for such projects.

• Schoolnets in China: Xiaogong Tian, Secretary-General of the Chinese National

Commission

43. A brief overview was given on developments in China, which faces a unique issue of scale. 'Schoolnets' linking schools to the Internet are now being established nationwide. A new rural community strategy was launched with a pilot project in 2003. As a result, Rural Community Internet Centres are currently being set up to promote vocational education, cultural activities and information exchange.

Cultural and Linguistic Diversity

• The Digital Silk Road Project: Hiroshi Nagano, Secretary-General of the Japanese

National Commission

44. This project is led by the National Information Institution in Japan, with UNESCO support. The project’s mission was to develop cultural heritage resource for future generations using ICT to preserve cultural and natural heritage images. Mr Nagano commented that the world can lose cultural heritage through the unfortunate intentional destruction of heritage material and its history, which fades with time. International Research Institutes collaborated to create an ‘imaginary’ museum of images on the Internet along with the collection of digital heritage information. Access to heritage and its preservation through ICTs can help to promote better awareness amongst the general public, as is the case in this project.

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Concluding Statement on Information Societies

45. Laurence Zwimpfer then invited speakers and delegates to contribute brief personal statements and thoughts on how they see priorities for the future in this area.

46. The comments contributed were as follows:

• “Use of ICT for training is key’ • “Access to internet and ICT enhanced learning in all schools”. • “Improve IT networks using a common platform for all Member States.” • “Dreams of a knowledge society require the sun, a bike and creativity’ • “Freedom of opinion and expression is a process of human dignity” • “To be creative, use ICTs, not be used by them.” • “Use the resources of the Information Society for sustainable development.” • “A combination of government commitment and fair competition in the private sector

is a key to the realization of the potential of ICTs for transparency, accountability and empowerment.”

• “UNESCO as a knowledge broker for utilizing ICTs for development.” Session Three Sustainability and Creativity – an Open Forum Session Three - Sustainability and Creativity: An Open Forum

47. Mr Arief Rachman, Executive Chairman of the Indonesian National Commission for UNESCO, presided at this session. In his opening remarks, he noted that sustainability and creativity go hand in hand when solutions to development issues are being sought. There should be alternative delivery systems to deal with poverty and to reach the unreached, and these should help set clearer goals for sustainability, and creativity through better communication.

48. The participants agreed to include technical and vocational education and values

in education as crucial aspects for sustainable development, the principles of which emanated from the Earth Summit in Rio de Janeiro over a decade ago. There are a complex set of objectives, which include respect for human rights. There is the key role for education and its associated cultural values in meeting this challenge:

• Education for sustainability cannot be achieved without quality training and delivery

systems.

• The quality of teachers is related, inter alia, to the education and training they receive, their qualifications, the ways in which their attitudes and competencies are nurtured, government recruitment policies, career prospects and their status and recognition.

• Regarding delivery systems, countries may have to choose between traditional and

more modern ICT – based techniques. Studies have indicated that many teachers still use traditional methods such as “the chalk and talk methods” which have a negative impact on students interest in subjects, their understanding and consequently, on achievement.

49. On the other hand, studies have indicated that hands-on activities based on

learning and co-operative learning provide more meaningful modes of learning for students. It must therefore ensure that teachers are able to cultivate the right interests and understanding among students in the ASPAC region. In this regard,

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the use of more modern teaching modalities, particularly through the use of interactive media and ICT, should be encouraged.

50. Concerning the link between development and education, the school principal

should be solely responsible for curriculum matters, and not be completely occupied with administrative issues. Mr Lynn Bublitz, former Principal of a Taranaki High School, New Zealand, commented that it is important to mentor new principals. There should be a special focus on curriculum leadership, which could also include the use of ICTs and the resources, which UNESCO can provide, including those available on Internet. Administration is important but needs to be properly balanced with the real mission of education. Moreover, ethics need to come from both schools and parents. As the new “Renaissance Man” needs to be properly equipped to cope with a wide range of demands in today’s society.

51. Finally, it was agreed that translating the principles of sustainable development

into truly operational concepts and determining how these can be effectively measured are difficult tasks.

Science for Sustainable Development

52. Mr Ian Anderson of the Australian Delegation outlined various initiatives currently being undertaken in Australia, including the establishment of the Nature and Society Forum, an NGO based in Canberra, and a Centre for Sustainability. Canberra has also been proposed as a Biosphere Reserve, with a human health dimension. Related energy factors such as the use of solar energy, steam generation using hot rocks, wind generators, passive solar design, and the importance of water and proper waste management. Natural disasters such as bushfires add a special challenge for this initiative.

53. Energy is generally vitally important for Member States in Asia, due to their rapid

economic growth rates. Consequently, there is a need to better promote the use of sustainable energy. It was recommended that UNESCO should take quick action to mobilize governments. To this end, the need for awareness-raising initiatives was emphasized. Energy education, relevant technologies, and issues concerning the ethics of energy also merit attention.

54. Other proposals included the establishment of a Centre on Eco-hydrology for

Science and Technology, specific to the environment of the region was proposed. Furthermore, research is needed for small island states to monitor their needs and the use of available resources.

55. Inter-disciplinary and multi-disciplinary approaches are important, especially at

the school level. The principles of sustainable development should be included in school curricula, given the need to build the right qualities of the “mind and heart’ so as to learn to live together in greater harmony.

56. A number of other country examples were cited, inter alia;

57. Centres for Seismic Research and Climate Change were being established in

India. It should be noted that the ancient literature of this country is replete with references to nature and these should be more widely disseminated.

58. The Philippines has had a research centre on sustainability issues for 38 years

and this could help disseminate relevant information.

59. Uzbekistan had separate Deputy Principals whose role is to look after ethical issues.

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60. Sustainability should be grounded in values. Education comes not only from science, but also from the home and from traditional knowledge, particularly from the indigenous people. In New Zealand and in addition to national indicators, the Resource Management Act includes the Maori Environmental Performance Development Indicators, which use Maori values.

61. In the Republic of Korea, the APCEIU runs workshops on ethics training, inter-

cultural dialogue, human rights education, and sustainable development. Numerous definitions are used for sustainable development and many of the components cited are essential for progress in this domain.

62. Discussions on sustainable development can be confusing because this concept

is often taken to mean the environment alone. In fact, sustainable development has three aspects of special note: economic development, justice and environmental development. Economic development often leaves a gap between the rich and poor, fails to protect the environment and takes no account of the lost cultures of indigenous people. To counterbalance this disturbing trend, education must seek to inculcate ethical attitudes and spiritual dimensions in the minds of learners.

63. During this debate, the participants referred to a proposal for consultation on

environmental education in schools from the ASPAC region. It was felt that this should be a proposal for global as well as regional consideration, in view of the cultural diversity in all parts of the work today.

64. With regard to UNESCO’s programmes, ASPNet schools should take an active

role in promoting environmental education, peace education and values and health education.

Integrating Cultural Diversity, Media and Creativity

65. Intangible cultural heritage is very important in the Asia-Pacific region. Once sites are listed, this leads to global recognition and to the promotion of useful dialogue with relevant partners. It was noted that Japan, whose law on the protection of cultural heritage dates from 1950, is considering ratification of the UNESCO Convention in this domain.

66. Heritage legislation is increasingly important for many countries. For example,

New Zealand’s Resource Management Act has three sections dedicated to ensuring that cultural considerations are taken into account when new development is undertaken.

67. World Heritage should also incorporate the concept of creativity. This can be

assured by promoting the regular exchange of innovative country experiences and through heritage education.

Sustainability and Creativity

68. Various challenges face the Asia/Pacific region in order to ensure a safe environment and peaceful communities. These include the inadequate quality of human resources, the lack of management skills and financial resources, environmental degradation, and conflicts. To address these issues, creative solutions are definitely required. These emanate from creative minds whose education has included a proper understanding of sustainability, thereby confirming that human behaviour plays a key role in promoting this concept.

69. Education for sustainable development, which involves a life long learning

approach, should seek to promote both environmental protection as well as human security. UNESCO, with its goal of achieving Peace and Human Development has emphasized that human security and poverty alleviation are

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inconceivable without sustainable development. For this reason, UNESCO programmes in all its fields of competence, must aim to include a sustainable development component. Examples are as follows:

• Educating for sustainability, includes both formal and non-formal education, alternative delivery systems to reach the disadvantaged, and training and capacity building in fields related to sustainable development. • Science for sustainable development, includes the promotion of multi-disciplinary and inter-disciplinary approaches involving the natural as well as social and human sciences with wise use of natural resources, and an improved understanding of human environment relationships. • Ethical principles and guidelines for sustainable development, include the promotion of principles, policies and ethical norms to guide scientific and technological development that is sustainable. • Integrating culture, cultural diversity and the world heritage are key dimensions of activities aimed at sustainable development • Contributing to wider awareness and understanding of sustainable development can be achieved through the media and information and communication technologies (ICTs). Session Four Capacity-building National Commissions for UNESCO: Perspectives for 2004-2005 and Beyond *

70. Ms Mary-Louise Kearney, Director of the Division of Relations with National Commissions and New Partnerships, presented the objectives and results for 2001-2003 and the outlook for 2004-2005 and the near future. She emphasized the United Nations (UN) reform action, especially the 1999 Global Compact, the United Nations Millennium Development Goals, and the pursuit of more extensive relations with civil society. With regard to UNESCO, she underscored the reform consisting of a greater concentration of the UNESCO Programme, decentralization, new structure and rotation of staff members and promotion of alliances with civil society. Third, she raised the importance of training National Commissions’ staff and of UNESCO’s investment in this area. Special mention was made of the need to promote innovative training action that makes optimal use of the expertise and experience of Secretaries General. In this regard, pilot projects took place in late 2003, carried out by Dominica, France, New Zealand and Slovenia. Their positive results will be shared amongst all National Commission; further replication is desirable. With regard to the next stages, starting in 2004-2005, Ms Kearney referred to:

• The status of National Commissions in their Member States • The desirability of promoting exchanges among National Commissions • The participation of their experienced staff members in capacity-building • The new role to be played by the National Commissions in planning and execution of

the UNESCO Programmes • The pursuit of partnerships with civil society

71. Finally, she made additional comments on the particular challenges facing

National Commissions, notably on the status given to these bodies by their governments and their autonomy to dialogue with civil society. Solid support from governments and from UNESCO are required to ensure the optimal performance of this unique network which plays a key role in assuring UNESCO’s visibility and in the management of its activities in all regions. She recalled the existence of

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Draft Guidelines on relations with the Field Offices, drawn up by a group of National Commissions and Field Offices. Comments from all National Commissions were invited to improve this Draft. Lastly Ms Kearney insisted on the importance of adequate staffing and operating resources for National Commissions, including Internet connectivity and the availability of new information and communication technologies.

72. Mr Xiaolin Cheng, Programme Specialist, UNESCO Section for National

Commissions, further elaborated on the need for the capacity-building of National Commissions by saying that the uniqueness of the National Commissions depends on their ability to effectively assume the special functions and responsibilities assigned to them. In the present and rapidly evolving context at international and national levels as well as within UNESCO, National Commissions feel a growing need to strengthen themselves to meet challenges and better perform their duties. As recalled in the Director-General’s Circular Letters issued in August 2001 and July 2003 (CL/3599 and CL/3679), it is the shared responsibilities of Member States and UNESCO to enhance their capacities.

73. As for the training programme developed over the last three years for National

Commissions’ staff, special attention has been given to project elaboration and management, media relations and partnerships. Recent stimulating exercises were appreciated by and beneficial to participants from the region and had included the direct involvement of local news pagers and TV networks. Techniques have been learnt how to reach these partners so as to better disseminate messages and raise the awareness of UNESCO and National Commissions at country and regional levels. Cooperation will be strengthened with National Commissions and Field Offices concerned in future to pursue this effort with new focus and input to be identified throughout this conference.

74. Comments on the empowerment and sustainability of National Commissions

were made during the discussion. An overall assessment of training activities was requested to further improve their relevance and effect. As suggested, aspects relating to synergy between UNESCO Headquarters and Field Offices, the role of National Commissions in a decentralized context, management skills and project monitoring, relations with ministries, working with partners and focal points, enhancing cooperation among National Commissions, mobilizing funding resources, advocacy and visibility of UNESCO and National Commissions could be amongst topics to be included in future training events.

75. Some 15 National Commission posed questions related to aspects of status,

capacity-building, their role in the communication strategy of UNESCO and the optimal use of the Participation Programme. Given the range and complexity of these questions, it was agreed that the UNESCO Secretariat, notably the ERC/NCP Division, would provide a detailed reply in writing after the conference.

Education of Young Leaders and Entrepreneurs *

76. Ms Karyn Fenton, of the New Zealand Chapter of the Junior Chamber International (JCI), provided a presentation to the conference participants as part of the current efforts to strengthen co-operation between JCI and UNESCO. JCI, an NGO in official relations with UNESCO has chapters in over 100 countries and seeks to link more actively with UNESCO’s network of 190 National Commissions. The JCI is a federation of young professionals and entrepreneurs who help young people to learn how to be better leaders through social involvement. The JCI runs a number of innovative professional and community projects including the JCI University and support to the Small Business sector. National Commissions and JCI country chapters are being invited to partner at grass roots level as part of outreach activities with the local private sector. To

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this end, a Letter of Encouragement, to be co-signed by the President of JCI and the Director-General of UNESCO, is being prepared to facilitate contacts.

Presentation of the SHS Sector * Mr Chaibong Hahm, Director, Division of Social Science Policy, Social and Human Sciences Sector

77. The main orientations and programmes of the SHS Sector were presented to the participants, including action to promote ethics, human rights, poverty reduction and social transformation. Particular emphasis was given to activating National Commissions and their academic excellence in the planning and implementation of these programmes given that the SHS Sector fully appreciates the wealth of expertise to be found in the academic partners mobilized by National Commissions as part of their outreach function.

78. National Commissions are encouraged to pursue this co-operation and to interact

with the SHS programme to address the priorities of the ASPAC region where development issues are both numerous and complex.

Presentation of the Bureau of Human Resources Management * Ms Dyane Dufresne-Klaus, Director, Bureau of Human Resources Management

79. This presentation updated the participants on the main aspects of UNESCO’s new Human Resources policy including recruitment, performance assessment, training and rotation. Current changes are profound and are designed to better serve the growing needs of Member States through the assignment of staff who have a broad knowledge of UNESCO’s programme areas and who have acquired experience both in Headquarters and in the field.

80. In particular, recruitment from under represented and non represented Member

States constitutes a major priority for the Director-General in order to assure the universality of the staff. For this reason, the Bureau of Human Resources Management wishes to make sure that National Commissions are closely associated with efforts to recruit skilled personnel from these countries

Closing Session

81. The Quadrennial Conference ended with participants expressing their warm thanks to the New Zealand National Commission and to UNESCO for hosting and organizing this activity.

Note: Main Keynote Addresses and Powerpoint Presentations

82. These documents are indicated by an asterisk * and were distributed to participants at the conference. They are also available in E-version on request from the ERC/NCP Division UNESCO. Please contact Lauren Magnan ([email protected]).

The list is as follows: Session 1 Professor Zakri, IAS/UNU, Mr Potter, Office of the Environmental Commissioner, Ms Taniguchi, UNESCO Office, Teheran Session II Mr Zwimpfer, New Zealand National Commission, Mr Plathe, CI Sector/UNESCO Session IV Miss Kearney, ERC/NCP, UNESCO, Ms Fenton, Junior Chamber of Commerce, New Zealand, Mr Hahm, SHS Sector, UNESCO, Ms Dufresne-Klaus, HRM, UNESCO

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Annex 13th Quadrennial and Statutory Regional Conference of National Commissions

for UNESCO of the Asia and Pacific

Wellington, New Zealand 23-27 May 2004 Recommendations 1. Education for Sustainable Development be designated an intersectoral

programme with emphasis on traditional knowledge ethical considerations and use of ICT in order to lead to self-sustaining creative societies.

2. Make funds available for ERC/NCP for training of National Commission

personnel.

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Documents

Director-General's Consultation of the National ...unesdoc.unesco.org/images/0014/001499/149907E.pdf · Speaker Mr Peter Biggs ... 1300 Concluding Debate on the 33C/5 5. Findings