Information Booklet 2010–2011 - UNESCO · 2014. 10. 8. · Information Booklet 2010–2011 United Nations la science et la culture Cultural Organization Educational, Scientific

UNESCO Nairobi Cluster Officeand Regional Bureau for Science and Technology in AfricaP .O. Box 3059200100 GPO, Nairobi, KenyaTel: (254 -20) 7621234Fax: (254-20) 7622750Email: [email protected]: http://www.unesco-nairobi.org

United Nations

la science et la culture

Cultural OrganizationEducational, Scientific and

Organisationdes Nations Unies

pour l’éducation,

Nai rob i Of f i ceRegional Bureau for Science and Technology in Africa and Cluster Office for Burundi, Eritrea, Kenya, Rwanda, Somalia

and Uganda

Information Booklet2010–2011

United Nations





Production Team

Joseph G.M. Massaquoi, Ph.DAlice A. OchandaPhotos: © UNESCO

Layout: Jennifer OdalloPrinting: UNON Publishing Section Services – ISO 14001-certified

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N a i r o b i O f f i c eRegional Bureau for Science and Technology in Africa and Cluster Office for Burundi, Eritrea, Kenya, Rwanda, Somalia and Uganda

Information Booklet2010-2011

United Nations

Nairobi Office





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Table of Content

Foreword by the Director .................................................................................................................................................... 3

Our History ........................................................................................................................................................................... 4

Programmes at UNESCO Nairobi Office .......................................................................................................................... 5

Natural Sciences Programme ............................................................................................................................................. 6

Basic and Engineering Sciences (BES) .................................................................................................................... 8

Gender Mainstreaming in Science and Technology................................................................................... 8

The African Network of Scientific and Technological Institutions (ANSTI) .......................................... 9

Science and Technology Policies for Sustainable Development ....................................................................... 10

Water Sciences ...........................................................................................................................................................11

Ecological Sciences .................................................................................................................................................. 13

Earth Sciences ........................................................................................................................................................... 15

Intergovernmental Oceanographic Commission (IOC) ..................................................................................... 16

Education Programme ....................................................................................................................................................... 18

Social and Human Sciences Programme ........................................................................................................................ 23

Culture Programme ........................................................................................................................................................... 25

Communication and Information Programme .............................................................................................................. 28

Intersectoral Platform Programme .................................................................................................................................. 30

UNESCO Institute for Statistics (UIS) ............................................................................................................................. 33

Library and Documentation Centre ................................................................................................................................ 35

National Commissions of the Cluster ............................................................................................................................. 37

Organogramme ................................................................................................................................................................. 38

Staff Contact List ................................................................................................................................................................ 39

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Foreword by the Director

At the start of every biennium, the UNESCO Nairobi office produces this information booklet to acquaint our partners and Member States of the programmes which the office will undertake in the succeeding two years. The booklet is also used to clarify other issues relating to the geographical scope of the office’s programmes.

As one of the oldest UNESCO field offices, the roles, functions and responsibilities of the Nairobi office have evolved many times to the extent that some of our partners often get confused about what we do and which countries we cover. The Nairobi Office is really a combination of two major Offices. First and foremost, it is the “UNESCO Regional Bureau for Science and Technology in Africa”. As a “Regional Bureau for Science and Technology”, the Office has the responsibility for the development and implementation of UNESCO’s Science Programme in forty seven (47) countries in Sub-Saharan Africa. Secondly, the Nairobi Office is also a “UNESCO Cluster Office” with multiple programme responsibility for six (6) countries, namely: Burundi, Eritrea, Kenya, Rwanda, Somalia and Uganda. As a “Cluster Office”, it has responsibility for the implementation of all of UNESCO’s programmes (i.e. Education, Natural Sciences, Culture, Social and Human Sciences, and Communication) in those six countries. In addition, the Nairobi Office hosts Regional programmes in bioethics for the Africa region

The complex and multiple functions of the office can be summarized as follows: For Natural Science, the Nairobi Office covers all of sub-Saharan Africa; for Education, Communication, Social and human sciences and Culture the Office is responsible only for the six member countries of the “Cluster”; for Ethics of Science, the Office’s coverage includes all of sub-Saharan Africa. The office also has a statistics programme which is hosted on behalf of the UNESCO Institute for Statistics (UIS). This is also highlighted in this booklet

Finally the Nairobi Office is the host of the secretariat of the African Network of Scientific and Technological Institutions (ANSTI). The later facilitates pooling of research and teaching resources of African institutions with a view to facilitating high-level human resources capacity building in science and technology.

The Nairobi Office executes some of its functions using partners in the UN family, the Government and Non-Governmental Organizations (NGOs). In particular, the office aligns its programmes to those priorities contained in various national policy documents and the United Nations Development Assistance Framework (UNDAF). The reader will therefore find some references to our collaboration especially within the “delivery as one” concept of the UN reform.

Joseph G.M. Massaquoi, Ph.DDirector, UNESCO Nairobi Office

“...UNESCO contributing to peace and sustainable human development in an era of globalization through education, the sciences, culture and communication.”

UNESCO Strategy

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Our History

United Nations Educational and Cultural Organization’s Office in Nairobi

United Nations Educational, Scientific and Cultural Organization (UNESCO) was established on the 16th of November 1945.The main objective of UNESCO is to contribute to peace and security in the world by promoting collaboration among nations through education, science, culture and communication in order to further universal respect to justice, the rule of law and human rights and fundamental freedoms, which are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations.

UNESCO has its headquarters in Paris, France, and has field offices and institutes all over the world.

UNESCO Nairobi Office was established in 1965 as a Regional Centre for Science and Technology. In 1973 the office changed its name to: Regional Office for Science and Technology (ROSTA).

Since 2001 the office is functioning as a Cluster Office in all UNESCO’s fields of competence for Burundi, Eritrea, Kenya, Rwanda and Uganda. However, the Office remains a regional Office for Science and Technology in Africa.

Location

The UNESCO Nairobi Office like other United Nations agencies in Kenya is based on the UN-Gigiri Complex, approximately 10 km from down-town Nairobi. The Complex is also the Headquarters for UNEP and UN-HABITAT. p

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Programmes at UNESCO Nairobi Office

The Nairobi Office has major programme activities in all UNESCO fields of competence (viz: Education, Natural Science, Social and Human Sciences, Culture and Communication). Thus, the office’s programme activities for 2010-2011 will contribute to all five overarching objectives of UNESCO. These are:

Attaining quality education for all.1. Mobilizing science, knowledge and policy for sustainable development.2. Addressing emerging ethical challenges.3. Fostering cultural diversity and intercultural dialogue.4. Building inclusive knowledge societies through information and communication.5.

These objectives are part of the organization’s medium term strategic plan for the period 2008-2013. This is the second biennium of the plan and therefore we are pursuing the same objectives as 2008/09. However, the programme priorities to address each of the objectives have changed and in this information document, the reader will find details of the various biennial priorities in the different fields of UNESCO’s competence. It should also be added that the global objectives, as stated above, and the programme priorities which will be presented in subsequent sections of this document, have been contextualized to address specific problems of the countries served by the Nairobi Office.

In addition to the various programme activities in Natural science, Education, Culture, Communication and Social and human sciences, the office also hosts programmes in statistics that assist member states to carry out policy formulation, planning and monitoring of activities in science, education and culture. p

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Natural Sciences Programme (SC)

According to UNESCO’s Medium term plan for 2008-13, the strategic objective for the science sector is “Mobilizing Science, knowledge and policy for sustainable development”. The objective is very broad and therefore it is necessary to pursue it in stages. In 2008-09, the sector identified two priorities known as the Biennial Sectoral Priorities (BSP), where programme activities were concentrated. These two priority areas formed the building block for the pursuit of the strategic objective mentioned above. In 2010-11 the trend continued and two areas of concentration (i.e. the BSP) were again identified. Biennial Sectroral priorities in science for 2010-11 are:

BSP 1: Policies and Capacity Building in science, technology and innovation for sustainable development and poverty eradication.

BSP2: Sustainable management of fresh water, oceans and terrestrial resources as well as disaster preparedness and mitigation.

In the Africa region, the programme activities embodied in the above-mentioned priorities will have three strategic thrusts:

Creating an enabling environment to allow science and technology to flourish;• Building human resource capacity in science, engineering and technology; and• Facilitating the application of scientific knowledge to address the problems of• poverty and environmental degradation.•

Therefore, the programmes in all the scientific disciplines in the Nairobi Office include technical assistance for policy formulation and capacity building.

The Science programme in the Nairobi Office is implemented at both regional and country levels (for member countries of the Cluster). At the regional level, the priority areas which will be pursued in the 2010-11 biennium have been identified through reference to the Africa Union Consolidated Plan of Action for Science and Technology. At the national level (Burundi, Eritrea, Kenya, Rwanda and Uganda), the office has relied on various national policy/planning developed such as the United Nations Development Assistance Framework (UNDAF) and Poverty Reduction Strategy Paper (PRSP).

Within each of the Biennial Sectoral Priorities (BSP), there are two main lines of Action.

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Under Biennial Sectoral Priority 1, UNESCO Nairobi Office will step up its STI policy advice, capacity building and monitoring.

The following will therefore be the main lines of action:

Main Line of Action 1: Enhancing the leverage of science through integrated science, technology and innovation (STI) policy.

Main Line of Action 2: Strengthening science education and capacity building in the sciences.Under Biennial Sectoral Priority 2, the following two main lines of action will be used to attain its objective.

Main line of Action 3: Promoting the sustainable management and conservation of fresh water, terrestrial resources and biodiversity as well as disaster resilience.

Main line of Action 4: Improving governance and fostering inter-governmental cooperation to manage and protect oceans and coastal zones.

The execution of programme activities in the natural sciences is carried out in five (5) units each handled by a Programme Specialist. Fig. 2 below is the institutional arrangement for implementation of the natural science programme.

Natural Sciences

Marine science/Intergovernmental

OceanographicCommission

EcologicalSciences

EarthSciences

Basic andEngineering Sciences and

Science Policy

Hydrology/Water Sciences

Science Policyfor SustainableDevelopment

Basic andEngineering

Sciences

African Networkof Scientific and

TechnologicalInstitutions

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Basic and Engineering Sciences (BES)

The Basic and Engineering Science Programme in the Nairobi Office has three components: Human Resource Capacity Building; Research Capacity Building and Renewable Energy Resources. The first two are regional programmes from which all sub-Saharan countries can benefit while the renewable energy programme targets beneficiaries in cluster member countries.

The human resource capacity building programme uses a strategy that involves support for institutional networks and centres of excellence and collaboration with regional scientific institutions. This strategy enables UNESCO to “pool together” the high-level training resources of Member States in order to build human resource capacity. It also facilitates partnerships with other agencies in order to enhance the impact of the various programme activities. Thus, it is expected that in this biennium, UNESCO Nairobi Office will continue its cooperation with ICSU and support the implementation of the Africa Union’s Consolidated Plan of Action for Science and Technology.

The other component of the programme in basic and engineering science is the research capacity building. UNESCO’s effort in this area is to facilitate the research process in Member States by supporting downstream research activities such as the peer review of research results in conferences/seminars and journals.

In this biennium, the basic and engineering science programme will also undertake studies in biofuels potential in some cluster member countries.

Gender Mainstreaming in Science and Technology

The office continues to contribute to strengthening science education and capacity building in the sciences under two key expected results:

Human and institutional capacity-building in the basic sciences strengthened to foster • applications for societal needs and encourage careers in science with emphasis on gender equality.Science education at various levels strengthened through IBSP and its action in • promoting the use of satellites for innovative science education; science education policies and quality of science teaching improved with focus on Africa and on the participation of girls and women.

To achieve these, the activities of the office will include provision of support to activities of women’s scientific networks and in particular mentoring programmes of the Forum for Women

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Engineers and Girl Scientists (Forum-WEGSA) that are aimed at nestling girls in science through scientific camps of excellence. The Nairobi Office will also support country efforts that are aimed at mainstreaming gender into science, technology and innovations such as policy reviews and development, gender mapping in STI and baseline studies.

The African Network of Scientific and Technological Institutions (ANSTI)

The African Network of Scientific and Technological Institutions (ANSTI), is an organ of cooperation that embraces African institutions engaged in University level training and research in the fields of science and technology. It was founded in January 1980, with support of UNESCO and the German Government at the request of the first Conference of African Ministers responsible for science and Technology (CASTAFRICA 1). It is hosted by the UNESCO Nairobi Office. The network has grown over the years to become an effective institution for the development of human resource capacity in the fields of Basic and Engineering Sciences. To-date it has 175 member institutions in thirty-four (34) countries in sub-Saharan Africa. The Network is an important partner in the implementation of the Nairobi office’s regional programme in basic and engineering Sciences.

The Overall goal of ANSTI is to develop active collaboration among African scientific institutions so as to pool together their resources for capacity building in training and research in areas of relevance to the development of the region. The Network’s five strategic objectives are:

To facilitate and enhance interactions among member institutions.• To facilitate training and research in science, engineering and technology.• To promote the use of ICT in teaching and research in science, engineering and • technology.To promote gender equity in access to science, engineering and technology training.• To develop and disseminate scientific and technical information to address major socio-• economic problems.

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In order to achieve this objective ANSTI is engaged in numerous activities which can be grouped into five programme areas:

i. Training, including administration of Fellowshipsii. Seminars and Workshopsiii Award and administration of conference grantsiv. Publications and Promotion of Research v. Dissemination of information on issues relating to capacity building in science and

technology

Examples of future activities:

The fourth conference of university leaders responsible for science and technology •in Africa (COVIDSET 2011), Abuja Nigeria November 2011.Dissemination of E-courses in Science and engineering•Contribution to Universities’ staff development — Award and administration of 10 •postgraduate fellowships each year.Publication of the • African Journal of Science and Technology

Science and Technology Policies for Sustainable Development

The goal of the UNESCO programme in science, technology and innovation policies is to enable member states to adopt policies that will provide the use of STI for sustainable development. In the UNESCO Nairobi Office, the programme comprises technical assistance to member states to formulate and review STI policies. During the biennium, the office will support missions by staff and/or consultants to assist countries in need of such assistance. Furthermore the office will undertake a mapping of STI policy status in the region. Through this mapping exercise, it will be possible to determine the opportunities, challenges and priorities to be addressed in each country.

Another aspect of the STI policy programme is capacity building of policy makers. Using training modules developed in the last biennium several participants will be provided with the knowledge for formulating effective policies. In partnership with other organizations, such as the African Technology Policy Studies (ATPS) Network, UNESCO Nairobi Office will organize a training workshop for policy makers as well as distribute self-learning/teaching CD-ROM to many Member States. p

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Water Sciences

The water sciences activities for the biennium 2010-2011 at the regional office are essentially based on the IHP VII and its cross-cutting and associated programs. The main theme of the seven phase of IHP (2008-2013) is “water dependencies: systems under stress and societal responses”. It covers the following themes:

Adapting to the impacts of global changes on river basins and aquifer systems,• Strengthening water governance for sustainability, • Ecohydrology for sustainability, • Water and life support systems, • Water education for sustainable development. •

For this biennium, activities at the regional office will focus on the Climate change impacts on the hydrological cycle, and consequent impacts on water resources, managing groundwater systems’ response to global changes, managing water as a shared responsibility across geographical and social boundaries and research and assessment of urban groundwater vulnerability. The activities will contribute to the following cross-cutting and associated programs and will be implemented in partnership with IHP networks in Africa, regional institutions and universities:

FRIEND• (Flow Regimes from International Experimental Network Data): support to the existing two components in West and central Africa and Southern Africa and synergy with the Nile component. Support a feasibility study for the establishment of a new FRIEND component for the basin of Congo in Central Africa.HELP• (Hydrology, Environment, Life and Policy): support for the establishment of a Regional Coordination Unit for the HELP Basins Network in Africa and promotion for the nomination of new HELP basins.I• SARM (Internationally Shared Aquifer Resources Management): support to the ISARM networks in West, Southern and Eastern Africa for continued inventory and study on trans-boundary aquifers in AfricaGRAPHIC• (Groundwater Resources Assessment under the Pressure of Human activities and Climate Change): revitalization of the Africa GRAPHIC network launched during the Kampala International Conference on Climate and Groundwater in Africa

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and promotion of the Kampala Statement on Climate and Groundwater in Africa.G-WADI• contribution for the creation of a sub-Saharan component of G-WADI network for the sustainable management of water resources in arid and semi-arid areas in Africa with a focus on groundwater management. PCCP• (from potential conflict to cooperation potential): contribution for the adaptation within the context of West Africa and translation in French of training documents produced for southern Africa on sustainable and peaceful management of transboundary water systems. This will be followed by training for water managers and river basin organizations. A support will be also given for a PCCP case study in eastern or southern Africa. IFI• (International Floods Initiative): promotion of the initiative through the project on floods management in west Africa;IWRM• (Integrated Water Resources Management): promotion of a true IWRM integrating surface and groundwater, water quality and quantity, climate change and cultural dimension.

The main priorities will be:

Climate Change and Water Resources

Climate variability and change and other drivers such as population growth, land use land change and urbanization have and will continue to have an important impact on water resources in Africa. Due to many reasons, the level of our understanding of the impact of those drivers on the water resources in Africa in future is too limited. The activities to be undertaken will contribute to strengthen the scientific understanding of the impacts on water systems and to link the scientific results to assist African countries to develop sound policies for sustainable management of water resources. Regional approach will be of preference due to the trans-boundary character of climate and also to the trans-boundary character of the majority of hydro-systems in Africa. The activities will comprise capacity building of younger scientists on impact assessment methodologies, support to specific research on trans-boundary systems through the relevant networks including FRIEND, HELP, G-WADI, GRAPHIC and ISARM as well as testing and validating tools.

Water Governance of Trans-boundary Systems

The majority of water resources, both surface and groundwater in Africa, are shared among countries. Cooperation among countries sharing the water system is essential for a sustainable and peaceful management of the resources. The main focus will be on knowledge production, capacity building, case studies through PCCP initiative facilitating multi-level and

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interdisciplinary dialogues in order to foster peace cooperation and development related to the management of shared waters and the continued identification and study of shared aquifers through the ISARM networks in Africa,. The activities will also consist of the promotion and advocacy for a true IWRM integrating surface and groundwater, quality and quantity, cultural dimension and climate change. River Basin Organizations, Regional Economic Communities (RECs), GWP networks in Africa and AMCOW will be the main partners.

Managing Hydrological Extremes

Even though our understanding of climate change impact is limited, it is recognized that the frequency and intensity of hydrological (extremes droughts and floods) will unfortunately increase in many African sub-regions. Due to climate variability and other driving factors such as population growth, urbanization, land use and land change, droughts and floods have become for many years now practically recurrent phenomena. The activities will focus on the promotion of the IFI initiative through the production, testing and validation of tools for the forecasting, monitoring and mapping of the extremes for a sustainable management of their impacts. Special partnership will be sought with the ICHARM center for the reinforcement of the capacity of regional centres on hydrometeorology in the different sub-regions. p

Ecological Sciences

The World Congress of Biosphere Reserves that took place in Madrid in February 2008 was a major step in the implementation of the Man and the Biosphere programme. Delegates agreed on the Madrid Action Plan (2008-2013) which intends to raise Biosphere reserves to be the principal internationally-designed areas dedicated to sustainable development. The Madrid Action Plan gives orientation to the MAB programme and its World Network of Biosphere Reserves activities during the 2008-2013 medium term strategy timeframe. Apart from the usual activities such as supporting the creation of Biosphere reserves, assessing BR management, building capacity through fellowships, conference grants…) the following 2010-2011 activities will contribute to the implementation of the Madrid Action Plan.

Supporting AfriMAB capacity building and the development of regional action plan aligned with the Madrid Action Plan: AfriMAB is the network of sub-Saharan Biosphere reserves. The next regional meeting is scheduled for 2010 in Madagascar; the agenda will address institutional and financial sustainability of the network.

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Building capacity of African countries to access carbon trade market: In the recent years, climate change has held a lead position on the international development agenda and world political stage. Although most of African countries have played an insignificant role in causing climate change effects, they pay a heavy tribute to it (drought, floods, landslides…), being the least equipped to adapt to potential effects of climate change. This activity aims at contributing to overcoming the human capacity barriers to access carbon trade market in Africa. The targeted groups for the activity project are YOUNG representatives of NGOs, local communities or scientists involved in the area of natural resources management in Biosphere reserves with a specific attention to gender issues.

Promoting networking for trans-boundary ecosystem management in East Africa: Management of trans-boundary ecosystems is a key element of implementation of Convention on Biodiversity as well as African Union environment action plan. UNESCO World Network of Biosphere reserves counts 7 trans-boundary sites which have proven their value in terms of resolving policies, management, cultural issues/conflicts. In Africa, trans-boundary initiatives exist that need to be supported. In East Africa, there is already collaboration between the countries through East African Community and it is an asset to foster the creation of Trans-boundary Biosphere Reserves. However, the initiatives have to be owned and driven by the countries. It is essential that UNESCO remains as a facilitator in the process. For their sustainability, it is important that these Trans-boundary initiatives lay under a sub-regional perspective. This activity is aimed at supporting the dialogue of EAC countries through a sub network of trans-boundary initiatives.

At country level, the ecological programme will be active in Rwanda to support the UN reform process, “Delivering as One”. The project of a Center of Excellence of Biodiversity and Natural Resources management will be supported as well as the rehabilitation of ecosystems. In Kenya, following Mount Kenya BR periodic review, support will be given for a better involvement of communities in the management of the site. The office will support MAB initiatives in Eritrea and in Uganda. p

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Earth Sciences

It is a fact that, despite its endowment in mineral resources, Geosciences is de-clining in Africa. In order to revitalize this sector, UNESCO proposed to launch an Earth Science Education Initiative in Africa (ESEIA) in 2008. The objective of the initiative is to develop the next generation of earth scientists in Africa who are equipped with the necessary tools, networks and perspective to apply sound science to solving and benefitting from the challenges and opportunities of sustainable development. The Earth Science regional activities in Africa will support the implementation of the ESEIA. Support for the Study of Geo-hazards within the Framework of the Geosciences Initiatives: Africa is impacted by a multitude of natural hazards and disasters, such as drought, flooding, landslides, volcanoes, and earthquakes. These claim thousands of lives, devastate homes and destroy livelihoods. With more than 40% of the population living below the poverty line, Sub-Saharan Africa is also the least-equipped and prepared continent to cope with the impacts of these events. In order to improve the awareness, the understanding and the preparedness of geo hazards, the topic has to be included and specifically addressed in the study of Earth sciences in African universities. This activity is intended to create awareness on geo hazards and build a large pool of scientists that can apply scientific knowledge for the preparedness and policies for mitigation of geo hazards. It will also strengthen geology departments in African universities for geo hazards matters.

Geo Science Education Initiative in Africa: In 2009, UNESCO organized two workshops in Africa (Senegal and South Africa) in order to assess regional capacities and needs in Earth Science Education, Research and Industry underlining existing centres of excellence through discussion with relevant regional and international experts and plotting the way ahead for earth science education. This activity will follow up on the recommendations of the 2009 Africa workshops and will support the implementation of the ESEIA through awareness raising among decision-makers and focus groups (undergraduates students, as well as those in secondary and primary schools); strengthening the networks of institutions and geoscientists; providing award and administration of small grants to strengthen institutions and staff, in particular young researchers and female students. p

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Intergovernmental Oceanographic Commission (IOC)

The Intergovernmental Oceanographic Commission (IOC) of UNESCO implements activities in Africa through global programmes in coordination with regional subsidiary bodies (IOCEA - Central Eastern Atlantic Ocean Region; IOCWIO – Western Indian Ocean Region, and IOCINDIO - Central Indian Ocean Region). UNESCO/IOC’s focus is to improve governance and foster intergovernmental cooperation through ocean sciences and services. IOC also provides scientific information for evidence based policy recommendations on the management and protection of ocean and coastal areas, and contributes to the scientific knowledge base used to understand global climate change. Activities in Africa are undertaken through the following actions, programmes, and projects:

Ocean Observing Systems and Data Exchange Standards Enhanced:• The Global Ocean Observing System in Africa (GOOS-AFRICA); and the Ocean Data and Information Network for Africa (ODINAFRICA) funded by the Government of Flanders.Coordination of Research on Ocean Ecosystems, Marine Habitats and Biodiversity, •and Promotion of Best Practices in Management of Marine and Coastal Ecosystems: The Adaptation to Climate Change in Coastal areas of West Africa (ACCC), and Harmful Algal Blooms Network.Risk of Tsunami and other Ocean and Coastal-Related Hazards Reduced: • Imple-mentation of the Indian Ocean Tsunami Warning and Mitigation System (IOTWS).Capacity Development Driven by Member States Needs:• Training in scientific tools for coastal management decision making.

The IOCWIO project office is hosted by the UNESCO Regional Bureau for Science in Africa, and supports the commission’s activities including the Capacity Development activities for the region.

In the current biennium, The Capacity Development programme (www.ioc-cd.org) is assisting marine institutes in Kenya, Mozambique and Tanzania to prepare Hydrodynamic Models and Decision Support Tools (DSTs) addressing management issues prioritized at coastal sites in each country. At the site in Zanzibar, Tanzania, management plans and best practices guidelines using DSTs will be produced as part of the ReCoMaP EU funded project “Empowering Non State Actors in Tanzania to plan for sustainable coastal livelihoods using Decision

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Support Tools”. Training in stakeholder participatory processes and development of DSTs will be undertaken with community groups, and local and national institutions and government agencies. Further DSTs training will take place in the IOCEA region, and the COASTMAP-IO project will continue with on the job training for scientists in IOCWIO in bathymetry mapping in the WIO region.

Activities to enhance Ocean observing systems and data ex-change standards are implemented largely through ODINAF-RICA IV (Ocean Data and Information Network for Africa - http://www.odinafrica.org/). The focus during the period 2009 – 2013 will be on application of data and information products to the sustainable management of marine and coastal resources, as well as reducing the risks of ocean related hazards. The following are the expected outcomes and deliverables:

Strengthened and sustainable marine data and information management infrastructure • in the ODINAFRICA countries;

National multi-sectoral data networks to maximize the use of available data and to • make available data management expertise to other stakeholders;

National Marine Atlases, and an improved African Marine Atlas, incorporating • scenarios, forecasts, and predictions; and

Improved mechanisms for the dissemination and application of data, information and • products.

Other IOC activities to be supported in the region will include the implementation of the IOTWS (http://www.ioc-tsunami.org), the development of regional centers for the Ocean Teacher Academy(http://www.ioc-tsunami.org), and GOOS Africa (www.ioc-goos.org/goosafrica). p

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Education Programme (ED)

Education is a human right and is a critical means for achieving sustainable development and building knowledge societies. UNESCO’s mission, therefore, is to promote education as a fundamental human right, to improve the quality of education and to facilitate policy dialogue, knowledge sharing and capacity building. The Nairobi Office’s Education Programme focuses on supporting Member States to achieve the Six Education for All and two education-related MDG Goals by 2015.

Conducted to assess the organization’s performance during the period of 2001-2008, a review of the Nairobi Office’s Education Programme revealed the need to reprioritize and focus on a smaller number of strategic priority areas for which UNESCO has evidently comparative advantage and in which the organization can mobilize and invest proper allocation of technical and financial resources, in order to achieve concrete results in support of Member States’ efforts to achieve Education for All by 2015.

Responding to the programme review’s findings and preparing for next programme cycle, the Nairobi Office formed the foundation during 2009 by strengthening partnerships with Member States and education development partners, recruiting a technical team in Kenya, Rwanda and Uganda, revising UNESCO National Education Support Strategy in Eritrea, Kenya, Rwanda and Uganda that serves as a results-based strategic planning and cooperation document, and finally, developing evidence-based workplans to support Member States’ education sector development in a strategic manner.

In the spirit of the One UN Delivering as One in Rwanda and within the framework of United Nations Development Assistance Framework, UNESCO will be involved in four strategic areas through capacity development, advocacy, generation and dissemination of information and research:

Sector planning and management, • HIV and AIDS (• refer to p. 30), Youth and adult literacy, and •

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Improvement of quality and relevance of education through • teacher management and development, monitoring of learning achievement, and education for peace.

For all of the focus areas the Nairobi Office will mobilize organization-wide technical resources from the Regional Bureau for Education in Africa (BREDA), UNESCO Institute for Lifelong Learning (UIL), Headquarters, UNESCO Institute for Statistics (UIS), and promote South-South Cooperation by learning from, and linking up with, other regions’ experiences and resources, principally from the Asia Pacific region. Also UNESCO will closely collaborate with education development partners. Below is a summary of planned initiatives during 35C/5.

1. Sector Planning and Management

Measuring and Monitoring of Countries’ Progress towards EFA: End-Decade Assessment

Another milestone in the EFA process by countries would be reached in 2015. Countries of the region have undertaken many initiatives to address each of the six goals. However, all these initiatives and progress made and challenges faced are often not systematically measured or monitored. Using the opportunity of the upcoming 2015 target date for EFA, UNESCO will work closely with countries and facilitate initiation of country level assessment processes through a series of technical capacity building activities aimed at improving country level data collection, development of measurable indicators and preparation of assessment reports. These initiatives will also serve as a monitoring tool for countries to assess the progress made by them in the achievement of all the EFA goals. The EFA assessment process will be carried out in Eritrea, Kenya, Rwanda, Somalia and Uganda.

2. Youth and Adult Literacy

Improving Literacy Situation in Rwanda

Literacy has been widely acknowledged as a key factor for ensuring sustained human development. However, it remains a major challenge in many parts of Africa due to diverse socio-economic and cultural causes. Rwanda is no exception to this and has therefore rightly been concerned at its current literacy rate for age group of 15 + estimated at 65.3%. It has evinced great

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interest in improving this situation. UNESCO has responded to this situation by developing a major initiative under the Capacity Development Programme for Education for All (CapEFA), which consists of a Multi-Stakeholder Partnership, aimed at building national capacity for improving the national literacy programme and non-formal education programme delivery, setting up a sound monitoring system and promoting evidence-based policy formulations and planning.

Literacy Assessment in Kenya

Kenya conducted a Literacy Assessment Survey in 2006. Although a short analytical report was published, there were little initiatives taken to follow up on the results of the report from a policy perspective. In response to the request made by the Directorate of Adult & Continuing Education of the Ministry of Education, UNESCO will support MOE in the preparation and production of a short follow up report on the literacy situation in Kenya since the 2006 survey. The purpose of this publication is to provide policy makers with a snap-shot review of the literacy situation in the country. The report is expected to act as a platform for the next round of national literacy assessment.

3. Quality and Relevance of Education

Teacher management and development

Having made significant progress on equitable access to formal basic education, countries are now confronted with a most critical task of improving the quality of education. One single factor affecting education quality is lack of comprehensive teacher development policy and programme, addressing the critical issues of placement, status and capacities of teachers and principals (or head teachers) in delivery of their services for quality teaching and learning in the school setting. As identified through the draft UNESS for Uganda, UNESCO will target its support in Uganda within the framework of TTISSA through undertaking of a diagnostic study and putting in place policy changes / directors in this regard.

In Rwanda, a recent teacher motivation survey reveals that teachers are becoming increasingly concerned about poor job satisfaction and low motivation. This is to a large extent being attributed to the poor monetary rewards and deteriorating standard of living compared to other professionals with the same level of educational attainment. The professionalism and

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motivation of the teacher workforce will be targeted over the next five years as per the new Education Sector Strategic Plan (2010-2015).

Working in the framework of Rwanda’s One UN Education Theme Group’s Common Work plan for 2010 and 2011 and in line with the Education Sector Strategic Plan 2010-2015, this initiative will therefore target the Ministry of Education, Teacher Service Commission and associations through technical support and advisory services by both UNESCO and consultants, and participatory consultations by responding to implementation of Teacher Development and Management Policy that is designed to address the above mentioned challenges. In particular, the initiative will support the development of two key documents: (1) a teacher colleagues accreditation framework for all teacher colleges to strengthen the professionalism of primary, lower secondary and adult education teaching; and (2) a teacher qualification framework to support a career structure for teachers including accreditation for in-service courses attended.

Monitoring Learning Achievement

UNESCO will assist the Ministry of Education of Rwanda in developing national level learning achievement tests in order to assess the quality outcomes of the education programmes at schools. Measuring Learning Achievement has been recognized as one of the main goals of the Rwanda National Education Sector Planning document for 2010-2015. The project is aimed at building capacity to MINEDUC to develop and assess learning achievements and it would be piloted in a selected number of schools during the period 2010-2011.

Education for Peace

A culture of violence has a lasting effect on education and could impede quality learning. It is for this reason that the Kenyan Ministry of Education in 2008 moved to introduce the learning of peace education in selected primary schools in the country with the goal of ultimately rolling out the programme in all learning institutions. This was a timely intervention consistent with the EFA Goal 6 that provides for the improvement of all aspects (of) the quality of education [for] all to achieve skills of literacy, numeracy and essential skills [for living]. As the lead agency for the UN Decade for a Culture of Peace, the UNESCO Nairobi Office has worked to support the Ministry of Education on this initiative since September 2008 through a collaboration involving the UN-affiliated University for Peace - Africa Programme and the Kenya National Commission for UNESCO (KNATCOM).

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UNESCO will continue supporting peace building in basic education and will commence consultations with the Ministry of Higher Education, Science and Technology to expand education for peace initiatives into Higher Education. UNESCO’s focus in this area will be on:

Coordination and engagement with the MOE/MOHEST and other stakeholders • through UNESCO membership in the National Peace Education Steering Committee.

Capacity building of the focal personnel in the Directorate for Policy and Planning•

Support to the development, printing and dissemination of IEC material •

Strengthening national commitment and leadership through support for MOE to • develop a policy/strategy on peace education

Piloting of a model for community model and a programme for graduate teachers. • p

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Social and Human Sciences Programme (SHS)

In the era of globalization, the development and diffusion of science and technology imply the establishment, promotion and respect for common norms, values and ethical principles in order to safeguard the universal respect for Human Rights in scientific and technological development.

UNESCO, being the UN agency with a specialized mandate to promote global intellectual and moral cooperation among nations, has set a Programme on Ethics of Science and Technology with emphasis on bioethics. Actually, the Member States of the Organization have adopted tree main bioethics declarations:

Universal Declaration on the Human Genome and Human Rights (1997);1. International Declaration on Human Genetic Data (2003);2. Universal Declaration on Bioethics and Human Rights (2005).3.

These declarations adopted will remain paperwork if their provisions are not taken into account by and in the Member States. Therefore, UNESCO Nairobi Office, as a Regional Office for Science and Technology in Africa, is appropriately positioned to perform the capacity building activities providing Member States in the whole of sub-Saharan Africa ( 47 countries) with the tools and technical support for enhancement of their ethics infrastructure especially in four main areas during this biennium ( 2010-2011):

Support to Regional Documentation and Research Centre on Bioethics (Egerton 1. University, Kenya) and contribution to UNESCO Global Ethics Observatory (GEOBs) databases;Implementation of Ethics Education in universities in sub-Saharan Africa;2. Establishment and Support to National Bioethics Committees in sub-Saharan Africa;3. Environmental ethics: ethical principles in relation to climate change.4.

Regional Centre on Bioethics and Legal Information

The Centre contributes to supporting Member States in developing policies in ethics of science and technology, especially bioethics, and to disseminating the existing declarations in the field of bioethics. It coordinates research and education on bioethics, training, and expert’s workshop and promotes public debate on bioethical issues while supporting the provision of educational resources to researchers, students and teachers.

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The Centre also contributes to the databases of UNESCO Global Ethics Observatory (GEOBs).

Implementing Ethics Education in sub-Saharan Africa

Following the recommendation of Article 23 of the Universal Declaration on Bioethics and Human Rights to “ foster bioethics education and training at all levels as well as to encourage information and knowledge dissemination programmes about bioethics”, the implementation of ethics education activity is targeted on mapping out existing ethics teaching programmes, in countries of sub-Saharan Africa, proposing a core bioethics course to be introduced in interested universities, training a new generation of young scientists and professionals in the teaching of ethics, and by contributing to the establishment of international network to promote the teaching of ethics.

UNESCO Chairs in Bioethics located at Egerton University, Kenya and sooner at Université de Bouaké in Abidjan, Côte d’Ivoire, will be partners in this activity.

Establishing and Supporting National Bioethics Committees in sub-Saharan Africa

This activity is in accordance with recommendations of Article 19 of the Universal Declaration on Bioethics and Human Rights: “Independent, multidisciplinary and pluralist ethics committees should be established, promoted and supported at the appropriate level.”

This activity will provide support to Member States that have established or indicated interest in establishing national bioethics committees. A Memorandum of Understanding (MoU) will be signed between UNESCO and the National Bioethics Committees (NBC).

The MoU document specifies the element of support to the National Bioethics Committee.

Promoting Environmental Ethics with Emphasis on Ethical Principles in Relation to Climate Change

This activity is in accordance with the 35th session of the General Conference mandate to Director-General to elaborate a study on desirability of a universal declaration on ethical principles in relation to climate change. The World Commission on the Ethics of Scientific Knowledge and Technology (COMEST) will start working on the draft of the desirability study, and if necessary, on the draft declaration itself. In order to do this, two extensive consultations of experts will be conducted in sub-Saharan Africa, one in Dakar and the other in Nairobi.

It should be added that COMEST’s previous work focused on ethics of freshwater, energy, outer space and sustainable development. p

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Culture Programme (CLT)

The priorities of our office in the field of culture are the promotion and safeguarding of cultural diversity, through activities and projects related to World Heritage, tangible heritage, intangible heritage, movable heritage, museums, as well as cultural expressions (including crafts and cultural industries), cultural policies and dialogue.

World Heritage

Concerning World Heritage, our office will undertake activities aimed at assisting Eritrea, Kenya, Rwanda and Uganda to revise their Tentative List, improving the state of conservation of World Heritage sites, and raising awareness about that Convention, including the need to establish legal frameworks for the conservation of heritage assets. While the Somali authorities will be encouraged to ratify the World Heritage Convention, our office will continue to support cultural institutions to protect heritage assets in that country.

Intangible Cultural Heritage

Recognizing that intangible cultural heritage is crucial for the identity and continuity of the peoples and communities that make up their population, the cluster countries have either ratified or are considering ratifying the 2003 Convention for the Safeguarding of Intangible Cultural Heritage. Our office will assist our cluster countries in implementing that Convention, and notable in establishing inventories of intangible cultural heritage and in developing safeguarding activities with emphasis on capacity building.

Integrated Safeguarding

Wherever appropriate, our office will encourage and facilitate activities to pursue the integrated safeguarding of both tangible and intangible heritage in the cluster countries. One such project will take place for the heritage of the Mijikenda people whose sacred forests were inscribed on the World Heritage List in 2008, while their traditions and practices were inscribed in 2009 on the Urgent Safeguarding List of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage.

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Museums

An emerging trend across the cluster countries is the wish to establish cultural centres or community museums that can be platforms for sharing and safeguarding the cultural heritage – often including tangible, intangible, and movable objects – of the people at the grassroots level. Building on past activities, our office will continue to support such initiatives in selected countries, in particular in Uganda.

Cultural Expressions

Our office aims to ensure that the cluster countries benefit from development opportunities through creative industries. Planned activities are designed to stimulate the contemporary creativ-ity of craftspeople and strengthen production skills and marketing opportunities. One example in this domain is an ongoing activity at the Central Prison of Kigali in Rwanda, where female detain-ees are being trained to produce weaved textile using traditional basketry motifs.

Promoting Cultural Diversity through Policy Framework

While the cultural diversity is a driving force for development, it must be carefully managed and promoted through policy framework. Our office plans to support some countries, such as Uganda, to develop action plans to practically implement their cultural policies. The aim is to highlight the importance of intercommunity dialogue, as well as of the role of culture for social cohesion and in all aspects of development.

Examples of our Activities in the Feld of Culture

The activities of our office in the field of culture touch diverse domains and are implemented in partnership with the national authorities, universities, cultural institutions, NGOs, individual experts, communities and bilateral donors in our cluster countries. While information on specific projects and activities is available on our web site (www.unesco-nairobi.org), two specific examples are presented below to illustrate our approach.

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Example 1: Safeguarding traditional food ways of two communities in Kenya (2009-2011)

Traditional food ways involve practices transmitted within a community concerning the preparation and consumption of food, including the provision of ingredients and the roles of all people involved. Traditional food ways, both those related to everyday life as well as those associated with special occasions constitute an important part of the intangible heritage of communities everywhere in the world. In Kenya, as in many other countries, there is an ongoing tendency, due to the pressure of modernization and urbanization, to abandon traditional food ways and to eat more and more western style food. With the financial assistance from the Government of Japan, UNESCO Nairobi has launched a project “Safeguarding traditional food ways of two communities in Kenya” which aims to identify and promote endangered traditional food practices in the community of Eastern Pokot in the Rift Valley Province and of Isukha of the Western Province.

The core activities of the project include (a) the preparation of a questionnaire to be used for fieldwork and training of two coordinators who will supervise the actual fieldwork, (b) fieldwork among the two communities with the involvement of students to identify traditional food ways, (c) the preparation, on the basis of the collected information, of practical inventories of the traditional food ways of the two selected communities, (d) adjustment of the questionnaire on the basis of the obtained field experiences, for possible future use in other communities. The project is being implemented through a project management team involving the Department of Culture, the National Museums of Kenya, Bioversity International – Kenya and the Provincial administration of the Rift Valley and the Western Provinces.

Example 2:Support for the development of community museums in Uganda (2008 – 2011)

Away from the capital, there is growing interest amongst different communities in Uganda to collect, safeguard and present their cultural heritage. In order to contribute to their endeavour, UNESCO Nairobi is engaged in activities to support the development of community museums. In 2008 the Cross Cultural Foundation of Uganda (CCFU) undertook a mapping activity aimed at identifying existing and potential community museums. This exercise took place in cooperation with the National Museum of Uganda which was responsible for the identification of tangible and intangible heritage.

According to CCFU, which visited 54 initiatives on reported community museums, 13 of them can be considered as established and vibrant, while 10 others are either dormant or with potential for future development. In 2009, CCFU was asked to organize the follow up phase of the project, which aims to provide training, to developing concrete action plans for selected community museums and to implement part of the plans. Activities for 2010 include additional training, particularly on collection management, and the preparation of promotional materials. p

The Cross-cultural Foundation of Uganda, January 2009

Cultural Heritage mapping Map of Community / People’s Museums in Uganda

Bukonzo Cultural Association: Artifacts of the Bakonzo Site: Kasese

African Village Museum: Traditional & historical items - Ugandan & African Site: Hoima

Cultural Asset Centre:Artifacts, literature, audio of the Banyoro Site: Kagadi

Ediirisa:Collection of artifacts and literature of the BakigaSite: Kabale

Kogere Community Museum: Artifacts - Traditional role model - Batooro Site: Fort Portal

Bunyoro Kingdom museum:Artifacts - Bunyoro Kingdom regalia Site: Hoima

Peace Museum (HR Focus): Artifacts – Peace & Conflict – Acholi Site: Gulu

Kikonzo Language & Culture Literature collection -Bakonzo Site: Kasese

Kawere African Museum: Artifacts & literature - Uganda & Africa Site: Kyengera, Kla

African Research & Documentation Centre: ArtifactsUganda & Africa Site: Nkozi, Masaka

Karamoja Women’s Cultural Group: Artifacts of the Karamojong Site: Moroto

Isingiro Women’s Group:Artifacts of the Banyankole Site: Isingiro

Cultural Research Centre:Literature & artifacts of the Basoga Site: Jinja

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Communication and Information Programme (CI)

During the 2010-2011 UNESCO’s plan of action under the Communication and Information (CI) programme of the Nairobi Office will be guided by two biennial sectoral priorities: (1) Promoting freedom of expression and information; (2) Building capacities for universal access to information and knowledge.

Under these two priorities, the Office will endeavor to:

Actively foster a diverse mix of public, private and community media to benefit • democratic development in the cluster. Emphasis will be placed on the continuing establishment and strengthening of community multimedia centres (CMCs) and community radios to increase marginalized voices in the media.

Promote quality training opportunities for media professionals offered by media • training and journalism education institutes. The Nairobi Cluster has two Potential Cerntres of Excellence at the University of Nairobi Journalism School (Kenya) and at the Makerere University Department of Mass Communication (Uganda) , as well as a Potential Centre of Reference at the Daystar University Department of Mass Communication. These centres will be supported to adopt the “UNESCO Model Curriculum for Journalism Education”, especially through the International Programme for the Development of Communication (IPDC). The goal is to develop courses and training modules in specialized areas of journalism, such investigative journalism, conflict sensitive reporting, election coverage reporting, climate change reporting, etc and integrate them in curricula of these schools.

Enhance the quality and impact of teaching and learning processes through ICT, • particularly in the area of teacher training. This action line aims at promoting ICT and media literacy in teacher training institutions.

Augment the African documentary heritage for building national identity. Under • this action line, focus will be placed on training for and application of document digitization techniques as well as setting-up of national and regional structures to promote UNESCO’s Memory of the World Programme.

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Major activities will include:

UNESCO’s IPDC published in 2008 the Media Development Indicators (MDI)-as a 1. framework for assessing media development around the world. As a follow-up to the MDI development and their adoption by the IPDC, the Office plans to carry-out country MDI assessments in selected countries of the cluster.Establishment of Community Multimedia Centres and Community Radios2.

Extra budgetary projects to be implemented in the 2010/2011 biennium include:

Regional: Media Self-regulation Training in East Africa by the Commonwealth Broad-1. casting Association (IPDC)Regional: Enhancing Strategic Communication for Health and Development (UBW/2. UNAIDS)Kenya: Updating Campus Radio Studio at Daystar University (IPDC)3. Rwanda: Training and Production Radio Studio of the Great Lakes Media Centre 4. (IPDC/France)Somalia: Puntland Community Broadcaster’s Training ( IPDC)5. Somalia: Establishment of the Puntland State University Campus Radio6. ( IPDC)

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Intersectoral Platform Activities

HIV and AIDS: Comprehensive Education Responses

Since the advent of HIV and AIDS in the early 80s in the country, the pandemic remains one of the major challenges threatening the attainment of international and national goals related to education in Kenya, Rwanda and Uganda. Manifestations of HIV and AIDS in the sector include an increased number of orphans, infected children and teachers.

To this end UNESCO has been instrumental in supporting Ministries of Education’s efforts in HIV and AIDS in the sector under the auspices of the EDUCAIDS framework that advocates for a comprehensive education sector response to the pandemic. EDUCAIDS is a UNAIDS Global initiative on Education and HIV and AIDS led by UNESCO. In the spirit of One UN Delivering as One and in collaboration with other partners, UNESCO is taking a lead role in prevention education and focusing on four main strategic areas in this biennium (2010-2011):

Policy Framework:• MoE through the technical support of USAID and UNESCO de-veloped the Education Sector Policy on HIV and AIDS in 2004. To enhance a compre-hensive sector response and incorporation of emerging issues UNESCO as the lead agency is supporting the revision of this policy. To reduce Stigma and discrimination related to HIV and AIDS, UNESCO is also supporting high level consultative fora for key officials from Uganda, Kenya and Rwanda.

Coordination:• To increase the visibility of MoE’s national response to the pandemic at the upstream level, UNESCO is supporting the anchoring of ACU to higher hierarchical level as well as the establishment and functionalism of the HIV and AIDS Thematic group. At the downstream level UNESCO is promoting coordination at the provincial and district levels through the development and dissemination of District HIV and AIDS Coordination Guidelines. Strengthened coordination is vital for harmonization and alignment of interventions as well as synergy of efforts.

Ministry of Education

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Strategic information and Advocacy:• To fulfil its mandate as the lead agency in the prevention of HIV infection among young people in learning institutions, UNESCO in partnership with other key stakeholders is supporting the rolling out of the International Technical Guidance on Sexuality Education through lobbying and advocacy among the MoE management and key stakeholders including religious and traditional leaders.

Research studies: To promote evidence based intervention, UNESCO in partnership is supporting an impact/rapid assessment of HIV and AIDS in the education sector, a rapid assessment on the implementation of the life skill curriculum, the needs of positive learners in schools, sexuality education from the traditional perspective and KAP on male circumcision. In the same context, the office will be supporting the documentation of HIV and AIDS prevention and Impact mitigation activities in universities in the Eastern Africa region.

Breaking the Culture of Silence on HIV and AIDS in Universities in sub-Saharan Africa through Radio Diaries

While the office focused on mainstreaming and integration of HIV and AIDS in science and engineering courses in the universities in the last biennium, the focus for the 2010/2011 biennium will be on the eradication of HIV stigma and discrimination from these institutions. The office aims to break the culture of silence about HIV and AIDS by recording the experiences of both staff and students who are living with HIV. These are to be produced in the form of radio diaries which will serve as an advocacy tool against HIV stigma and discrimination. The activities are regional and will target selected countries in Eastern and Southern Africa.

Bethzatha Orphanage and HIV and AIDS Community Resource Centre

In recent years the Kisumu area in Kenya has particularly been hard hit by the AIDS pandemic of AIDS. As a result, numerous children have become orphans, and communities’ livelihoods have gravely been affected. Sine 2007 UNESCO has been supporting Bethzatha Orphanage and HIV and AIDS Community Resource Centre located in Ahero, Nyanza Province, with the general financial support from Henkel International. Founded by Alice Omondi with the community in 2002, Bethzatha is home to 31 children between the ages of 10 and 17 and supports

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additional 251 children living in surrounding communities under the care of their grandparents and extended family members. Bethzatha not only looks after the safety and well being of the resident children but also provides the much needed psycho-social and material support to people living positively and elderly grandmothers who have become primary caretakers of orphaned children.

The UNESCO-Henkel partnership has enabled Bethzatha to invest in infrastructure such as access to portable water and soon-to-be constructed administrative quarter, dining and kitchen area. Nevertheless, sustainability, community ownership and empowerment are the keys to continued success of Bethzatha. A number of recently launched initiatives include Village Bank where community people, in particular women, can borrow money to invest in their

farming business and other enterprising initiatives. The year 2010 will see them launch three ambitious income generating activities:

Cybercafé; • Making and selling of uniforms; and• Selling of potable water. •

UNESCO through its education programme will support capacity building of Bethzatha staff so that they can deliver quality services. p

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UNESCO Institute for Statistics (UIS)

The UNESCO Institute for Statistics (UIS) is responsible for collecting, analysing and disseminating global statistics in UNESCO’s fields of competence, namely: education, science and technology, culture, and communication. UIS data are published in various forms by the United Nations family, including UNICEF, the World Bank and UNDP. Moreover, it is the main UN body collecting statistics for Education for All (EFA) and the Millennium Development Goals (MDGs). Further information can be found on the UIS website at http://www.uis.unesco.org.

In line with its Mid-Term Strategy for 2008-2013, the UIS posted new Statistical Cluster Advisors across Sub-Saharan Africa in 2009. This move is intended to strengthen ties with Member States, as well as help enforce capacity and capability in the production of statistics by the relevant bodies, mainly Ministries of Education and national statistical offices (NSOs). Cluster Advisors have been posted in Bamako, Dar-es-Salaam, Nairobi, Windhoek and Yaoundé. Two Regional Advisors, posted in Dakar and Nairobi, are in charge of supervising UIS activities across Sub-Saharan African countries.

While the Cluster Advisor is responsible for promoting the UIS mission across the Nairobi cluster countries, the Regional Advisor is responsible for doing so throughout Eastern and Southern Sub-Saharan Africa. This mission is carried out through activities focused on supporting the completion of UIS questionnaires – the instruments through which the Institute collects data – and production of country-specific Data Plans (A Data Plan exercise aims to provide countries with specific documentation focusing on the completion of UIS questionnaires). Other activities aim to improve national capacity in delivering and using quality data, including:

Conduct of diagnostic studies (assessments) in SADC countries by using the Data • Quality Assessment Framework (DQAF) amongst other relevant tools; Support for the elaboration of action plans derived from diagnostic study • recommendations; Support for improving Statistical Information Systems; and • capacity development in data analysis.•

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While these activities focus mainly on education, a number of new UIS activities will unfold over the next two years in the Nairobi Office. For example, recent UIS initiatives will be promoted throughout the area, including the UNESCO Framework for Cultural Statistics, the newly-developed indicators for measuring the use of ICT in education, and the global media survey. Since the Nairobi Office is the Regional Office for Science and Technology in Africa (ROSTA), the UIS Advisors will also support regional initiatives in S&T and innovation (STI) statistics. This will be done in coordination with regional partners, such as the African Union, local organizations and universities.

Given the cross-cutting nature of statistics, the UIS presence in Nairobi will work together with a wide range of partners, including NSOs, Ministries of Education, Culture, Science and Technology, and media councils to ensure that countries and the international community can have access to top-quality data for a range of purposes. It will, therefore, act as a bridge across a number of policy-making and academic communities. The UIS will continue to ensure smooth cooperation on this interface. p

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Library and Documentation Centre

The Library and Documentation Centre enhance and facilitate research on UNESCO programmes in Education, Natural Sciences, Culture, Social and Human Sciences, Communication, Information and Informatics, by providing an effective assistance to UNESCO staff and to organizations and institutions which participate in UNESCO programmes.

The Library/Documentation Centre consists of about 40,000 volumes of books, 600 bound periodicals, and a range of audio-visual materials covering subject areas of concern to UNESCO. The Centre also maintains a number of special collections of documents of the United Nations and other Specialized Agencies.

Additionally, a comprehensive selection of UNESCO policy documents and publications are housed, including records of the General Conference, Executive Board documents, Programme and Budget, UNESCO Headquarters Press releases, and keynote speeches by the Director General.

Access to the Library and Documentation center The Library and Documentation Centre is located at the UNESCO Nairobi Office, UN Complex Gigiri: Block C Room 127. All enquiries, to the librarian, Dorothy Achieng’: [email protected]

Opening Hours: Monday - Thursday: 0800 - 1630 hrs Friday: 0800 - 1400 hrs

Services: 1. Reference services Users can request for information either by telephone, email and fax or by person

2. Photocopying

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3. Online services Users can access the Library’s online catalogue, UNESCO Webworld Library Portal, the

portal that offers many links to other online library resources. 4. Selective Dissemination of Information (SDI) This service is restricted only to UNESCO members. In order to determine the research needs

of these category of users, a questionnaire is usually passed every year to gather information regarding their specific areas of interest. They are then alerted as new information is received.

5. Inter-library loan Materials not available in our library can be borrowed for UNESCO staff from other

libraries on inter-library loan agreement.

Users: UNESCO staff members and consultants. • Temporary staff and collaborating partners may all borrow items through UNESCO • staff under whose supervision they are working. Staff members from other UN agencies may borrow reading materials through their • respective Documentation/Information Centres.Members of the general public may consult the Library/Documentation Centre or • borrow through any library they are registered in. However they are allowed to photocopy materials.

Borrowing terms:Authorized users may borrow up to four documents each for a period of one month. • Loans of materials may be renewed once for an extra week provided the borrowed • materials are not required by other users. This applies to books and non current periodicals.Current periodicals and audio-visual materials can be borrowed overnight, weekends, • and public holidays. They are to be returned by 9.00 am on the next working day. Documents on loan may be recalled if required by other users. • Users will be held responsible for the loss or disfigurement of materials borrowed • under their names and will be required to replace them in either case.

Reference materials are not available for loan and can only be accessed within the Documenta-tion Centre.

Facilities: The library has a cyberspace. This facility is for users who may want to do online research through the internet, online databases and CD-ROMs. The library also has a television and CD/DVD player for viewing information contained in the DVD cassettes. p

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National Commissions of the Cluster

UNESCO works with its Member States through the National Commissions. They ensure links with other Government Ministries and enhance working relationships with parliamentarians and other sectors of Government in support of UNESCO’s programme priority areas. UNESCO Nairobi Office has a close working relationship with the National Commissions in all the countries under its cluster.

Kenya National Commission for UNESCOMinistry of EducationNational Bank Building (14th floor)Harambee Avenue,P.O. Box 7210700200 Nairobi, KenyaTel.: (+254-20) 2229053/54 (+254-20) 2251858 (Sec. Gen.)Fax: (+254-20) 2213025E-mail: [email protected]

Commission Nationale du Burundi pour l’UNESCOMinistère de l’Education NationaleBoulevard de l’UpronaB.P. 1990BujumburaBurundiTel.: (+257) 224517 (Secrétariat du Secrétaire Permanent),(+257) 217776 (Dir. Mineduc),Fax: (+257) 223755/228477E-mail: [email protected]

Eritrea National Commission for UNESCOMinistry of EducationLiberation AvenueP.O. Box 1056AsmaraEritreaTel.: (+291-1) 127817/18(+291-1) 115726 (Sec. Gen.)Fax: (+291-1) 125369E-mail: [email protected]

Commission Nationale Rwandaise pour l’UNESCO (CNRU)Bp. 2502 KigaliRwandaTel.: (+250) 55102350Fax: (+250) 585169E-mail: [email protected]

Uganda National Commission for UNESCOP.O. Box 4962KampalaRepublic of UgandaTel.: (+256-41) 259713Fax: (+256-41) 258405E-mail: [email protected]

Somali National Commission for UNESCOC/o Délégation Permanente de la République Démocratique de Somalie auprès de l’UNESCOMaison de l’UNESCO1 rue Miollis75732 Paris Cèdex 15Tel.: (+33-1) 45682747 p

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Maurice AsudiFinance & Admin Assistant

Kenneth MuchiriAdmin Asssistant (SC)

Julie MerabHRM Administrative AssistantGeorgette Omolo-Secretary

Bernadette Assisi-Registry ClerkJohn Mwakitele

Administrative ClerkIsaac Kingoo

Machine OperatorCharles Matendecha-Driver

Harrison Ouko-DriverGeorge Musungu-Messenger

Jackline MengoAdmin Assistant-(SC)

UNESCO Institute for StatisticsMarc Bernal

Regional Advisor for sub-Saharan Africa

Moritz BilagherStatistical Cluster Advisor

David KirengaRegional Science

Programme Assistant – (SC)

Science Cross-Cutting Issues

Alice OchandaNational Programme

Officer

DIRECTORJoseph Massaquoi

EDUCATIONYayoi Segi-Vltchek

Programme Specialist

Vick IkobwaNational Professional Officer

Jane KamauNational Professional Officer,

HIV&AIDS – Kenya

S. VenkatramanTechnical Specialist, Literacy and

Monitoring and Evaluation in Education

Secretary(Vacant)

Natural Sciences

FIELD PERSONNELBernadin Rutazibwa

National Professional Officer, Kigali Antenna, RwandaAimable Uwurukundo

National Professional Officer, HIV&AIDS – Rwanda

Charles DraecaboNational Professional Officer,

HIV&AIDS, UgandaRoland Biryahwaho,

EDUCAIDS Technical Specialist, Uganda

Administration UnitSusanne Buttkus

Administration Officer

UNESCO LibraryDorothy Achieng

Librarian

CultureFumiko Ohinata


Social and Human Sciences

Senior Programme Specialist (Vacant)

Ecological & Environmental

SciencesNoeline Raondry


Earth SciencesProgramme Specialist(Vacant)

Hydrology & Water Sciences

Abou Amani Senior Programme

Specialist

Communication and Information

Hezekiel DlaminiProgramme Specialist

Lydia KinitiProgramme Secretary

Eunice NjugunaLogistics Assistant (SC)

African Network of Scientific & Technological Institutions

Mary Matemu Admin Assistant

Joseph Njoroge Junior Clerk

Intergovern-mental

Oceanographic Commission

Stefano MazzilliAssociate Expert

Basic & Engineering

Sciences/Science Policy Unit

Senior Programme Specialist (Vacant)

Office Organogramme

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Staff Contact List

Office of the DirectorJoseph G.M. Massaquoi Director and Director General’s Representative [email protected] A. Ochanda National Programme Officer [email protected] Director’s SecretaryDavid Kirenga Science Programme Assistant [email protected]

UNESCO Institute for Statistics (UIS)Marc Bernal Regional Advisor for sub-Saharan Africa [email protected] Bilagher Statistical Cluster Advisor [email protected]

Administration UnitSusanne Buttkus Administration Officer [email protected] Achieng’ Librarian d.achieng’@unesco.orgMaurice Asudi Finance & Admin. Assistant [email protected] Muchiri Admin. Assistant [email protected] Merab HRM Admin. Assistant [email protected] Omolo Secretary [email protected] Assisi Registry Clerk [email protected] Mwakitele Admin. Clerk [email protected] Kingoo Machine Operator [email protected] Matendecha Driver [email protected] Ouko Driver [email protected] Musungu Messenger [email protected] Mengo Admin. Assistant [email protected]

EducationYayoi Segi Vltchek Programme Specialist [email protected] Ikobwa National Professional Officer [email protected] Kamau National Professional Officer (HIV&AIDS-Kenya) [email protected] Venkatraman Technical Specialist, Literacy and Monitoring and Evaluation in Education [email protected]

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Field PersonnelBernadin Rutazibwa Antennae Officer, Rwanda [email protected] Uwurukundo National Professional Officer, HIV&AIDS, Rwanda [email protected] Draecabo National Professional Officer, HIV&AIDS, Uganda [email protected] Biryahwaho EDUCAIDS Technical Specialist, Uganda [email protected]

Basic & Engineering SciencesVacant Senior Programme Specialist

Hydrology &Water SciencesAbou Amani Senior Programme Specialist [email protected]

Ecological & Environmental SciencesNoeline Raondry-Rakotoarisoa Programme Specialist [email protected]

Earth SciencesVacant Programme Specialist

Intergovernmental Oceanographic CommissionStefano Mazzilli Associate Expert [email protected]

African Networks of Scientific &Technological Institutions (ANSTI) Mary Matemu Admin. Assistant [email protected] Njoroge Junior Clerk [email protected]

Social And Human SciencesVacant Senior Programme Specialist

CultureFumiko Ohinata Programme Specialist [email protected]

Communication & InformationHezekiel Dlamini Programme Specialist [email protected] Kiniti Programme Secretary [email protected] Njuguna Logistics Assistant [email protected]

Production Team

Joseph G.M. Massaquoi, Ph.DAlice A. OchandaPhotos: © UNESCO

Layout: Jennifer OdalloPrinting: UNON Publishing Section Services – ISO 14001-certified

UNESCO Nairobi Cluster Officeand Regional Bureau for Science and Technology in AfricaP .O. Box 3059200100 GPO, Nairobi, KenyaTel: (254 -20) 7621234Fax: (254-20) 7622750Email: [email protected]: http://www.unesco-nairobi.org

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Nai rob i Of f i ceRegional Bureau for Science and Technology in Africa and Cluster Office for Burundi, Eritrea, Kenya, Rwanda, Somalia

and Uganda

Information Booklet2010–2011

United Nations



