Executive Board 176 EX/55

Item 55 of the provisional agenda

PROPOSAL FOR THE ESTABLISHMENT OF A UNESCO LIFELONG CENTER FOR SUSTAINABLE DEVELOPMENT IN SOUTHEAST ASIA AS A CATEGORY 2

CENTRE UNDER THE AUSPICES OF UNESCO

SUMMARY

This item has been included in the provisional agenda of the 176th session of the Executive Board at the request of the Philippines.

An explanatory note together with a proposed decision are attached.

Decision proposed: paragraph 18.

PARIS, 9 March 2007 Original: English

Hundred and seventy-sixth session

176 EX/55

PROPOSAL

u UNESCO LIFELONG LEARNING CENTER FOR SUSTAINABLE DEVELOPMENT IN SOUTHEAST ASIA

“our world is in your hands”

31 January 2007

This is a draft proposal of the UNESCO National Commission of the Philippines. No unauthorized printing or distribution of this copy is permitted.

176 EX/55 – page 2

EXPLANATORY NOTE

ESTABLISHMENT OF A UNESCO CENTER FOR LIFELONG LEARNING FOR SUSTAINABLE DEVELOPMENT IN SOUTHEAST ASIA (UCLLSD-SEA)

I. INTRODUCTION

1. A proposal to establish the UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia (UCLLSD-SEA) is submitted to the Executive Board at its _____ session by the Permanent Delegation of the Philippines to UNESCO (_____).

2. This initiative is in support of the World Declaration on Education for All (EFA; Jomtien, Thailand, 1990); the United Nations eight (8) Millennium Development Goals (MDGs), producing a blueprint agreed upon by all the world’s countries to respond to the global development challenges from 2000-2015, two of which are: to “ensure that by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling”; and “eliminate gender disparity in primary and secondary education, preferably by 2015 and in all levels of education no later than 2015”; and the United Nations Declaration of the Decade of Education for Sustainable Development (DESD; 2005-2014). With these directives, there is a strong recognition of the important role which UNESCO must play in providing lifelong learning for sustainable development for all.

3. The Medium-Term Strategy (31 C/4) of UNESCO stressed the importance of creating partnerships in order to be effective and to strengthen outreach and engagements not only of governments and other international and intergovernmental organizations, but also the civil society and the private sector, through partnerships, linkages and networking. This modality encouraged the proposed establishment of the UNESCO Center for Lifelong Learning for Sustainable Development with a strong collaboration framework of government organizations, non-government organizations, civil society and other stakeholders.

4. In recent years, lifelong learning had gained increased attention on the international political agenda in the context of providing access to education to the poor, the marginalized and the excluded sectors of society. Lifelong learning refers to the holistic and interdisciplinary approach to developing the knowledge and skills needed for a sustainable future. It includes early childhood education, formal schooling, higher education, continuing education, TVET and alternative learning systems. Lifelong learning for sustainable development aims to harness the natural capacity of man from birth to adulthood to become self-sufficient.

5. Lifelong learning has been advocated by UNESCO’s Director-General Koïchiro Matsuura. He redefined the goal of educational programmes in the light of the new generation of learners, as “Education must go beyond the three Rs and must result in behavioural transformation”. Today, we view education as the realization of all learners to be able to acquire or possess the four pillars of twenty-first century education: learning to be; learning to know; learning to do; and learning to live together.1

6. The Philippines supports the Decade of Education for Sustainable Development (DESD) and encourages the integration of programmes into all aspects of learning to encourage changes in behaviour that allow for a more sustainable and just society for all (International Implementation Scheme for the United Nations Decade of Education for Sustainable Development). Thus, appropriate programmes to promote social, environmental as well as economic initiatives promote sustainable development for all.

1 Learning: The Treasure Within, Jacques Delors Commission, UNESCO, 1996.

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7. The United Nations aspirations and DESD framework inspired the UNESCO National Commission (UNACOM) of the Philippines to pursue its initiative for the Philippines to be a UNESCO Center for Lifelong Learning for Sustainable Development. This was supported by the Philippine President through a legislation “Executive Order No. 483, Establishing the UNESCO Lifelong Learning Center for Sustainable Development of the Philippines, designating the Operation Brotherhood Montessori Center, Inc. (OBMCI)2 as the National Laboratory” (see Annex I). The education agencies of the Philippines such as the Department of Education (DepEd), the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA) supported the Presidential Directive and contributed to the Center’s development.

II. OBJECTIVES AND FUNCTIONS

8. The Center for Lifelong Learning for Sustainable Development will be a UNESCO category 2 institution that will provide and assist lifelong learners and providers in the South-east Asian subregion pursuant to the goal of promoting lifelong learning for sustainable development. The objectives of the Center are to:

• provide leadership in training and research programmes on lifelong learning for sustainable development;

• promote instructional materials development and brochures to promote the two thrusts;

• incubate and pilot test lifelong learning and education for sustainable development (ESD) innovations in South-East Asia to build ongoing literacy programmes;

• provide an exchange of resources, information and networks to promote greater knowledge on lifelong learning programmes and education for sustainable development; and

• provide a continuing dialogue with UNESCO offices in the promotion of ESD and lifelong learning.

III. STRUCTURE AND LEGAL STATUS

9. The UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia (UNESCO-CLLSD-SEA) will be a UNESCO category 2 institution. In its initial phase of development (i.e. first five years) the Center will operate at the TESDA Training Center, Bicutan Compound in Taguig, Metro Manila. An Interim Director and staff with expertise on lifelong learning for sustainable development will be appointed and specialists will be seconded from the Philippine education agencies such as DepEd, CHED and TESDA.3 It will conduct training programmes, research and development, information dissemination and advocacy of lifelong learning and ESD during the developmental period. After the developmental period, i.e. after five years, the Center is to be relocated to a separate purpose-built facility and will have its own full complement of regular specialists and staff.

2 O.B. Montessori as the National Laboratory has 40 years of experience (see Annex II). 3 Organizational chart is attached in Annex III.

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IV. TYPE OF COOPERATION SOUGHT WITH UNESCO

10. UNESCO could assist the Center in many ways. As a proposed UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia, it could participate in the following initiatives and needs of the Center:

(a) during the five-year developmental period (2007-2011), provide recognition of the Center’s programmes, activities and research initiatives on lifelong learning and ESD;

(b) facilitate access to extrabudgetary funds for the Center’s international activities;

(c) provide financial and technical support for the capacity-building activities for South-East Asia;

(d) encourage the UNESCO National Commissions of South-East Asian countries to send trainees, experts and researchers in the field of lifelong learning and education for sustainable development;

(e) support the full development of the Center.

V. RELATIONSHIP TO UNESCO’s OBJECTIVES AND PROGRAMMES

11. The Center will be a strong support mechanism for UNESCO’s unwavering pursuit of the Millennium Development Goals (MDGs) in its areas of competence, particularly in the field of education.

12. UNESCO’s contribution to the universal fight against poverty, aimed at halving the number of people living in extreme poverty by 2015, will be strengthened by the Center’s programmes on quality education geared to sustainable development (EFA + DESD).

VI. RESPECTIVE RESPONSIBILITIES BETWEEN THE GOVERNMENT OF THE PHILIPPINES AND UNESCO

13. UNESCO is not expected to have any financial or legal obligation to the UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia found in the Philippines. The establishment of the Center is considered as supportive of UNESCO’s programmes and objectives, especially in accordance with the goals and aspirations of the Decade of Education for Sustainable Development. See Draft Agreement between the Government of the Philippines (GOP) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) concerning the establishment of the UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia (Annex IV.)

Governance

14. As the Philippines-supported Center and a proposed category 2 institution, it shall have the following governance model:

• The Board of Governors shall have the function of guiding the activities of the UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia. It shall consist of a Chairperson (from the Philippines), representatives from South-East Asian countries and a representative from UNESCO.

• The Executive Committee shall be responsible for the day-to-day management of the UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia

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with representatives from the UNESCO National Commission of the Philippines and its three education agencies – DepEd, CHED and TESDA.

• The Programme Advisory Committee shall consist of technical experts from the Philippines and the South-East Asian subregion and UNESCO representatives. They shall plan, execute, review and monitor the programmes of the UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia.

• The Secretariat shall be responsible for the execution of the day-to-day activities of the Center under the authority of its Director, who shall be appointed by the Board of Governors in agreement with the UNESCO Director-General.

VII. FINANCIAL ARRANAGEMENTS

15. The Government of the Philippines through its UNESCO National Commission, the education agencies (DepEd, CHED and TESDA) and the Office of the President will provide the office with the start-up funds for the initial operation of the UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia from the annual appropriations of the government agencies concerned. Following the five years of development, the Center will receive continuing funding from the Government in accordance with national laws. It is also projected that the Center will receive funds from international funding agencies, from the private sectors promoting scholarship, exchange programmes and community development, from contributions of its partner agencies as well as remunerations for services and programmes that it renders. In addition, it is anticipated that UNESCO could help provide technical and minimal financial assistance based on its lifelong learning priorities laid out in its Programme and Budget (See Annex IV, Financial Commitment of the Government of the Philippines).

VIII. IMPACT OF THE UNESCO CENTER FOR LIFELONG LEARNING FOR SUSTAINABLE DEVELOPMENT IN SOUTHEAST ASIA

16. The UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia is expected to serve as the centre for cooperation among members of the South-East Asian subregion. It will reinforce lifelong learning for sustainable development activities and programmes that will empower children, youth and adults to further their education and skills and eventually enhance their economic mobility by being self-sufficient. It envisions a better life for all through income-generating activities and advanced training to develop the full capacity of individuals for their continuing participation in society.

17. To aid in capacity-building programmes, it will promote regional scholarships, exchanges and study grants to member countries to promote research on ESD and lifelong learning. Furthermore, it will harness existing practices on lifelong education for sustainable development and gear its self-sufficiency models that will encourage the lifelong providers to develop communities, rather than to sustain the concept of “dole-out” and “hand me” mentality. It will encourage real rural development, paradigm shift that will be beneficial to South-East Asian younger generations and adults to avail of opportunities of lifelong education and ESD. It shall advocate a vision of education for sustainable development for self-sufficiency in Asia.

Proposed draft decision

18. In the light of the above, the Executive Board may wish to adopt a decision along the following lines:

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The Executive Board,

1. Recalling the Education for All (EFA) goals set in Dakar in 2000 and the respective Millennium Development Goals for education by 2015,

2. Further recalling United Nations General Assembly resolution 57/254 adopted in December 2002, declaring 2005-2014 the Decade of Education for Sustainable Development (DESD),

3. Having examined document 176 EX/55 and its annexes,

4. Takes note of the important opportunities for cooperation between UNESCO and the proposed regional centre mentioned in this document, particularly in emphasizing quality education for all towards sustainable development;

5. Welcomes the proposal of the Government of the Republic of the Philippines to establish the Center for Lifelong Learning for Sustainable Development in Southeast Asia and place it under the auspices of UNESCO, in line with existing principles and guidelines (33 C/19) and the proposed strategy for this category of institutes and centres;

6. Requests the Director-General to prepare a feasibility study for submission to it at its 177th session and subsequently to the General Conference at its 34th session.

176 EX/55 Annex I

ANNEX I

EXECUTIVE ORDER 483

______________________________________________________________________________

MALACAÑANG Manila

BY THE PRESIDENT OF THE PHILIPPINES

EXECUTIVE ORDER NO. 483

ESTABLISHING THE UNESCO LIFELONG LEARNING CENTER FOR SUSTAINABLE DEVELOPMENT OF THE PHILIPPINES, DESIGNATING THE OPERATION BROTHERHOOD MONTESSORI CENTER, INC. THEREFORE

WHEREAS, the Universal Declaration of Human Rights, in Article 26, states the right of everyone to education; that education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms,

WHEREAS, the 1987 Constitution of the Republic of the Philippines mandates, in Article XIV, Section VIII, the protection and promotion of the right of all citizens to quality education at all levels, and the implementation of appropriate measures to make such education accessible to all,

WHEREAS, the United Nations Educational, Scientific and Cultural Organization (UNESCO) National Commission is mandated to protect and popularize the mission of Education for All (EFA) by serving as a resource and training base for inter-country programs towards the education for all goals,

WHEREAS, the United Nations Millennium Development Goals aim at eliminating gender disparity in education not later than 2015,

WHEREAS, the Commission on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA) and the Department of Education (DepEd) are mandated to provide relevant, accessible, quality and efficient education and training in support of the development of Filipino manpower responsive to and in accordance with Philippine development goals and priorities,

WHEREAS, the UNESCO National Commission recognizes the importance of creating strategic mechanisms that respond to the need to sustain quality education for all,

WHEREAS, the UNESCO National Commission shall lead promotional strategies for UNESCO Member States to create greater awareness on the role of lifelong learning for the Asia-Pacific work force,

WHEREAS, the Operation Brotherhood Montessori Center, Inc. has a "Pagsasarili Literacy Manual" that provides the most practical guide for economic self-sufficiency of families and promotes the Lifelong Learning Program from early childhood education to adult learning and beyond, spurring self-sufficiency and community development,

176 EX/55 Annex I – page 2

NOW, THEREFORE, I, GLORIA MACAPAGAL-ARROYO, President of the Philippines, by virtue of the powers vested in me by law, do hereby establish the United Nations Educational, Scientific and Cultural Organization (UNESCO) Lifelong Learning Center for Sustainable Development in the Philippines, and designate the Operation Brotherhood Montessori Center, Inc. to serve as the national laboratory of the Department of Education (DepEd), Technical Education and Skills Development Authority (TESDA) and Commission on Higher Education (CHED) in addressing the life skills educational requirements toward building a knowledge society. In addition, the Center shall open its doors to the Asia-Pacific region for sharing of facilities, experiences and technical assistance.

IN WITNESS WHEREOF, I have hereunto set my hand and caused the seal of the Republic of the Philippines to be affixed.

DONE in the City of Manila, this 27th day of December, in the year of Our Lord, Two Thousand and Five.

(signed)

By the President: Gloria Macapagal-Arroyo

(signed) Eduardo R. Ermita Executive Secretary

176 EX/55 Annex II

ANNEX II

EARLY CHILDHOOD FOR SUSTAINABLE DEVELOPMENT PROGRAMMES OF THE NATIONAL LABORATORY – OPERATION BROTHERHOOD

MONTESSORI CENTER, INC. (OBMCI)

1. As early as 1986 when Dr Preciosa S. Soliven sat as a Member of the Executive Board, she demonstrated two literacy community projects: for village mothers and their preschool children she had pursued for 20 years using the Montessori Pagsasarili system in UNESCO Paris. In 1987, after her stint in the Executive Board, she became one of the founding members of the Coordinating Council for Early Childhood Education of the Philippines (CONCEP, Inc.) organized by the then Secretary of Education Dr Lourdes Quisumbing. The group worked for twenty (20) years to legislate the Early Childhood Care and Development (ECCD) Law.

2. In 1990, the Congressional Commission on Educational Reform (EDCOM) commissioned a survey of Philippine schools from early childhood programmes, basic education, up to tertiary education. Dr Soliven was the Early Childhood Education Technical Adviser of the Task Force for School Reform. The survey concluded that education is below par causing the poverty of the country. Within this year, Education for All (EFA) was declared and the National Literacy Coordinating Council was founded.

3. In 1993, the Operation Brotherhood Montessori Pagsasarili Literacy Twin Project won the UNESCO International Literacy Award in New Delhi, India, with its twin literacy programmes for both mothers and children. 1995 saw Dr Preciosa Soliven’s participation in the Geneva Convention for the Rights of the Child (UNRC) where she championed the rights of the child to quality education at home and in school.

4. When appointed Secretary-General of the UNESCO National Commission of the Philippines in 2001, Dr Soliven continued her advocacy of the century-old system of education which harnesses the natural capacity of man to become self-sufficient. Some of the major meetings and events where the programme was presented were:

(a) the UNESCO World Press Freedom Day Celebration (Manila, Philippines, 2002); the first presentation to UNESCO Director-General Koïchiro Matsuura;

(b) the UNESCO ASPNet 50th Anniversary International Congress on Quality Education “Navigators of Peace” (Auckland, New Zealand, 2003);

(c) the UNESCO Subregional Consultation Meeting on ASPNet (Hanoi, Viet Nam, 2004);

(d) the UNESCO Regional Consultation Meeting (Wellington, New Zealand, 2004).

5. In mid-2004, when the National Institute for Educational Policy Research (NIER) of Japan called the Asia Pacific UNESCO Member States for the Regional Seminar on Policy, Research and Capacity-Building for Educational Innovation for Sustainable Development, Dr Soliven presented the OB Montessori Program as a Model of Education for Sustainable Development based on its 40-year experience of providing quality education for all regardless of socio-economic, religious or racial background. This is the period of successive meetings and consultations not only of UNESCO but also other international and regional organizations regarding the forthcoming Decade of Education for Sustainable Development (DESD) 2005-2014 as declared by the United Nations in 2002.

6. The Japan meeting was followed by UNESCO meetings and seminars in Hangzhou, China (2004); Hanoi, Viet Nam (2004); Chiang Mai, Thailand (2005); Tokyo, Japan (2005 and 2006); and Bangkok, Thailand (2006). The Philippine position through the UNESCO National Commission

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Secretary-General is the promotion of quality education for sustainable development – or more aptly phrased as capacity-building to develop self-sufficient individuals.

7. From January 2005 to December 2006, the vision of establishing the UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia (CLLSD) was presented in various consultation meetings attended by the Secretary-General of UNACOM together with Commissioners (NCR, Luzon; Cebu, Visayas and Cagayan de Oro City, Mindanao). The CLLSD proposal was also presented to the UNESCO Director-General twice – first during the 33rd session of the UNESCO General Conference and second when he attended the International Theatre Institute Congress in May 2006. It was followed by a strong encouragement from the UNESCO Director-General himself. He invited the Philippines, through the UNACOM Secretary-General, to submit an official proposal to the UNESCO Executive Board regarding the establishment of a Center for Lifelong Learning for Sustainable Development in Southeast Asia under the auspices of UNESCO category 2.

176 EX/55 Annex III

ANNEX III

ORGANIZATIONAL STRUCTURE

Governance

• BOARD OF GOVERNORS

The Board of Governors shall have the function of guiding the activities of the UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia. It shall consist of a Chairperson (from the Philippines), representatives from South-East Asian countries and a representative from UNESCO.

• EXECUTIVE COMMITTEE

The Executive Committee shall be responsible for the day-to-day management of the UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia with representatives from the UNESCO National Commission of the Philippines and its three education agencies – DepEd, CHED and TESDA.

• PROGRAMME ADVISORY COMMITTEE

The Programme Advisory Committee shall consist of technical experts from the Philippines and the South-East Asian subregion and UNESCO representatives. They shall plan, execute, review and monitor the programmes of the UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia.

• UNESCO CENTER FOR LIFELONG LEARNING FOR SUSTAINABLE DEVELOPMENT IN SOUTHEAST ASIA SECRETARIAT

The Secretariat shall be responsible for the execution of the day-to-day activities of the Center under the authority of its Director, who shall be appointed by the Board of Governors in agreement with the Director-General of UNESCO.

BOARD OF GOVERNORS

PROGRAMME ADVISORY COMMITTEE EXECUTIVE COMMITTEE

UNESCO CENTER FOR LIFELONG LEARNING FOR SUSTAINABLE DEVELOPMENT IN SOUTHEAST ASIA

176 EX/55 Annex IV

TESDA Complex, South Expressway, Taguig City, Metro Manila Telephones: 817-4076 to 82 Hotline: 887-7777 Fax: 893-8262 Eamil tesda@tesda.gov.ph

ANNEX IV

FINANCIAL COMMITMENT OF THE GOVERNMENT OF THE PHILIPPINES (GOP) TO THE UNESCO CENTER ON LIFELONG LEARNING FOR SUSTAINABLE

DEVELOPMENT IN SOUTHEAST ASIA

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

30 January 2007

AMB. PRECIOSA S.SOLIVEN Secretary-General UNESCO National Commission of the Philippines G/F Department of Foreign Affairs Bldg. 2330 Roxas Blvd., Pasay City

Dear Ambassador Soliven:

With reference to your letter of 27 January 2007, we commit to include a line item for “Lifelong Learning Programmes” in our 2008 budget proposal in the amount of P5.0M. We hope that through this joint effort we would be able to move forward the cause of lifelong learning in the Philippines.

Our warm regards,

Very truly yours,

SEC. AUGUSTO BOBOY SYJUCO Director-General

176 EX/55 Annex IV – page 2

UNESCO National Commission of the Philippines G/F, Department of Foreign Affairs Building

2330 Roxas Boulevard, Pasay City, Philippines Tel. Nos.: (632) 834-3447 / 834-4848 / 834-4887 / 834-4843 Fax No.: (632) 831-8873

E-mail: unescoph@mozcom.com

10 October 2006

HER EXCELLENCY GLORIA MACAPAGAL-ARROYO President Republic of the Philippines Malacanang, Manila

Your Excellency:

Pleasant greetings!

The United Nations system in its 2000 General Assembly outlined the United Nations Millennium Development Goals (UN MDGs) with the timeframe of 2000-2015. To help achieve the eight (8) MDGs, the UN further declared 2005-2014 as the Decade of Education for Sustainable Development (DESD).

In support of the UN MDGs and DESD, the Philippines is bidding to be the UNESCO Lifelong Learning Center for Sustainable Development in Asia and the Pacific. We are happy that you have issued Executive Order 483 “Establishing the UNESCO Lifelong Learning Center in the Philippines for Sustainable Development and designating the OB Montessori Center, Inc. therefore as the National Laboratory”.

In addition, we would like to acknowledge with great thanks the support that you have continuously accorded to the UNESCO National Commission (UNACOM), the Department of Education (DepEd), the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA) in pursuing the goal to make the Philippines the UNESCO’s lifelong Learning Center in Asia and the Pacific in line with the full implementation of the ladderization program from early childhood, basic, technical-vocational to higher education.

Pursuant to Her Excellency’s Ten Point Legacy Agenda to promote accessible quality education for all through Lifelong Learning and our deep commitment to the full implementation of the Executive Order, we have signed the Implementing Rules and Regulations (IRR) of the EO 483. (See Annex I)

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We advocate that an initial fund of Fifty Million Philippines Pesos (PhP 50,000,000) be given to the UNESCO Lifelong Learning Center for its initial operation through the President’s Social Fund. This fund will help us to actualize the ladderization strategies as the chief element of lifelong education for all.

We look forward to your continuing support to this initiative.

Please accept the assurances of our highest esteem.

(signed)

AUGUSTO “BUBOY” SYJUCO Secretary

Technical Education and Skills Development Authority

(signed)

JESLI LAPUS Secretary

Department of Education

(signed)

NONA RICAFORT, Ph.D. Commissioner

Commission on Higher Education Member, UNESCO Education Committee

(signed)

PRECIOSA SOLIVEN Secretary-General

UNESCO National Commission

176 EX/55 Annex V

ANNEX V

DRAFT AGREEMENT BETWEEN THE GOVERNMENT OF THE PHILIPPINES (GOP) AND THE UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)

CONCERNING THE ESTABLISHMENT OF THE UNESCO CENTER FOR LIFELONG LEARNING FOR SUSTAINABLE DEVELOPMENT IN SOUTHEAST ASIA

The Government of the Republic of the Philippines (hereinafter referred to as the “Government”) and the United Nations Educational, Scientific and Cultural Organization (hereinafter referred to as “UNESCO”),

Bearing in mind Article I.2(b) of the UNESCO Constitution concerning collaboration with Member States “in the development of educational activities”,

Reaffirming the responsibility of UNESCO and its Member States to promote quality education of the twenty-first century as embodied in the Jacques Delors Commission of 1993 that identified the four pillars of education as “learning to be, learning to know, learning to do and learning to live together”,

Reaffirming UNESCO’s commitment to the Education for All (EFA) Dakar Framework of Action adopted at the 10-year review of the EFA programme in 2000 at the World Education Forum in Dakar, Senegal, which emphasized the urgent need for mere access to education but “Quality Education for All”,

Recognizing the urgent need for a more active mechanism of regional cooperation and collaboration in research and development, training, educational materials development and information exchange in order to provide technical assistance for lifelong learning to Member States of the region,

Desiring to give effect to 34 C/Resolution … adopted by the General Conference of UNESCO at its 34th session in 2007, by which it invites the Director-General of UNESCO to support the establishment of the UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia (hereinafter referred to as “the Center”) in the Republic of the Philippines,

Have agreed as follows:

ARTICLE 1

Objective

The main objective of the UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia is to promote lifelong learning within the framework of education for sustainable development in the South-East Asian subregion.

ARTICLE 2

Functions

The main functions of the Center shall be to:

(a) Provide leadership in training and research programmes on lifelong learning for sustainable development;

176 EX/55 Annex V – page 2

(b) Promote instructional materials development, brochures and to pilot test lifelong learning innovations in South-East Asia to build ongoing literacy programmes;

(c) Provide an exchange of resources, information and networks to promote greater knowledge on lifelong learning programmes for sustainable development; and

(d) Provide fellowship, exchange and scholarship programmes for lifelong education providers in the South-East Asian region.

ARTICLE 3

The commitments of UNESCO

UNESCO shall:

(a) During the five-year developmental period (2007-2011), encourage the UNESCO National Commissions of South-East Asian countries to send trainees, experts and researchers in the field of lifelong learning and education for sustainable development;

(b) Facilitate the exchange of experts and provide fellowship opportunities for students, teachers, researchers and lifelong learners in the region;

(c) Facilitate access to extrabudgetary funds from some international funding agencies when appropriate and when available;

(d) Help advocate the regional Center’s programmes and activities; and

(e) Provide support on funding for capacity-building schedules for the Center’s further enhancement and expertise development.

ARTICLE 4

The commitments of the Government

The Government of the Republic of the Philippines shall, through its three education agencies:

(a) Provide the necessary buildings and physical facilities for the Center and provide the Center with legal authority and statutes under the relevant domestic law;

(b) Assume administrative and management responsibilities and costs of the Center, including recruitment of administrative personnel on a local basis;

(c) In accordance with the statutes of the Center, ensure the appointment of the Director and Deputy-Director of the Center, in consultation with UNESCO, and the recruitment and appointment of the Center’s staff from among local and international experts in lifelong learning;

(d) Implement through the Center regional cooperative and collaborative work in the fields of education for lifelong learning, inter alia, on research and development, training and capacity-building; lifelong learning materials development, information dissemination and international conferences and/or workshops, the results of which shall be widely distributed among UNESCO Member States;

176 EX/55 Annex V – page 3

(e) In accordance with the statutes of the Center, arrange for the UNESCO National Commission of the Philippines to be the executing agency of the Center;

(f) Submit in January of every year a Period Report to the Director-General of UNESCO on the progress and development of the Center’s activities;

(g) Apply with regard to representatives of the Member States of UNESCO, members of staff of the United Nations and the United Nations specialized agencies and experts, who come to the Center at the invitation of UNESCO from outside the country to perform functions in connection with the Center, the relevant provisions of the Convention on the Privileges and Immunities of the United Nations and the Convention on the Privileges and Immunities of the Specialized Agencies.

ARTICLE 5

Entry into force and duration

This Agreement between the Government of the Republic of the Philippines and UNESCO shall come into force, after its signature by the two parties, when UNESCO has received from the Government of the Republic of the Philippines a copy of the creation certificate and statutes of the Center and notification that there has been completion of any applicable internal ratification procedures. This Agreement shall remain in force for a period of five years after which it will be renewed if there is mutual agreement in writing between the two parties.

ARTICLE 6

Termination

Either party may, on one year’s prior written notice, terminate this Agreement in advance of its normal expiration.

ARTICLE 7

Liability

Each party agrees to release and hold the other harmless from and against any claims, damages, liability or costs to the extent that such claims, damages, liability or costs arise from the negligent or wilful acts or omissions of the Center, its staff or agents. Each party agrees that it shall honour and abide by the effective formal regulations of the other party to the full extent that it is possible without contravening its own formal regulations; any matter where regulations are in apparent or real conflict shall be worked out, as needed, by appropriate representatives from each party.

ARTICLE 8

Relations with UNESCO

The official title of the Center shall be the “UNESCO Center for Lifelong Learning for Sustainable Development in Southeast Asia (UCLLSD-SEA)”. It shall be established with the support of UNESCO in accordance with ___/Resolution ___ of the General Conference of UNESCO.

176 EX/55 Annex V – page 4

ARTICLE 9

Amendment

This Agreement may be amended by written agreement between the parties hereto.

IN WITNESS WHEREOF, the undersigned, being duly authorized to that effect, have signed this Agreement.

Done at ________, in duplicate, in the Filipino and English languages, each text being equally authentic on this _____ day of _____, _____.

For the Government of the Republic of the Philippines

For the United Nations Educational, Scientific and Cultural Organization (UNESCO)

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