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Preamble I have the pleasure to present you herewith the documents of the 15th Meeting of the

Secretaries-General of the National Commissions for UNESCO of the Europe Region as well

as the final paper of the Director-General’s Consultation of National Commissions for

UNESCO of the Europe Region on the Preparation of the Draft Programme and Budget for

2004-2005 (32C/5).

These documents are reflecting the views and suggestions put forward by the National

Commissions of the Europe Region and have been designed to serve as a matrix for further

reflection on UNESCO’s mission, objectives and priority tasks to be entrusted to the

Organisation.

As far as the role and missions of UNESCO are concerned proposals have been made

to

- clarify the principles and key functions for improving UNESCO’s efficiency;

- identify the priority fields of action on which the Organisation and the National

Commissions of the Europe Region should concentrate;

- specify the most appropriate practical forms of action.

I do hope that these documents accepted by the participants of the above-mentioned

meetings will help you to manage your respective National Commission and will contribute to

reinforce the widespread esteem of UNESCO in the Europe Region

I take the opportunity to express my sincere thanks for the excellent work carried out

by our rapporteurs as well as the participants taking an active part in the discussions and

everybody helping to make the meeting a success.

Peter Gresiczki

Secretary-General

Hungarian Commission for UNESCO

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15th Regional Meeting of Secretaries-General of National Commissions for UNESCO in the Europe Region (Budapest, Hungary, 14-15 June 2002)

Report (as approved 18 June 2002)

1. Opening of the Session Mr. Peter Medgyes, Assistant State Secretary of the Hungarian Ministry of Education, and Mr. Jozsef Hamori, President of the Hungarian National Comission for UNESCO, Vice-President of the Hungarian Acedemy of Sciences and former Minister of Culture, opened the meeting on behalf of the the government of the host country and its National Commission. Representing the Director-General of UNESCO, Mr. Ahmed Sayyad, Assistant Director-General for External Relations and Cooperation, addressed the participants representing the National Commissions of UNESCO’s Europe Region. With regard to the reference made to National Commissions as ”constituent elements of UNESCO” in UNESCO’s Medium Term Strategy 2002-2007 (document 31C/4 approved, para 37), Mr. Sayyad called upon the Commissions as being „crucial in associating all the expertise and skills available in their countries in the process of elaboration, implementation and evaluation of the Organization’s programmes” . The Provisional Agenda and the Provisonal Rules of Procedure (the latter for the Meeting of Secretaries General as well as for the subsequent Consultation Meeting convened by the Director-General of UNESCO) were approved. 2. Election of the Bureau Mr. Peter Gresiczki, Secretary-General of the Hungarian National Commission, was elected as Chairperson of the Meeting. The Secretaries-General of the Slovenian, the French and the Canadian National Commissions, Ms Zofija Klemen-Krek, Mr David Walden and Mr. Jean-Pierre Boyer, were elected Vice-Chairpersons. The Secretary-General of the German Commission for UNESCO, Mr.Traugott Schőfthaler, was elected Rapporteur, the Secretaries-General of the Andorran, the Slovakian and the Austrian National Commissions, Mr. Jean-Michel Armengol, Mr. Miroslav Musil and Ms Gabriele Eschig, were elected Co-Rapporteurs. 3. Follow-up to the 14th Meeting of Sectretaries-General (Bled, Slovenia, June 2000) and to the 13th Quadrennial and Statutory Regional Conference of the National Commissions for UNESCO of the Europe Region (Montreal, Canada, July 2001) The Secretaries-General of the host National Commissions of the two last meetings, Ms Zofija Klemen-Krek and Mr. David Walden, gave general reports on the results and their follow-up of these meetings. In the light of their evaluation made, they stressed the need to maintain but improve the present pattern and structure of such meetings, considered invaluable for the Commissions and as indispensable feedback for the Secretariat. Specific aspects were dealt with in the light of additional presentations. 3.1 Relations between National Commissions and European Organizations (Council of Europe, European Union/Commission, etc.) Zabrina Holmstrőm, Secretary-General of the Finnish National Commission, outlined the context-map of UNESCO’s action in the Europe region, as far as activities and programmes of regional intergovernmental organizations active in UNESCO’s fields of competence are concerned, in particular EU and the Council of Europe. She reaffirmed the relevant statements made in this regard at the Montreal meeting and recommended that UNESCO should express interest in updating the 1952 Memorandum of Co-operation with the Council of Europe, with

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a view to adapt its action to the new role the Council has assumed since 1989, when it was gradually transformed into a Pan-European intergovernmental Organization for regional Co-operation in all of UNESCO’s fields of competence. At the level of each Member state, it would be indispensable to coordinate closely the participation in activities of UNESCO and the CoE. Concerning the European Commission, Ms Geneviève Rouget, Chief of the UN and EC Funds and Programmes Section in the UNESCO-ERC Division of Cooperation with Extrabudgetary Funding Sources, reported about new openings of the European Commission towards the UN system, including UNESCO. UNESCO is particularly well placed, being the only UN Organization having signed an agreement on fnancial and technical co-operation with EU (1996). She qualified National Commissions, being national institutions, as being eligible for a large number of EU programmes from which UNESCO would not be able to benefit directly, given its status as intergovernmental organization. She encouraged NCs and their national partners to explore further the possiblity of submitting applications for programmes such as CARDS (South-East Europe) and MEDA (e.g. for the Euro-Arab Dialogue). It was suggested to establish an informal contact group for further developing the relations between National Commissions for UNESCO and the Council of Europe. Decisions and recommendations: 3.1.1 The subject „relations between UNESCO and its National Commissions and European intergovernmental Organizations” will be an item of the agenda of forthcomig meetings such as the informal meeting during the 32nd session of the General Conference, the 16th meeting of Secretaries-General and the 14th Regional Conference. (on the basis of the working document on the subject prepared for the Montreal meeting and the presentations by Zabrina Holmstrőm and Geneviève Rouget to the Budapest meeting) 3.1.2 All National Commissions of the Europe Region are invited to seek regular exchange of information and close collaboration with existing focal points in their countries for EU and the CoE. 3.1.3 In reaction to the interest expressed by the CoE in direct collaboration with National Commissions for UNESCO, it is recommended that such co-operation be developed as appropriate. 3.1.4 It is also recommended to all National Commissions of the Europe region to study the website of the European Commission www.europa.eu.int in order to identify relevant programmes (and their tenders for applications, „appels d’offre”). The Bureau for External Resources (BER) in UNESCO’S ERC Sector could be asked to assist, as appropriate, in preparing applications for funding. 3.1.5 The Secretaries-General of the National Commissions of the Europe region invite the Director-General to express to the Secretary-General of the Council of Europe UNESCO’s interest in updating the 1952 memorandum of co-operation with the CoE, thus replying to relevant decisons of the CoE governing bodies since December 2000. 3.1.6 The participants invite the President of the meeting to inform the Secreary-General of the CoE of the positive reaction of the NCs to the interest expressed by the CoE in direct co-operation with National Commissions for UNESCO. 3.2: <evaluation of the three „Bled ideas”> was not discussed

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3.3 Synthesis of the one-page reports prepared by NCs on their activities 2000-2002. Peter Gresiczki presented a summary of the 19 entries he has received before the meeting. (see Annex VII). 3.4 Consideration of Working Methods of the regional and consultative meetings of National Commissions David Walden, Secretary-General of the Canadian National Commission, presented a working document prepared jointly with the former President of the Canadian NC, Michel Agnaieff. The following recommendations resulted from Plenary and Working Group discussions: 3.4.1 The phasing of regional consultations of National Commissions on the preparation of the C/4 and C/5 documents preceding the deadline for submission of written replies by Governments of Member States to the questionnaire sent out by the DG should remain intact and in conformity with 29 C/Res. 87. The participants invite the Director of BPS to send out a correction letter to Member States, postponing the deadline for submission of Member States replies from 30 June to 31 July 2002, i.e. two weeks after termination of the ongoing cycle of regional consultations. 3.4.2 The schedule of regular Secretaries-General meetings and the Statutory Regional Conferences should be harmonized with („rolled into”) the cycle of biennial consultation meetings, thus allowing combination of regional meetings other than the informal meetings organized in the framework of the General Conference into only one such meeting per biennium. 3.4.3 Savings realized this way in UNESCO’s Regular Budget, including the provision made initially for a Standing Committee of National Commissions (which was finally not created by the General Conference at ist 31st session), should be used for cooperation between NCs, in particular in relation with cluster offices. 3.4.4 Regional meetings should consider regularly matters of common interest such as division of labour between NCs and cooperation and cordination with the Secretariat at Headquarters and in the field. It was also suggested that meetings be organised around a priority UNESCO theme. Several participants suggested that the quadrennial and statutory regional conferences should become sixennial, in harmony with the six years cycle of medium term strategies. It was pointed out that there was a low rate of implementation of SG meetings recommendations. A monitoring mechanism was suggested within UNESCO’s Secretariat in this regard. 3.5 Collection of information from Member States by UNESCO Traugott Schőfthaler, Secretary-General of the German Commission for UNESCO, presented conclusions from his assessment of the number (73) and the nature of requests for information by UNESCO received at governments and National Commissions of Member States during the 2000-2001 biennium. The following decision resulted from the discussion: The SecGen of the NC of the Europe region invite the German NC to submit the list of 73 requests for information received during the2000-2001 biennium to the ADG ERC together with following recommendations and suggestions: 3.5.1 To ensure better in-house coordination (e.g. with Executive Offices of the Sectors) 3.5.2 Circular letters on UNESCO prizes (at present: 31 per biennium) should be combined into one document per biennium. 3.5.3 All correspondence should be simultaneously sent out on paper and through e-mail, thus allowing recipients to „click through” to backgroud information such as relevant GC

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Resolutions and EXB decisions, and to pass it on to national partners, and allowing the Secretariat to focus accompanying letters on action to be taken. 3.5.4 Deadlines should be, as a rule, not shorter than 3 months. In addition, an annual calendar of forthcoming deadlines, in addition to the questionnaire and statistics plan and calendar of events, would be helpful. 3.5.5 All „copies for information” should clearly indicate the addressee of the original. 3.5.6 Similar to established practice in compiling education statistics, co-ordination with other intergovernmental organisations in the collection of statistical as well as non-statistical data from Member states should be significantly improved. Concerning the Europe region, availability of required data at EuroStat, CoE, UN-ECE, OECD and OSCE should be checked, as a rule, before requesting such information from Member States and their National Commissions. 3.6 Reform of the Working Methods of the Executive Board The Nordic NCs presented a non-paper on the subject for consideration. It was qualified timely in the context of the relevant decision adopted by the 164th session of the EXB, inviting the EXB Chairperson to submit to its 165th session concrete proposals. The meeting was informed that the EXB Chairperson is interested to receive suggestions from Member States in relation with the relevant 164 EXB decision. 4. Status and functioning of National Commissions The Director of the Division of National Commissions and New Partnerships (ERC/NCP), Ms Marylou Kearney, presented working documents on the following subjects: 4.1 Enhancing the Status and operational capacities of National Commissions (document 164EX/39) 4.2 Operational Capacities of National Commissions for UNESCO –Europe region – 4.3 Summary of the progress made in the implementation of guidelines for selecting partners in the Member States, including the rules and regulations governing the use of UNESCO’s name and logo by these partners (document under preparation for the 165th session of the EXB) - all three documents available at the website of www.unesco.org ad 4.1 and 4.2 The participants underlined the responsibility of Member States for enhancing the status and operational capacity of NCs, so as to enabling them to discharge the functions assigned to them in the Charter of NCs and subsequent decisions by the governing bodies of UNESCO. NCs should become more involved into the national planning process. In view of the global changes, it was suggested to elaborate a workable definition of civil society, in relation with the liaison functions of NCs. In particular with a view to the new decentralization policy and the creation of cluster offices by UNESCO, it was recalled that ensuring operational capacities and enhancing the status of NCs was also a responsiblity of UNESCO’s Secretariat. Participants welcomed the information provided by ADG ERC that the DG, on the basis of briefing by ERC, is recalling the need to ensure proper functioning of NCs whenever meeting Heads of State or Government or Ministers from Member States. It was proposed to highlight in such occasions also the statutory role of NCs in contributing to the preparation, implementation and evaluation of UNESCO’s programme. It was suggested that UNESCO Hqs should assist in electronic networking between NCs and send, as a rule, all communication simultaneously in electronic and paper form.

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All speakers on the issue welcomed the new modality of an electronic discussion forum, coordinated by the Division NCP, and expressed willingness of National Commissions to participate in ad hoc virtual discussions. It is recommended to Hqs to further increase the resources earmarked in the Regular Budget for raising the operational capacities of NCs, while welcoming the measures already being taken in regard to information and communication tools. The Secretariat is encouraged to disseminate „good practices” among NCs. The forthcoming publications on improving the functioning of NCs are appreciated. It was recommended that SG Training at Hqs be combined with practical training at NCs „in the field”. ad 4.3 It was recalled that the GC Resolution governing the use of the ame and logo of UNESCO (1951…) assigns the task to protect name ad logo of the Organization to both the Director-General and the Governments of Member States. The meeting encourages the Secretariat to further elaborate and update the guidelines on the issue, including proposals for the involvement of NCs. 5. Inter-Cultural Dialogue between National Commissions, in particular the strategy for an Euro-Arab Dialogue”Learning to Live Together”. The President of the General Conference, H.E. Ahmad Jalali, presented to the meeting an address outlining an intercultural perspective on dialogue in the 21st Century. The Co-ordinator of the Task Force established by the NCs of the Europe and the Arab States regions in the framework of the 31st session of the General Conference, presented the Working document prepared by the Task Force for this meeting and for the Regional Conference of NCs of the Arab States region (Rabat, 4-8 June 2002). The Task Force co-ordinator for the Arab States region, Ms Fatma Tarhouni, Secretary-General of the Tunisian National Comission, informed the meeting of the approval of the strategy by the Rabat Conference. The strategy was included as an interregional element into the UNESCO Regional Strategy for the Arab States region and recommended to the DG for inclusion into the 32 C/5. Ms Tarhouni informed the meeting also of the recent approval of the strategy by the Governing Board of ALECSO and transmitted the cordial greetings of the Arab NCs to the Budapest meeting. Mr. Schőfthaler informed the meeting of the fact the the Council of Europe has listed the project in his recent overview of the Council's new activities in 2002. In the light of additional information provided, inter alia on the fact that the strategy would not involve obligations for NCs since it is based on voluntary commitment, the meeting adopted te following decision:

Arab-Europe Dialogue inter-regional strategy

“Learning to Live Together” (Delors Report and Follow-up to the 46th International Conference on Education)

Resolution adopted by t he National Commissions of the Arab States (Rabat, 4-8 June 2OO2.) andand the Secretaries-General of the National Commissions of the Europe Region (Budapest, 14-18 June 2OO2.)

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• Take note of the antecedents of the Arab-Europe Dialogue project proposal, submitted by the Task Force “Learning to Live together” of National Commissions of both regions;

• Note the relevance of its aims and modalities; • Approve the Strategy Outline attached to this resolution • Invite all National Commissions of the two regions to consider the Strategy Outline in

further elaborating their work plans in 2002-2003, and to indicate their commitments and proposals to the Task Force, in particular through completing the forms attached to the Strategy Outline;

• Invite the Euro-Arab Task Force of National Commissions to follow up the issue and to

submit their final Report to the regional meetings of National Commissions to be convened during the 32nd General Conference in October-November 2003.

Strategy Outlines for Arab-Europe Inter-regional Project

“Learning to Live Together” Framework: UNESCO’s Medium Term Strategy 2002-2007 (31 C/4 approved), in particular the following strategic objectives: 1 “promoting education as a fundamental right...” 2 “improving the quality of education...” 3 “promoting experimentation, innovation and the diffusion and sharing of information...” and 8 “safeguarding cultural diversity and encouraging dialogue among cultures and civilizations” and relevant strategic sub-objectives, and, within cross-cutting theme ICT, strategic objective 2 “enhancing learning opportunities through access to diversified contents and delivery systems”. The Arab-Europe inter-regional strategy includes the following elements:

(i) inter-agency co-operation with regional intergovernmental organizations active in this field, such as ALECSO, the Arab League, the Organization of the Islamic Conference (OIC), the Council of Europe, the European Union and OSCE.

(ii) mobilization of civil society through National Commissions and International or regional NGOs mechanism for the implementation of priority projects, including the establishment of in-house as well as inter-agency co-ordination and provision of matching funds.

Expected outcomes include:

(iii) Wide dissemination and promotion of the Delors Report and the results of the 46th session of the ICE within Ministries of Education, teacher training institutions and curriculum development centres, and organization of exchanges between practitioners and policy-makers; networking of teacher-training institutions of both regions

(iv) Support to Member States and their National Commissions for youth exchange, notably through twinning arrangements between schools from both regions participating in the ASP;

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(v) Comparative analysis of curricula and school textbooks in several countries of both regions, and publication of a special issue of the Journal “Prospects” on the Euro-Arab dialogue;

(vi) Preparation of a revised version of the Practical Guide for human rights education and education for tolerance and dialogue among cultures and civilizations, complemented by a selection of best practices for “Learning to Live Together” and “Education for Citizenship” in co-operation with the Council of Europe and ALECSO;

(vii) In support of the Plan Arabia, establishment of a network of higher education institutions specializing in teaching and research on the cultural diversity of the Arab World (including those from other than the Arab States and the Europe regions);

(viii) Encouraging inter-university co-operation between the two regions, notably through joint research projects (e.g. in the field of image studies) and participation in the UNESCO Chairs network (in all Major programmes);

(ix) Support to cultural festivals, exhibition and cultural information seminars that develop and foster the Arab-Europe Dialogue;

(x) Demonstration of the impact of ICT-based alternative delivery systems through pilot projects such as multilingual UNESCO Education Servers for Human Rights and Democracy; making use of the evaluation of the existing server in the Europe region (Sarajevo) for the establishment of similar services for the Arab States region.

(xi) Collection of best practices for dissemination of knowledge on the other region in the media through workshops organized in collaboration with journalists and their professional associations, contests and encouraging co-operation and exchange between media of the two regions.

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6. Update of the Communication Capacities of National Commissions and Visibility of UNESCO in Member States through National Commissions’ action The Director of the Division of Relations with National Commissions and New Partnerships, Marylou Kearney, presented a working document on the subject. It was recommended to the Secretariat, in particular to the Bureau for Public Information, that it provides resource materials to NCs so as to enable them to increase the visibility of UNESCO in the Member States. Such materials should include: - a CD ROM with all relevant logos and actual pictures concerning UNESCO’s action; - DVD with relevant moving images; - resource materials on important issues such as underwater cultural heritage (with illustrations/media packages). Furthermore, an interactive website which would be attractive to youth should be created. 7. World Summit on Sustainable Development (WSSD, Johannesburg 26.8.-4.9.2002) An information document was provided by the UNESCO Secretariat. All NCs are invited to contact the focal point in their governments for the preparation of the national WSSD delegation, in order to draw the attention of those in charge of WSSD to issues of particular relevance for UNESCO such as cultural diversity, culture and sustainable development, cultural heritage in the context of the International Year 2002, Culture and Ecotourism, Ethics and the Environment, Science and Economy.

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All represetatives of NCs taking part in the WSSD are invited to inform the Division ERC/NCP in advance of their participation (including local coordiates in Johannesburg such as phone, fax and e-mail). 8. Preparation for the World Summit on the Information Society (Geneva, 10-12 December 2003, and Tunis, 2005) The UNESCO Secretariat presented an information document. The German National Commission had invited all NCs to participate in the UNESCO regional Pre-Conference (Europe Region), Mainz, Germany, 27-29 June 2002. It is recommended to all participants to prepare short written proposals on the three themes of the Mainz Conference (Copyright in Cyberspace, protection of privacy, children and youth; bridging the digital divide through Regional Research and Education Information Networks) that could be handed over to the Rapporteurs (short means: similar to the format of ”three ideas” submitted to the Bled meeting). 9. Other Business On proposal by its Chairperson, the meeting considered also the following subjects: The proposal to UNESCO concerning an International Year of Physics was welcomed by the meeting. It was also suggested that, while preparing for such a Year, UNESCO should indicate clearly results expected from the undertaking. It was also suggested to identfy one or more Member States which would be willing to „prendre en charge cette année”. Concerning the proposal for establishing an International Day of Folklore, a number of participants welcomed the idea, other would not see any inconvenience, whereas others expressed reservations in the light of the ongoing debate on a normative instrument for the protection of intangible heritage (which would include possibly Folklore, without, however, using the traditional terminology). Concerning the proposal to consider participation in the improvement of the new system for financial and administrative management at UNESCO (FABS), several participants expressed their regret of not being sufficiently informed about the establishment of this programme. „Reform dividend” resulting from the new decentralisation policy? The general feeling that the closing down of some field offices did not generate savings, since resources were needed for upgrading other offices to cluster offices, was confirmed by the Secretariat. National Plans for Development: the meeting was informed of the fact that the EU requests such plans from candidate countries. Options and possibilities for NCs to get involved in such plans should be studied case by case, and information on such involvement should be passed on to other NCs. Participation Programme: The PP was referred to by many participants as a key factor for enhancing visibility of UNESCO in its Member States. The need was underlined that the Secretariat respects fully the relevant Resolutions adopted by the General Conference, in particular concerning communicating in this regard with „Member States through their National Commissions”. The wish was expressed that the new FABS system would lead to more efficiency in the transfer of funds. There should be a clear timetable establised for informing NCs about approval of their PP requests. 11. Place and date of the 16th Meeting of the Secretaries-General of the National Commissions for UNESCO in the Europe Region (2004) The Secretary-General of the Romanian National Commission for UNESCO, Mr. Alexander Mironov, invited the participants to consider convening the meeting in Bucarest. This proposal was approved with appreciation.

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The meeting noted with appreciation that the Ukrainian National Commission would be willing to organize the 14th Quadrennial and Statutory Regional Conference of National Commissions of the Europe Region. The issue will be taken up by the Regional meeting of National Commissions in the context of the 32nd session of the General Conference. 12. Adoption of the Report The Report was approved on 18 June, as amended, on the basis of presentation of its English version being available in writing, and being read out with simultaneous interpretation in French. (The decision on item 5 was made available in both English and French versions.)

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Annex Dialogue euro-arabe

Strategie inter-régionale “Apprendre à vivre ensemble” (Suivi du Rapport Delors et de la 46ème Conférence internationale de l’Education)

aprouve par lato be submitted Conférence régionale des Commissions nationales, Etats arabes (Rabat, 3 au 8 juin 2002) et la 14ème réunion des Secrétaires généraux des Commissions nationales, région Europe (Budapest, 14 au 18 juin 2002) 3. Recent Developments including relevant Inter-Agency co-operation on the reinforcement of multicultural and interreligious dialogue since September 2001 Mediterranean meetings such as “A new Mediterranean Cultural Policy in the Making: Towards Multicultural Dialogue, Coherence and Accountability” (6-7 September, Turkey) or “Identity and Otherness in the Mediterranean World” (20-21 December, Turkey) Establishment of a Council of Europe Ad Hoc Working Party on the reinforcement of multicultural and interreligious dialogue (Strasbourg 6 December) Tripartite Meeting Council of Europe (Strasbourg 8 February 2002): inter-agency coooperation envisaged with, EU, UNESCO, OSCE, OIC, Arab League OIC-EU Joint Forum on Civilization and Harmony (Istanbul, 12-13 February 2002) 4. Forthcoming events October 2002: Conference on “Education for Democratic Citizenship” (organized by the National Commissions of France and Morocco) Autumn 2002: Armenia: International Conference on the “Dialogue of Covilizations” Late 2002: Eisenstadt, Austria: Forum on European Identities Early 2003: Vienna: Conference on Human Rights and Major Religions 5. Proposed Recommendation or ConclusionRésolution adoptée Les Commissions nationales pour l’UNESCO des Etats arabes / lesand (Secrétaires généraux des) Commissions nationales, région Europe

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• notant les antécédents du projet du Dialogue euro-arabe, soumis par l’équipe spéciale « Apprendre à vivre ensemble » des Commissions nationales de deux régions;

• soulignant l’importance des objectifs et modalités proposés; • approuvent la stratégie inter-régionale présenté ci-dessus • Invitent les Commissions nationales de deux régions à considérer ladite stratégie dans le

contexte de l’élaboration de leurs plans de travail pour le 2002-2003 biennium, à exprimer leurs engagements et à transmettre leurs commentaires, suggestions et idées aux membres de l’équipe spéciale, notamment en remplissant les formulaires rattachés au document de travail intitulé « Dialogue euro-arabe » présenté par ce groupe ;

• Invitent l’équipe spéciale euro-arabe des Commissions nationales à donner suite à cette

résolution et à soumettre son Rapport final aux réunions régionales des Commissions nationales qui seront organisées dans le cadre de la 32e session de la Conférence générale en octobre - novembre 2003.

Stratégie inter-régionale euro-arabe “Apprendre à vivre ensemble”

Cadre: Stratégie au moyen terme de l’UNESCO 2002-2007 (31 C/4 approuvé), en particulier les objectifs stratégiques suivants: 1 “promouvoir l’éducation en tant que droit fondamental...” 2 “améliorer la qualité de l’éducation...” 3 “promouvoir l’expérimentation, l’innovation ainsi que la diffusion et le partage de l’information...” et 8 “protéger la diversité culturelle et encourager le dialogue entre les cultures et les civilisations” ainsi que les sous-objectifs stratégiques concernés, et, à l’intérieur de la stratégie concernant le thème transversal TIC, objectif stratégique 2 “accroître les possibilités d’apprendre en donnant l’accès à des contenus et systèmes de prestation des services éducatifs diversifiés”. La réalisation de la stratégie sur le plan arabo-européen comprend les éléments suivants:

(xii) coopération inter-agences de l’UNESCO avec des organisations intergouvernementales régionales intéressées et actives en ce domaine, telles que l’ALECSO, la Ligue arabe, l’Organisation de la Conférence islamique (OIC), le Conseil de l’Europe, Union européenne and OSCE.

(xiii) mobilisation de la société civile à travers les Commissions nationales ainsi que des ONG internationales ou régionales

(xiv) mécanisme pour la réalisation des projets prioritaires, comprenant l’établissement de la coordination à l’intérieur de l’UNESCO ainsi qu’inter-agences et la provision des modalités de financement (sources diverses).

Les résultats escomptés seront, en outre:

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(xv) la dissémination à grande échelle et la promotion du Rapport Delors ainsi que des résultats de la 46ème session de la CIE parmi les ministères de l’Education, les établissements pour la formation des enseignants et les centres de planification du programme scolaire, et l’organisation des échanges du personnel enseignant et des responsables pour la politique éducative; création des réseaux des établissements de la formation des enseignants des deux régions

(xvi) Soutien aux Etats membres et leur Commissions nationales en domaine des échanges des jeunes, notamment par des jumelages des écoles des deux régions participant au SEA;

(xvii) Analyse comparative des programmes et des manuels scolaires d’un nombre des pays des deux régions, et publication d’un numéro spécial de la revue “Perspectives” (BIE) sur le dialogue euro-arabe;

(xviii) Préparation d’une version améliorée du Guide pratique pour l’éducation aux droits de l’homme et l’éducation à la tolérance et au dialogue entre les cultures et les civilisations, avec un supplément sur les meilleures pratiques pour “Apprendre à vivre ensemble” et “l’éducation à la citoyenneté” préparé en coopération avec le Conseil de l’Europe et l’ALECSO;

(xix) Afin de contribuer à la réalisation du Plan Arabia, création d’un réseau des institutions universitaires et de recherche spécialisées en domaine de la diversité culturelle du Monde arabe (y compris des institutions spécialisées des régions autres que Etats arabes et Europe);

(xx) Promotion de la coopération inter-universitaire entre les deux régions, notamment par le biais des projets de recherche conjoints (p.ex. en domaine de l’imagologie) et participation au réseau des chaires UNESCO (dans tous les Grands programmes);

(xxi) Soutien des festivals culturels, des expositions et des séminaires d’information culturelle dessinés pour le développement et la promotion du dialogue arabo-européen;

(xxii) Démonstration, grâce à des projets pilotes, de l’impact des systèmes novateurs de prestation des services éducatifs fondés sur les TIC, tels qu’un Serveur multilingue de l’UNESCO pour l’éducation aux droits de l’homme et à la démocratie, en utilisant les expériences acquises dans le projet du serveur existant dans la région Europe (à Sarajevo) pour la création des services similaires pour la région Etats arabes.

(xxiii) Collection des meilleures pratiques pour la dissémination des connaissances de l’autre région à travers les médias sous forme des ateliers organisés conjointement avec des journalistes et leurs associations professionnelles, compétitions et l’encouragement de la coopération et des échanges entre les médias des deux régions.

Conférence régionale de Rabat : point no. 11, Conférence de Budapest : point no. 5 Dialogue euro-arabe

Straegie inter-régionale “Apprendre à vivre ensemble” (Suivi du Rapport Delors et de la 46ème Conférence internationale de l’Education)

aprouve par lato be submitted Conférence régionale des Commissions nationales, Etats arabes (Rabat, 3 au 8 juin 2002) et la 14ème réunion des Secrétaires généraux des Commissions nationales, région Europe (Budapest, 14 au 18 juin 2002)

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3. Recent Developments including relevant Inter-Agency co-operation on the reinforcement of multicultural and interreligious dialogue since September 2001 Mediterranean meetings such as “A new Mediterranean Cultural Policy in the Making: Towards Multicultural Dialogue, Coherence and Accountability” (6-7 September, Turkey) or “Identity and Otherness in the Mediterranean World” (20-21 December, Turkey) Establishment of a Council of Europe Ad Hoc Working Party on the reinforcement of multicultural and interreligious dialogue (Strasbourg 6 December) Tripartite Meeting Council of Europe (Strasbourg 8 February 2002): inter-agency coooperation envisaged with, EU, UNESCO, OSCE, OIC, Arab League OIC-EU Joint Forum on Civilization and Harmony (Istanbul, 12-13 February 2002) 4. Forthcoming events October 2002: Conference on “Education for Democratic Citizenship” (organized by the National Commissions of France and Morocco) Autumn 2002: Armenia: International Conference on the “Dialogue of Covilizations” Late 2002: Eisenstadt, Austria: Forum on European Identities Early 2003: Vienna: Conference on Human Rights and Major Religions 5. Proposed Recommendation or ConclusionRésolution adoptée Les Commissions nationales pour l’UNESCO des Etats arabes / lesand (Secrétaires généraux des) Commissions nationales, région Europe

• notant les antécédents du projet du Dialogue euro-arabe, soumis par l’équipe spéciale « Apprendre à vivre ensemble » des Commissions nationales de deux régions;

• soulignant l’importance des objectifs et modalités proposés; • approuvent la stratégie inter-régionale présenté ci-dessus • Invitent les Commissions nationales de deux régions à considérer ladite stratégie dans le

contexte de l’élaboration de leurs plans de travail pour le 2002-2003 biennium, à exprimer leurs engagements et à transmettre leurs commentaires, suggestions et idées aux membres de l’équipe spéciale, notamment en remplissant les formulaires rattachés au document de travail intitulé « Dialogue euro-arabe » présenté par ce groupe ;

• Invitent l’équipe spéciale euro-arabe des Commissions nationales à donner suite à cette

résolution et à soumettre son Rapport final aux réunions régionales des Commissions nationales qui seront organisées dans le cadre de la 32e session de la Conférence générale en octobre - novembre 2003.

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Stratégie inter-régionale euro-arabe “Apprendre à vivre ensemble”

Cadre: Stratégie au moyen terme de l’UNESCO 2002-2007 (31 C/4 approuvé), en particulier les objectifs stratégiques suivants: 1 “promouvoir l’éducation en tant que droit fondamental...” 2 “améliorer la qualité de l’éducation...” 3 “promouvoir l’expérimentation, l’innovation ainsi que la diffusion et le partage de l’information...” et 8 “protéger la diversité culturelle et encourager le dialogue entre les cultures et les civilisations” ainsi que les sous-objectifs stratégiques concernés, et, à l’intérieur de la stratégie concernant le thème transversal TIC, objectif stratégique 2 “accroître les possibilités d’apprendre en donnant l’accès à des contenus et systèmes de prestation des services éducatifs diversifiés”. La réalisation de la stratégie sur le plan arabo-européen comprend les éléments suivants:

(xxiv) coopération inter-agences de l’UNESCO avec des organisations intergouvernementales régionales intéressées et actives en ce domaine, telles que l’ALECSO, la Ligue arabe, l’Organisation de la Conférence islamique (OIC), le Conseil de l’Europe, Union européenne and OSCE.

(xxv) mobilisation de la société civile à travers les Commissions nationales ainsi que des ONG internationales ou régionales

(xxvi) mécanisme pour la réalisation des projets prioritaires, comprenant l’établissement de la coordination à l’intérieur de l’UNESCO ainsi qu’inter-agences et la provision des modalités de financement (sources diverses).

Les résultats escomptés seront, en outre:

(xxvii) la dissémination à grande échelle et la promotion du Rapport Delors ainsi que des résultats de la 46ème session de la CIE parmi les ministères de l’Education, les établissements pour la formation des enseignants et les centres de planification du programme scolaire, et l’organisation des échanges du personnel enseignant et des responsables pour la politique éducative; création des réseaux des établissements de la formation des enseignants des deux régions

(xxviii)Soutien aux Etats membres et leur Commissions nationales en domaine des échanges des jeunes, notamment par des jumelages des écoles des deux régions participant au SEA;

(xxix) Analyse comparative des programmes et des manuels scolaires d’un nombre des pays des deux régions, et publication d’un numéro spécial de la revue “Perspectives” (BIE) sur le dialogue euro-arabe;

(xxx) Préparation d’une version améliorée du Guide pratique pour l’éducation aux droits de l’homme et l’éducation à la tolérance et au dialogue entre les cultures et les civilisations, avec un supplément sur les meilleures pratiques pour “Apprendre à

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vivre ensemble” et “l’éducation à la citoyenneté” préparé en coopération avec le Conseil de l’Europe et l’ALECSO;

(xxxi) Afin de contribuer à la réalisation du Plan Arabia, création d’un réseau des institutions universitaires et de recherche spécialisées en domaine de la diversité culturelle du Monde arabe (y compris des institutions spécialisées des régions autres que Etats arabes et Europe);

(xxxii) Promotion de la coopération inter-universitaire entre les deux régions, notamment par le biais des projets de recherche conjoints (p.ex. en domaine de l’imagologie) et participation au réseau des chaires UNESCO (dans tous les Grands programmes);

(xxxiii)Soutien des festivals culturels, des expositions et des séminaires d’information culturelle dessinés pour le développement et la promotion du dialogue arabo-européen;

(xxxiv) Démonstration, grâce à des projets pilotes, de l’impact des systèmes novateurs de prestation des services éducatifs fondés sur les TIC, tels qu’un Serveur multilingue de l’UNESCO pour l’éducation aux droits de l’homme et à la démocratie, en utilisant les expériences acquises dans le projet du serveur existant dans la région Europe (à Sarajevo) pour la création des services similaires pour la région Etats arabes.

(xxxv) Collection des meilleures pratiques pour la dissémination des connaissances de l’autre région à travers les médias sous forme des ateliers organisés conjointement avec des journalistes et leurs associations professionnelles, compétitions et l’encouragement de la coopération et des échanges entre les médias des deux régions.

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Director-General’s consultation of the National Commissions for UNESCO of the Europe region on the Medium-term Strategy for 2002-07 (C/4)

Draft Medium-term Strategy 2002-07 for the Europe region, 2002-07 (revised version – September 2002)

1. INTRODUCTION 1.1 UNESCO's medium-term strategy 2002-07 provides for the formulation of regional and sub-regional strategies (31 C/4, para. 32). In approving the document, the 31st. General Conference also called for the early preparation of regional and sub-regional strategies (31 Resolution III/1, para. 10). 1.2 An initial draft of the strategy for the Europe region was discussed by National Commission representatives meeting in Budapest, 16-18 June 2002. It was agreed that the strategy should be based on the following questions:- - what can UNESCO do in Europe? - what can UNESCO do with Europe? - what can UNESCO do for Europe? and vice versa, - what can Europe do in UNESCO? - what can Europe do with UNESCO? - what can Europe do for UNESCO? 2. SETTING: DEVELOPMENTS AND CHALLENGES IN THE EUROPE REGION 2.1 UNESCO's Europe region includes North America and the European landmass enclosed by the Atlantic and the Urals, including Israel. Countries of the Europe region share in a broadly similar democratic framework. Many have been strong advocates of the market economy - often in combination with social security and other protection mechanisms. The world's highest average rates of literacy are found in the Europe region and the quality of education overall is high. Countries of the Europe region are considered to be among the primary contributors to and beneficiaries from the processes of globalization. 2.2 Nevertheless, circumstances across the Europe region show significant variation. The defining characteristic of the period since World War II has been the successful process of European integration. This is now set to expand to the Eastern part of region. 2.3 A large part of the Europe region faces a dual challenge: confronting the changes induced by globalization and technological advances, while also moving away from centrally planned systems to a more market oriented approach. Many countries are undergoing profound social transformation, with the greater part of the population seeing a decline in livelihoods and an increase in differentiation and social instability.

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2.4 Wealthier countries of the Europe region also face new challenges. Social exclusion and environmental degradation are areas of widespread concern. 2.5 Countries of the Europe region have a well established role in international development co-operation. The region provides the largest proportion of official development assistance worldwide, and is the source of much private-sector foreign direct investment. Through collaboration with UNESCO and other multi-lateral organizations, countries of the Europe region have entered into wide-ranging partnerships with less developed countries. 2.6 UNESCO's technical and financial resources tend to be much less than those of other multi-lateral organizations - such as, the Council of Europe, European Union, OECD, OSCE - although it is considerably advantaged by its impartial status and global coverage. There is a pressing need for improved co-operation between these different agencies - based on clarification and acknowledgement of their respective strengths. 2.7 A function of UNESCO's medium-term strategy - in Europe as in other regions - is to encourage co-operation at both inter- and intra-regional levels. The project for an Arab-Euro Dialogue, Learning to Live Together, as agreed at the most recent meetings of National Commissions from both of these regions (and summarized as an Annex to this document), is an example of inter-regional co-operation. It also provides for linkage to other regional bodies, such as ALECSO and the Council of Europe. 2.8 European partners in many countries continue to expect a unique contribution from UNESCO – for example, in cultural diversity; the ethical dimension of science; human rights (especially with regard to minorities and other disadvantaged groups or sub-regions); conflict prevention and conflict resolution. 2.9 The UNESCO Medium-term Strategy, 31 C/4 - the framework for the present document - gives overall objectives covering education, science, culture and communication, aswell as two cross-cutting themes: poverty eradication, and the role of information and communication technologies in supporting social and cultural development. UNESCO's pursuit of these objectives - in the Europe region and with the Europe region - will require and increased emphasis on:- - inter- and intra-regional networking - partnership with Member States (and with empowered National Commissions) - partnership with international organizations (especially with other UN agencies) - partnership with regional organizations (including Council of Europe, European Union, OSCE, Stability Pact for South-east Europe) - partnership with nationally and regionally-based NGOs - partnership with nationally and regionally-based private-sector organizations - cross-sectoral working among UNESCO headquarters departments - effective co-ordination between UNESCO headquarters, field offices, institutes and centres - decentralization of UNESCO’s programmes - monitoring and evaluation of UNESCO’s programmes 3. EDUCATION 3.1 UNESCO’s three strategic objectives in education form the point of departure for planning at the regional level:-

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- promoting education as a universal right - improving the quality of education - promoting innovation and knowledge-sharing 3.2 Education for All: EfA is a priority for Europe aswell as for other regions. UNESCO will continue to encourage Member States to ensure timely completion of National EfA Plans and creation of national fora bringing together parliamentarians, policy-makers, practitioners and other civil society stakeholders. UNESCO will also make use of extra-budgetary resources provided by European countries to assist developing countries in preparing their EfA Plans, and will build on work carried out by the International Institute of Educational Planning (Paris) in this context. Expected outcomes:- - EfA Plans prepared for countries of the Europe region (in the context of existing sectoral

plans/strategies) - Education committees of parliaments committed to EfA - National EfA fora operational 3.3 Primary and secondary education: The Europe and North America Regional Framework for Action (Warsaw, 2000) confirmed the need for, - re-definition of basic education

(to include the knowledge, skills and understanding necessary for personal development and responsible citizenship)

- support to groups excluded from basic education (including learners with special needs)

- science and technology education 3.4 Countries of the Balkan and Caucasian sub-regions are particularly in need of assistance in building strategies to address the consequences for education of recent conflicts and economic decline – including the departure of skilled specialists, inadequacy of teacher training, ethnicization of curricula, lack of flexibility and relevance in provision for technical and vocational education. 3.5 In countries of Western Europe, where universal education is generally assumed, there is concern at the quality of education available to large numbers of children – in particular, children of immigrants and minority groups. Truancy and violence are common problems, with many young people entering the labour market without appropriate skills. How to prevent the exclusion of young people from education and training – with the associated problems of alienation and violent behaviour – is a preoccupation for education authorities throughout the region. 3.6 The thematic projects devised for UNESCO’s network of Associated Schools, and the research into curriculum content carried out by the International Bureau of Education (Geneva), will play an increasing important role in supporting young people’s inter-cultural awareness and understanding of development issues. Expected outcomes:- - Recommendations of Europe and North America Regional Framework for Action

implemented (and reviewed positively in Dakar Monitoring Report) - Education for democratic citizenship and human rights established

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- Culturally balanced curricula and textbooks introduced in countries in transition, especially countries emerging from conflict

- The place of science and technology education in basic education strengthened 3.7 Technical and vocational education and training (TVET): With the recent establishment of the UNESCO International Centre for Vocational Education and Training (UNEVOC) in Bonn, managing a network of 205 centres in 136 countries, UNESCO has a unique institutional platform for co-operation in TVET – within Europe and with other regions. Through the operation of UNEVOC – as well as the Institute of Education (Hamburg) - UNESCO will collate and disseminate information, support the sharing of best practice and promote inter-agency co-operation (including co-operation with the European Training Foundation and the International Labour Organization). UNESCO will also work to improve contacts between TVET policy-makers, employers organizations, education and training providers, students, trainees, adult learners and other customer groups. Expected outcomes:- - Technical and vocational education and training integrated within educational systems in

all countries of the region, in line with existing normative instruments (Revised Recommendation Concerning Technical and Vocational Education, 2001; Convention on Technical and Vocational Education, 1989)

- Innovative practice in TVET shared within Europe and with other regions 3.8 Higher Education: UNESCO’s strategic priorities in higher education are based on the outcomes of the World Conference on Higher Education (Paris, 1998), in particular the agreed Framework for Action. They also take account of planned measures within the European Higher Education Area and recommendations from the Palermo European Regional Forum (Palermo, 1997). UNESCO will, - support the modernization, diversification and development of higher education

(at the level of the individual institution and of the system) - contribute to increased academic mobility (especially through implementation of the

Council of Europe/UNESCO convention on recognition) - encourage Member States to improve the status of higher education personnel, and their

professional development - contribute to knowledge transfer in research and policy-making

(especially through the operation of the UNITWIN Chairs network) - through the operation of CEPES (the UNESCO European Centre for Higher Education),

promote higher education innovation and reform in countries in transition

3.9 UNESCO’s main partners in its higher education programmes will be national authorities, individual higher education institutions, the Council of Europe, the European Commission and OECD – aswell as the European University Association (EUA) and other non-governmental organizations based in the region. Funding from extra-budgetary sources will be required if a broad range of work is to be maintained; contributions are expected from the European Commission, the German Academic Exchange Service (DAAD) and the World Bank. Expected outcomes:- - Quality of higher education enhanced through modernization of institutional management,

international co-operation and staff training and development - Recommendations of World Conference on Higher Education - and Palermo European

Regional Forum - implemented (and recorded in the Higher Education in Europe Region Report)

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3.10 The use of ICTs in education will be a key element in UNESCO’s strategy for the Europe region. The digital divide is prominent in the region: countries with highly developed education systems are making use of advanced pedagogical approaches and new ICTs, while others are only beginning to have widespread access to these tools. Drawing on the initial activities of the Institute for Information Technologies in Education (Moscow), UNESCO will focus on supporting the countries of the former Soviet Union, the Baltic States, Central, Eastern and South-east Europe. It will also pursue linkage to preparations for the World Summit on the Information Society (2003 and 2005). To expand access to information and knowledge in general, and to best practice in educational applications of ICT in particular, UNESCO will seek to, - integrate ICTs into the education systems of all countries in the region

(including the diversification of curricula and review of teaching and learning methods) - increase the professional skills of teachers in using ICTs - stimulate networking at all levels of the education system, including life-long learning, and

across all areas of the curriculum Expected outcomes:- - ICTs introduced in education

(including the review and revision of curricula, pedagogy and staff training) - Public access to information, knowledge and best practice assured for educational

purposes - National e-learning policies and plans formulated

(including the expansion of institutional capacity to deliver and support e-learning) 3.11 Partnerships in Education: UNESCO’s partners will include other UN agencies, international organizations such as OECD, and regional bodies such as OSCE and the Stability Pact for South-east Europe. UNESCO will take further steps to realize the full value of the presence in the region of six specialised institutes and centres in education – reflecting the concentration of educational innovation in the region as a whole. These institutes and centres will have a key role in promoting intra- and inter-regional networking among teaching, administrative and research staff. 3.12 Much of the co-operation in education currently underway within the Europe region and with other regions takes place without UNESCO’s direct involvement. In order to enhance UNESCO’s contribution, consideration will be given to the creation of new mechanisms for dialogue. A European Education Forum, for example, would bring together specialists from around the region with counterparts from other parts of the world, and could encourage co-operation outside the established frameworks of international development assistance. 4. NATURAL SCIENCES 4.1 The diversity of cultures and traditions in Europe can be regarded as one of the region’s great strengths. It also has significance for scientific development in all countries of the region. The diversity of environmental conditions across Europe must also be acknowledged. Coupled with differing approaches to sustainable development, this has emerged as a source of imbalances and tensions between countries. The region as a whole shows relatively high levels of scientific development, with scientific knowledge being considered as an important factor in economic and social development. Science is considered to be a priority area for co-operation in most countries of the region.

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4.2 Science can make a significant contribution to dialogue between cultures and civilizations, and can support regional cohesion. The implementation of the planned Common European Research Area, will encourage convergence of scientific activity undertaken in different countries of the region, and is expected to hasten political and socio-economic integration. Success in this context will require effective co-ordination in science policy, innovation and science–society dialogue, as well as in the development of institutional capacity and staff expertise.

4.3 During the last decade, most transition countries have experienced a marked decline in their overall science capacity, following the profound economic recession and the conflicts which have taken place in South-East Europe. Public funding for research and development in science has been progressively reduced and in some countries the ratio of Gross Expenditure on Research and Development to Gross Domestic Product is now at a critical level. Even in the countries of the European Union, research and development in science is sometimes absent from political agendas. 4.4 UNESCO’s medium-term objectives for its work in science are based on outcomes from the World Conference on Science (Budapest, 1999), convened jointly with the International Council for Science (ICSU). The conference proposed a new relationship between science and society, and encouraged scientific development which directly responds to society’s needs and expectations. It also recognized that all countries need to increase substantially their number of scientific researchers – by attracting more young people, and by expanding participation by women in scientific professions.

4.5 The countries of the European Region, with their substantial resources of scientific understanding and pedagogical expertise, are key partners in the implementation of UNESCO’s programmes in favour of developing countries. UNESCO’s role will be to facilitate knowledge-sharing and the exchange of best practice intra- and inter-regionally. 4.6 UNESCO’s main strategic concern in science is for ethics. Almost all European countries are involved in - and exposed to - scientific and technological innovations; their consequences and ethical dimensions have been addressed in this region more than others. UNESCO will seek to extend this experience to other regions through the World Commission on Scientific Knowledge and Technology (COMEST), the Inter-governmental Committee for Bio-ethics and the International Bio-ethics Committee. Expected outcomes:- - Existing normative instruments implemented

(including the Universal Declaration on the Human Genome and Human Rights)

- Existing regional networks strengthened - facilitating exchange of information and best practice in scientific and technological matters, especially those with signficance to human security

4.7 Science Policy and Innovation: UNESCO will encourage harmonization of national science policies, drawing attention to the potential benefits for European integration. UNESCO will strongly advocate the creation and development of a Common European Research Area, and will facilitate pan-regional discussion among specialists and public policy-makers. Special attention will be given to involving young people and women in such fora, which will consider measures to support career progression and participation in research projects and other scientific events. UNESCO will seek co-operation with other relevant bodies in carrying out case-studies on aspects of science policy of relevance to specific countries or groups of countries, and will encourage an evidence-based approach in national science planning. UNESCO will facilitate improved networking among political,

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professional and non-governmental bodies, and with other civil society actors (including private sector organizations) contributing to science policy at national, regional and international levels. Expected outcomes:- - Recommendations concerning science policy harmonization presented to national

governments and to the Council of Europe, Commonwealth of Independent States and European Union

- Levels of participation by young people and women in science policy formulation increased

- Levels of participation by young people and women in science sector employment increased

4.8 Capacity-building in Basic Sciences and Engineering: UNESCO will seek to enhance and promote science education at all levels – and in both formal and non-formal settings. It will also support improvements in the quality of information available to the public on scientific issues. UNESCO’s programmes will focus on the exchange of information and good practice in curriculum design, and will bring particular benefit to Central, Eastern and South-east European countries. UNESCO will also encourage the acceleration of training and professional development for young scientists and engineers – especially young women. Expected outcomes:- - Institutional and staff capacity enhanced - Existing networks for exchange and co-operation between researchers strengthened - Existing networks for exchange and co-operation between journalists and other groups

contributing to science communication strengthened - Existing networks for exchange and co-operation between science educators

strengthened - The role of ICTs in scientific exchange and co-operation enhanced 4.9 Science for Sustainable Development: The pursuit of sustainable development will be a recurrent theme in UNESCO’s work in the natural and social sciences. The four inter-governmental science programmes – International Geological Correlation Programme, International Hydrological Programme, Intergovernmental Oceanographic Commission, Man and the Bio-sphere – offer appropriate national, regional and international networks for involvement in follow-up to the World Summit on Sustainable Development (Johannesburg, 2002). In addition, the operation of these networks gives valuable support to UNESCO’s overall policy of decentralization. UNESCO will also pursue the recommendation of the World Conference on Science: to encourage the recognition of traditional and local knowledge regarding the environment and the management of natural resources, and to protect the rights of local communities over such knowledge. 4.10 The sustainable management of water resources is a priority for UNESCO’s current bi-ennial programme (2002-03). Medium-term objectives for the Europe region are to enhance technical co-operation, particularly in South-east Europe and the Danube basin, and also to promote links with other regions. UNESCO will work through the national committees of the International Hydrological Programme and other regionally based organizations. UNESCO will work to encourage full implementation by countries of the region of the Helsinki Convention on International Waters and the Convention on Groundwater Protection.

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4.11 Through the Man and the Bio-sphere programme, UNESCO will pursue agreement on common strategies for bio-diversity conservation and integrated eco-system management. These will involve support for existing biosphere reserves and the promotion of new sites – especially trans-boundary biosphere reserves. Countries in Central and East Europe countries will be the focus of attempts to integrate local and regional eco-system management with sustainable development. UNESCO’s work in earth sciences and natural hazards will be led by the International Geological Correlation Programme, with the sharing of geo-scientific knowledge and techniques providing guidelines for sustainable development of the Earth’s surface. 4.12 Regional objectives in ocean research and related scientific services, through the Intergovernmental Oceanographic Commission, include development of the global ocean observing system (GOOS), in the Black Sea (Black Sea GOOS), in the Mediterranean (MedGOOS) and in the Adriatic (CAOS Programme). UNESCO will encourage co-operation and exchange between research institutes and marine agencies, in order to strengthen local capacity across the region. Expected outcomes:- - Knowledge base improved and scientific methodologies developed in support of

sustainable natural resources management. - Policy-relevant and application-oriented science developed, with a measurable impact on

the formulation of scientific and resources policies of Member States. - Inter-disciplinary project on the Volga River and Caspian Sea basin implemented, to

demonstrate eco-system study and management 4.13 Reconstruction of Scientific Co-operation in South-East Europe: The countries of South-east Europe have experienced almost a decade of socio-economic and political turbulence, leading in some cases to military conflict. Action is urgently needed to help in restoring scientific co-operation – to expand academic and professional links with other European countries, and thereby to contribute to peaceful integration in the region as a whole. UNESCO actions will support the creation and development of networks for scientific co-operation and exchange, in different fields of basic and applied science, and their linkage with pan-European networks. Expected outcomes:

- Scientific capacity of South-east European countries increased - Involvement by South-east European countries in pan-European scientific co-

operation strengthened - Involvement by South-east European countries in pan-European socio-economic and

political integration strengthened

4.14 Partnerships in Science: UNESCO’s likely strategic partners in science in the Europe region include: the Academia Europaea, the Council of Europe, the European Union, the OECD, regional professional associations and NGOs (such as the Association of European Academies, European Association for the Promotion of Science and Technology, the European Science Foundation and the International Association of Academies and Sciences). UNESCO programmes in scientific capacity-building can also be supported from among the many internationally known research and teaching institutions located in the Europe region.

SOCIAL AND HUMAN SCIENCES 5.1 While countries of the Europe region show great variation in their economic and social structures, all now face similar challenges in managing rapid and profound social change. In

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many cases, established social and political institutions have been unable to adapt to accelerating processes of science and technology, and their influence in the economy. 5.2 The military conflicts which re-appeared in Europe at the end of the twentieth century for example, in the former Yugoslavia and Chechnya) threaten peace and development in the region. Such conflicts will be not resolved by military means, or as a result of political settlement alone. UNESCO must re-double its efforts to encourage respect for universal human rights and freedoms – including by means of cross-sectoral collaboration in human rights education. 5.3 There are further challenges arising from cultural diversity and pluralism, including:- - the prevention and resolution of conflicts between minority and majority populations - large-scale migration and displacement of people, especially from minority cultural and ethnic groups - demographic changes, resulting from falling birth rates and the progressive ageing of populations 5.4 The ethical dimensions of advances in science and technology are of concern for UNESCO’s work in the natural sciences and social/human sciences equally. UNESCO will build on the work of the World Commission on the Ethics of Scientific Knowledge (COMEST), the Inter-governmental Committee of Bio-ethics and the International Bio-ethics Committee, to encourage awareness of these issues among policy-makers and to support broader civil society debates. 5.5 The focus for UNESCO’s action will be, - creation and development of national and regional fora, to support exchange of experience and good practice, and agreement on normative action - creation and development of electronic networks, linking researchers throughout the region to the Management of Social Transformations programme and other frameworks for collaboration - encouragement to national authorities in the formulation of evidence-based policies

regarding: governance, human rights, equality of opportunity, social partnerships involving publicly funded agencies and the voluntary sector

5.6 Partnerships in Social and Human Sciences: UNESCO’s partners will include the professional associations which are traditionally strong in many countries of the region – for example, the International Social Sciences Council – aswell as relevant multi-lateral agencies such as OHCHR, OSCE and UNDP. Expected outcomes:- - national and regional policy fora, addressing topical social problems (including ethics and science) established and active - research networks strengthened, and linked to collaborative structures in other regions - civil society debate on topical social issues expanded (including via broadcast media)

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CULTURE 6.1 UNESCO is the only United Nations organization with culture as a central part of its mandate. Its medium-term plans for the Europe region build on wide recognition for its normative action, including the outcomes of the World Commission on Culture and Development and the Inter-governmental Conference on Cultural Policies, as well as the Convention on Illicit Trade in Cultural Property (1970), World Heritage Convention (1972) and Universal Declaration on Cultural Diversity (2001). In line with recommendations of the 2001 General Conference, UNESCO will continue preparations for a new standard-setting instrument to safeguard intangible cultural heritage. 6.2 Normative action of this kind can help in promoting cultural diversity and pluralism – and in addressing the frequent associations of diversity with exclusion and conflict. The Europe region has a important role in deepening understanding of how cultural processes can influence development – and how they can be incorporated into development assistance. 6.3 UNESCO’s Global Alliance for Cultural Diversity provides a new channel for co-operation in the development of creative industries. For some countries in the region, these represent a burgeoning sector of the economy, while in others – in Eastern Europe, for example – established cultural institutions have declined as a consequence of economic disruption and increasing social inequalities. UNESCO can help in re-building professional capacity and in integrating internationally accepted management practices – including ICT support. It has an equally important role to play in addressing the different problems arising from economic regeneration – including the privatization of cultural properties and the distortion or destruction or historic buildings by unregulated commercial development. 6.4 UNESCO’s implementation of the agreed Action Plan of the Declaration on Cultural Diversity, and co-ordination of the United Nations Dialogue Among Civilizations programme, will encourage reflection on differing cultural traditions and their influence on social cohesion. UNESCO will seek to promote a positive valuation of difference and consensus on shared underlying values. The project for an Arab-Euro Dialogue, initiated by National Commissions of the Arab States and Europe regions, will address similar issues. 6.5 Planned activity in the culture sector will include:- - support for implementation by Member States of existing normative instruments relating to tangible and intangible heritage, and encouragement of additional measures where appropriate - support to institutional capacity-building, including staff training and development - support to intra- and inter-regional exchange and co-operation regarding culture and development - pursuit of additional legal protection for the rights of artists and creators - preparation of a Draft Recommendation on Multi-lingualism and Cyberspace (including its preparation at the World Summit on the Information Society) - cross-sectoral collaboration to support improved educational content regarding creativity, heritage and inter-cultural dialogue 6.6 Partnerships in Culture: UNESCO will pursue closer links with other multi-lateral bodies having an interest in cultural issues – particularly WIPO and UNCTAD. It will also look for synergy with the many programmes initiated by local, national and regional bodies in relation to cultural diversity and pluralism. Expected outcomes:-

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- International conventions and other agreements ratified and operational in all countries of the region - National legislation reviewed and strengthened in transition countries - Regional fora created and developed for co-operation and exchange in the protection and promotion of tangible and intangible cultural heritage - Global Alliance for Cultural Diversity supported by majority of countries in the region - Heritage education incorporated into formal education provision in majority of countries in the region COMMUNICATION AND INFORMATION 7.1 Though the prevailing level of application of ICTs is relatively high in the region as a whole, there are significant differences between the communication and information infrastructure of individual countries, and in the quantity and quality of information in the public domain. 7.2 Changing patterns of media ownership and control are strong influences throughout the region. UNESCO programmes will emphasize the role of the media in expanding freedom of expression and public access to information. Priority will be given to countries in Central, Eastern and South-east Europe, where there are particular opportunities for a diverse and pluralistic media to contribute to economic and social development. 7.3 Access to Information and ICT capacity-building: UNESCO will give priority to strengthening institutional capacity in the application of ICTs and will promote distance-education at all levels. UNESCO will work to extend the external resources available to assist transition countries. Collaborative projects will include virtual libraries and laboratories, community multi-media centres, and digitization of cultural heritage. Expected outcomes:- - regional networks for exchange and co-operation in information management established and operational - regional networks (and a Regional Academy) for exchange and co-operation in distance education established and operational - intra- and inter-regional collaboration established in cultural heritage conservation and management, and scientific research 7.4 Europe in the Information Society: UNESCO will encourage reflection on the cultural, ethical and social dimensions of achieving information for all (including: the quality of public domain information, freedom of expression and censorship, and multi-lingualism). 7.5 World Summit on the Information Society: In preparation for the two sessions of the Summit (Geneva, 2003; Tunis, 2005), UNESCO will consult with Member States (including through collective bodies, such as the Inter-governmental Council for the Information for All programme) and with civil society (including the region’s well-established professional associations). UNESCO will co-ordinate preparation of the Declaration of Principles and the Plan of Action for adoption at the Summit. To that end, consultation will be structured around a series of regional fora on communication, culture, education and science. Expected outcomes:- - national and regional policy fora established and operational

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- professional and other civil society groups (including young people’s organizations) involved in identifying guiding principles and practical guidelines for the development of an Information Society - statistical data on current usage of ICTs, and on cultural, economic and social impacts, made available to policy-makers and researchers 7.6 Development of the Media and Freedom of Expression: UNESCO facilitated some of the first encounters between media professionals from across the Europe region following the break-up of the former Soviet Union. The Sofia Declaration (1997) highlighted the continuing difficulties for the media in countries of Central and Eastern Europe and called for the ending of restrictions on newsprint, transmitter systems and ICT support. The Declaration also urged governments to grant legal recognition and protection to journalists. 7.7 In support of independent and pluralistic media, and the right to freedom of expression, UNESCO will:- - support policy formulation and new legislative frameworks in Member States - encourage co-operation and exchange among media professionals, parliamentarians and public interest groups regarding the operation of the print and broadcast media - promote the contribution of journalists and other media professionals to conflict resolution and reconciliation - encourage use of ICTs in gathering, processing and disseminating news and information Expected outcomes:- - national media legislation reviewed and enhanced (including removal of unnecessary restrictions on access to information and establishment of monitoring mechanisms for editorial independence) - training and development for policy-makers and media professionals enhanced (including awareness of gender issues and human rights) - networks for co-operation and exchange established and operational (including formation of independent professional associations) - research into the influence of the media in conflict/post-conflict situations established - public access to information enhanced - participation of young people in the production and dissemination of information and news strengthened - technical capacity of broadcasting organizations (especially in transition countries) enhanced 7.8 Partnership in Communication and Information: Likely UNESCO partners are, - national and regional media networks (including professional associations) - multi-lateral agencies supporting the development of communication and information infrastructure (including the European Broadcasting Union and International Telecommunications Union) - nationally and regionally based NGOs - universities and other research and teaching institutions CIVIL SOCIETY

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8.1 UNESCO’s medium-term strategy for Europe, as for other regions, includes an expansion of outreach to new and existing civil society partners. The engagament of Associated Schools, UNESCO Clubs, NGOs, Parliamentarians and private-sector organizations is essential to maximizing the impact of UNESCO’s programmes and the visibility of the Organization overall. 8.2 National Commissions have the primary responsibility in this regard – as emphasized in paragraph 37 of the medium-term strategy, 31 C/4.

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Annex Arab-Europe Strategy, Learning to Live Together - as adopted by the National Commissions of the Arab States (4-8 June 2002, Rabat) and the National Commissions of the Europe Region (14-18 June 2002, Budapest) Outline Strategy Framework: UNESCO’s Medium Term Strategy 2002-2007 (31 C/4 approved) - in particular the following strategic objectives:- • Promoting education as a fundamental right • Improving the quality of education • Promoting experimentation, innovation and the diffusion and sharing of information • Safeguarding cultural diversity and encouraging dialogue among cultures and civilizations and relevant strategic sub-objectives. Within the cross-cutting theme on information and communication technologies, the following strategic objective:- • Enhancing learning opportunities through access to diversified contents and delivery

systems. The Arab-Europe inter-regional strategy includes the following elements:- i) inter-agency co-operation with regional intergovernmental organizations active in

this field, such as ALECSO, the Arab League, the Organization of the Islamic Conference (OIC), the Council of Europe, the European Union and OSCE.

ii) mobilization of civil society through National Commissions and International or regional NGOs

iii) mechanism for the implementation of priority projects, including the establishment of in-house as well as inter-agency co-ordination and provision of matching funds.

Expected outcomes include: i) wide dissemination and promotion of the Delors Report (Report of the International

Commission on Education for the 21st Century) and the results of the 46th session of the ICE within Ministries of Education, teacher training institutions and curriculum development centres, and organization of exchanges between practitioners and policy-makers; networking of teacher-training institutions of both regions

ii) Support to Member States and their National Commissions for youth exchange,

notably through twinning arrangements between schools from both regions participating in the ASP;

iii) Comparative analysis of curricula and school textbooks in several countries of both regions, and publication of a special issue of the Journal Prospects on the Euro-Arab dialogue;

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iv) Preparation of a revised version of the Practical Guide for human rights education and education for tolerance and dialogue among cultures and civilizations, complemented by a selection of best practices for Learning to Live Together and Education for Citizenship in co-operation with the Council of Europe and ALECSO;

v) In support of the Plan Arabia, establishment of a network of higher education

institutions specializing in teaching and research on the cultural diversity of the Arab World (including those from other than the Arab States and the Europe regions);

vi) Encouraging inter-university co-operation between the two regions, notably through

joint research projects (e.g. in the field of image studies) and participation in the UNESCO Chairs network (in all Major programmes);

vii) Support to cultural festivals, exhibition and cultural information seminars that develop

and foster the Arab-Europe Dialogue; viii) Demonstration of the impact of ICT-based alternative delivery systems through pilot

projects such as multilingual UNESCO Education Servers for Human Rights and Democracy; making use of the evaluation of the existing server in the Europe region (Sarajevo) for the establishment of similar services for the Arab States region.

ix) Collection of best practices for dissemination of knowledge on the other region in the

media through workshops organized in collaboration with journalists and their professional associations, contests and encouraging co-operation and exchange between media of the two regions.

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Director-General’s consultation of the National Commissions for UNESCO of the

Europe Region on the preparation of the draft Programme and Budget for 2002-05 (C/5) and on the Medium-term Strategy for 2002-07 (C/4)

16-18 June 2002, Budapest

A. Regional Medium-term Strategy for the Europe region, 2002-07 1. Background 1.1 The document considered by the meeting was prepared in response to Resolution I, part

III of the 32nd. General Conference. Regional and sub-regional strategies are being prepared for the first time by UNESCO, as an elaboration of the 31 C/4 - and as an integral part of the Organization’s overall reforms.

1.2 Detailed drafting was carried out in early 2002 by the Directors of Field Offices and of UNESCO Institutes, in consultation with the Bureau of Strategic Planning. Following the present consultation with National Commissions – and discussions with other stakeholders – the regional strategy will be submitted to the October session of the Executive Board.

1.3 In presenting the draft strategy to the meeting, the Director-General’s representative

(Director of the Bureau of Strategic Planning) drew attention to:-

- The 31 C/4, UNESCO’s agreed global medium-term strategy, 2002-07 (this is the context for the five new regional strategies. The regional strategies must be consistent with the global strategy)

- The need to specify outcomes (like the C/4 itself, each regional strategy will include expected outcomes)

- The need to consider adjustments

(these may include combining the Natural Sciences and Social/Human Sciences sections, references to the Millenium Development Goals and to the World Summit on Sustainable Development, and consideration of UNESCO’s actions in relation to HIV/Aids)

1.4 National Commissions consultation in Budapest was also facilitated by staff from the Bureau of Budget, the Bureau of Strategic Planning, the Education and Science Sectors, Field Offices in Moscow, Sarajevo and Venice (representing the Culture and the Social and Human Sciences sectors), Bureau of Field Co-ordination and Division of Relations with National Commissions.

2. General Comments

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Regarding the process of preparing the draft regional strategy for Europe, and the format used, National Commission representatives note the following:

2.1 The document is welcome as a point of departure. It is the basis for a future strategy,

which will also support an improved profile for UNESCO in Europe. 2.2 The lack of any prior consultation with National Commissions is noted with concern - as

is the delay in circulating the draft document. National Commissions will need more time (outside the context of the present meeting) to consult internally, in order to ensure the strategy can make full use of their specific national and regional insights. The strength of the National Commissions networks in the Europe region can help compensate for UNESCO’s limited institutional presence.

2.3 UNESCO’s regional strategy for Europe must show engagement with other regional

bodies - such as the Council of Europe, the European Union and OSCE, aswell as OECD and the UN Economic Commission for Europe (ECE) - analysis of their respective missions and acknowledgement of their comparative advantages.

2.4 If the regional strategy is intended to show how UNESCO’s strategic objectives will be

pursued and implemented in Europe, additional detail is needed. It should also include a more in-depth consideration of the three introductory questions (What can UNESCO do in/with/for Europe – and vice versa: What can Europe do in/with/for UNESCO?).

2.5 The regional strategy should more clearly reflect the inter-sectoral approaches which are

already widespread in Europe – and which must also inform UNESCO’s actions. 2.6 The overview of economic, social and cultural conditions in Europe is open to political

interpretation and requires careful re-drafting. 2.7 The document could be much improved by the inclusion of some form of context map,

highlighting the respective roles of UNESCO and other regional bodies.

Note: the meeting of Secretaries-General (14-15 June) recommended that UNESCO’s various memoranda of co-operation with European organizations – in particular, the Council of Europe - be up-dated as a matter of urgency.

3. Content Regarding the content of the draft regional strategy for Europe, National Commission representatives note the following:- Chapter 1: Introduction 3.1 The draft text highlights the potential for interaction within the Europe region itself, but

neglects contacts with other regions. A balance between intra- and inter-regionality is essential to reflect UNESCO’s global coverage and the unifying nature of its mission.

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3.2 The strategy should take account of the arrangements for UNESCO collaboration existing at both intra-/inter-regional levels. It should incorporate, for example, the proposal for an inter-regional and inter-agency Arab-Euro Strategy (as agreed at the recent consultation meetings of National Commissions from both regions), which also provides for linkage to other international organizations, such as ALECSO and the Council of Europe.

Note: the proposed Arab-Euro Strategy is annexed to this report

3.3 There must be clear and continuous linkage to the strategic objectives of the C/4. The

formulation of planned actions and outcomes should be more specific. It is noted that the expected outcomes given in the C/4 are situations to which UNESCO actions will have contributed, though it may not be possible to claim these outcomes are directly attributable to UNESCO.

3.4 Many parts of the Europe region have recent experience of armed conflict. The draft does

not show how UNESCO will respond to this, in accordance with its mandate, particularly through contributions to conflict prevention and conflict resolution.

Chapter 2: Education 3.5 Europe’s strengths as a source of innovation in education – corresponding to UNESCO’s

third strategic objective – should be more clearly reflected. 3.6 The contribution made by the Associated Schools Network should be more prominent.

ASP projects are inter-sectoral and directly support young people’s inter-cultural awareness and understanding of development issues. They form part of UNESCO’s contribution to quality in education.

3.7 This section of the strategy should reflect UNESCO’s responsibilities in Human Rights

education (currently mentioned only under Culture). Chapter 3: Natural Sciences 3.8 Ethics of science and technology appear in the Social and Human Sciences chapter only.

As the organization’s principal agreed priority in the sciences, it should be reflected as a strategic objective in both sections, and reference made to COMEST and the International Bio-ethics Committee.

3.9 UNESCO’s role in science policy in Europe should include encouragement of more open

relations between scientific communities and society at large. This includes efforts to raise the quality of information available to the public on scientific matters.

3.10 Actions to support science sector capacity-building should also take account of the

changing balance between public and private funding for research. 3.11 The current draft strategy must emphasize the pressing need – throughout Europe – for

improved science education.

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3.12 The document gives welcome recognition to UNESCO’s inter-governmental and long-term science programmes, and to their role in maintaining the developmental focus of the organization’s work in science. It is also noted that these programmes contribute to UNESCO’s decentralization. This should be better reflected in the document.

3.13 Specific reference should be made (in the Natural Sciences and Culture sections) of the

role of traditional knowledge in scientific understanding, and of the status of minority groups as custodians of such knowledge.

Chapter 4: Social and Human Sciences 3.14The section should correspond to UNESCO’s three strategic objectives for the science

sector as a whole. 3.15Activities related to Human Rights should be more clearly articulated in this section. 3.16The MOST programme, a principal vehicle for UNESCO’s work in the social and human

sciences, should be better integrated with the work of Europe’s strong professional associations (such as the International Social Sciences Council).

Chapter 5: Culture 3.17The document should point to the impact of recent UNESCO initiatives in the cultural

field. UNESCO strategic objectives for the Europe region should be framed by reference to the Perez de Cuellar report (Our Creative Diversity), the Action Plan from the Stockholm conference on culture and development, and the 2001 Universal Declaration on Cultural Diversity.

3.18The document should be cautious in its references to a convention on the protection of

intangible heritage. 3.19In the context of recent conflicts in the region, there is an increased need to support

implementation of the Convention on Illicit Trade in Cultural Goods. Chapter 6: Communication and Information 3.20The document points to key aspects of the implementation of strategic objectives in the

region, and highlights present disparities in ICT infrastructure. Action to bridge the digital divide should be linked to challenges facing the sector globally.

3.21Freedom of expression and independence of the media are well established as areas of

concern in the Europe region. These should be highlighted, with reference to changing patterns of international ownership and control.

3.22UNESCO should seek closer partnership with bodies like the European Broadcasting

Union, which can support UNESCO’s actions within the region and with other regions.

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4 Recommendations Regarding the re-drafting of the medium-term regional strategy for Europe, National Commission representatives make the following general recommendations:- 4.1 The potential use of the regional strategy in contacts with partner organizations – for

example, in National Commissions’ contact with governments and with local representatives of the regional bodies – should be further explored.

4.2 Based on the suggestions from this meeting, a revised version of the regional medium-

term strategy should be prepared jointly by the Rapporteur and the Bureau of Strategic Planning, and circulated to National Commission of the Europe region for their consideration.

Note: Further comments and suggested amendments should be submitted direct to the Bureau of Strategic Planning (h.dorville@unesco.org), no later than 15 July 2002.

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Annex Arab-Europe Strategy, Learning to Live Together - as adopted by the National Commissions of the Arab States (4-8 June 2002, Rabat) and the National Commissions of the Europe Region (14-18 June 2002, Budapest) Strategy Outline Framework: UNESCO’s Medium Term Strategy 2002-2007 (31 C/4 approved), in particular the following strategic objectives: 1. Promoting education as a fundamental right 2. Improving the quality of education 3. Promoting experimentation, innovation and the diffusion and sharing of information 8. Safeguarding cultural diversity and encouraging dialogue among cultures and civilizations and relevant strategic sub-objectives. Within the cross-cutting theme on information and communication technologies, strategic objective no. 2:- Enhancing learning opportunities through access to diversified contents and delivery systems. The Arab-Europe inter-regional strategy includes the following elements:

(xxxvi) inter-agency co-operation with regional intergovernmental organizations active in this field, such as ALECSO, the Arab League, the Organization of the Islamic Conference (OIC), the Council of Europe, the European Union and OSCE.

(xxxvii) mobilization of civil society through National Commissions and International or regional NGOs

(xxxviii) mechanism for the implementation of priority projects, including the establishment of in-house as well as inter-agency co-ordination and provision of matching funds.

Expected outcomes include:

(xxxix) wide dissemination and promotion of the Delors Report and the results of the 46th session of the ICE within Ministries of Education, teacher training institutions and curriculum development centres, and organization of exchanges between practitioners and policy-makers; networking of teacher-training institutions of both regions

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(xl) Support to Member States and their National Commissions for youth exchange, notably through twinning arrangements between schools from both regions participating in the ASP;

(xli) Comparative analysis of curricula and school textbooks in several countries of

both regions, and publication of a special issue of the Journal Prospects on the Euro-Arab dialogue;

(xlii) Preparation of a revised version of the Practical Guide for human rights education

and education for tolerance and dialogue among cultures and civilizations, complemented by a selection of best practices for Learning to Live Together and Education for Citizenship in co-operation with the Council of Europe and ALECSO;

(xliii) In support of the Plan Arabia, establishment of a network of higher education

institutions specializing in teaching and research on the cultural diversity of the Arab World (including those from other than the Arab States and the Europe regions);

(xliv) Encouraging inter-university co-operation between the two regions, notably

through joint research projects (e.g. in the field of image studies) and participation in the UNESCO Chairs network (in all Major programmes);

(xlv) Support to cultural festivals, exhibition and cultural information seminars that

develop and foster the Arab-Europe Dialogue;

(xlvi) Demonstration of the impact of ICT-based alternative delivery systems through pilot projects such as multilingual UNESCO Education Servers for Human Rights and Democracy; making use of the evaluation of the existing server in the Europe region (Sarajevo) for the establishment of similar services for the Arab States region.

(xlvii) Collection of best practices for dissemination of knowledge on the other region in

the media through workshops organized in collaboration with journalists and their professional associations, contests and encouraging co-operation and exchange between media of the two regions.

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Director-General’s Consultation of the National Commissions for UNESCO of the Europe region on the preparation of the draft Programme and Budget for 2004-05

(32/5) and on the Medium-term Strategy for 2002-07 (32 C/4)

16-19 June 2002, Budapest B. Draft Programme and Budget, 2004-05 (32 C/5) 1. Background 1.5 The meeting of National Commissions representatives discussed the questionnaire on the

draft programme and budget in three parallel working-groups, following a short presentation by the Director-General’s representative (Director of the Bureau of Strategic Planning).

1.6 Discussions in the working-groups were also supported by staff from the Bureau of

Budget, the Bureau of Strategic Planning, the Education and Science sectors, field offices in Moscow, Sarajevo and Venice (representing the Culture and Social Sciences sectors), Bureau of Field Co-ordination and Division of Relations with National Commissions.

1.7 The following points represent a synthesis of the reports from the three working-groups

and refer to the sections of the questionnaire. 1.8 It should be noted that the Director-General’s circular letter of 17 May (CL/3623) invited

Member States ‘in conjunction with the meetings of National Commissions’, to submit comments on the Preparation of the Draft Programme and Budget to the Bureau of Strategic Planning. The deadline for submissions is to be extended to 31 July, to accommodate the complete cycle of National Commissions regional consultations.

Note: since the Budapest meeting, a letter extending the deadline to 31 July has been issued by the Director-General.

1.9 Outcomes from the five regional consultations, and from discussions with other

stakeholders, will be presented by the Director-General together with his preliminary proposals for the 32 C/5 at 165th session of the Executive Board.

2. General Questions 2.1 National Commissions representatives note that the context of the current planning

exercise is the new medium-term strategy (itself a principal element of the Director-General’s reforms) and look for clearer links between the C/4 and C/5. Links between the two documents are currently seen as weak; they can be strengthened not only through repeated references to agreed strategic objectives, but also by showing the progression between C/5 expected results and C/4 expected outcomes. It is noted that outcomes will

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generally be situations in which change is brought about by various factors, including the actions of UNESCO.

2.2 Access to the detailed evaluation of the previous bi-ennial period – ie. 32 C/3, covering

implementation of the 30 C/5 – would further support the process. Under current arrangements, the document C/3 only becomes available once the preparations for a new C/5 are well advanced. In the case of 31 C/5, for example, the corresponding document will not be available until the 33rd session of the General Conference (it will carry the reference 33 C/3). This illustrates the discontinuity, inherent in current arrangements, between the evaluation of one bi-ennium and its effective application to another. By improving the format of the Director-General’s statutory reports (particularly through better alignment with the structure of the C/5, including expected results) and the timing of their release, it is hoped that lessons drawn from a completed bi-ennium will be taken up in C/5 preparations.

Note: the Director-General’s representative has indicated that the issue date for the next C/3, covering implementation of 30 C/5, addresses this concern. It will be available concurrently with consideration by the Executive Board of the Director-General’s preliminary programme proposals (representing a one-year advance on current arrangements).

2.3 In order to show consistency with the reform process, there should be a balance in the planning cycle between the pursuit of improved results and the analysis of current and completed activity.

2.4 National Commissions representatives note the relatively low priority accorded in the

questionnaire to consideration of programme shape and content – and consider this to be insufficient.

2.5 The structure of the questionnaire is considered to be unsuitable in some respects and has

been only loosely followed in discussions at the meeting. For instance, the question concerning the budget has been considered last - in the light of discussions on the other points and in view of the fact that it pertains directly to the governments of member states.

2.6 The meeting urges a more rigorous adoption of Results-Based Programming and

Budgeting, so as to optimize resource distribution across the planning process. Results obtained – and the outcomes desired from C/4 – cannot be properly analyzed in quantitative terms alone, and should be seen in the context of other qualitative information to be held on SISTER. It is proposed that each of the expected results in C/5 should be tied to a specific budget.

Note: the Director-General’s representative has indicated that this last suggestion would be premature, given the current status of Results-Based Planning in UNESCO.

3. Planning principles/Programme priorities 3.1 National Commissions representatives welcome the structure based on priorities – with

one principal and several secondary priorities – whilst emphasizing that all priorities must be clearly within UNESCO’s domains. Aside from questions of resource allocation, the priorities selected should support real qualitative improvement in planning and should

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help to clarify UNESCO’s added value in the respective fields. At present, this is only possible for a limited number of priorities, such as basic education for all, water resources management, the ethics of science and technology, aswell as human rights, etc.

3.2 National Commissions representatives consider it difficult to reach a clear position on

which priorities should be retained or replaced, given that it is difficult to foresee their implementation in the current C/5. In addition, prior note should be taken of the priorities adopted by other bodies – particularly in support of the Millenium Development Goals). As principal priorities, the following are favoured: in education – basic education for all; in science – water resources management and related ecosystems; in culture – the development of creativity; in communication – access to information, and related aspects of freedom of expression. Ethics of science and technology (including bio-ethics) are highlighted as a possible principal cross-cutting priority. It is suggested that ethics of science and technology be considered at a Round-table of Ministers of Science at the next General Conference. Human rights – in so far as they pertain to UNESCO’s mandate - should be considered as a principal priority for the human and social sciences.

3.3 Structuring by priorities can also be usefully applied to other of the programme sectors’

activities, though without conferring the status of a major focus of effort by the organization. These activities are no less in need of careful definition - so as to ensure they are understood by all, linked to strategic objectives and set within clear action-plans. Education for a Culture of Peace might be re-considered along these lines – as the first of secondary priorities, grouped around the concept of quality education (together with languages, inter-cultural education, media education, etc.). A further secondary priority could be based on issues concerning the status of teachers (at all levels of education). The meeting notes the importance given in the document to normative aspects in culture, but considers the organization’s role in supporting creativity to be relatively neglected. Equal emphasis should also be given to UNESCO’s normative actions in other fields. Science education could be considered a priority for both the education and science sectors, while the relationship between heritage (natural/cultural) and sustainable development has significance for the education, natural sciences, social and human sciences, and culture sectors (for example, through the concern for ethically based tourism).

3.4 These priorities cannot be adequately reflected in the programme without an inter-

disciplinary and inter-sectoral approach. National Commissions representatives hope to see such an approach reflected in the planning process as a whole, as is already the case with projects supporting the two cross-cutting themes.

3.5 The meeting is broadly in favour of the adoption of cross-cutting themes, and proposes

that additional themes be considered, including sustainable development (in the context of the Johannesburg summit), ethics and human rights.

Note: the Director-General’s representative has indicated that the cross-cutting theme of poverty eradication corresponds with the first of the Millennium Development Goals adopted by the United Nations General Assembly – namely, the halving of poverty by 2015. Since its its incorporation into the approved C/4, it has been embraced by all agencies of the UN. National Commissions representatives look to see UNESCO’s contribution in the two cross-cutting areas more clearly defined.

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3.6 More generally, the meeting looks for action by UNESCO to identify not only the areas of

excellence within its broad fields of competence, but also those in which it has clear comparative advantage. Greater emphasis is required on follow-up – and on preparation (National Commissions should have access to more detailed background papers, clarifying UNESCO’s role in the approach to major international conferences, so that they can effectively contribute to preparations at the national level). In an area as central to the Organization as cultural diversity, there is a need for closer links to the follow-up from the Stockholm Conference. In relation to copyright, co-ordination with WIPO, as envisaged in 31 C/5, will be essential. In another key area, Education for All, it is imperative that the contribution made by other bodies be carefully considered – and closer relations with them pursued, even though UNESCO may see itself as having the lead role. It is only by setting all of its actions within a clearly analyzed external context that the Organization can avoid duplication and encourage synergy. Such an approach could lead to certain activities being discontinued, in order to strengthen others in areas of particular focus for the Organization.

3.7 The meeting welcomes the intention to ensure that the planning process reflects

UNESCO’s response to the needs of youth, women, Africa and LDCs, aswell as of disadvantaged and excluded groups. These are seen as important variables, having a different significance for different regions and programmes.

3.8 National Commissions respresentatives support the idea of regional strategies, provided

they are defined in advance of the process of C/5 preparation. In conformity with UNESCO’s global mission, they should also be open to inter-regional partnerships - such as, the proposal for an Arab-Euro Strategy, as agreed at the recent consultation meetings of National Commissions from the two regions. Results expected from the inter-regional and inter-agency Arab-Euro Strategy, and from other regional and inter-regional strategies, should be reflected in the draft programme and budget, 32 C/5. A separate section is suggested for this purpose.

3.9 Like their overall framing document, the 31 C/4, the regional strategies indicate areas of

activity which extend beyond a single bi-ennium. 3.10Decentralization is generally welcomed as a means of responding more effectively to

particular needs, provided it does not undermine the consistency of action and underlying ideas which is expected of a global organization. It is also necessary to distinguish between decentralization in the administrative sense – signifying that an activity is carried out by an office in the field – and in its broader usage. In the second sense, decentralization can refer to activities which take place at the local level, but under UNESCO headquarters’ guidance (for example, through the inter-governmental science programmes), and also to activities undertaken by National Commissions. It is not always appropriate to pursue decentralization at a pre-determined rate, since the gains in terms of impact and efficiency will vary from one sector to another. A results-based approach should help in bringing about progress in this regard.

3.11The recent session of the Executive Board (164 EX/Decisions 7.2) confirmed that

National Commissions have a recognized role in the implementation of UNESCO’s programmes – particularly in the context of UNESCO’s decentralization policy (as indicated by 30 C/Resolutions 83, Parts I and II). It is in this context that National

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Commissions look for continued eligibility for support under the Participation Programme – in conformity with the relevant resolutions on the Programme inviting Member States, through their National Commissions, to submit proposals (31 C/Resolutions 36). A number of National Commissions favour an expansion of the Participation Programme - as a means of achieving increased presence and impact at local level, whilst also emphasizing the value of international (including inter-regional) collaboration.

3.12The growing proportion of UNESCO’s total funding accounted for by extra-budgetary

funding is noted with concern – as is the poor implementation rate for projects funded from extra-budgetary sources. However, National Commissions representatives look for continued support to the Organization from extra-budgetary sources – provided this is closely aligned with agreed priorities and programmes. This implies efforts to intensify relations with extra-budgetary partners – a task made easier if UNESCO can align its planning processes with those of counterpart bodies – at both local and global levels.

3.13Regarding UNESCO’s regular budget, a number of National Commission representatives

support the option of zero real growth, in preference to a further period of zero nominal growth – albeit with a strong proviso that improved stewardship of resources must be demonstrated. There are currently several factors which preclude real budgetary increases, including: the substantial carryovers from 30 C/5 to 31 C/5; under-commitments in the previous period (particularly in relation to projects funded from extra-budgetary sources); and the expectation that the reform process will deliver savings

4 Structure and Presentation of C/5 and C/4 4.1 National Commissions representatives strongly hope that future C/5 documents will be

more concise. The existence of the SISTER system should facilitate this; additional detail can be lodged in SISTER and, if necessary, presented in separate information documents. The C/5 document could then be a more straightforward summary of planned activities, referring to key partners and specifying results. The C/5 must show a clear correspondence between expected results and desired strategic outcomes. It should also refer to the context of UNESCO’s actions under each programme area, and highlight the organization’s comparative advantages. Note: the Director-General’s representative has indicated that all such suggestions will be carefully considered – especially those with potential to improve linkage between the SISTER system and detailed preparations for the C/5.

4.2 National Commissions representatives strongly endorse the widespread concern to boost

the Organization’s visibility and accessibility and look for further discussion of associated costs. The C/5 itself - which currently has the appearance of an internal, technical document – should play a part in supporting the Organization’s wider communication objectives.

4.3 In contrast, the 31 C/4 is for the first time conceived as a rolling document; it has been

adopted by the General Conference for six years - and will then be replaced by a new document. National Commissions representatives look to see innovations in the

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document over the six-year period, aswell as references to international events of relevance to the Organization (such as UN summits).

Note: The Director-General’s representative has indicated that Member States will have the opportunity to propose changes to 31 C/4 on the occasion of the 32nd and 33rd sessions of the General Conference.

4.4 The meeting hopes that both documents, C/4 and C/5 can be re-formulated to convey more powerfully UNESCO’s added value. It is suggested that the device used to represent UNESCO’s strategy in the 31 C/4 (the structural tree, which groups objectives and priorities under a unifying theme for the Organization) should be used as the basis for improvements in the draft 32 C/5.

4.5 National Commissions representatives acknowledge the paper presented by colleagues

from the Nordic region, proposing reforms to UNESCO’s governance structures, and agree that this should be the subject of separate consideration.