the culture of peace - UNESCOunesdoc.unesco.org/images/0012/001263/126398e.pdf · 1994 The first International Forum on the Culture of Peace is held in San Salvador ... based on a

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the culture of peace

‘‘The United Nations and UNESCO were founded to bring about a world at

peace. Peace is more than an absence of war. It means justice and equityfor all as the basis for living together in harmony and free from violence,now, but even more so for our children and succeeding generations. TheGeneral Assembly has designated 2001–2010 as the International Decadefor a Culture of Peace and Non-Violence for the Children of the World.This decade will provide a unique opportunity to translate solemndeclarations and good intentions into reality. We always must renew ourshared pledge to attain this goal: a world at peace with itself in a newcentury and a new millennium.

By focusing on our children, we implicitly pledge ourselves to educationfor all, a concept that combines formal and non-formal education andseeks to promote quality basic education that is grounded upon theuniversal values – and practice – of a culture of peace and non-violence.Such a task must engage every one of our fellow citizens in alldimensions of life: in schools, workplaces, the home; at the national andat the community levels; in the public, private and voluntary sectors.Above all, children themselves must be empowered to become actors, not mere spectators, in shaping their own visions and futures. . . .

A global movement in the finest sense is emerging: a marshalling of allexisting forces for social improvement arising from the world’s civilsocieties and a mobilization of their energies, ideas and commitments.Such a movement must enjoy full support from both the United Nationsfamily and all Member States. It will be one avenue for harnessing theforces of globalization for the common good and for a better and morehumane world.

Peace can be at hand; it is in our hands.

Koïchiro Matsuura

To d a y , m o r e t h a n e v e r ,a c u l t u r e o f p e a c e

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1989 � The concept of a ‘culture of peace’ was formulated at the International Congress onPeace in the Minds of Men, held in Côte d’Ivoire. The congress recommended thatUNESCO ‘help construct a new vision of peace by developing a peace culture basedon the universal values of respect for life, liberty, justice, solidarity, tolerance, humanrights and equality between men and women’. This initiative took root in aninternational context influenced by the fall of the Berlin Wall and the disappearanceof Cold War tensions.

1992 � UNESCO’s Executive Board requests a specific programme for a Culture of Peace as a contribution to United Nations peacekeeping efforts. UNESCO offers its services in post-conflict peace-building. National programmes are undertaken in a number ofcountries of Central America (El Salvador) and Africa (Mozambique, Burundi), and in the Philippines.

1994 � The first International Forum on the Culture of Peace is held in San Salvador (El Salvador).

1995 � The 28th General Conference of UNESCO introduces the concept of ‘Culture of Peace’ in the Medium-Term Strategy for 1996–2001 (28 C/4).

1996–2001� The transdisciplinary project Towards a Culture of Peace is implemented in accordance

with the 28 C/4 document. NGOs, associations, young people and adults, medianetworks, community radios and religious leaders working for peace, non-violence and tolerance become actively involved in fostering a culture of peace worldwide.

1997 � Recognizing the importance of UNESCO’s experience with a Culture of Peace, the United Nations General Assembly at its 52nd session establishes a separate agenda item entitled ‘Towards a Culture of Peace’. The General Assembly also responds to the recommendation of the Economic and Social Council (ECOSOC), proclaiming 2000 as the International Year for the Culture of Peace.

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The purpose of the Organization is to contribute to peace and security bypromoting collaboration among the nations through education, science andculture in order to further universal respect for justice, for the rule of lawand for human rights and fundamental freedoms which are affirmed for thepeoples of the world, without distinction of race, sex, language or religion.

Constitution of UNESCO, 1945, Article 1

The evolution of a new concept:

the culture of peace

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1998 � At its 53rd session, the United Nations General Assembly (resolution A/53/25) decides to proclaim the decade of 2001–2010 ‘International Decade for a Culture of Peace and Non-Violence for the Children of the World’, based on a proposal made by Nobel PeacePrize laureates. The UNESCO Executive Board, meeting in Tashkent, Uzbekistan, at its155th session in November 1998, adopts the Tashkent Declaration on the culture ofpeace and UNESCO’s action in Member States.

1999 � The United Nations General Assembly adopts the Declaration and Programme of Actionon a Culture of Peace (resolution A/53/243) defining eight action areas (see p. 5) to belinked through the concept of a culture of peace and non-violence into a single coherentapproach.

2000 � Observation of the International Year for the Culture of Peace as decided by the UnitedNations General Assembly, with UNESCO designated as Focal Point:

� A public awareness campaign was launched, based on Manifesto 2000, a personalcommitment drafted by a group of Nobel Peace Prize laureates. This common pledge to observe and put into practice in daily life the universal principles of a culture ofpeace and non-violence was signed by over 75 million people (more than one per centof world population) during the year.

� Actions for a culture of peace in the eight action areas defined by the United Nationswere promoted through a variety of events and long-term projects.

� Communication and information tools were developed for better interaction, such asthe establishment of the interactive culture of peace website, guidelines for FocalPoints for the implementation of the International Year, along with a logo,communications tools and materials, and other products.

The result of the International Year for the Culture of Peace was the emergence of a globalmovement involving thousands of national and local organizations and more than 75 millionindividuals, along with the National Commissions for UNESCO, UNESCO’s Field Offices andsome 200 international NGOs.

The idea to use the term culture of peace was inspired by an educational initiative calledCultura de paz developed in Peru (1986), and by the Seville Statement on Violence (1986)adopted by scientists from around the world, which stated that war is not a fatality determinedby genes, violent brains, human nature or instincts, but is rather a social invention. Therefore, ‘the same species that invented war is capable of inventing peace’.Download the Seville Statement: www.unesco.org/cpp/uk/declarations/seville.pdf

This symbol, used for the International Year forCulture of Peace, created by Barbara Blickle

and designed by Luis Sarda, graphicallyillustrates the culture of peace. Two interlaced

hands, perhaps representing exchange andagreement, combine with two undefined points

or spots to create four elements that overlapand intermingle, producing a rhythmic interplay

and a mixture of colours. The observer is freeto interpret the elements as continents,

individuals, groups, cities, hemispheres . . .

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2001–2010� Launch of the International Decade for a Culture of Peace and Non-Violence for the

Children of the World, with UNESCO as lead agency, involving the United Nations system,Member States and civil society through partnerships and information exchange. Each ofthe ten years of the Decade will be marked with a different priority theme; the first fivehave already been defined in the context of a particular United Nations event:

� 2001: understanding, tolerance and solidarity, in the context of the Year of Dialogueamong Civilizations

� 2002: sustainable economic and social development, in the context of the WorldSummit on Sustainable Development, the International Year of Ecotourism and theUnited Nations Year for Cultural Heritage

� 2003: participatory communication and the free flow of information and knowledge, in the context of the World Summit on the Information Society

� 2004: respect for human rights, in the context of the conclusion of the United NationsDecade for Human Rights Education

� 2005: equality between women and men, in the context of the Fourth World Conferenceon Women (Beijing, 1995)

‘ ‘In many regions of the world, peace remains fragile and tenuous. To help preserve peace in all its dimensions thus remains an abiding challenge for the international community ingeneral and UNESCO in particular. It is a vision embedded in the Organization’s Constitution.This entails building trust and understanding among and between different cultures andcivilizations, as well as nations, communities and individuals, especially in situations of acuteconflict and in post-conflict conditions. The defence of peace starts in the minds of men andwomen who should be imbued with hope for the future, especially for succeeding generations.

UNESCO’s commitment to fostering a culture of peace in all its fields of competence is asrelevant as ever in the face of ongoing and newly flaring conflicts among and within States and newly emerging types of societal risks, which are taking a heavy toll on civilian populationsand aggravating the vulnerability of many societies.

UNESCO, Medium-Term Strategy for 2002–2007 (31 C/4), paras. 1, 2

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Following a proposal made by UNESCO, the United Nations General Assembly in 1998 (resolution A/52/13) defined the Culture of Peace as consisting ofvalues, attitudes and behaviours that reject violence and endeavour to preventconflicts by addressing their root causes with a view to solving problems

through dialogue and negotiation among individuals, groups and nations. The 1999United Nations Declaration and Programme of Action on a Culture of Peace (resolutionA/53/243) called for everyone – governments, civil society, the media, parents, teachers,politicians, scientists, artists, NGOs and the entire United Nations system – to assumeresponsibility in this respect. It staked out eight action areas for actors at national,regional and international levels:

Culture of peace: eight action areas . . .

. . . peace in our hands

Fostering a culture of peace through education by promoting education for all, focusingespecially on girls; revising curricula to promote the qualitative values, attitudes and behaviourinherent in a culture of peace; training for conflict prevention and resolution, dialogue, consensus-building and active non-violence . . .

Promoting sustainable economic and social development by targeting the eradication ofpoverty; focusing on the special needs of children and women; working towards environmentalsustainability; fostering national and international co-operation to reduce economic and socialinequalities . . .

Promoting respect for all human rights by distributing the Universal Declaration of HumanRights at all levels and fully implementing international instruments on human rights . . .

Ensuring equality between women and men by integrating a gender perspective andpromoting equality in economic, social and political decision-making; eliminating all forms ofdiscrimination and violence against women; supporting and aiding women in crisis situationsresulting from war and all other forms of violence . . .

Fostering democratic participation by educating responsible citizens; reinforcing actions topromote democratic principles and practices; establishing and strengthening national institutionsand processes that promote and sustain democracy . . .

Advancing understanding, tolerance and solidarity by promoting a dialogue amongcivilizations; actions in favour of vulnerable groups, migrants, refugees and displaced persons,indigenous people and traditional groups; respect for difference and cultural diversity . . .

Supporting participatory communication and the free flow of information and knowledge bymeans of such actions as support for independent media in the promotion of a culture of peace;effective use of media and mass communications; measures to address the issue of violence inthe media; knowledge and information sharing through new technologies . . .

Promoting international peace and security through action such as the promotion of generaland complete disarmament; greater involvement of women in prevention and resolution ofconflicts and in promoting a culture of peace in post-conflict situations; initiatives in conflictsituations; encouraging confidence-building measures and efforts for negotiating peacefulsettlements . . .

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Education at the centre

The United Nations has stressed the needfor Member States to support theInternational Decade for the benefit of everychild in the world. Member States mustensure that the practice of peace and non-violence be taught at all levels in theirrespective societies, including in educationalinstitutions. The specific actions undertakenduring the Decade should include theaspects that most directly affect children,particularly in terms of education. Education needs to be understood in itsbroadest sense – not only formal educationin schools, but also out-of-school andinformal education, and what is learned inone’s family and from various media sources.In terms of formal and non-formaleducation, action for promoting a culture of peace and non-violence includes:� training decision-makers and educators

(teacher trainers, facilitators and youthleaders) in the skills needed to promote peaceand non-violence;

� revising curriculum materials, particularlyhistory textbooks, to promote mutualunderstanding and remove bias orstereotypes;

� creating new curriculum materials addressingpeace, non-violence and human rights;

� producing and disseminating educationalmaterials and textbooks on education for aculture of peace and human rights;

� promoting linguistic pluralism andencouragement of multilingualism;

� promoting networking among nationalinstitutions, non-governmental organizations(NGOs) and civics education specialists; and

� developing new methods of non-violentconflict resolution that include traditionalpeaceful approaches.

In addition, educating children for a culture of peace often takes place outside of the classroom and other educative environments. When children participate actively in sports,dance, theatre and artistic activities, theylearn the rules of fair play and the values ofsharing – and these are some of theattitudes and behaviours that constitute aculture of peace. In addition, they also learnas they read, use, or observe the wide rangeof communication and artistic products thatsurround them daily: books, films, paintings,sporting events, music, games and so on.‘Informal education’ action includes:� developing public-awareness campaigns

targeting children in the family and the localcommunity;

� promoting multicultural and multi-ethnicevents in arts and sports to promote mutualunderstanding (festivals, artistic exchanges,competitions);

� creating support for parents, teachers andlocal associations with an aim to protectchildren from violence in the media (television,press, cinema, video games and the Internet);

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The International Decade for a Culture of Peace and Non-Violence for the Childrenof the World (2001–2010)

The United Nations Secretary-General in a report to the United NationsGeneral Assembly in September 2001 (A/56/349) emphasized two mainaspects to which Member States must commit themselves during theDecade, namely, education for a culture of peace with children at thecentre, and an organizational strategy sustaining a global movement

– begun during the International Year 2000 – emphasizing partnerships and newinformation technologies.

� working with local authorities, governmentsand international organizations to adoptspecific measures to monitor and regulateviolence in the media; and

� organizing advocacy for a culture of peace thatreaches the designers, producers and enterprises that are creating and selling media.

Furthering a culture of peacethrough a global movement

During the International Year for the Cultureof Peace, a global movement emerged thatrepresents an alliance of various actorsworking together for a culture of peace. A further strengthening of this globalmovement has been called for by the UnitedNations General Assembly, based onpartnerships between and among actors,including Member States, civil society, theUnited Nations system and individuals. Aninteractive website, maintained by UNESCOas lead agency for the International Decade,which has been operational since 2000,serves as a public rallying point for Decadeactivities and allows all actors and partnersto network and interact by exchanging andsharing information and resources; it alsoserves as a tool for advocacy (seewww.unesco.org/cp).

The core data available (information aboutevents, long-term projects, articles,signatures for Manifesto 2000) are beingupdated by the Culture of Peace actorsthemselves, worldwide, on a private website

(www.unesco.org/cptec) that is accessed bymeans of a code (personal Internet AccountNumber, or IAN) available from a network ofFocal Points (National Commissions forUNESCO and Field Offices for local andnational organizations), and InternationalFocal Points (for international NGOs).

The role of UNESCO

As lead agency for the Decade and inaddition to its substantial contributionthrough its programmes and activities,UNESCO has the following responsibilities:� Mobilizing efforts at national level (already

active in more than 160 Member States)through National Commissions, NationalCommittees and UNESCO Field Offices asfocal points; this also entails capacity-buildingto facilitate use of the website;

� Mobilizing international NGOs includingthrough co-operation with the NGO-UNESCOLiaison Committee. A Plan of Action for theDecade was adopted in 2001 by theinternational conference of NGOs maintainingofficial relations with UNESCO (visitwww.unesco.org/cp/uk/uk_refdoc.htm);

� Maintaining interactive Culture of PeaceWebsites (www.unesco.org/cp);

� Soliciting contributions from United Nationsagencies and programmes as regards theiradherence to and implementation of theProgramme of Action on a Culture of Peaceand presenting them in a systematic andconsolidated manner in official United Nationsdocuments.

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www.unesco.org/cpThis central website provides information on:

253 � Focal points in 196 countries1,976 � Actors within the global movement:

233 international organizations1,743 national/local organizations

3,837 � Messengers for Manifesto 2000 (individuals)75,222,315 � Signatures collected for Manifesto 2000

811 � Actions for a culture of peaceFrom www.unesco.org/cp, 5 May 2002

Non-violence education activities

UNESCO’s Non-ViolenceEducation

programme is a follow-up tothe Interregional Project for a

Culture of Peace and Non-Violencein Educational Institutions

launched by the Sintra Plan ofAction in 1996, and it is a vital

component of theInternation Decade.Activities include aseries of trainingcourses inmediation and non-violent conflict

resolution in and out of school andpreparatory meetings and contacts withnational authorities in various regions(Central Europe, Middle East, Africa), aswell as numerous activities aimed atchildren and youth and posted on ourwebsite, including games and building a‘peace kite’. Best Practices on ConflictResolution In and Out of School has been published with contributions from UNESCO’s partners (associations, peace educators,teachers) along with other reference books,and is being included in a non-violenceeducation kit for teachers and trainers.Education Sector, Division for the Promotion of Quality

Education (ED/PEQ/VAL)

www.unesco.org/education/nved/index.html

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C u l t u r e o f P e a c e i n

1 Fostering a culture of peace through education . . .

. . . by promoting education for all, focusing especially on girls; revisingcurricula to promote the qualitative values, attitudes and behaviour inherent in a culture of peace; training for conflictprevention and resolution, dialogue,consensus-building and active non-violence . . .

Framework for action on earlychildhood and values education

A framework for action on early childhoodand values education was developed at aninternational workshop on IntegratingValues in Early Childhood in November2000 in Paris. It aimed at enabling policymakers, community leaders, trainers,caregivers, parents and children to build a‘flexible, creative, communicative andsupportive’ learning environment for youngchildren, and to implement values-basedearly childhood approaches for bettersocial, emotional, academic and spiritualdevelopment of young children. Theframework, organized by UNESCO and theLiving Values Educational Programme,serves as a an international referencedocument with a view to adapt learningmaterials, information campaigns andadvocacy tools.Education Sector, Section for Early Childhood and

Family Education (ED/BAS/ECF)

www.unesco.org/education/educprog/ecf/html/eng.htm

For information on other programme activities in this action area:

UNESCO Prize for PeaceEducation

This annual prize rewards a particularlyoutstanding individual, organization orgroup promoting an exceptional andinternationally recognized action extendingover several years in favour of thepromotion of peace, and especially peaceeducation. It was established in 1981 with agrant from the Japan Shipbuilding IndustryFoundation, now the Nippon Foundation.Candidates are proposed by UNESCO’s Member States or by NGOs or organizations maintaining official relations with UNESCO.Prize winners have included Mother Teresain 1992; the Association of the Mothers ofthe Plaza de Mayo (Argentina) in 1999); theJewish-Arab Centre for Peace at GivatHaviva (Israel) and Ugandan Bishop NelsonOnono Onweg in 2001; and in 2002, the CityMontessori School in India.Social and Human Sciences Sector, Division of

Foresight, Philosophy and Human Sciences (SHS/FPH)

www.unesco.org/human_rights/peaceint.html

UNESCO ASPnet Peace PillarAward Initiative (PPAI)

During the International Year for theCulture of Peace (2000), the AssociatedSchools Project Network (ASPnet) wasinvited to participate in the special activityentitled ‘Peace Pillar Award Initiative(PPAI)’. The objective was to encourageAssociated Schools worldwide to conduct

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U N E S C O ’ s p r o g r a m m e s

innovative and effective projects on a theme closely related to culture of peace: non-violent conflict resolution; humanrights and democracy; interculturallearning; solidarity; or eventually a topiccorresponding to local needs. The schoolswere also to take into account the ‘fourpillars’ advocated by the InternationalCommission on Education for the Twenty-first Century: learning to know, learning todo, learning to be and learning to livetogether.

The PPAI was designed to have a multipliereffect. Peace Pillar Awards, in the form ofbeautiful glass sculptures symbolizing‘Peace is in our hands’ produced by Finnishdesign students, were granted to someseventy schools in recognition of theircontributions towards educating for aculture of peace. At the national level, the Peace Pillar Award was presented toASPnet schools in April 2002 by highofficials, for example in France at a specialceremony by the President of the FrenchNational Commission for UNESCO, and inCuba by the Minister of Education. Activitiesconducted in various regions of the worldhave been selected by UNESCO forpublication and presentation in a specialdocument to be distributed in 2002 as the‘best practices’ of the Associated Schoolsaround the world.Education Sector, Division for the Promotion of Quality

Education (ED/PEQ)

www.unesco.org//education/asp/index.shtml

THE UNITWIN/UNESCO Chairs Programme, www.unesco.org/education/educprog/unitwin/index.htmlInternational Mother Language Day, www.unesco.org/education/imld_2002

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2 Promoting sustainable economicand social development . . .

. . . by targeting the eradication ofpoverty; focusing on the special needs ofchildren and women; working towardsenvironmental sustainability; fosteringnational and international co-operation to reduce economic and social inequalities . . .

The biosphere reserves: a negotiation tool for diverginginterests

The Boucle de Baoulé Management Planserves as a model for resolving conflictsbetween pastoralists and farmers bysetting up transhumance corridors andcreating a system of common managementof pasturelands. The basic premise was todefine biosphere reserve zoning whichwould best meet the needs of all the localactors (sedentary populations, transhumantpastoralists) with a view to conserving andsustainably managing the naturalresources, wildlife and the archaeologicalheritage. The Boucle de BaouléManagement Plan was officially approvedby the Government of Mali in November1999, which gave the OpérationAménagement du Parc national de la Bouclede Baoulé et des Réserves adjacentes(OPNPB) [Boucle de Baoulé National Parkand Adjacent Reserves Unit] a negotiationtool in contacts with donors to secure the$3 million required to implement the Planfor a period of five years.

The first management plan for the Bouclede Baoulé Biosphere Reserve in Mali waspublished (in French) in 2000 with thesupport of UNESCO-MAB, UNDP and theMAB-National Committee of Mali, toindicate the potential for ecotourism andthe main human pressures on thebiosphere reserve. This plan is the result ofa study that began over ten years ago underseveral UNDP/UNESCO projects whichwere implemented by OPNPB.Natural Sciences Sector, Division of Ecological Sciences

(SC/ECO)

www.unesco.org/mab/


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Crafts for sustainable developmentHolistic and interdisciplinaryenvironmental education

The goal of South East Mediterranean SeaProject (SEMEP) is to foster knowledge,awareness and understanding of the SouthEast Mediterranean. To carry out this goal,it promotes a culture of peace betweencountries by developing holistic andinterdisciplinary teaching/learning actionsfor teachers and students, and by reachingout to communities through science andenvironmental education. Currently twelvecountries are active in SEMEP: Albania,Bulgaria, Croatia, Greece, Israel, Italy,Jordan, Malta, the Palestinian AutonomousTerritories, Romania, Slovenia and Turkey.One specific activity of SEMEP directlyrelated to the building of a culture of peaceis a biennial summer school, a typicalintercultural exchange activity throughwhich tolerance, dialogue and mutualunderstanding between teachers andstudents from the different countries arepromoted.Education Sector, Division of Secondary, Technical and

Vocational Education (ED/STV)

www.unesco.org/education/ste/projects/semep/semep.shtml

Artisanal crafts, the expression of age-oldtradition, are full-time sources ofemployment and thus vital sources ofincome. Indeed, they are excellent entrypoints for development and theempowerment of women. The importanceof women’s crafts in the fight to alleviatepoverty led UNESCO to launch a series ofcreative workshops for craftswomenworking in the same sphere of activity andgeographical region (textiles in CentralAmerica, Western Africa and Central Asia;pottery and basketry in Southern Africa), inorder to encourage the development ofsmall craft businesses and develop moreself-confidence and reliance on theirtalents. At these workshops, problems,concerns and solutions can be comparedand common strategies elaborated in aspirit of exchange and solidarity.

International Craft Trade Fairs: A PracticalGuide, was published in English, Frenchand Spanish by UNESCO Publishing in2001. Participation in international tradefairs is an efficient means of exposure toexport markets, offering customerconcentration, face-to-face communication,competition-watch and acquaintance withnew business partners. Artisans innumerous fields of activity will be able tofind support, general information andadvice, methodology guidelines, checklistsand directories in this essential guide.Culture Sector, Crafts and Design Section

(CLT/ACE/CDS)

www.unesco.org/culture/crafts

Teaching and learning for a sustainable future, www.unesco.org/education/tlsfEnvironment and sustainable development, www.unesco.org/science/activities_env.htm

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3 Promoting respect for all human rights . . .

. . . by distributing the UniversalDeclaration of Human Rights at all levelsand fully implementing internationalinstruments on human rights . . .


The International Clearinghouseon Children and Violence on theScreen

The International Clearinghouse onChildren and Violence on the Screen aimsto increase awareness and knowledgeabout children and media violence,particularly in the context of channels ofcommunication like satellite television and Internet. Another goal is to point outinitiatives aiming to enhance children’scompetence as users of the media. Finally, the work of the Clearinghouseseeks to stimulate further research onchildren and media.

The Clearinghouse, established in 1997through the efforts of Nordicom (the NordicInformation Centre for Media andCommunication Research) at GöteborgUniversity (Sweden) and financed by theSwedish government and UNESCO, informsusers – researchers, policy-makers, mediaprofessionals, teachers, voluntaryorganizations and interested individuals –about research on children, young peopleand media violence; children’s access tomass media and their media use; medialiteracy and children’s participation in themedia; and regulatory and voluntarymeasures and activities in the area.

Fundamental to the work of theClearinghouse is the creation of a globalnetwork. A yearbook, newsletter, severalbibliographies and a worldwide register oforganizations that work with issues relatingto children and the media have beenpublished.Communication and Information Sector, Communication

Development Division (CI/COM)

www.nordicom.gu.se/unesco.html

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Education for human rights,peace and democracy in SouthernAfrica (Mozambique, Namibia andZimbabwe)

Schools are the focal point for this projectgiven the significant role that education,and human rights education in particular,play in the long-term development andtransformation of societies. The project,financed by DANIDA and executed byUNESCO, was launched in September 1997with the aim of mainstreaming humanrights, democracy and related issues intothe formal curriculum. The long-termobjective of the project was to contribute to the development of a culture of peace,characterized by respect for human rights,diversity and tolerance in the sub-region,especially among youth. The main focuswas on developing instructional materialsfor integrating human rights anddemocracy into the school curriculum,

on integrating the new materials andteaching practices into existing curriculaand on the training of key personnel both atnational and at sub-regional levels. Theproject has contributed to building nationalcapacities, and training sessions are nowconducted by local staff.Education Sector, Division for the Promotion of Quality

Education (ED/PEQ/VAL)

www.unesco.org/education/ecp/index.htm

Regional conference on humanrights education

A series of regional conferences wasconvened within the framework of the Planof Action for the United Nations Decade forHuman Rights Education (1995–2004) withthe aim of sensitizing decision-makers andthe general public on the need to promotehuman rights education and contribute tothe elaboration and implementation ofnational plans for human rights education.The last edition was the RegionalConference on Human Rights Education inLatin America and the Caribbean (MexicoCity, Mexico, 28 November–1 December2001), organized by UNESCO in co-operation with the Office of the UnitedNations High Commissioner for HumanRights (OHCHR). The regional conferenceresulted in the Mexico Declaration.Social and Human Sciences Sector, Human Rights and

Development (SHS/HRS/HRD)

www.unesco.org/human_rights/index.htm

International Decade of the World’s Indigenous People (1995-2004), www.unesco.org/culture/indigenousHuman Rights, Democracy, Peace and Tolerance, www.unesco.org/human_rights/index.htm

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the CEDAW and Optional Protocol, anexplanation of these texts and the list ofStates Parties to the Convention, wascreated by UNESCO to help promote theConvention. In order to disseminate itthroughout the world, the Passport isavailable free of charge in severallanguages, such as Arabic, Chinese,English, French, Hindi, Portuguese,Russian, Spanish, Swahili, Urdu, in ninelanguages of Guinea, etc. It can bedownloaded from www.unesco.org/women/index_en.htm

Women and a culture of peace

Supporting women’s peace initiativesThe Asian Women for a Culture of PeaceConference (2000) produced the HanoiDeclaration and the Asian Women’s Plan ofAction for a Culture of Peace andSustainable Development. A case study onVietnamese women’s best practices inconflict resolution and peace building isbeing undertaken. In the Mediterraneanregion, activities include promoting peaceand democracy through networking ofwomen in the Balkan region; an advocacycampaign on human rights inBosnia/Herzegovina; and support to aForum of Women Artists from theMediterranean for a Culture of Peace.


4 Ensuring equality between women and men . . .

. . . by integrating a gender perspectiveand promoting equality in economic,social and political decision-making;eliminating all forms of discriminationand violence against women; supportingand aiding women in crisis situationsresulting from war and all other forms of violence . . .

Passport to Equality

The Convention on the Elimination of AllForms of Discrimination Against Women(CEDAW) was adopted by the GeneralAssembly of the United Nations in 1979. Asof March 2002, 168 States had ratified oracceded to it. An Optional Protocol to theConvention, adopted in 1999 by the GeneralAssembly, gives women the right to submitindividual complaints concerning violationsof the Convention by their governments tothe United Nations Committee responsiblefor CEDAW. UNESCO is particularlycommitted to implementing Article 10 onwomen’s right to equal education and the

elimination of stereotypedconcepts of the roles ofmen and women at alllevels and in all forms ofeducation. The Passportto Equality, a pocket-sized document thatcontains the full text of


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Socialization for egalitarian partnerships –notably of boys and young menViolence among men, political and practicalstrategies for reducing men’s violence, andthe possibilities for raising boys in waysthat emphasize qualities such as emotionalresponse, caring, and the communicationskills vital to a culture of peace were topicsdiscussed at a UNESCO expert groupmeeting held in Norway in 1997, whoseoutcomes were disseminated in severallanguages, along with the book Male Rolesand Masculinities and Violence (see below).University programmes and courses,discussion groups and other activities andprogrammes have been developed forreducing men’s violence and strengtheninggroups of gender-sensitive young menworking against violence, including violenceagainst women. A research project calledGender, Peace and Development in theCaribbean was undertaken in 2001.

Training manuals and reference books To provide gender-sensitive education andtraining, a manual entitled PromotingWomen’s Participation in Conflict Resolutionto Build a Culture of Peace has beendeveloped, tested and finalized incollaboration with the Forum for AfricanWomen’s Educationalists (FAWE).Translation into several languages andtraining of women trainers to strengthentheir roles as peace promoters has begun.A second training manual, Education for aCulture of Peace in a Gender Perspective(prototype study unit for teacher education),was published by UNESCO in 2001. This


manual is conceived as a teacher’s guidefor use at different levels within the schoolsystem, primarily at the secondary level.Women Say ‘No’ to War (1999), Towards aWomen’s Agenda for a Culture of Peace(1999) and Male Roles, Masculinities andViolence: A Culture of Peace Perspective(2000), are being used as reference textsand in university courses. An inter-agencydocument, Best Practices in Peace Buildingand Non-violent Conflict Resolution: SomeDocumented African Women’s PeaceInitiatives is also available.Social and Human Sciences Sector, Division of Human

Rights, Gender equality and development

(SHS/HRS/GED)

www.unesco.org/cpp/wcp

For publications at UNESCO Publishing Office:

http://upo.unesco.org

Women and Gender Equality, www.unesco.org/womenWomen, Science, Technology, www.unesco.org/science/women/eng/index.html

UNESCO poster image created in 1989 byMélois for the adoption of the United NationsConvention on the Rights of the Child(www.unesco.org/education/educprog/ecf/html/rights.htm)


16


5Fostering democratic participation . . .

. . . by educating responsible citizens;reinforcing actions to promote democraticprinciples and practices; establishing and strengthening national institutionsand processes that promote and sustaindemocracy . . .

Educational kit

The Practice of Citizenship, published in 1998in English, French and Spanish, containsbasic learning materials and promotes abroad concept of civics education to includethe dimension of peace, human rights,democracy, tolerance and internationalunderstanding. Some materials can beused by teachers, others provide impetus tothe development of specific teaching aidsand programmes at the national and locallevels. The kit has been distributed to all

Member States, and it has been requestedby numerous NGOs, institutes and

individuals. A number of publications inthe kit have been

translated into variousother languages (Finish,

Lithuanian, Turkish,Albanian, Bosnian,Bengali, Hindi,

Bahasa Indonesian)and/or adapted for

national and local environments.Education Sector, Division for the Promotion

of Quality Education (ED/PEQ/VAL)

www.unesco.org/education


UNESCO Cities for Peace Prize

This prize pays tribute to the initiatives ofcities that have succeeded in strengtheningsocial cohesion, improving living conditions indisadvantaged neighbourhoods anddeveloping a constructive interculturaldialogue, all indispensable elements indeveloping a peaceful and harmonious urbanenvironment. The candidate cities for theprize may also participate in the ‘UNESCOCities for Peace Network’ consisting ofmunicipalities and other local actors andrelevant partners. This Network serves toidentify, validate and disseminate informationon best practices, funding institutions,training courses, research and so on.The UNESCO Cities for Peace prizes for2000–2001 were presented in Marrakech on18 March 2002 to� Bukhara (Uzbekistan),� Sharm el Sheikh (Egypt),� Cotacachi (Ecuador),� Lubumbashi (Democratic Republic

of the Congo) and� Vilnius (Lithuania).UNESCO gives international visibility toinnovative practices submitted by thecandidate cities by including them in thedatabase of best practices: ‘The city:network of cultures’, available athttp://citiesforpeace.unesco.org/Culture Sector, Division of Cultural Policies (CLT/CP)

www.unesco.org/culture/citiesforpeace/html_eng/winners.shtml

http://citiesforpeace.unesco.org/

17

Community radio

UNESCO supports the developmentof local-level, community mediaparticularly to give isolated ordisadvantaged social groups achance to participate in thedevelopment of strategies andprojects that promote dialogue and pooling experiences at locallevels. A handbook on principles,policies and materials relevant tothe development of communitymedia is currently being preparedand will be made available toMember States.

The UNESCO Community MediaProgramme seeks to strengthen the role ofcivil society in promoting, building andmaintaining democratic processes withincountries. UNESCO is now experimentingthe use of community radio as an effectiveinformational interface at the local level bycombining it with community Internetaccess, developing community databasesand community libraries, thus extendingthe reach of new technologies to ruralpopulations. The main functions ofcommunity radio include:� enhancing democratic processes at a

local level by giving a real voice to themarginalized and the poor;

� increasing diversity of content andpluralism of information at the local levelin order to promote and reflect localidentity, character and culture;

� assisting in creating a diversity of voicesand opinions and encouraging individualexpression;


� encouraging participation, informationsharing and innovation.

Community Radio focuses on the use ofappropriate communication andinformation tools to support decision-making and encourage dialogue betweencitizens and public authorities to enhancedemocratic governance.

Concerning small-island States, support isbeing provided for pilot projects combiningtraditional and new technologies (includingaccess to Internet) to help local populationsgain access to international programmesand services. Special attention goes toinitiatives being developed and carried outby women. Assistance has also beenprovided for setting up low-cost equipmentproduction units and appropriatemaintenance services.Communication and Information Sector, Communication

Development Division (CI/COM/MSD)

www.unesco.org/webworld/com/broadcasting/broad03.shtml

UNESCO’s actions to promote indigenous audio-visual productions, www.unesco.org/webworld/com/index.shtmlManagement of Social Transformation Programme (MOST), www.unesco.org/most/projects.htm

©D. Roger/UNESCO

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Tolerance, an active approach todialogue and peace

Tolerance is a key dimension in theprevention of violence, the emergence of aspirit of peace and the strengthening ofcultural pluralism. It is an active principleof peace and democracy and isindissociable from the enjoyment of humanrights. To put the new concept of toleranceinto practice, in line with the Declaration ofPrinciples on Tolerance (1995) and theFollow-up to the United Nations Year forTolerance (1995), actions are beingundertaken, such as the annualcommemoration of International ToleranceDay, 16 November, which seeks to raiseawareness through events organized eachyear in schools and in the media; and the‘UNESCO-Madanjeet Singh Prize for thePromotion of Tolerance and Non-Violence’,which will be awarded for the fourth time in2002. The laureates who have alreadyreceived the prize are Pope Shenouda III,leader of the Coptic Church of Egypt, Popeof Alexandria and Patriarch of Saint Mark’sSee in 2000; the anti-nuclear activists JointAction Committee for Peoples’ Rights ofPakistan and Narayan Desai of India in1998, and Pro Femmes Twese Hamwe ofRwanda, presided by VenerandaNzambazamariya, in 1997.Social and Human Sciences Sector, Discrimination

and Racism (SHS/HRS/RAC)

www.unesco.org/tolerance/index.htm


6Advancing understanding, tolerance and solidarity . . .

. . . by promoting a dialogue amongcivilizations; actions in favour ofvulnerable groups, migrants, refugeesand displaced persons, indigenous peopleand traditional groups; respect fordifference and cultural diversity . . .

Intercultural dialogue projects

Intercultural projects promote the conceptof a common cultural heritage and a pluralidentity. They include the campaign Breaking the Silence jointly launched by theSlave Route Project and the AssociatedSchools; the revision of school textbooks in order to reduce stereotyping anddiscrimination (Slave Route Project and the Mediterranean Programme); producingpedagogical tools in order to promote

reciprocal knowledgeamong differentreligious communities

(InterreligiousDialogue Programme); and stimulating

interculturalunderstanding through

the UNESCO Chairs of Interreligious andIntercultural Dialogue and the InternationalInstitutes in Central Asia and Mongolia. Culture Sector, Division of Cultural Policies and

Pluralism (CLT/CP)

www.unesco.org/culture/dialogue/html_eng/index_en.shtml andwww.unesco.org/dialogue2001

For information on other programme activities in this action area: UNESCO Universal DeclarationDialogue among Civilizations, www.unesco.org/dialogue2001 International Decade of the World’s

19

Reconciliation through culturalheritage projects

Bosnia and Herzegovina: The Old Bridge of Mostar (Stari Most)The Old Bridge of Mostar, dating from theOttoman period in Bosnia and Herzegovina,was destroyed during the Balkan War in1993. UNESCO plans to rebuild the bridgein a joint effort of all communities –namely, the former belligerentsthemselves. A funding agreement wassigned with the World Bank, in whichUNESCO provides scientific and technicalexpertise in the project, to be financed froma loan and from voluntary contributions fora total amount of US$5 million granted bythe Netherlands, Italy, Turkey, France,Slovenia and the European Union, amongothers. UNESCO has set up anInternational Committee of Experts fromBosnia and Herzegovina, Croatia, Serbiaand Turkey, and from other countries. Theceremony for launching the reconstruction,in 1999, was the first occasion in manyyears at which the two Mayors of Mostar– East and West – met and shook hands.

Angkor: a symbol of national unityCambodian monuments and archaeologicalsites suffered from neglect and pillage andfaced destruction. After 1991, nationalauthorities recognized the importance ofcultural heritage for shaping Cambodians’identity, strengthening social cohesion andcontributing to economic development.UNESCO manages the Secretariat of theInternational Co-ordinating Committee forthe Safeguarding and Development ofAngkor, a mechanism to monitor


internationalassistance forsafeguarding thesite and guaranteethe relevance ofprojects as well astheir conformitywith internationalstandards inconservation. Oneof the mainobjectives of UNESCO’s projects in Angkoris the training of a new generation ofarchaeologists and architects.www.unesco.org/culture/japan-fit/html_eng/angkor.shtml

A peacebuilding process in KoreaUNESCO has been able to establish co-operation between the DemocraticPeople’s Republic of Korea (DPRK) and the Republic of Korea through the ROK/UNESCO Funds-in-Trust for the preservation ofcultural heritage, notably of the KokuryoTombs in the DPRK. Technical assistanceincluding provision of urgently neededequipment has been provided for theYaksuri Tomb, damaged by water infiltrationand undergoing further deterioration due tothe construction of a canal. Additional co-operation in capacity-building for theconservation of Kokuryo Mural PaintingTomb is being established. It is hoped thatthis co-operation will contribute to thebuilding of mutual understanding and trustbetween the two countries.Culture Sector, Division of Cultural Heritage (CLT/CH)

www.unesco.org/culture/heritage/

on Cultural Diversity, www.unesco.org/culture/pluralism/diversity/html_eng/index_en.shtmlIndigenous People, 1995–2004, www.unesco.org/culture/indigenous

©M. Spier-Donati/UNESCO

20UNESCO SOS MEDIA in countries of the former YugoslaviaThis programme provided three years ofemergency aid during the war in Bosnia-Herzegovina, and it continues to aidindependent media in all the countries ofthe former Yugoslavia, each of which is aMember State of UNESCO. Projects includeprinting news in Yugoslavia; maintaining abank of TV programmes in Sarajevo andBelgrade; supporting a regional networkfor local TV and radio production; producingand distributing documentaries in Croatia;and developing and expanding theindependent newspaper distributionnetwork in Yugoslavia.

The Organization contributes to creatingthe conditions for press freedom in thesecountries in transition. UNESCO has sentinternational experts to help thegovernments draft laws about media andabout public TV/radio broadcasting.


7Supporting participatory communication and the free flow of information and knowledge . . .

. . . by means of such actions as support for independentmedia in the promotion of a culture of peace; effective useof media and mass communications; measures to addressthe issue of violence in the media; knowledge andinformation sharing through new technologies . . .

Freedom of expression andmedia for peace projects

Afghan Independent Media ProjectBegun in December 2001, this project aimsto create a media centre in Kabul tosupport local independent media initiativesand the emergence of free and democraticexpression, create a pole of activity (beingeventually one among many such poles inAfghanistan) and develop local professionalskills to facilitate media development. TheAfghan Independent Media Project hasbeen divided into five sections to createmedia facilities and a community of ideas in the centre of Kabul and includes thefollowing:� Afghan Media & Culture Centre: core

team and common facilities for journalists� Media Incubator: support for a selection

of independent media projects� Training Centre: training in computers,

languages, journalism, and photographywith several international partners (IFJ,IWPR, Media Action International,IMPACS, Internews, etc.)

� TV Production unit: facilities for individualprojects

� Printing facilities: printers and photocopiers


21

The Great Lakes Region in Africa:Countering rumours and propagandaThis project aims to create the rightconditions for providing the public withimpartial news in an area where rumourshave too often replaced accurateinformation, and where biased media havehad a dramatic effect on the inhabitants.UNESCO’s strategy is to promote diversityby training a new generation of journalists;encouraging the exchange of news amongmedia and among independent journalistsin the region through appropriatestructures; and providing material help tosee that existing independent mediasurvive. UNESCO helps independent mediathat provide impartial news. The SOSMEDIA programme also offers expertise to governments so they strengthen,whenever possible, the existence ofindependent media. In addition, itintervenes when press freedom isthreatened. Since 1994, aid to independentmedia has been classified by the UnitedNations Inter-Agency Appeal as one of theurgent needs of the Great Lakes region.Communication and Information Sector, Division for

Freedom of Expression, Democracy and Peace (CI/FED)

www.unesco.org/webworld/com_media/peace.html


Tackling the digital divide

The Community Multimedia Centre (CMC)programme offers a global strategy fortackling the digital divide in the poorestcommunities of the developing world andalso in countries in transition. It provides agateway to participation in the globalknowledge society, seeking to ensure thatinformation, communication and knowledgebecome tools of the poor for improvingtheir own lives.

A CMC combines community radio by localpeople in local languages with communitytelecentre facilities such as computers withInternet and e-mail access, phone, fax andphotocopying services. Radio is low-costand easy to operate, and not only informs,educates and entertains, but alsoempowers the community by giving astrong public voice to the voiceless. Withtraining, communities can locally access,manage, produce and communicateinformation for development. The first pilotCMC project was developed in theKothmale region in Sri Lanka. The successof the CMC strategy in the KothmaleInternet Project has inspired a series ofprojects now underway in Asia, Africa andLatin America and the Caribbean.Communication and Information Sector, Communication

Development Division (CI/COM/MSD)

www.unesco.org/webworld/com/broadcasting/broad04.shtml

Cultural industries as Culture of Peace vectors, www.unesco.org/culture/industriesUniversity-Industry-Science Partnership Programme, www.unesco.org/unispar

22

Two follow-up meetings for the sameregions are foreseen for the biennium2002–2003 that will involve all actors andpartners dealing with human security.Social and Human Sciences Sector, Division of

Foresight, Philosophy and Human Sciences (SHS/FPH)

www.unesco.org/securipax

Intercultural mediation

Mediation can repair the social fabric byteaching how to manage and overcomeconflict. In this way, diverse forms ofmediation follow the lines of education for a culture of peace, by encouraging apositive attitude towards cultural difference.Art, used as a formal and informalpedagogical tool, makes exchangespossible and serves as an instrument forintercultural mediation. This approach iscurrently being applied in two projects inthe Balkans, Towards a Plural CulturalIdentity in a Region of Inter-CommunitarianTension, and the establishment of the ARSAEVI Museum/Centre for Contemporary Artand Associated Programmes. Culture Sector, Division of Cultural Policies (CLT/CP)

www.unesco.org/culture/pluralism/balkan/html_fr/index_fr.shtml


8Promoting international peace and security . . .

. . . through action such as the promotion of general and completedisarmament; greater involvement of women in prevention and resolutionof conflicts and in promoting a culture of peace in post-conflict situations;initiatives in conflict situations; encouraging confidence-building measuresand efforts for negotiating peaceful settlements . . .

For information on other programme activities in this action area:Education in crisis and post-conflict situation, www.unesco.org/education/emergency

Reinforcing human security

The programme Violence, War and Peacefocuses on the need to prevent conflicts atthe source and to strengthen humansecurity through a global network of peaceresearch and training institutions. Itprovides a framework for discussinghuman security from ethical, normative andeducational perspectives through expertmeetings, broad reflection on the subjectand awareness raising at the politicaldecision-making level. In November 2000,the First International Meeting of Directorsof Peace Research and Training Institutionswas held in Paris on the theme: ‘WhatAgenda for Human Security in the Twenty-

first Century?’ One resultwas to create theInternational SecuriPaxNetwork for thePromotion of Human

Security and Peace.Another was the

organization in 2001 of regional expertmeetings on Peace,Human Security andConflict Prevention inAfrica and in LatinAmerica and the

Caribbean.

23

Regional programme foreducation in emergencies

The UNESCO Regional Programme forEducation in Emergencies (PEER)organized peace education workshops forSomali teachers in Somalia in 2000.Training trainer programmes in the Djiboutirefugee camps involved over eightyEthiopian and Somali refugee teachers,along with Somali teachers in camps inAden and Yemen. These workshops, usingthe Peace Education Package (PEP) and inco-operation with other stakeholders, arecontributing to establishing a culture ofpeace education at three levels: school,community and nation. The refugee schoolin Aden run by Radda Barnen (Sweden’sSave the Children programme), a model forbest practice, has been instrumental inraising awareness in both schools and thecommunities.

Other related initiatives since 2000 havebeen launched in the Horn of Africa and theGreat Lakes region, in Cambodia in theformer Khmer Rouge population of Koh Slain Kampot Province, and in Algeria, amongwhich a sports for peace project, a cultureof peace and childhood protectionawareness campaign, basic education,community development and other conflictprevention and peace-building approaches.Education Sector, Emergency Educational Assistance,

Support to Countries in Situations of Conflict and

Reconstruction (ED/EPS/CCR)

www.unesco.org/education/emergency/unesco/projects.shtmlwww.unesco.org/education/emergency/unesco/case_studies.shtml


Protection of the Afghan heritage, www.unesco.org/whcEthics at UNESCO, www.unesco.org/ethics

Sharing water wisely

UNESCO’s contribution to the UnitedNations’ World Water AssessmentProgramme is entitled From PotentialConflict to Co-operation Potential (PC>CP). In collaboration with Green CrossInternational, the project addresses theobstacles, identifies the incentives andpromotes the means to achieving theintegrated, equitable and sustainablesharing of water resources worldwide.Although shared water resources can be asource of conflict, their joint managementshould be strengthened and facilitated as ameans of co-operation between variouswater users.

The primary objective of PC>CP is to fosterco-operation between stakeholders in themanagement of shared water resourcesand to mitigate the risk of potentialconflicts. It analyses historical experiencesand reviews legal, negotiation and systemsanalysis tools and their ability to contributetowards solving water-related conflicts.Case studies of successful co-operationwill provide stakeholders with educationalmaterial. The priority target groups ofPC>CP are institutions and individuals thatmanage shared water resources, includinggovernments, donor and funding agencies,educators at all levels and professionals ofwater management institutions anddecision-makers.Natural Sciences Sector, Division of Water Sciences

(SC/HYD)

www.unesco.org/water/wwap/pccp

24

Key United Nations resolutions and other reference documentsUnited Nations Resolutions and Reports

Document code Title

A/56/5, 13 November 2001 International Decade for a Culture of Peace and Non-Violence for the Children of the World, 2001–2010

A/55/282, 28 September 2001 International Day of Peace

A/56/349, 13 September 2001 Report of the Secretary-General: International Decade for aCulture of Peace and Non-Violence for the Children of theWorld, 2001–2010

A/55/47, 29 November 2000 International Decade for a Culture of Peace and Non-Violencefor the Children of the World, 2001–2010

A/55/377, 12 September 2000 Report of the Secretary-General: International Decade for aCulture of Peace and Non-Violence for the Children of theWorld, 2001–2010

A/53/243, 6 October 1999 Declaration and Programme of Action on a Culture of Peace

A/52/13, 15 January 1998 Culture of Peace

A/53/25, 19 November 1998 International Decade for a Culture of Peace and Non-Violence for the Children of the World, 2001–2010

Other reference documents

Message by the United Nations Secretary-General: Message on the opening of the InternationalDecade for the Culture of Peace and Non-Violence for the Children of the World, 2001

Message by the UNESCO Director-General: Message marking the beginning of the InternationalDecade for the Culture of Peace and Non-Violence for the Children of the World, 2001

Action Plan for the International Decade adopted by the International Conference of NGOsmaintaining official relations with UNESCO, 12–15 December 2001

Report on the International NGO Symposium, 24–25 November 2001: ‘The Culture of Peace: An Idea in Action’

Report on the progress made by UNESCO in the implementation of the programme of action on a culture of peace and on co-operation with the United Nations system in this field (161 EX/17,item 3.1.1, document presented at the 161st session of UNESCO’s Executive Board, April 2001)

All documents are available on http://www3.unesco.org/iycp/uk/uk_sum_refdoc.htm

For the list of titles on Culture of Peace available from UNESCO Publishing, go tohttp://upo.unesco.org and enter ‘Culture of Peace’ in the ‘Search’ box.

Published by the Culture of Peace Co-ordination of the Bureau of Strategic PlanningUnited Nations Educational,Scientific and Cultural Organization,7, place de Fontenoy, 75352 PARIS 07 SPtel: 33 (0)1 45 68 15 89 • fax: 33 (0)1 45 68 55 57e-mail: [email protected]/cp

Project management: Judith CrewsGraphic design: Sylvaine BaeyensCover photo: Rock art, ©Ediciones San Marcos

Printed in the workshops of UNESCO©UNESCO 2002 • Printed in France(BSP-2002/WS/3)

The designations employed and the presentation of materialthroughout this publication do not imply the expression ofany opinion whatsoever on the part of UNESCO concerningthe legal status of any country, territory, city or area or of itsauthorities, or concerning the delimitation of its frontiers orboundaries.

Credits: p. 8, Barefoot College, Tilonia, Rajasthan (India). p. 9, The ‘Kites’ logo for the programme on Non-violenceEducation at UNESCO was created by A. Kurtycz.pp.11, 16, 18, 20, 21, 22, A. Kurtycz.

http://www3.unesco.org/iycp/uk/uk_sum_refdoc.htm


Culture of Peace Co-ordinationBureau of Strategic PlanningUNESCO7, place de Fontenoy75352 Paris 07 SP

tel: +33 (0)1 45 68 15 89

fax: +33 (0)1 45 68 55 57

e-mail: [email protected]

www.unesco.org/cp

Since wars begin

in the minds of men,

it is in the minds of men

that the defences of peace

must be constructed.Constitution of UNESCO, 1945, Preamble

Documents

the culture of peace - UNESCOunesdoc.unesco.org/images/0012/001263/126398e.pdf · 1994 The first International Forum on the Culture of Peace is held in San Salvador ... based on a