UNESCO

UNESCO
The United Nations Educational, Scientific and Cultural Organization
was born on 16 November 1945.

UNESCO’s mission is to contribute to the building of a culture of peace, the

eradication of poverty, sustainable development and intercultural dialogue
through education, the sciences, culture,
communication and information.
 3

“UNESCO has all the

qualifications to bring an
intellectual and humanist
response to globalization
and to the economic crisis:
we know that culture and
art, the sciences, education,
communication and knowledge
are the real values that form the
essence of humanity.”
Irina Bokova, Director-General
4

World Challenges
The objectives of the international community – as set out in the
Internationally Agreed Development Goals (IADGs), including the
Millennium Development Goals (MDGs) – underpin all UNESCO’s strategies
and activities.

The Organization focuses, in particular, on two global priorities:

● Africa;
● Gender equality.

And on a number of overarching objectives:

● Attaining quality education for all and lifelong learning;
● Mobilizing science knowledge and policy for sustainable development;
● Addressing emerging social and ethical challenges;
● Fostering cultural diversity, intercultural dialogue and a culture of peace;
● Building inclusive knowledge societies through information and communication

UNESCO carries out these priorities and objectives within a results-based

framework ensuring aid effectiveness, accountability and transparency.

[Link]/en/strategic-planning
[Link]/en/priority-africa 5

Priorities and Themes

Global priority:

Africa
“Africa is one of UNESCO’s two global priorities. During my term of office at the head of this
Organization, I firmly intend to give fresh impetus to our action in this direction… I am determined
to find ways to respond more effectively to requests made by the African Union and African
countries in particular with regard to countries which have experienced conflict or natural
disaster…”
Irina Bokova at the Summit of the West African Economic and Monetary Union
– Bamako, Mali, 20 February 2010
● A consolidated Plan of Action on Science &

Africa, as a designated global priority, is being Technology implemented by the African Man
integrated into all phases of the development, and the Biosphere network (AfriMAB).
implementation and evaluation of UNESCO’s
● A joint African position and specific decisions
programmes. This includes a special emphasis on
on climate change and the creation of an
UNESCO’s response to post-conflict situations and
Observatory for Science based in Africa.
reconstruction.
UNESCO has been instrumental in the creation of
UNESCO works in cooperation with the African
the African World Heritage Fund and coordinating
Union and its NEPAD programme, with eight sub-
UNESCO activities with regional and sub-regional
regional African communities recognised by the
organizations in projects on African languages and the
African Union and within the framework of the UN
harmonization of curricula in HIV/AIDS prevention.
system. UNESCO’s cooperation with the African
Union has led to pan-African decisions in the fields
of education, culture and natural sciences. Among
these are:

● Implementation of the Second Decade of

Education for Africa (2006-2015)

● Coordinated action on African languages, the

African diaspora and African arts and culture
6 [Link]/genderequality

Global priority:

Gender Equality
“Gender equality is one of … the pillars of my personal vision to promote
a ‘new humanism’ during my mandate as the Director-General. At
UNESCO, we look forward to close collaboration with UN Women when it
becomes operational on 1 January 2011.“
Irina Bokova in support of UN General Assembly Resolution, July 2010
establishing the new United Nations Entity for Gender Equality and the UNESCO is strongly committed to pursuing Priority
Empowerment of Women known as “UN Women” Gender Equality through substantive programmes
and concrete action, as encapsulated in an
UNESCO has been at the forefront of efforts to organization-wide Priority Gender Equality Action
support women’s and girls’ rights, empower- Plan through a dual approach: (i) gender-specific
ment, and gender equality through all its programming through initiatives that specifically
domains - education, the natural sciences, seek to redress inequalities by targeting women and
culture, communication and information. In girls or men and boys; (ii) gender mainstreaming
2007, UNESCO’s Member States designated through the integration of a gender equality
“Gender Equality” as one of its two global perspective in all its programming.
priorities for 2008-2013.
In education (formal and non-formal), UNESCO
● Girls account for more than half of the world’s strives to redress gender inequalities at all levels
out-of-school children in terms of access, retention, completion, and
quality. The Organization also works towards
● Two-thirds of 796 million adult illiterates are
the promotion of women’s empowerment and
female
gender equality through the integration of these
● Three-fifths of the world’s one billion poorest considerations into its normative work in areas such
people are girls and women as the ethics of science, culture and human rights. In
communication and information initiatives, UNESCO
● Women are still under-represented in political
aims to address issues such as the stereotyping of
decision-making and are often trapped in
women and inequalities in women’s access to and
insecure, low-paid positions
participation in all communication information
● Women are more vulnerable in economic and systems. In conflict and post-conflict areas, the
financial crises and more exposed to violence in Organization actively supports activities that seek
situations of armed conflict to guarantee a safe working environment for all
journalists.
[Link]/en/climatechange 7

Climate Change
“Our atmosphere can’t tell the difference between emissions from an Asian factory, the exhaust from a North American
SUV, or deforestation in South America or Africa.” – UN Secretary-General Ban Ki-Moon, UNFCCC COP 15, Copenhagen,
December 2009

Climate change is affecting our environment, our These areas, along with the ongoing work of the
societies, and our common natural and cultural Intersectoral Platform for UNESCO Action on Global
heritage. Finding solutions to mitigate its negative Climate Change, cover all of UNESCO’s sectors, and
impacts and adapt to changing conditions primarily address adaptation, the knowledge base
requires an approach that unites sound, unbiased and education.
science with a range of environmental, economic,
UNESCO provides a unique forum for addressing
informational, social, attitudinal and behavioural
climate change and its impacts on the environment
factors. All sectors of UNESCO and its many Field
and human society.
Offices, Centres and Institutes are addressing
climate change. ● Climate change has substantial implications for
education and learning, requiring re-orientation
UNESCO has therefore adopted an organization-
of educational programmes to integrate
wide Climate Change strategy, which the Director-
new content, creation of awareness for social
General has translated into a succinct Climate
transformation and positive, participatory action
Change Initiative with four areas:
and a solution-centred approach to education
● climate science, drawing on activities by the and learning.
Intergovernmental Oceanographic Commission
● Its effects are evident in the potential and real
(IOC) and the International Hydrological
deterioration of certain World Heritage Sites.
Programme (IHP) to mobilize climate knowledge:
science, assessment, monitoring and early warning ● Climate change has an effect on equality and
as a prime input to UN system-wide activties; human rights and ultimately can be the basis of
conflicts.
● Education for Sustainable Development, in
particular climate change education; ● Climate change can be addressed through more
transparent communications and education.
● a focus on UNESCO’s network of biosphere
reserves as field observatory and sites for The UN Decade of Education for Sustainable
education, livelihoods, sustainable tourism and Development (2005-2014) aims to speed up the
climate science observation; and re-orientation of education towards sustainable
development and to ensure that training and public
● research into the social and human dimensions of
awareness systems also focus on sustainability issues.
climate change.
8 [Link]/en/youth

UNESCO and Young People

Young people are great agents of peace and UNESCO encourages:
national development and a vital partner in
● Participation of young women and men in
the effort to mitigate the impact of the current
UNESCO and its various networks and partner
global crises. UNESCO promotes the civic
organizations
engagement of young people as means of
empowerment and preventing violence. ● Partnerships between UNESCO and young
people’s networks and organizations
UNESCO’s cross-cutting approach focuses on
building skills for successful transitions to adulthood ● Integration of youth concerns and issues
(including advocacy, employability and leadership into the policy agendas of Member States
skills); raising awareness of crucial issues for youth in education, the sciences, culture and
development (such as HIV/AIDS); and providing communication to give recognition, visibility and
youth with opportunities to engage in development credibility to young people’s contributions.
and building peace.
Launched on 12 August 2010, the International
● Almost 85% of young people live in developing Year of Youth on “Dialogue and Mutual
countries; by 2025 this figure will be 89.5% Understanding” is an opportunity to advocate
for strengthened commitments and increased
● Over 200 million young people live on less that
investments in young people.
1 US$ a day; 515 million live on less than 2 US$ a day
UNESCO has developed the Strategy on African
● 300,000 children and youth under the age of 18
Youth (2009-2013) as a means of mobilizing key
are currently participating in armed conflict
stakeholders around common goals, including the
10-year Plan of Action of the African Union for Youth
Development and Empowerment.

The UNESCO General Conference Youth Forum,

created in 1999 and held every 2 years, is unique in
the UN system as it institutionalizes the participation
of young people in UNESCO’s highest decision-
making body.
[Link]/en/rapprochement-of-cultures 9

Rapprochement
of Cultures
“…Given the new challenges of an increasingly interconnected world,
our shared task is to build solid bridges, based on solidarity between all
cultures so as to create a new universal ethics of living together.”
Irina Bokova, Director-General, UNESCO, Extract from message on the occasion
of the launch of 2010, International Year for the Rapprochement of Cultures

According to UNESCO’s Constitution “...ignorance geographical and intellectual spheres - researchers,

of each other’s ways and lives has been a common scientists, representatives of civil society, journalists,
cause, throughout the history of mankind, of that writers, artists and creators, entrepreneurs, religious
suspicion and mistrust between the peoples of the leaders, women and men alike.
world through which their differences have all too
Four major themes were selected to build an action
often broken into war.”
plan for the Year and to highlight the benefits of
The power of these words, penned more than the fruitful diversity of cultures – and its corollary,
sixty years ago, still prevails as the need for mutual intercultural dialogue – in the fields of UNESCO’s
understanding has become ever more topical and competence: education, the sciences, culture,
compelling. communication and information:
1. promoting reciprocal knowledge of cultural, ethnic,
In this context, the 2010 International Year for the
linguistic and religious diversity
Rapprochement of Cultures, for which UNESCO
was designated the lead agency, provides a unique 2. building a framework for commonly shared values
opportunity to achieve a two-fold objective: 1) to
3. strengthening quality education and the building of
raise the awareness of the international community
intercultural competencies
of the virtues of cultural diversity and intercultural
dialogue, using specific examples to acknowledge 4. fostering dialogue for sustainable development
the importance of the constant exchanges between
Our partners – National Commissions for UNESCO,
cultures and the ties forged between them since the
UNITWIN/UNESCO Chairs and UNESCO Associated
dawn of humanity; and 2) to fight for human rights
Schools, Goodwill Ambassadors and UNESCO Clubs
and against new forms of racism and discrimination.
and Centres, as well as parliamentarians, locally elected
To strengthen UNESCO’s activities pertaining to officials, culture, education and media professionals
dialogue among cultures and peace, the Director- and youth organizations – are called upon to
General of UNESCO, Ms Irina Bokova, established a participate actively in creating a culture of dialogue,
High Panel of eminent personalities from different which is deeply entrenched in UNESCO’s mandate.
10 [Link]/education

Education
Today, 796 million adults are illiterate, two-thirds of them women.

Despite significant progress since 2000, 69 million children remain out of

primary school; 54% of them are girls.

Millions of children leave school without acquiring basic literacy and

numeracy skills.
Leading Education for All (EFA) by ensuring global coordination and providing assistance to
Member States to achieve the EFA goals and education-related Millennium Development Goals.

Promoting literacy and quality education for all throughout life, with a particular emphasis on
gender equality, youth and reaching society’s most vulnerable and marginalized groups, including
indigenous peoples. Special attention is placed on Africa, the least developed countries and small
island developing states, with education for sustainable development as a crosscutting concern.

The international community has UNESCO is leading global efforts to ● Developing and disseminating best
pledged to achieve Education for All by achieve these goals by mobilizing political practices, manuals and teacher training
2015. The World Education Forum (Dakar, will and coordinating the efforts of all packages designed to cover a wide
2000) agreed to reach six goals by 2015: stakeholders in education including range of issues, from sustainable
development partners, governments, development to human rights
● Expand early childhood care and
NGOs and civil society. UNESCO works at education;
education
all levels of education to promote access,
● Encouraging special measures to
● Ensure that all children are able equity, quality and innovation by:
provide education in situations of
to access and complete free and
● Assisting countries in formulating and conflict and emergency;
compulsory primary education of good
implementing educational policies;
quality ● Supporting the development of
● Directing special attention to Africa, technical and vocational education
● Increase access to learning and life skills
the least developed countries and and training programmes linked to the
programmes for youth and adults
the 9 high population countries – world of work;
● Improve adult literacy rates by 50% Bangladesh, Brazil, China, Egypt, India,
● Setting quality standards on the
Indonesia, Mexico, Nigeria and Pakistan
● Eliminate gender disparities in recognition of qualifications in higher
– that are home to more than two
education education;
thirds of the world’s adult illiterates and
● Improve all aspects of education quality. 40% of out-of-school children; ● Brokering partnerships between public,
private and non-governmental actors
● Promoting a comprehensive response
to HIV and AIDS in the education sector;
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Building networks in education

The Associated Schools Project Network,
launched in 1953, links more than 8,500 schools
and other educational institutions in 180
countries. A laboratory for innovation, it develops
Every year, UNESCO publishes the EFA Global In higher programmes to promote quality education and
Monitoring Report, assessing where the world tackles issues such as environmental protection
education, over
stands on its commitment to provide a basic and intercultural learning.
education to all children, youth and adults by 2015.
650 UNESCO
In higher education, over 650 UNESCO chairs and
chairs and
UNESCO is the lead agency for the UN Literacy more than 60 networks have been established in
Decade (2003–2012), which aims to raise
more than 60 some 127 countries to promote research, training
awareness and create new impetus for literacy, networks have and international cooperation.
catalyse stronger political commitment, improve been established
the quality and scale of programmes for youth in some 127
and adults, and mobilize additional funding so that
countries to
a significant reduction in the number of illiterates
is achieved. promote research,
training and
UNESCO is also leading the UN Decade of
Education for Sustainable Development (2005– international
2014) to highlight the central role of education in cooperation.
the pursuit of sustainable development.

To accelerate action towards EFA goals,UNESCO is focusing on 3 core

initiatives in key areas:

● The Literacy Initiative for Empowerment, aimed at 35 countries most in

need;

● The Teacher Training Initiative in Sub-Saharan Africa, addressing the

region’s large teacher shortage;

● The Global Initiative on Education and HIV/AIDS, to promote and scale

up HIV/AIDS prevention efforts in education.
UNESCO Institutes and Centres for Education
Today, six Institutes and two Centres specialized in education work as part of UNESCO’s Education Sector
to assist countries in tracking education problems of particular concern:

● International Bureau of Education (Geneva) ● UNESCO Institute for Information Technologies

[Link]/[Link] in Education (Moscow) [Link]

● International Institute for Capacity Building in ● UNESCO Institute for Lifelong Learning
Africa (Addis Ababa) [Link] (Hamburg) [Link]/education/uil/

● International Institute for Educational Planning ● European Centre for Higher Education
(Paris) [Link] (Bucharest) [Link]

● International Institute for Higher Education ● International Centre for Technical and
in Latin America and the Caribbean (Caracas) Vocational Education and Training (Bonn)
[Link] [Link]
14 [Link]/science

Natural Sciences
UNESCO began sounding the alarm over the need for sustainable
development in 1968 by organizing a groundbreaking conference
questioning the unbridled exploitation of nature. Since its inception, the
Organization has developed several international programmes to assess and
manage the Earth’s resources better.

UNESCO helps reinforce the capacities of developing countries in the

sciences, engineering and technology. In partnership with diverse funding
agencies, UNESCO provides data, advice and technical assistance to help
governments formulate and implement effective science and technology.

● Promote research and technical capacity-building for the sound management

of natural resources and for disaster preparedness and mitigation.

● Strengthen national and regional research and innovation systems, capacity-

building, the use of technologies, and scientific networking.

● Encourage the development and implementation of science, technology and

innovation policies for sustainable development and poverty eradication.
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Science Technology and Innovation (STI) The UNESCO Institute for Water Education In the field of science
Policy: UNESCO helps Member States, particularly in Delft is the hub of a global network of partners
in Africa, to formulate national policies for in water education and capacity building. and technology,
investment in science and technology by
UNESCO develops
offering policy and methodology options, and The UN World Water Development Report,
technical advice on formulation, implementation, published every three years, provides the most ethical guidelines,
monitoring, and review of policies and plans. It comprehensive, up-to-date overview of the state
promotes university-industry partnerships and of fresh water. Every UN agency and commission
standards and
encourages countries to develop sound science dealing with water contributes to monitoring legal instruments,
governance. progress towards water-related targets for health,
food, ecosystems, cities, industry, energy, risk especially in the
The International Hydrological Programme management and governance. UNESCO hosts the
domain of bioethics.
aims to provide the scientific knowledge, technical secretariat of the 26 UN partners that constitute
training and policy advice required to manage the World Water Assessment Programme (WWAP),
water efficiently, fairly and environmentally. IHP the pilot programme of UN-Water founded in 2000.
is increasingly involved in developing tools and
strategies to prevent water conflicts from erupting
between and within states over this precious
resource.
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Biodiversity conservation, on which every aspect enhance forecasts, reduce uncertainty about
of human well-being and the achievement of the climate change, improve the management of
international development goals depends, can marine ecosystems and resources, and provide
only be tackled by taking into account the multi- early warnings of tsunamis and other ocean-
disciplinary dimension of the challenge it represents. related disasters. The IOC is leading the initiative
This is where UNESCO can effectively contribute by to establish a Global Tsunami Warning System and
promoting international biodiversity and ecosystem is working to improve national development and
governance, by building and filling the gaps in management plans for the oceans and coasts.
the scientific knowledge base on biodiversity, by
taking into account the cultural dimensions of The International Geoscience Programme,
biodiversity use and by raising awareness, educating in collaboration with the International Union
and communicating on the vital importance of its of Geological Sciences, helps scientists in more
sustainable use. Through its worldwide networks than 150 countries improve techniques to assess
and as a key partner of the Secretariat of the energy and mineral resources while expanding the
Convention on Biological Diversity, UNESCO has knowledge base of the Earth’s geological processes
carried out a large variety of initiatives to celebrate and reducing the risks of natural disasters in
the International Year of Biodiversity 2010. developing countries.

The Man and the Biosphere Programme Disaster Prevention and Preparedness:
(MAB), a network of more than 553 biosphere UNESCO contributes to the assessment and
reserves, covers a majority of the world’s land mitigation of natural hazards – earthquakes,
ecosystems. Each of these special places for people volcanic eruptions, tsunamis, floods and landslides
and nature functions like a living laboratory that – through various programmes that are part of the
tests ways of managing natural resources while UN International Strategy for Disaster Reduction.
fostering economic development. UNESCO has been promoting new undertakings
such as an international flood initiative, a coalition on
The Intergovernmental Oceanographic education to integrate disaster resilience into school
Commission and its partners coordinate national educational programmes, and an alliance to develop
research and ocean observation programmes city disaster management plans in megacities.
(within the Global Ocean Observing System)
and continuously monitor ocean conditions to
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Sustainable Development in Small Island the life sciences and their interdisciplinary areas
Developing States (SIDS): The Intersectoral that serve national needs.
Platform on the Implementation of the Mauritius
Strategy for the Sustainable Development of SIDS Renewable Energy: UNESCO helps developing
builds synergies among all UNESCO programme countries define priorities and implement
sectors to plan and implement joint activities in programmes for solar and other forms of
SIDS regions. This includes strengthening the renewable energy, while raising awareness of their
capacity of SIDS to address pressing sustainable importance and efficiency.
development concerns such as climate change
adaptation, reinforcing community voices in global The Global Renewable Energy Education
debates, and tailoring science policy approaches to Training Programme supports an annual summer
small island needs. school on Solar Electricity for Rural Areas and backs
pilot projects. Local and Indigenous Knowledge
The International Basic Sciences Programme Systems (LINKS) places rural communities at the
is an intergovernmental initiative to strengthen heart of sustainable development by rooting
national capacities through a network of centres resource management in indigenous knowledge
of excellence in the basic sciences. The IBSP deals and skills, and by recognizing the synergies
with projects in mathematics, physics, chemistry, between cultural and biological diversities.
18 [Link]/shs

Social and
Human
Sciences
UNESCO places ethics and human rights at the centre of
its action.

● Promote principles, practices and ethical standards

pertaining to scientific, technological and social
development.

● Promote the advancement of knowledge on emerging

social and ethical global challenges.

● Contribute to dialogue among civilizations and to a

culture of peace through philosophy, the human sciences,
good governance, the promotion of human rights and
the fight against racism.

● In the field of ethics of science and technology, UNESCO

focuses on emerging ethical challenges: nano-
technologies, converging technologies, biometrics and
biosecurity.
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The Universal Declaration on Bioethics and In the field of

Human Rights is the latest standard-setting
instrument on bioethics. Adopted by UNESCO’s ethics, science and
General Conference in 2005, it follows the Universal
technology, UNESCO
Declaration on the Human Genome and Human
Rights, developed by UNESCO’s International focuses on emerging
Bioethics Committee and adopted in 1997. This
Declaration serves as a legal reference and a basis
ethical challenges:
for reflection on such critical issues as human nanotechnologies,
cloning. The International Declaration on Human
Genetic Data, added in 2003, sets out the ethical converging
principles that should govern the collection,
technologies,
processing, storage and use of data (extracted from
biological samples: blood, tissue, saliva, sperm, etc.) biometrics and
that are playing an increasingly important role in
our lives. biosecurity.
20 [Link]/shs

UNESCO tackles Created in 1998 to meet the growing challenge GEOBS is a system of databases, freely accessible
presented by scientific and technological online in the six official languages of UNESCO with
interlinked issues advances, the World Commission on the Ethics worldwide coverage in bioethics and other areas of
of Scientific Knowledge and Technology applied ethics in science and technology. It helps
such as gender,
brings together leading intellectuals and scientists. identify experts in ethics, ethics committees, ethics
youth empower- After developing ethical guidelines for fresh water, institutes and centres, ethics teaching programs,
energy, the information society, outer space and legislation in the area of bioethics, codes of
ment, migration nanotechnologies, COMEST is currently focusing conduct for scientists and resources in ethics
and urbanization. on two main areas: environmental ethics, with
particular reference to the social and human UNESCO puts social and human sciences at the
implications of global climate change, and science service of peace and development providing
ethics, with particular reference to the status policy-oriented data on emerging social and ethical
of scientific researchers and the regulation of global challenges. The compounded impact of the
scientific conduct. globalization processes induces a complex dynamic
of transformations involving all social actors.
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Through its Management of Social In cooperation with public authorities, sport

Transformations programme (MOST), UNESCO federations and the private sector, UNESCO
tackles interlinked issues such as gender, youth promotes research on the social, economic,
empowerment, migration and urbanization. educational and cultural dimensions of sport with a
view to contributing to governmental policies and
UNESCO encourages the teaching of philosophy, efforts to make sport a tool for development and
which stimulates critical and independent thought, peace. The International Convention Against
develops understanding of the world and fosters Doping in Sport was adopted unanimously at
tolerance and peace. In 2005, the Organization UNESCO’s General Conference in October 2005 to
established World Philosophy Day. As an harmonize anti-doping efforts worldwide.
intellectual forum, UNESCO promotes international
philosophical dialogues on contemporary issues Through the Coalition of Cities against Racism,
relating to the promotion of a more equitable UNESCO strives to make human rights and the
world. struggle against discrimination and intolerance
essential components of research and policy-making.
22 [Link]/culture

Culture
UNESCO is in the vanguard of
international efforts to safeguard
tangible and intangible heritage.

●
Promote cultural diversity by
safeguarding heritage in its various
dimensions and enhancing cultural expressions.

● Promote social cohesion by fostering pluralism,

intercultural dialogue, and a culture of peace, as well
as securing the central role of culture in sustainable
development.

● UNESCO works to preserve humanity’s irreplaceable

riches: its diversity and shared heritage .

● A set of conventions has been established to ensure

the protection and safeguarding of humanity’s shared
heritage in both its tangible and intangible forms.
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The Convention Concerning the

Protection of the World Cultural and
Natural Heritage, adopted in 1972,
led to the establishment of the World
Heritage List, which as of April 2010
includes 890 outstanding cultural and
natural sites. The World Heritage Centre
is the permanent secretariat of this
convention.

The Convention for the Safeguarding

of the Intangible Cultural Heritage,
adopted in 2003, creates an international
platform to safeguard intangible cultural
heritage, ensure mutual respect for
the living heritage of communities
worldwide, and raise awareness of its
importance.

The Convention on the Protection of

the Underwater Cultural Heritage,
adopted in 2001, entered into force in
January 2009. It ensures protection for
submerged cultural property against
looting and destruction.

The 2005 Convention on the specific nature of cultural goods and

Protection and Promotion of the services as vehicles of identity, values and
Diversity of Cultural Expressions meaning, and strengthens international
reaffirms the right of States to draw cooperation to favour the cultural
up cultural policies, recognizes the expressions of all countries.
24 [Link]/culture

The 1954 Convention for the

Protection of Cultural Property in
the Event of Armed Conflict, and its
Second Protocol of 1999, help rebuild
broken communities, re-establish their
identities, and link their past with their
present and future.

Since 1970, the Convention on the

Means of Prohibiting and Preventing
the Illicit Import, Export and Transfer
of Ownership of Cultural Property has
provided a solid international platform
for combating illicit trafficking in cultural
property. It encourages heritage policies
that uphold respect for cultural diversity.

Under the umbrella of the Convention on the

Protection and Promotion of the Diversity of
Cultural Expressions, UNESCO has created the
Global Alliance for Cultural Diversity, which
supports local cultural industries, including
crafts, music, publishing and film in developing
countries, through public-private and North-South
partnerships.

UNESCO maintains longstanding programmes that

foster links between peoples, such as the Slave
Route project, the Atlas of the World’s Languages
in Danger, and the History of Humanity book series
devoted to Africa, Latin America, the Caribbean
and Central Asia.
 25

Other key UNESCO legal instruments for culture:

1950: Agreement on the Importation of Educational,

Scientific and Cultural Materials (Florence Agreement)
with its Protocol (Nairobi) to improve the circulation of
knowledge.

1952: Universal Copyright Convention, revised in 1971,

protects intellectual property – from scientific and literary
texts to film and sculpture – with the familiar ©.

1980: Recommendation concerning the Status of the

Artist recognizes the special labour conditions of artists and
their unique role in society.
26 [Link]/webworld

Communication
and information
Communication, information and knowledge are driving
forces of sustainable development. UNESCO believes
they must also become the basic tools for disadvantaged
people to improve their own lives. To build inclusive
knowledge societies, the Organization focuses on the
human dimensions of the digital divide – cultural and linguistic diversity of
contents, access and empowerment of civil society.

● Promoting freedom of expression and information.

● Building capacities in order to ensure universal access to information

and knowledge.
 27

A key part of UNESCO’s strategy consists of

promoting access to information and knowledge,
notably by creating ICT training opportunities,
with special focus on women and young people;
developing and distributing free software; and
collaborating with private software companies for
the benefit of all.

In the developing world, UNESCO’s Community

Multimedia Centres promote community
empowerment and open a gateway to active
membership in the global knowledge society. CMCs
combine low-cost, easy-to-operate community
radio with public access to the Internet and related
technologies. They inform, educate and entertain, but
also give a strong public voice to the voiceless and
encourage greater accountability in public affairs.

UNESCO promotes freedom of expression

and press freedom as basic human rights. By
providing policy advice and developing networks,
it encourages governments to develop standards
and legislative instruments to defend this
principle. UNESCO also provides direct support
to independent and pluralistic media, especially
in countries in transition and in conflict and post-
conflict areas. In Afghanistan, for example, UNESCO
helped re-launch the independent Kabul Weekly
and the national news agency. It has also been
working with the government and local media to
develop new legislation mindful of press freedom
and supportive of public service broadcasting.
28 [Link]/webworld

UNESCO serves as a watchdog for press Through the Information

freedom by publicly denouncing serious abuses, for All Programme,
including the assassination and detention of UNESCO fosters debate
media professionals. It works to protect threatened on the political, ethical
individuals through diplomatic channels. In and societal challenges
addition, the annual UNESCO World Press Freedom of the emerging global
Prize is awarded to individuals and organizations knowledge society and
defending freedom of expression at great risk. develops guidelines
and projects to promote
The International Programme for the equitable access to
Development of Communication works to information.
improve the resources of independent and
pluralistic media in developing countries and those UNESCO helps libraries and
in transition. The IPDC helps to fund projects from archives make the transition to the
training courses to the modernization of news digital age, for example, by digitizing
agencies and broadcasting organizations. parchments of the Lithuanian Academy
of Sciences or extraordinary Arab and Islamic
UNESCO promotes linguistic diversity on the scientific manuscripts.
Internet. In 2009, it signed an agreement with
ICANN (Internet Corporation for Assigned Names In 2007, UNESCO and the United States Library of
and Numbers), the body that assigns online Congress joined forces to develop a World Digital
addresses to Internet users, to help put into Library that digitizes rare and unique documents
operation Internationalized Domain Names. in libraries and cultural institutions all over the
 29

world and makes them collection of Chinese

available online without traditional music; Fritz
charge. The documents Lang’s ‘Metropolis’
include manuscripts, and Ludwig van
maps, books, sheet Beethoven’s Ninth
music, recordings, films, Symphony; Mexican
prints and photographs. codices, the only
existing original sources of pre-Hispanic culture;
UNESCO played a key and works from the Ethiopian National Archives
role in the creation of the and Library organizations.
Bibliotheca Alexandrina the
largest library in the Middle UNESCO has been a key participant in the
East and Africa, inspired by the World Summit on the Information Society,
legendary institution founded over promoting the concept of ‘knowledge societies’
2000 years ago by Ptolemy I. and its four principles: freedom of expression,
universal access to information and knowledge,
Through UNESCO’s Memory of the equal access to education and cultural diversity.
World Programme, an international advisory
committee maintains a registry to protect and In addition to projects furthering the WSIS
digitize documentary heritage of universal value. Plan of Action, UNESCO organizes events to
Treasures highlight development opportunities offered
include the oldest version of the Koran, known as by ICT in education, the sciences, culture and
the Mushaf of Othman; the most comprehensive communication.
 31

How does it work?

The General Conference is UNESCO’s primary decision-making body, comprising
representatives of all Member States. It meets every 2 years to determine the policies
and main lines of work of the Organization. Following the principle of 1 vote per
country, it approves UNESCO’s biennial programme and budget. Every 4 years, it
appoints the Director-General of UNESCO based on the recommendation of the
Executive Board. [Link]/en/general-conference

The Executive Board, composed of 58 Member States, is responsible for the

execution of the programme adopted by the General Conference. It meets twice a year
to examine the Organization’s programme and budget.
[Link]/new/en/executive-board

J UNESCO Headquarters
in Paris and the flags
of the 35th General
Conference.

I Opening of the 184th

session of the Executive
Board.
L UNESCO Headquarters The Secretariat consists of the Director-General and staff. The Director- General
in Paris – The Garden
of Peace (or Japanese is the executive head of the Organization. She formulates proposals for appropriate
Garden) in Spring. action by the General Conference and Executive Board and prepares a draft biennial
Donated by the
Government of Japan,
programme and budget. The staff implements the approved programme.
this Garden was designed
by American-Japanese
sculptor artist Isamu UNESCO numbers more than 2,000 staff members from 170 countries. Under the
Noguchi in 1958 and current decentralization policy, 870 staff members work in UNESCO’s 65 field offices
installed by Japanese
gardener Toemon Sano.
and institutes around the world.

How is it financed? UNESCO’s regular two-year budget is financed by Member

States through assessed contributions. The regular budget for 2010 and 2011 is
US$ 653 million. UNESCO also benefits from substantial extra-budgetary funding to
strengthen its programmes, especially in the field, and to increase its outreach activities.
 33

The UNESCO Institute for Statistics (Montreal) was established in

July 1999 to meet the growing needs of UNESCO Member States
and the international community for a wide range of policy-
relevant and reliable statistics in the fields of education, science and
technology, culture and communication. It is the official data source
for the education-related targets of the Millennium Development
Goals and Education for All. Its data are featured in many leading
international reports such as the EFA Global Monitoring Report,
the World Development Indicators and the Human Development
K Walking Man, by
Indicators. The UIS also provides training and technical assistance Alberto Giacometti
(Switzerland, 1901-
to national statisticians to improve data quality and to develop
1966). Work of the artist
new methodologies and indicators that better reflect emerging and surrealist sculptor
known for his thin and
policy issues. In short, the UIS seeks to provide the ‘data to make a rigid statues that seem
difference’. to be in movement. The
sculpture stands 1.83 m
[Link] tall and signifies the will to
discover the world.

UNESCO is part of the the UN system and works closely with a wide
range of regional and national organizations. Some 350 non-governmental
organizations (NGOs) maintain official relations with UNESCO and hundreds
more work with the Organization on specific projects.

UNESCO’s National Commissions constitute a unique network within

the UN system. The Commissions in 196 Member and Associate States
form a vital link between civil society and the Organization. They provide
valuable insight for the Organization’s programmes and help implement
many initiatives including training programmes, studies, public awareness
campaigns and media outreach. The Commissions also develop partnerships
with the private sector, which can provide valuable technical expertise and
financial resources. [Link]/en/national-commissions
34 [Link]

UNESCO Prizes UNESCO awards 23 international prizes in its fields of competence, I UNESCO Headquarters
in Paris – Fontenoy
such as the Félix Houphouët-Boigny Peace Prize, the L’Oréal – UNESCO Prize for Building, Room I – Some
Women in Science and several international literacy awards. Permanent Delegates
attend the 35th General
[Link]/en/prizes Conference of UNESCO.

Get involved…
● Join one of the 3,500 UNESCO Clubs, Centres and Associations in some 100
countries: [Link]/en/clubs

● Contact one of the Associated Schools: [Link]/education/asp

● UNESCO accepts a limited number of national officials, researchers and

university students as interns to work in the Organization’s fields of interest
for one to three months. Several fellowships and student grants are also
available.
[Link]/new/en/unesco/join-us

Since 1946, UNESCO has been led by:

Julian Huxley, United Kingdom (1946–1948)
Jaime Torres Bodet, Mexico (1948–1952)
John W. Taylor, United States (1952–1953)
Luther Evans, United States (1953–1958)
Vittorino Veronese, Italy (1958–1961)
René Maheu, France (1961–1974)
Amadou-Mahtar M’Bow, Senegal (1974–1987)
Federico Mayor, Spain (1987–1999)
Koïchiro Matsuura, Japan (1999-2009)
J Irina Bokova, Bulgaria (2009– )
35
36 [Link]

Milestones
War, the Convention served to extend
copyright protection to numerous states
1960-1970
1960: Launch of the Nubia Campaign in
not then party to the Berne Convention
Egypt to move the Great Temple of Abu
for the Protection of Literary and Artistic
Simbel to keep it from being swamped by
Works (1886).
the Nile after construction of the Aswan
Dam (photo below). During the 20-year
1956: The Republic of South Africa
campaign, 22 monuments and architectural
withdraws from UNESCO claiming that
complexes are relocated. This is the first and
some of the Organization’s publications
largest in a series of campaigns including
amount to ‘interference’ in the country’s
Moenjodaro (Pakistan), Fez (Morocco),
‘racial problems’. The state rejoins the
Kathmandu (Nepal), Borobudur (Indonesia)
Organization in 1994 under the leadership
and the Acropolis (Greece).
of Nelson Mandela.
1940-1950 1968: UNESCO organizes the first
16 November 1945: 1958: Inauguration of UNESCO’s
intergovernmental conference aimed
Representatives of 37 countries meet in permanent Headquarters in Paris
at reconciling the environment and
London to sign UNESCO’s Constitution designed by Marcel Breuer (United
development, now known as ‘sustainable
which comes into force on 4 November States), Pier- Luigi Nervi (Italy) and Bernard
development’. This leads to the creation
1946 after ratification by 20 signatories Zehrfuss (France).
of UNESCO’s Man and the Biosphere
(photo above).
programme.

1948: UNESCO recommends that

Member States make free primary
education compulsory and universal.

1950-1960
1952: An intergovernmental conference
convened by UNESCO adopts the
Universal Copyright Convention. In the
decades following the Second World
 37

1970-1980 1990-2000 21st century

2001: The General Conference adopts the
1972: The Convention concerning the 1990: The World Conference on
UNESCO Universal Declaration on Cultural
Protection of the World Cultural and Education for All, in Jomtien (Thailand)
Diversity.
Natural Heritage is adopted. The World launches a global movement to provide
Heritage Committee is established in basic education for all children, youths
2003: The United States returns to
1976 and the first sites are inscribed on and adults. Ten years later in Dakar
UNESCO, which it left in 1984. The General
the World Heritage List in 1978. (Senegal), the World Education Forum
Conference adopts the Convention for
commits governments to achieving basic
the Safeguarding of Intangible Cultural
1974: Pope Paul VI awards the John XXIII education for all by 2015.
Heritage.
Peace Prize to UNESCO.
1992: Creation of the Memory of
2005: UNESCO and its Intergovernmental
1975: The United Nations University is the World Programme to protect
Oceanographic Commission develop and
established in Tokyo under the auspices irreplaceable library and archive
launch an interim tsunami early warning
of the UN and UNESCO. collections. It now also includes sound,
system in the Indian Ocean.
film and television archives. 1997: The
1978: UNESCO adopts the Declaration United Kingdom returns to UNESCO,
2008: The 1,700-year-old Aksum Obelisk,
on Race and Racial Prejudice. Subsequent which it left in 1985.
transported to Rome by Mussolini’s
reports on the issue by the Director-
troops in 1937, is reinstalled in its original
General serve to discredit and dismiss the 1998: The Universal Declaration on the
setting in northern Ethiopia.
pseudo-scientific foundations of racism. Human Genome and Human Rights,
developed and adopted by UNESCO in
2009: The General Conference elects
1980: The first two volumes of UNESCO’s 1997, is endorsed by the UN.
Irina Bokova (Bulgaria) as UNESCO’s tenth
General History of Africa are published.
Director-General. She is the first woman
Similar series focus on other regions,
and the first Eastern European to head
notably Central Asia and the Caribbean.
the Organization since its creation.
38

CREDITS:

Photography
© UNESCO:
Michel Ravassard
Esther Mooren
Darryl Evans
Division of Public
Niamh Burke
Patrick Lagès
Björn Otte
Nenadovic
Zhanat Kulenov
Sake Rijpkema
Page 33: ‘Walking Man’ by
A. Giacometti
Information
A. Janquières © Succession Giacometti /
Dominique Roger ADAGP, Paris, (2009)
Sergio Santimano © UNHCR/A. Kirchhof
Mukunda Bogati © Micheline Pelletier
Georges Malempré © Fraser Coast South Burnett
Daniça Bijeljac Tourism The Division of Public Information within the Sector for External
Wu Zhijian © UN/Marco Dormino
Elsja Lewin © UN Photo/Sophie Paris Relations and Public Information (DPI) provides the media
Wenqin Zhang © Yanbian Culture and Art
D. Riffet Research Centre, China
worldwide with information on the Organization’s actions
G.M.R. Akash © Shaanxi Art Research
and priorities, including film footage, photographs and sound
Roni Amelan Institute, China
M. Becka © Ministry of Culture, Croatia recordings of UNESCO events and activities. It also organizes
Ariane Bailey Ministere de la Culture du
J. Curo Gardiner Mali press conferences and produces films and television shows.
Esther Mooren © IGNCA Ministry of Culture,
Gary Masters India
CSI/LINKS, Bangkok © Sendai City Board of DPI schedules, manages and promotes major UNESCO events
Shoa/Valparaiso, Chile Education, Japan
Francisco Gattoni © Cultural Heritage including concerts, exhibitions and shows and promotes
Fernando Brugman Administration, Rep of
Guido Villani Korea interactive communication through the UNESCO web portal.
Olav A. Saltbones © Ministry of Culture and
Justin Mott Tourism, Turkey
Its publishing house yearly produces and distributes over 100
Katy Anis © Batik Museum Institute,
titles worldwide in English, French and Spanish on a variety of
Abdelhak Senna Indonesia
Marc Hofer © Tunde Minorics subjects reflecting the Organization’s expertise.
Vladimir Gudac © [Link]
Arvind Mudgil © [Link]
P. Waeles © [Link]
Alison Clayson
B. Bisson
Felipe Alcoceba Design and layout:
David Stehl Baseline Arts Ltd, Oxford
Alexis N. Vorentzoff
R. Taurines To find out more, please contact:
D. Roger
G. Malempré
Printed by UNESCO Division of Public Information
B. Bisson The printer is certified Sector for External Relations and Public Information
A. Bailey Imprim’Vert®, the French
UNESCO . 7 place de Fontenoy . 75352 Paris 07SP . France
Guido Villani printing industry’s
Gary Masters environmental initiative. [Link]/en/about . info@[Link]

ERI/2010/WS/2
 39

[Link]/publishing
“Since wars begin in the minds of men, it is in the minds of men that
the defences of peace must be constructed.” UNESCO Constitution

[Link]
 United Nations
Educational, Scientic and
Cultural Organization

W AY S
UNESCO
BENEFITS
COUNTRIES
ALL OVER
THE WORLD
 CREDITS
Photography
© UNESCO
G.M.B Akash
N. Axelrod
S. Boukhari
I. Dobromirov
European Athletic Association
B. Glowczewski
G. Malempré
Nenadovic
J.O’Sullivan
B. Otte
B. Petit
M. Ravassard
Published in December 2010 F. Tack
by the Sector for External Relations and Public Information [Link]

of the United Nations Educational Scientific and © ASPnet/[Link]

Cultural Organization (UNESCO). © Berchtesgarden Land BR
© Flickr/Wiki Commons
© J. Hardy/Zen Shui/Corbis
7, place de Fontenoy, 75352 Paris 07SP, France © L’Oréal
© Ministerio de Cultura Ciudad de Buenos Aires
© Ministery of Culture and Fine Arts of Cambodia
© UNESCO 2010 © Ministery of Information and Culture of Laos
© NOAA/Commander E. B. Christman, NOAA Corps
All rights reserved © Simon Aurel Schwarz
© Thundafunda
© UN/M. Perret
Printed by UNESCO © UNAIDS/G. Pirozzi
The printer is certified Imprim’Vert®, the French © UNEP
© UN Photo/E. Debebe
printing industry’s environmental initiative. © F. Wahidy/AINA photo
ERI-2010/WS/3
 Foreword
United Nations
Educational, Scientic and
Cultural Organization

UNESCO proudly turns 65 this year. I see this as an opportunity to pause for a moment to consider
where we stand. The world has changed beyond recognition since the UNESCO Constitution was adopted in
London in 1945. The family of states has grown, even as new actors have risen to prominence on the international
stage. Current challenges are complex and transnational. New times raise hard questions. Are we delivering on
a mandate that continues to be relevant and that responds effectively to a world marked by global crises? Are we
making the most of the extraordinary opportunities that are also among the dening features of today’s world, such
as new information and communication technologies?
Like many other international organisations also mandated to address the most pressing needs of
humanity and of our planet, UNESCO has constantly to reconcile different objectives. We must respond to the
demands of new situations, while remaining true to our long-term commitments. We must maintain a sharp focus
on a few well-dened priorities, without neglecting any area of our broad mandate.
There is one question that underlies all of the others. How does UNESCO make a difference?
This anniversary brochure answers this question. Under eight headings that reect the most important
areas of our work, we have listed here sixty ve ways by which UNESCO makes a difference – today and every
day, in countries all over the world. The result, I hope readers will nd, provides insight to the unique and far-
reaching impact of our organisation.
UNESCO does not work alone in these sixty ve areas. We collaborate with a family of partners, including
stakeholders and organizations across the globe, with the private and the public sectors. It is a pleasure for me to
take this opportunity to thank all those, all over the world, who work with UNESCO. This brochure celebrates your
efforts and our shared achievements.

Irina Bokova,
Director-General of UNESCO
W AY S
UNESCO
BENEFITS
COUNTRIES
ALL OVER
THE WORLD

in alphabetical or der
1 Associated Schools Project p. 21 22 Education for All Global Monitoring 46 Management of Social
Report p. 8 Transformations p. 8
2 Biosphere Reserves p. 7
23 Education for Sustainable 47 Media in Emergency Settings p. 18
3 Cities against Racism p. 11 Development p. 6
48 Media Standards p. 15
4 Cities for Sustainable Development 24 Education in Emergency Settings p. 19
and Dialogue p. 12 49 National Commissions
25 Encyclopedia of Life Support for UNESCO p. 20
5 Combating Illicit Art Trafcking p. 4 Systems p. 9
50 Natural Disaster Reduction p. 19
6 Community Learning Centres p. 12 26 Endangered Languages p. 5
51 Network of Young TV Producers
7 Community Multimedia Centres p. 13 27 Fellowships p. 17 on HIV and AIDS p. 13
8 Convention against Discrimination in 28 Female Education Planners p. 17
52 Portal on Higher Education
Education p. 14
Institutions p. 8
29 Freedom of Information p. 11
9 Convention concerning the Protection of 53
the World Cultural and Natural Heritage Sandwatch p. 6
30 Freshwater p. 6
(1972) p. 14
31 Gender Equality in Textbooks p. 17 54 Teacher Training Initiative
10 Convention for the Safeguarding of the for Sub-Saharan Africa p. 9
Intangible Cultural Heritage (2003) p. 14 32 Gender Equality in the Media p. 16
55 Tsunami Early Warning Systems p. 6
11 Convention on the Means of Prohibiting 33 General and Regional Histories p. 13
and Preventing the Illicit Import, 56 UNESCO Chairs and UNITWIN
Export and Transfer of Ownership of 34 Geoparks p. 6 Networks p. 8
Cultural Property (1970) p. 14
35 Global Alliance for Cultural Diversity p. 12 57 UNESCO Clubs p. 21
12 Convention on the Protection of the
Underwater Cultural Heritage (2001) p. 14 36 Global Ethics Observatory p. 8 58 UNESCO/Bilbao Prize for the Promotion
of a Culture of Human Rights p. 10
13 Convention on the Protection and 37 Global Ocean Observing System p. 7
Promotion of the Diversity of Cultural 59 UNESCO-L’Oréal For Women in
Expressions (2005) p. 14 38 Hague Convention for the Protection of Science Award p. 16
Cultural Property in the Event of Armed
14 Creative Cities Network p. 12 Conict (1954) p. 14 60 Universal Declaration on Bioethics and
Human Rights p. 10
15 Cultural Development Indicators p. 9 39 Index Translationum p. 5
61 Universal Declaration on Cultural
16 Cultural Heritage in Emergency 40 Indigenous Knowledge p. 18
Diversity (2001) p. 14
Situations p. 19
41 Intangible Heritage p. 5
62 World Digital Library p. 5
17 Database of National Cultural Heritage
Laws p. 9 42 Intercultural Dialogue p. 12
63 World Heritage p. 4
18 Declarations on Bioethics p. 15 43 International Convention against
64 World Press Freedom p. 11
Doping in Sport p. 15
19 Digital Inclusion p. 18
44 International Geosciences 65 World Water Development Report p. 9
20 Documentary Heritage p. 4 Programme p. 7

21 E-9 Initiative p. 18 45 Literacy Initiative for Empowerment p. 16

 20
Documentary Heritage
The Memory of the World
programme plays a lead role
in protecting
p t the memory
emory off
humanity by providing access to
and encouraging the preservation
serva
ervation 5
of price
priceless heritage in the
hee form
m
Combating Illicit
licit Ar
A
Art
of audio,
dio, visual and anecdotal Trafcking
memoryy from
f all over
o the world. The ght against
Its
s register currently comprises illicit trafcking of
193 items in 84 countries.
1 cultural property
involves collaboration
with museums,
intergovernmental
organizations,
non-governmental
organizations, s, and law-
enforcement bodies bodi
including police ce forces,
forceses
customs services cess and
INTERPOL. The he main
framework for o cooperation
coo
c op pe n
iss th
tthe
e 1970 Convention
nvv
and theth Intergovernmental
ove
ve
Committee
ommi mt for Promoting
Prr
the R Return of Cultural
Culltu
C tura
u
Property to its C
Pro
P Countries
ou un
u
untr
ntr
t of
Origin or itsts Restitution
R
Resttitutio in
case
c
casase of Illicitt Appropriation.
A priiat
p

63
World Heritage
Currently, 911 natural
atur and
cultural propertiess of outstanding
tandin
universal value in 151 countries
untrie
are inscribed on the World
Heritage List. International
cooperation to protect heritage
cooperatio
encourages community-based
policies and conservation
practices that foster local
development while preserving
p
sites. The List of World
W AY S Heritage in Danger provides
UNESCO special attention to 34 sites in
BENEFITS 27 countries.
COUNTRIES
ALL OVER
THE WORLD 4
 SAFEGUARDING AND SHARING OUR CULTURE
26
Endangered
ange
er d Languages
Langua
nguages
62 The Atl
Atlas
tlas of ttheeWWorld’s Langu
Languages in Danger
The World monitors
monitot rs some e 2,500
2
2,500 endangered d languages
langu and
Digital
D igital Librar
Library has
h as becom
become
e oome
m the th
he foremost
e ost refe
reference
ereence in this eld.
Thee Atlas is available in print
p
prin
riin (2010
010 edition) and
Launched
hed in cooperation
cooperat
via an interactive e online
n ne version.
versios on UNESCO’s
UNE
UNESCO’s
SC effort
e
with the Lib
Library of
to safeguard humanity’s
umanity’s linguistict diversityy links
nk
Congress of the United
communities, experts perts and governments
ve
e and
an
States, the World
pro
proovides them with state-of-the
o e-of-the art services, tools,
Digital
al Library
b a y ha
h
has
as o
over
ver
ve
and
a nd
nd policy advice.
100 partner institutions Atlas
and offers publications of the World’s
Languages
from libraries and archives in
Danger
around the world. It can be
freely accessed in Arabic,
Chinese, English, French,
Portuguese, Russian and Editor-in-chief: Christopher Moseley

Spanish and prprovides

r
content in over
40 languages.

41
Intangible Heritage
39 Raising awareness of their
Index Translationum
value helps to safeguard
Thiss unique international oral traditions, performing
bibliography
i of translations arts, social practices, rituals,
alss,
lists some
o four million festive events, traditional craft
works in a wide range of skills and other expressions
disciplines,
d e translated d in
in handed down over generations.
over 1,000 languages. Currently, 213 practices and
First begun
egu in n 1932,
193
19
9 2 this
t expressions of living heritage in
remarkable
em referencece over 80 countries are inscribed
tool has been developed
oped on the Representative List of
through ongoingi the Intangible Cultural Heritage
international cooperation
p of Humanity.
n The Urgent
with 100 UNESCO Safeguarding List comprises
Member States. The online 16 elements in nine countries.
version provides national
and international data
and statistics on works
published since 1979.

W AY S
UNESCO
S
SC
BENEFITS
COUNTRIES
ALL OVER
5 THE WORLD
 Freshwater 30
The Institute for Water Education in
Delft in the Netherlands, the largest
international postgraduate water education
institute
instit utte in the world, has
as trained
t around
14,00000 professionals from 162, mostly
developing, countries.
ries. The International
Internat al
Hydrological Programm
Programme facilitates and
fosters
ters a actions worldwide for the sound
management of surface and groundwater.
manage n

34
Geoparks 55
Tsunami Early Warning Systems
The Global Network of National Geoparks ks
currently counts 77 Geoparks in These warning systems in the Pacic and
24 countries. Sites are selected for their Indian Oceans, the Caribbean, the North-
outstanding geological interest. Joining the e East Atlantic and the Mediterranean have
Geopark network helps national and local already greatly improved tsunami risk
a
authorities support sustainable local economic
econo
onomic c assessment and
a alerts. These systems will
development,
ment,
en mainly
m through tourism.
tourism
to The continue to be reinforced
orced
d and an ongoing
sites also provide e signicant educ
educational global coordination effort involving
in national
valuee in illustrating
ng and
n a explaining
explaining the history
toryy of governments, other UN agencies and
the Earth and its ts natural
ts ttu
ural
u a resources.
resourc
r NGOs is helping communities at risk to be
better prepared for tsunamis.

23
E c t
Education fforr
Sustainable
Development
en n
Over 855 ccountries have
established nationala Education
for Sustainable Development
op
53 coordination bodies to integrate
Sandwatch
andwatch
ch the principles, values, and
practices of sustainable
Sandwatch, started ed in the
h Caribbean
Ca in 1999, is a
development into all aspects
volunteer network of schools
schoo
c o working together to monitor
moonit
o
of education and learning.
and enhance local beach ch environments.
e It is just one
on
The International Network of
initiative to assist small island developing states
ates
te in their
Teacher Education Institutions
efforts to address their specic sustainable developmentt
brings together 75 institutions
W AY S challenges, such as climate change, environmental e
from 60 countries to offer
UNESCO conservation, the education of youth, cultural preservation
teacher-training and exchange
BENEFITS and information and knowledge management.
of best practice in sustainable
COUNTRIES development education.
ALL OVER
THE WORLD 6
 SAFEGUARDING OUR PLANET
44
The
Th
he
he IInte
International
ernational
na io
onal Geos
Geo
Geosciences
o ces Program
Programme
Around
round
nd 400
40
000 international
internatio
rnational cooperation projects on sub-surface
sub-su
ub
u b Earth
processes
r esses and the Earth’
Earth’s
E geology
ology
olo
lo
og have contributed
co d to the
t knowledge
of mineral and
nd groundwater
groundw
ndwat
d resources and to geological
gical
i factors
inuencing human health h and
a d safety.
a ety
ty Thee programme iss also improving
im
m
our understanding
tanding of the evolution of biodiversity
biodive and climate change
processes essential
sential to understanding
de
e today’ss global
gl environmental
challenges.

2
Biosphere Reserves
er
The global network off 564 4 biosphere
reserves covers
v 109
9 countries. Sites that
are representative
t t e of
o major ecosystems
are designated d by
b UNESCO Member
States, through
ug the Man and the Biosphere
programme,, as a biosphere reserves in order
to support initiatives
it a to improve the ways
humans interact
er ct with nature in a given
environment. t.. The
T network helps to increase
knowledge of ecosystems
co and biodiversity and
also exchange best est practice on ways to foster
sustainable development.

37
Global Ocean
n
Observing
e Sy
System
This permanent nt global system monitors
monit in real
time the
he state of the oceans, inclu
including sea level,
sea temperature,
ture, and living resources.
re It provides
essential information
ormation enabling
enabl
a climate services
worldwide too help forecast
forec future sea conditions
and regional
al climatic projections such as drought
al
and El Niño.
o

W AY S
UNESCO
BENEFITS
COUNTRIES
ALL OVER
7 THE WORLD
 22
Education for All Global Monitoring Report
The annual EFA Global Monitoring Report remains the leading international al reference for all partners
partn
working to achieve the goalss of EducationEd for All, to which
hich over 160 countries committed themselves in
2000.
000. The The report
re
ep t tracks
ac progress
pro
p rog
g
gress
ss world-wide,
w identi
enti
ntties effective policy reforms and best practice, draws
draw
aws
attention
at
att
a tttent
tttent
en
ntion
iio
on to
o emerg
emerging
eme
em errg
erg
rgin
ing
ng
n g challenges
ch
chal engges and seeks
seek to promote international
ational cooperation in favour of Education
Educatio
atti n
ffor
orr AAlll.
l.

36
Global
ba Ethics
bal
Observatory
y
The world’s onlyy global system s
of databases ess in bioethics
b and
other areas ass of applied ethics
in science ce
c e and technology
is freel
freely accessible online.
It provides
rovv an invaluable
source ce
e off reference,
r enabling
collaborative,
ollaborat
a ora ve e consultative,
c and
56 comparative
pa tive e use
u of o resources
UNESCO Chairs and UNITWIN o ethics activities around
on n the
Networks worrld.
l

Today, 675 university chairs and 68 UNITWIN 52

Networks in 127 countries provide multiple Portal on Higher
channels
n for international academic Education
cooperation,
o particularly North-South and
46
Man
anagement Institutions
North-South-South
S cooperation. They act
of Social Users
ers can access
as think-tanks and bridge builders between
Tran
nsformations onlinee information
research
e and
a d policy-making,
ak
a k and between
academia, civil society, The Man anagement of onnh
higher education
local communities
m iitt es
es and
d Social Tran
ransformations in
nstitutions recognized
the
e productive sector. o (MOST) Progr gramme or otherwise sanctioned
o
transfers relevvant social by the authorities
b h of 38
sciences rese earch participating countries.
ndings and data to Students, employers and
decision-makkers and other interested parties
other
er stakeh holders. can obtain accurate and
It promotess a culture up-to-date information
of evidencece-based on quality assurance and
policy-maki
akking – the status of institutions.
nationally,
y, regionally
y regiona
and internationally,
rn
rn
nationally and
focuses onon building
build
uild
W AY S efcient bridges
id
dges
d ges
e
es
UNESCO between research,
BENEFITS policy and practice.
COUNTRIES
ALL OVER
THE WORLD 8
 SHARING KNOWLEDGE
25 65
Encyc
Encyclopedia
nc
c of Life Support World
or Water
a r
S
Systems Develo
D evelopment
ve
e Report
The
T
Thh E
he Encyclopedia o of Life Support
po
The most authoritative view of
Systems
ems is an integrated d knowl
knowledge
the state of the world’s freshwater
online
n database dedicated
dedica to the health,
resources is provided by the World
maintenance
a t and future of life on planet
Water Development Report, published
Earth.
E a
arth. It focuses on all aspects of
every three years. UNESCO leads
sustainable development from ecological
sust
26 UN agencies in producing and
issues to human security. This Internet-
publishing this report. Each report
based archive is regularly updated, with
addresses specic issues that are of
contributionss from
f thousands
tho of scholars
critical importance and provides data
in over 100 countries, and
an edited by nearly
to support policy responses.
300
0 subject
ubjej experts.

17
Database of
National C
Cultural
Cultu
u
Heritage Lawss 15
Launched
unched
u c in 2005,
20 this Cultural
free
e and
a useruser-friendly
d Development
e t
online
ne
n e database
d contains
an Indicators
over 2,000
2,00 laws
a from
over
er 170
70
0 countri
c untries in Cultural statistics, data
42 [Link]
annguag ge
es t aims and
nd ind
indicators
a o s are
ar vital
to protect
ect cu
cultural
c t advocacy and
a d policy
po y
heritage by sharing
h tools.. Countries
u around
a nd d
knowledge and best the w world a
are supported
suppportt
practice in the ght in implement
implementing
m
against illicit trafcking standardized
ndardized
a data-
of cultural property andand collection metho thodology.
o
other threats to cult ltural This effort to devel velop
el
54 heritage. data, map out countr tries’
The Teacher Training cultural and creative
sectors and build
secto
s
Initiative for Sub-Saharan
indicators,
dicators,
i informs
Africa
public polices and
p
This initiative supports the region demonstrates
d tes how
h
in addressing teacher-related culture contributes
c ib
b to
challenges,
e in particular
i to d
development.
improve the quantity and quality of
the teaching force. It is currently W AY S
operating in 17 pilot countries, UNESCO
and is open to all 46 countries in
BENEFITS
sub-Saharan Africa.
COUNTRIES
ALL OVER
9 THE WORLD
 60
Universal Declaration
eclarattion on
o
Bioethics and Hum
Human R Rights
Some 190 countries have committed
themselves and the e internation
ntternational
e
community to respectspect and app apply
fundamental tal ethical
e principle
principles
p
related
att to medicine,
medicine, the lifel e science
sciences
and associatedated
e technologies.
t no o By
enshrining
enshr
e g bioethics
b tth h c in inte
international 58
human
m n rig
rights and by ensuring respect UNESCO/Bilbao Prize for the
ffor
or the
t life of human beings, the Promotion of a Culture of
Declaration
claration sets standards
a to protect Human Rights
people e everywhere.
wh
Awarded every two years, this prize
rewards exceptional and innovative
initiatives. The award helps to raise
awareness of the importance of
fostering
oster a culture of human rights
within
thin
h societies. This
Thi year’s winner,
Asma Jahangir,ngir, won the award
a for her
excellent record as a human
hum rights
defender,
ender, a renowned lawyer and
advocate of the Supreme Court o of
Pakistan, as Chairperson n of the Human
H
Rig
ights Commission of Pakistan
a and
an
n
founding member of the Women’s
fo W
Action Forum, as well as forf services to
the United Nations system.

W AY S
UNESCO
BENEFITS
COUNTRIES
ALL OVER
THE WORLD 10
 FIGHTING FOR HUMAN RIGHTS

64
World Press Freedom
reedo
do
om

29 World Press Freedom dom Day, celebrated on n May

M y3
Freedom
eedom of Inform
Information
n since 1997, promotes freedomdom
o of of expression
e as
a basic human right, and honours outstanding
Freedom om of information
n is currently
ently
commitment to press freedom with the UNESCO CO/
facilitated in over 40 countries,
facilit
Guillerm
illermo
erm Cano World Press Freedom Prize.
through support for the e enactment
Underlining
ing
ing
ng the contribution of freedom of
and implementation of freedom om off
expression n to
oddemocracy, UNESCO seeks to
information laws
l and policies. Activities
ensure the safety
ety
ety
ty o
of journalists. The killing of
include country-level technical
media professionalsals and other attacks against the
assistance, workshops, awareness-
press are publiclyy condemned by the Director-
raising and standard setting through
General.
the dissemination of comparative legal
surveys. This strengthening of freedom of
information contributes to empowerment,
transparency and accountability,
governance and development.
e

3
Cities against Racism
C
Sixx regional Coalitions of Cities against
S
Racism, Discrimination, Xenophobia and
Intolerance mobilize close to 5,000
, 0 cities
all over the world. This initiative helps
municipalities to develop and strengthen
policies for greater social inclusion. As
places where people from a great diversity
of backgrounds live and work together, cities
can play a major role in building inclusive
societies. By networking through these W AY S
coalitions, cities share best practice in
UNESCO
strategies to overcome racism, discrimination
BENEFITS
and intolerance.
COUNTRIES
ALL OVER
11 THE WORLD
 14
Creative Cities
Cit
ities Network
Netw
This
hiss international
nte partnership promote
promotes
prrom creativity
reat
e t as an
an essential
esse
s component
co of socio-economic
development.
eve It cultivates urban spaces as creative hubs,
b stimulating economic
m growth
through creative industries and contemporary approaches to urban regeneration. ation There
The are
currently over 25 Creative Cities in the elds of literature, lm, design, music, crafts, media
ia and
gastronomy.

4
Cities for Sustainable
Development and Dialogue
This programme addresses the 42
challenge of accommodating Intercultural Dialogue
modernization and transformation in
Intercultural dialogue, which
historic cities
tiess without compromising
encompasses
omp
mp interreligious
their identity
dentity andn that of local ca
a
dialogue, challenges established
communities,
mmunities, or their role as driversd v
opinions and provides a
of cultural creativity
att y and urban
a
lens through which a global
regeneration. TheT programme
p ra me
environment conducive to
provides
ovv technical
nii assistance
assista
a ss
mutual understanding can be
and advice on innovative
nnovative urbanb
created. In collaboration with a
governance approaches a es
aches es to
t local
loca and
wide range of partners, namely
national governments ntts
s withh a view
v to
the Alliance
c of Civilizations,
enhancing the quality of o the
th human
UNESCO O leads the conceptual
and urban environment.
debate
a and fosters
s awareness
arre
e
of the benets of dialogue.
g
Ongoing initiatives
n tiat ves
s and
and tools
include
de the Slave Route
R te Project,
6 the Summits
m ts of Heads off State
Stta
Community
m Learning Centres of South-East Europe, and the
Over 25 5 developing countries now Intercultural Vademecum.
have Community
ommunity Learning g Centres,
Ce
set up outside
utside the formal education
educa
duc
system and managed by local
people to provide lifelong learning 35
opportunities, especially for the Global
o
obal Alliance for Cultural Diversity
marginalized and the poor. These
centres support empowerment and Launched
n in 2002 to foster partnerships
social transformation and generate between private, public and civil society, this
grassroots-based interest and initiative seeks to strengthen local cultural
W AY S participation in literacy and continuing industries in developing countries. The Global
UNESCO education. Alliance has so far provided support to 50
project
p o partnerships in over 30 countries.
BENEFITS
COUNTRIES
ALL OVER
THE WORLD 12
 CREATIVITY, DIALOGUE AND THE COMMUNITY

33
General and
d Regional
Re Histories
i
T iss un
This unique collection
lection of 51
5 volumes has hasa
iinvolved some 1,600 00 eminent
e scholars
ho
h olars
o over the
last 50 years and presentsentts
t culturally
a relevant
ally
accounts of the historiesies
e of Africa, Central
ntr
Asia, Latin America, a, the
the Caribbean
Carib ean
a and IslamicIsl
culture from the perspective
ective
tiv of the populations
concerned. Innovative educational
du
u tools for
use in formal and non-formal
on-formal educationtio
o are re
e
being elaborated
a on
n the basis of
of the
e regional
r
histories, starting
tin with
ith
h the General
G History
H o oryy of
o
Africa, by mobilizing
o g scientic and political
t
stakeholders..

51
Network
w of Young
n
TV P
Producers on
HIV a
and
d AIDS
D
Thiss network
ne work has
haa
signicantly
sig tly increased
inc d
the
h numberber of quality
TV programmes
T amm on
7 HIV and AIDS in
Community
C o unity Multimedia Centres developing countries.
More than 300 young
Community
unity Multimedia
m Centres provide an TV producers from
innovative
tive combination
ti combin of community radio 50 countries belong
and walk-in
waalk-in
a k telecentre
tele facilities offering to this network, which
internet
ett access to local communities
e supports them in
in developing
ve
eloping countries.
e ttri
ries During the giving well-informed
last twooy years,
ye
ear
ars, a total of 57 community coverage of the
media/multimedia centre projects were complex and multi-
launched in Africa, Asia, the South Pacic, faceted problems W AY S
Latin America and the Caribbean. of HIV and AIDS. UNESCO
BENEFITS
COUNTRIES
ALL OVER
13 THE WORLD
 Culture Conventions and Declarations
These
esee in
international standard-setting
setting instruments
me
in tthe eld
ld of culture inform
orm national
natio policy design
and d reinforce
inforce the crucial
cr
c link
nk between culture
c and
development.
d evelop
eve pment.

38 Hague
38 e Conv
Convention
on
n for
f the Protection
Prote of
Culturral Property
Cultural Pro
P rty in the Event of
o Armed
d
Conict (1954)
9 4)

11 Convention on
n the Means of Prohibiting
Pro
ro
and Preventing
eventing the Illicit Import, Export
Expo and
Transfer of Ownership of Cultural ProProperty
o
(1970)

9 Convention concerning
ng the Protection
P e of
the World Cultural
ral and
and Natural Heritage
(1972), widely known
knoo as the ‘World Heritage
Convention’

12
2 Convention
C nv
v t on the Protection of the
o
Underwater
e Cultural
er C
Cuult Heritage (2001)

61 Universal
niver al Declaration
Declara
D la tioion on Cultural Diversity
(2001)
(2001
2 )

10 Convention
Conventio for the Safeguarding
g of the
Intangible
gible
b Cultural Heritage
t ge (2003)
(20
( 00

13 Convention on the Protection and Promotion

Pro
of the Diversityy of
o Cultural Expressions
(2005)
20

8
Convention
ntio against Discrimination
in Education
o
The right to education
ducation is at the heart off numerous
nu standard-setting
instruments – conventions, declarations,
declaratt recommendations, charters
and programmes
mmes of action. The mostmo important of these is the 1960
Convention
n e against Discrimination
Discriminatio in Education, ratied by 96 Member
States. UNESCO
ESCO monitors its implementation and that of all its
standard-setting
etting instruments
instrumen
u for education, in order to bring them into
broader use,
se,
see with support
sup of governments, international organizations,
decision-makers,
makers,
m a teachers,
te the intellectual community and all civil
society stakeholders.
ta
ta
akeholde

W AY S
UNESCO
BENEFITS
COUNTRIES
ALL OVER
THE WORLD 14
 PROMOTING INTERNATIONAL STANDARDS
43
International Convention
ion agains
against Doping in
n Sport
port
There are areas where governments
g
gover have to lead the ght against
doping
ing in sport. Ratiied by over 150 Member States,
State the Convention
provides
dess the legal framework for governments
governmen to take action. A fund
helps governments to implement preventative education programs, to
he
develop anti-doping
de t legislation and to build the anti-doping capacity of
least developed or low income countries. To date, 36 national projects
have received nancial assistance.

18
Declarations
Declar
a tions
o on Bioethics
I the e
In eld
l of the ethics
e of life, the Organization
establishes
sh
s h standards,
a d creates legal instruments,
advises
a dv
dv governments
g n and coordinates
d
intergovernmental organizations. It created the
Universal Declaration on
U n the Human Genome m
and Human Rights in 1997,
a 9 and the International
Declaration
De
D ec on Human Genetic Data in 2003. The
Universal
U
Unnv
niv Declaration
r on Bioethics and Humanma
Rights was adopted
Right
R a on
o 191 October
Oc
O c e 2005.
2

48
Media Standards
M
Media Development Indicators have been applied
by 12 countries in the past 18 months to identify
national media development gaps and to support
evidence-based solutions. Standards in journalism
education are set through the adaptation of the
Model Journalism Education Curricula by journalism
education institutions in 45 countries. Other initiatives
include media self-regulation tools and guidelines
for quality broadcasting practices, developed and
deployed in collaboration with regional broadcasting
associations.

W AY S
UNESCO
BENEFITS
COUNTRIES
ALL OVER
15 THE WORLD
 59 32
Gender
ender Equality
y in th
the
h Media
UNESCO-L’Oréal For Women
men
en in
i Sc
Science
Award Journalist training and other activities
encourage gender-balanced media
The pprestigious
r Foro Women
or W in Scie
Science
c Award content, gender-sensitive reporting and the
distinguishese outstanding
standing women e scientist
scientists
s and, by development of gender-sensitive media dia
highlighting
ig
ghting
h their achievements,
hievements,
i v n help
helps to promote development indicators. Guidelines ness on
the
e role ofo women
wo n in n scientic re
research. The gender equality in media organizationstions
Award, an annannua
annual distinction, goes to ve leading have been disseminated in collaboratiion on
internationa
tional women researchers, one for each with the International Federation of
region
on of the world. So far, 59 5 women have been Journalists. A global report on the status
atus
awarded
arded the Prize. Two Tww award d winners have gone of women in the news medimedia covering g
on to win Nobel e Prizeses – both
bot molecula
molecular
o cu a biologists, 60 countries hasas been prod
produced
p u in
n
Ada E.. Yonath
o was awarded ed the 2009
009 Nobel
N collaboration withh the Intern
International
n er
ernaational
on
n
Prize
ze for Chemistry for her work on the molecul
molecular Women's Media Fo Foundation.
o n.
structure
tructure of the ribosome, and Elizabeth Blackburn
Blackbb
was awarded the 2009 Nobel Prize in Physiology ogy
or Medicine for her work on cellular aging.

45
Literacy
it Initiative for
Em
Empowerment
Twwo thirdss of the
e planet’s illiterate
people are women and girls. The
p
Literacy Initiative for Empowerment
offers a global strategic framework
to focus in particular on adult
literacy and out-of-school children.
It is designed to accelerate literacy
e
in 35 countries that have a literacy
rate below 50% or a population of
more
o e than 10 million people who
cannot read nor write. 85% of the
world’s non-literate population
a
W AY S resides in these countries.
UNESCO
BENEFITS
COUNTRIES
ALL OVER
THE WORLD 16
 PROMOTING GENDER EQUALITY
31
Gender Equality in
Textbooks
Fellowships
ips
27
Textbooks not only help children
learn, but also transmit models The UNE
UNESCO
ESCO Fellowships
Fello
ellow ips
off social behaviors, norms and Programme,
Prog amme, through the e
values.
alues. Som
Some 150 0 practi
practitioners award of fellowships,
ellowships
e owsh s sstudy
tudy
have bebeen trainedd in six and travel grants, benets
countriess in Africa to p
produce hundreds of women across
gender-sensitive textbooks.
books.
o A all disciplines. In science,
guide, used widelyy in Africa,
Afri
Afric the L’Oréal-UNESCO
Asia
As
A a and
and the
th Arab States, helps International and National
countries analyse how gender Fellowships for young
Fe
stereotypes are constructed in women scientists directly
wo
textbooks, and offers tools to help hundreds of young
revise textbooks or use existing women scientists and also
texts more critically. serv
erve to encourage girls to
consi
nsider a scientic career.
The 15 5 ann
annual
n International
Fellowships
w ipss e encourage
internationalal coo
cooperation
c o
among young doctodoctorate
and post-doctorate
o
women scientists, while e
the National Fellowships
focus on national scientic
research priorities.

28
Female Education Planners
Training courses support and strengthen the
participation of women in decision-making
positions within ministries of education,
where the glass ceiling, stereotyping and
the difcult balance between work/home
duties still play against females. Since 2007,
1,036 female planners from 142 countries
have been trained in educational planning W AY S
and strategic management, decision making UNESCO
and leadership. BENEFITS
COUNTRIES
ALL OVER
17 THE WORLD
 19
Digital Inclusion
Efforts to bridge the digital divide
t k many
take m y forms. Linguistic
diversity
rsity on
n the
e In
Internet
et is
i 47
promoted by encouraging g content
creation in local languages and
Media in Emergency
e ge Settings
multilingual access to digital Local and community media in post-
resources. UNESCO works con
nict a
and post-disaster settings have
with ICANN, the body which been
ee
e supported most os recently in Haiti
coordinates the domain name and Pakistan for the e diss
dis
d
dissemination
is
is
system of the internet, to of life-saving information.
o . Tr
T
Training
r on
strengthen multilingualism conict-sensitive and trauma-se
ma-s
a-sensitive
s
in cyberspace. International reporting has been given to journurnalists,
standards and guidelines to make not only to counter the risk of violence
digital information accessible 21 and breakdown of law and orde er,
for persons with disabilities
l i are The E-9 Initiative but also to ensure that local mediedia
promoted to provideide an ena
enabling
na
a ling support the psychological recovery ry
y
Nine high-population countries
environment at educducational,
c l of populations. The Power of Peace
work together within the E-9
community and work rkplace
k levels.
e Network links 15,000 mainly young
Initiative on strategies for
people in peace and dialogue activities
improving education provision.
through the innovative use of media
Bangladesh, Brazil, China, Egypt,
and ICTs.
a
India, Indonesia, Mexico, Nigeria
and Pakistan account for some
54% of the world’s population, over
two thirds of the
he world’s
o illiterate
adultss and over 40%
40% of the world’s
out-of-school children.n The network
has also become a powerful
o lobby
b
ffor
fo
o Education for All andd South-
S
South
S u cooperation.
ut o

40
Indigenous Knowledge
In
The Local and Indigenous Knowledge Systems programme acts to
conserve biological diversity, essential to preserving cultural diversity.
s
At the 10th Conference
n of the Parties of the Convention on Biological
Diversity (CBD) in Nagoya,
goya,
o Japan, ini October 2010, a jointt CBD-
C
UNESCO plan of action was as adopted
ado
adop to advance this work.
k. Guided
Gu
by the 2007 UN Declaration on n the
th
h Rights of Indigenous
us Peoples,
Pe
UNESCO also engages with indigenous communities es on issues
e
such as the enhancement of their knowledge systems m and cultural
W AY S expressions and greater participation in media.
UNESCO
BENEFITS
COUNTRIES
ALL OVER
THE WORLD 18
 REACHING THE MARGINALIZED

16
Cultural Heritage
Herri in Emergency
ncy Situations
S uat
UNESCOSCO O le
leads international campaigns to safeguard g
cultural her
heritage in emergency situationsio
onss such a as
armed cononict, post conict and natural
atural disaster
disaster.
Over the pastast ve
ve decades,, large-scale
rg projec
projects
j
have helped save irreplaceable
e able cultural heritage
e itta and
build local capacities
acities notably in
ac n museum
m m renov
renovation,
conservation, n inventorying
n, inveentory and
and managemen
management,
n as
illustrated byy the
th revival
val of the national museums of
Iraq and Afghanistan.
stan.
a Most recently, an emergency
response to protect cultural heritage h has been
mobilized in Haiti and Pakistan.
Pak .

24
Education in Emergency
Settings
UNESCO helps Ministries of
50 Education to adapt to conditions
created by conict or natural
Natural Disa
Disaster
D
disasters, with strong components
Reduction onn capacity building ffor educational
Initiatives in the earth scieences,
e planners and manage a ers. This work
hydrology, engineering adapted
ada is currently being carrried out in
to seismically active regions, Haiti and Pakistan and d has also
and the development of ood been undertaken in Chin na, Cuba,
forecasting systems are helping Iraq, Lebanon, Myanmar, r, Nepal,
countries such as Pakistan Occupied Palestinian Ter erritories,
and Haiti to prevent future Sudan,n Syria and Zimba abwe.
disastters. Introducing disaster
risk edducation into school
curricula
cula in countries vulnerable
vulnera
to natural
atural hazards and the ssafe
construction
struction and retrotting
ttin of
school
ool buildings is contributing
con
to reducing the imp
impact of
dissasters.

W AY S
U
UNESCO
BENEFITS
COUNTRIES
ALL OVER
19 THE WORLD
 49
National Commissions for U
UNESCO
N
The National Commissions for UNESCO,
E C CO,
O now operating in i
193 Member States and 3 Associate Members,
mber constitute
mbers, constitutt
a unique network within the UN System. Although
though
u they are a
different from one another in terms of theirr status,
us, membership,
membershipi
structure and management capacities, they all work for
the same purpose – to associate their governmental and
non-governmental bodies in education, sciences,n culture
and communication with the work of the Organization. As a
constituent element of UNESCO, the National Commissions act
in advisory and liaison capacities and participate in programme e
elaboration, delivery and evaluation. They contribute to the
increase of UNESCO’s visibility and facilitate its outreach to
multiple partnerships
ne at the country level.

W AY S
UNESCO
BENEFITS
COUNTRIES
ALL OVER
THE WORLD 20
 FOSTERING UNESCO COMMUNITIES

1
Associated Schools Project
This global network of more than 8,500 educational
educat al
institutions in 180 countries supports
upports UNESCO’s
UN
work in promoting international
onal understanding,
underst
e a ,
peace, intercultural
i dialogue,, sustainable
sustainab
ab e
development and quality education.
cat
a Founded
oun
unde in
1953, the Associated Schoolss Project
P Network
N
(ASPnet), commonly referred d to
t as Associated
As c
Schools,
S c
chools, includes pre-schoo
pre-schools,
s primary, secondary
s,
and
nd
d vocational schools
scho
choo as well as a teacher training
institutions.
tutions.
o (58)

57
UNESCO Clubs
Today, some 3,800 Clubs, Centres and Associations
for UNESCO
N in almost 100 countries actively
reect and help to disseminate UNESCO’s ideals
at the local level. Grouped for the most part into
national, regional and international networks, these
volunteer-based Clubs address global issues that
have a local impact, thereby contributing to thinking
and discussion on economic,
e social, political and
cultural issues within their own community as well as
within the international community by means of the
networks.

W AY S
UNESCO
BENEFITS
COUNTRIES
ALL OVER
21 THE WORLD
 1956: The Republic of South 1968: UNESCO organizes the
1940-1950 Africa withdraws from UNESCO rst intergovernmental conference
16 November 1945: claiming that some of the aimed at reconciling the
Representatives of 37 countries Organization’s publications environment and development,
meet in London to sign now known as ‘sustainable
amount to ‘interference’ in the
UNESCO’s Constitution which
country’s ‘racial problems’. The development’. This leads to the
comes into force on 4 November
state rejoins the Organization creation of UNESCO’s Man and
1946 after ratication by 20
in 1994 under the leadership of the Biosphere programme.
signatories (photo above).
Nelson Mandela.
1948: UNESCO recommends
that Member States make free
primary education compulsory
1958: Inauguration of
UNESCO’s permanent
1970-1980
and universal. Headquarters in Paris designed 1972: The Convention

by Marcel Breuer (United States), concerning the Protection of

the World Cultural and Natural
Pier- Luigi Nervi (Italy) and
Heritage is adopted. The World
Bernard Zehrfuss (France).
Heritage Committee is established
in 1976 and the rst sites are

1960-1970 inscribed on the World Heritage

List in 1978.
1960: Launch of the Nubia
1974: Pope Paul VI awards
Campaign in Egypt to move the
the John XXIII Peace Prize to
Great Temple of Abu Simbel to
1950-1960 keep it from being swamped
UNESCO.

by the Nile after construction of 1975: The United Nations

1952: An intergovernmental
the Aswan Dam (photo below). University is established in Tokyo
conference convened by
During the 20-year campaign, under the auspices of the UN and
UNESCO adopts the Universal
22 monuments and architectural UNESCO.
Copyright Convention. In the
decades following the Second complexes are relocated. This is 1978: UNESCO adopts the
World War, the Convention served the rst and largest in a series of Declaration on Race and Racial
to extend copyright protection to campaigns including Moenjodaro Prejudice. Subsequent reports on
numerous states not then party (Pakistan), Fez (Morocco), the issue by the Director-General
to the Berne Convention for the Kathmandu (Nepal), Borobudur serve to discredit and dismiss the
W AY S Protection of Literary and Artistic (Indonesia) and the Acropolis pseudo-scientic foundations of
UNESCO Works (1886). (Greece). racism.
BENEFITS
COUNTRIES
ALL OVER
THE WORLD 22
MILESTONES
1980: The rst two volumes
of UNESCO’s General History
21st century
of Africa are published. Similar 2001: The General Conference
series focus on other regions, adopts the UNESCO Universal
notably Central Asia and the Declaration on Cultural Diversity.
Caribbean.

2003: The United States returns

1990-2000 to UNESCO, which it left in

1984. The General Conference
1990: The World Conference adopts the Convention for the
on Education for All, in Jomtien
Safeguarding of Intangible
(Thailand) launches a global
Cultural Heritage.
movement to provide basic
education for all children, youths
2005: UNESCO and its
and adults. Ten years later in
Dakar (Senegal), the World Intergovernmental Oceanographic

Education Forum commits Commission develop and launch

governments to achieving basic an interim tsunami early warning
education for all by 2015. system in the Indian Ocean.

1992: Creation of the Memory

of the World Programme to 2008: The 1,700-year-old Aksum

protect irreplaceable library and Obelisk, transported to Rome

archive collections. It now also by Mussolini’s troops in 1937, is
includes sound, lm and television reinstalled in its original setting in
archives. northern Ethiopia.

1997: The United Kingdom

returns to UNESCO, which it left 2009: The General Conference
in 1985. elects Irina Bokova (Bulgaria)
as UNESCO’s tenth Director-
1998: The Universal Declaration
on the Human Genome and General. She is the rst woman

Human Rights, developed and and the rst Eastern European to

adopted by UNESCO in 1997, is head the Organization since its W AY S
endorsed by the UN. creation.
UNESCO
BENEFITS
COUNTRIES
ALL OVER
23 THE WORLD
 CREDITS
Photography
© UNESCO
G.M.B Akash
N. Axelrod
S. Boukhari
I. Dobromirov
European Athletic Association
B. Glowczewski
G. Malempré
Nenadovic
J.O’Sullivan
B. Otte
B. Petit
M. Ravassard
Published in December 2010 F. Tack
by the Sector for External Relations and Public Information [Link]

of the United Nations Educational Scientific and © ASPnet/[Link]

Cultural Organization (UNESCO). © Berchtesgarden Land BR
© Flickr/Wiki Commons
© J. Hardy/Zen Shui/Corbis
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ERI-2010/WS/3
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