REPORT OF THE UNITED NATIONS SECRETARY-GENERAL ON THE CAUSES OF CONFLICT AND THE PROMOTION OF DURABLE PEACE AND SUSTAINABLE DEVELOPMENT IN AFRICA

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1 General Conference 30th Session, Paris C 30 C/53 1 September 1999 Original: French Item 4.12 of the provisional agenda REPORT OF THE UNITED NATIONS SECRETARY-GENERAL ON THE CAUSES OF CONFLICT AND THE PROMOTION OF DURABLE PEACE AND SUSTAINABLE DEVELOPMENT IN AFRICA Source: 156 EX/Decision OUTLINE Background: Pursuant to this decision the Director-General reports to the General Conference on the action taken by UNESCO and the proposals drawn up by the Organization in response to the report of the United Nations Secretary- General on the causes of conflict and the promotion of durable peace and sustainable development in Africa. Purpose: The purpose of this document is to bring this matter to the attention of the General Conference. In application of the above-mentioned decision this document has also been submitted to the Executive Board at its 157th session. 1 Any observations the Executive Board may wish to make will be issued as an addendum to this document. Decision required: paragraph In 156 EX/Decision 9.1.1, the Executive Board requested the Director-General to outline to it at its 157th session the action taken and the proposals drawn up in response to the recommendations of the report of the United Nations Secretary-General on the causes of conflict and the promotion of durable peace and sustainable development in Africa, with a view to submitting its recommendations thereon to the General Conference. 2. This report of the Secretary-General, which was made available to the States Members of the Executive Board at the 156th session, analyses the sources of conflicts in Africa and provides updated information on their intensity, complexity and diversity; it also highlights 1 With the serial number 157 EX/29.

2 30 C/53 - page 2 the decisive historical, economic and political factors, internal or external, which may derive from specific forces at work within the subregion or else depend on the changing course of international relations. 3. In the light of this analysis the Secretary-General made a number of recommendations designed to promote durable peace and sustainable development in Africa, including a number of approaches and measures that lie at the heart of UNESCO s action. Since the report appeared, the Organization has also participated in numerous consultations within the United Nations system devoted to the question of the promotion of durable peace and sustainable development in the continent and, more recently, in the work of the Economic and Social Council (ECOSOC) in Geneva (July 1999). ECOSOC carried out detailed discussions on the implementation of the relevant recommendations and focused its debate on the following theme: Development of Africa; implementation and coordinated follow-up by the United Nations system of initiatives on African development. RESPONDING TO SITUATIONS OF CONFLICT AND BUILDING A DURABLE PEACE 4. The measures advocated by the Secretary-General to respond to conflicts concern peacemaking and peacekeeping, humanitarian assistance and post-conflict peace-building. The latter, designed to strengthen peace and prevent a resumption of hostilities, must be directed towards eradicating the many causes of a conflict or the risk of conflict, by creating, with the support of coordinated international action, the most favourable conditions for reconciliation, and by organizing reintegration, rehabilitation and reconstruction programmes so as to encourage the revival of development, while at the same time emphasizing the defence of human rights and education in that field. ACTIVITIES TO PROMOTE PEACE-BUILDING 5. Action to respond to conflicts presupposes constant vigilance with regard to conflicts and encouragement of the various initiatives designed to achieve a peaceful settlement. Several appeals have been made by the Director-General in this regard concerning the situation in Angola and the dispute between Ethiopia and Eritrea and condemning attempts to take power by violent means. The Tripoli Appeal calls for the establishment of a culture of peace in Africa at the dawn of the third millennium. 6. In the field UNESCO has participated in emergency assistance and special economic rehabilitation programmes established by the United Nations on behalf of Niger, the Comoros, Mozambique, Liberia, Djibouti, the Democratic Republic of the Congo and Somalia. The activities carried out by the Organization in this field were described to the Executive Board at its 156th session (156 EX/35 - Part II) and will be continued. 7. Emergency relief has been organized and will continue within the framework of the common action programme of the United Nations system in the countries of central Africa and the Great Lakes region (Republic of the Congo, Burundi and Rwanda).

3 THE CULTURE OF PEACE PROGRAMME 30 C/53 - page 3 8. Since the object is to build peace in the minds of men, action on behalf of peace cannot be restricted solely to situations of conflict - either latent or declared - but must attack the roots of the conflicts, which lie in poverty, ignorance and unequal access to education, intolerance, etc. Through the tansdisciplinary project Towards a culture of peace the Organization is seeking to change patterns of behaviour, to establish values of tolerance, dialogue, a willingness to listen to others, the acceptance of differences, and peace, and to bring about the institutional changes required to eliminate the deep-seated causes of violence, exclusion, marginalization and conflicts; in short, to contribute, through its fields of competence, to the rejection of a culture of war and to the creation of durable peace and sustainable development. The thrust of the proposals contained in the Draft Programme and Budget for (30 C/5) reflects the culture of peace which inspires and guides the whole of the Organization s action. 9. During the biennium numerous activities have been undertaken in several African Member States so as to promote an environment of peace, which is the prerequisite for all development. 10. Thus, in Angola two training sessions for national NGOs were organized with a view to promoting a culture of peace. It should be noted that it is planned to establish a House of Peace in Luanda during the biennium. 11. In Burkina Faso the culture of peace programme provided support for the national training workshop-seminar on the theme How to actively promote peace and tolerance at the local and national levels, which was organized by the NGO Afrique-Jeunesse and held in Ouagadougou, Burkina Faso, from 26 to 29 January The seminar enabled the representatives of 60 youth associations from different provinces of Burkina Faso to share their experiences and acquire knowledge and practical skills so as to improve both the conception and technical management of their activities relating to peace and tolerance. 12. The House for a Culture of Peace in Burundi has carried out the following activities with financial assistance from UNDP in Bujumbura: (a) Training seminars for political and administrative personnel on the culture of peace. From 16 to 28 February 1998, the House organized in Bujumbura four regional training and awareness-raising seminars on the culture of peace for 168 administrative and political personnel from the 15 provinces of the country and from the municipality of Bujumbura, the capital. These seminars were preceded by a training seminar for 41 instructors in the culture of peace from the same places, which was held from 9 to 11 February 1998 in Bujumbura. These 41 instructors assisted the House in the training of the 168 administrative personnel mentioned above. (b) Organization of a national festival for adults on the culture of peace. This Festival was held in Bujumbura from 27 to 30 December 1997 on the theme Adults and the Culture of Peace in Burundi. It was attended by 307 adults, both men and women, between the ages of 30 and 60, from rural areas in 14 provinces of the country and from the municipality of Bujumbura. Its purpose was to enable the participants to discuss freely the following themes: (i) the outward symptoms of the crisis in Burundi; (ii) the basic causes of this crisis; and (iii) ways and means of overcoming it. The participants, divided into working commissions, made

4 30 C/53 - page 4 various recommendations on the solution of the refugee problem, the problem of public security, local administration, justice, religious denominations, the political parties and the National Assembly, national education, the economy, the role of adults, parents and teachers, youth and journalists. In addition, they launched an Appeal to their fellow citizens, international organizations, the NGOs working in the country and, finally, to the neighbouring countries. (c) Competitions for the awarding of culture of peace prizes. On 2 and 3 January 1998, the House organized, in Bujumbura, competitions for the awarding of culture of peace prizes in the fields of culture, craftwork and the media. The objective of these competitions was to raise awareness among artists, craftworkers, individuals, men and women in the media and groups and associations of civil society concerning their role in peacemaking and peacebuilding in the country. Another aim was to make the competitors aware of the fact that rivalry should not be a source of conflict and hatred leading to the elimination of the other person and that peaceful competition is possible. A total of 291 competitors from 12 of the 15 provinces that make up the country and from the municipality of Bujumbura took part in these competitions. The themes chosen illustrated the culture of peace. Forty-one prizes were awarded to the best competitors: 20 prizes in the field of culture, 12 in craftwork and nine in the media. (d) Seminar of women s groups on the theme Women and the Culture of Peace in Burundi. From 21 to 24 April 1998 the House organized in Bujumbura, in conjunction with the Ministry for Social Action and the Advancement of Women and with UNDP, a seminar on the theme Women and the Culture of Peace in Burundi for 103 women from various women s groups and belonging to the three ethnic groups - Hutu, Tutsi and Twa - of the country. It was also attended by representatives of the collective of Rwandan women s groups Pro-Femmes Twese Hamwe, and of the OAU, UNHCR, UNFPA, the Association Femmes Africa Solidarité and International Alert. This seminar gave the participants an opportunity to meet one another, discuss the place and role of women in the crisis in Burundi, and to draw up a common strategy to promote a culture of peace in the country. In addition, they adopted recommendations addressed to the women of Burundi, women s groups, the Government of Burundi and international organizations. (e) Regional seminars on the theme The Bashingantahe (wise men) 1 of the Hills and the Culture of Peace in Burundi. UNESCO, in conjunction with the National Council of the Bashingantahe and the Government and with the financial assistance of UNDP, simultaneously organized four regional seminars in Bujumbura, Bururi, Gitega and Ngozi from 9 to 11 July These seminars were attended by 250 delegates of the Bashingantahe of the Hills, invested in accordance with tradition. The participants from all the provinces of the country and the municipality of Bujumbura were representative of all the political formations of the country and of the people of Burundi. The purpose of these 1 The Bashingantahe is an institution peculiar to the people of Burundi. It existed throughout the country and played a considerable role at all levels of the administration in the political, social and judicial fields. In the hills, people frequently turned to these wise men so as to sort out their disputes and maintain good neighbourly relations, peace and social solidarity, which are essential conditions for harmonious community life.

5 30 C/53 - page 5 seminars was to give the Bashingantahe the opportunity to debate freely among themselves the causes of the gradual decline of the role of this institution and the consequences for inter-ethnic social cohesion, to discuss their contribution to reestablishing and building peace in the country and, finally, to propose a strategy and specific measures for the rehabilitation and revival of the Bashingantahe so that they might once again be accepted by the community and integrated into modern life. At the end of the seminars, the Bashingantahe adopted a Declaration. (f) In addition, the culture of peace programme, in conjunction with the Agence de la Francophonie and the Permanent Delegation of Burundi to UNESCO, organized an exhibition Another history of Burundi which was held from 19 to 30 October 1998 at UNESCO. That exhibition, illustrating the attachment of a whole people to their country traumatized by a series of crises was intended to act as an encouragement to peace and reconciliation. It has also been shown in Burundi since February 1999, in the French cultural centres in Bujumbura and Gitega. A book entitled Une autre histoire de Burundi is being prepared and will be published before the end of In Cameroon, the Assises sur la culture de la paix et l UNESCO (meeting on the culture of peace and UNESCO) in November 1998 enabled politicians, teachers, social workers, journalists, women s associations, young people and intellectuals to meet around the ideals of the culture of peace. Recommendations were adopted at the conclusion of the meeting aimed at promoting the culture of peace. Furthermore, studies and brochures have been produced on this theme and workshops held. Provision has been made under the Programme and Budget for (30 C/5), to extend and increase the number of activities organized to promote a culture of peace. The following could be cited in this respect: (a) preparation of a media campaign in the run-up to the International Year for the Culture of Peace; (b) foundation of a UNESCO Chair in Peace, Democracy and Human Rights at the University of Yaoundé I; (c) in addition to the production of numerous studies, surveys and monographs, provision has been made for cooperation with the Cameroonian Ministry of Education with a view to introducing training modules on the culture of peace in primary and secondary school programmes. Educational tools will be developed for teachers and for pupils. 14. In Côte d Ivoire, the subregional Chair in the Culture of Peace founded at the University of Cocody in 1997 to promote democracy, human rights, the spirit of tolerance and other values specific to a culture of peace thanks to the quality of its education and research, will offer a framework for reflection and debate on the continent s problems. It will also establish partnerships with UNESCO Chairs already established in Africa in the field of the culture of peace (human rights, democracy and so forth). 15. In Liberia, UNESCO is associated with the project to promote good governance in Liberia prepared by UNDP, in particular regarding training for trainers, strengthening civil society, promoting and consolidating democratic practices, human rights, peace-building and peace education. 16. Under the project History, Historians and Culture of Peace, a symposium was held for historians in Bamako (Mali) from 15 to 19 March 1999 on the theme History and perceptions of borders in Africa from the twelfth to the twentieth century. The symposium aimed to interpret the significance of the conflicts linked to the emergence of post-colonial nation-states and the political hardening of current borders. With a view to helping to resolve the conflicts shaking Africa today, the historians gathered in Bamako identified research topics and set up an ad hoc network of researchers.

6 30 C/53 - page Following up the recommendations of the national forum on culture of peace held in Bamako, Mali, in March 1997, UNESCO provided financial and technical support for the organization of a national workshop which aimed to prepare a general framework for culture of peace and human rights education in Mali (Bamako, March 1998). The workshop was attended by representatives of the government, national NGOs and international organizations working in the country. After the workshop, and as part of the implementation of the ten-year programme to develop education (PRODEC), a national culture of peace and human rights education plan was launched in Mali (Assises nationales, 11 December 1998). The design and implementation of the plan involve government institutions, civil, religious and political authorities, bilateral and multilateral cooperation institutions, national and international non-governmental organizations, local and community associations, and so on. The programme, which is funded by UNDP, ranges from formal education to non-formal and informal education. 18. In the Horn of Africa, culture of peace activities for the region are geared to the four following objectives: support for the reconciliation and peace-building process in Somalia; enhancement of the endogenous values of culture of peace in the countries of the Horn of Africa; mobilization of civil society and in particular its potential agents for peace, such as women, artists, young people and community leaders; promotion of human rights, tolerance and good governance. 19. Further activities to promote a culture of peace include: decision CM/Dec.480 (LXX), on OAU/UNESCO cooperation, adopted at the 35th OAU Summit; the decision invites Member States of the pan-african organization to promote programmes for a culture of peace so that, with the backing of the international community, activities can be implemented in the field of education for tolerance, human rights, democracy and peace, and with a view to preventing the conflicts threatening security and peace in several regions of Africa ; a field study in Somalia on the social and political transformations under way in that country and the best means of facilitating national reconciliation and peace-building. The ensuing report, entitled Watering the Seeds of Culture of Peace in Somalia, was presented to the various interested partners in Nairobi; a partnership with the Economic Commission for Africa (ECA) and the World Space Foundation for the production of radio programmes on peace and development in Africa, to be broadcast using new digital radio technology developed by World Space. In this context, a regional meeting of the concerned partners and professionals will be held in Addis Ababa in 1999 to discuss the arrangements for the production of the radio programmes; a vast programme of cultural activities in Ethiopia as part of the celebration of the fiftieth anniversary of the Universal Declaration of Human Rights;

7 30 C/53 - page 7 a project, prepared with various partners working with children in difficult circumstances, for training and for setting up an artistic production cooperative for street children, due to start in September 1999; a festival and forum for peace in Somalia in March 2000, as part of the International Year for the Culture of Peace; lastly, a collective work on traditional conflict prevention and resolution methods in Africa that is in the process of being published. 20. UNESCO is moreover encouraged in its work by the decision of the United Nations General Assembly to proclaim the year 2000 International Year for the Culture of Peace. A series of major activities have been and continue to be implemented in Africa in this context: the Assises on the culture of peace organized in Cameroon (Yaoundé, November 1998), adding to those held in Burundi, Mali and Sudan; various participants (leading politicians, trade unionists, teachers, journalists, philosophers, political scientists, women s associations, young people s associations, NGOs and other United Nations agencies) debated peace, democracy and human rights. The meeting led to a series of recommendations which will be published shortly; the launch of the network for a culture of peace in the Horn of Africa and the Great Lakes region (12 April 1999), with the aim of creating a directory of organizations and institutions working in the field of conflict resolution and peace-building; it will work through national networks, like the culture of peace network set up by the UNESCO Office and the National Commission in Kinshasa (Democratic Republic of Congo); development of the Ethno-Net Africa project of the Management of Social Transformations (MOST) programme which aims to provide a better understanding of ethnicity in Africa by collecting, analysing and disseminating information in an effort to provide an early-warning system and prevent conflicts; implementation of the Communications for Peace-Building component of the United Nations System-wide Special Initiative on Africa, for which UNESCO is lead agency; UNESCO and its partners have agreed to strengthen, directly and through the Organization of African Unity (OAU), the work of mobilizing potential partners which are not aware of this specific component of the Special Initiative, so as to obtain from African governments the commitment to support actions and take part in their implementation. This work to build awareness and seek partners has thus begun in Mozambique. Strategies of awareness-building by the media, promotion of networks linking organizations and institutions have been developed and national studies have been carried out in some fields of activity. For instance, UNESCO has carried out studies on the use of communication in the service of peace in Burundi, Ethiopia, Liberia and Mali; workshops have been held to consider the findings of the studies and make recommendations to prepare national action plans (Ethiopia, Liberia and Mali). In Mali a national workshop on communication for peace was organized by the Malian National Commission for UNESCO and the Ministry of Communication, and held in Bamako from 20 to 22 July 1998 with the aim of formulating recommendations regarding a national action plan for the communications component. Thirty-five representatives of the public and private media and civil society took part in the workshop. The action plan adopted at the meeting is aimed as much at traditional means of communication as modern media.

8 30 C/53 - page A publication on the conceptual framework and strategy for component 1c of the United Nations System-wide Special Initiative on Africa, Peace-building, conflict resolution and national reconciliation, is now available. 22. A project proposal on conflict prevention and peace-building through the media for sustainable development in the countries of sub-saharan Africa, representing the sum of $1 million, has moreover been drawn up and submitted for funding to the United Nations International Partnership Fund and the United Nations Foundation Inc. It is intended to encourage, through the media, conflict prevention, peace-building and the creation of an environment favourable to sustainable development; five countries have been chosen to start with: Burundi, Congo, Ethiopia, Liberia and Mali. 23. The Organization relies and will continue to rely on the important role played by women in conflict resolution and the promotion of peace. In that context, it organized, with the backing of the United Republic of Tanzania and the Organization of African Unity, the Pan- African Women s Conference on a Culture of Peace, held in Zanzibar (17-20 May 1999), at which the Zanzibar Declaration and Women s Agenda for a Culture of Peace in Africa were adopted. UNESCO will contribute, in cooperation with its partners and in the context of its own spheres of competence, to implementing the recommendations contained in the documents and publicizing them. 24. From 28 to 30 September 1999 a seminar on the theme of peace, social stability and human development in the Portuguese-speaking countries of Africa is due to take place in Praia (Cape Verde), in liaison with UNDP and the NGO Zé Moniz. 25. There are also plans to issue a record in Portuguese-speaking countries entitled Cantar a paz em português. The objective of this activity is to involve the artistic community and NGOs in the Portuguese-speaking countries of Africa in conflict or post-conflict situations in celebrating the International Year for the Culture of Peace. 26. UNESCO is endeavouring to develop, in cooperation with specialist centres such as the International Information Centre and the archives of the women s movement in Amsterdam, information networks and exchanges of experience between women in war situations and in conflict prevention processes and to set up databases accessible to African women; in the context of partnership with parliamentarians, UNESCO will hold an international conference on Perspectives on Democracy: Do Women Make a Difference? in December 1999, in conjunction with the Inter-Parliamentary Union, men and women parliamentarians will discuss the issue of the full participation of women in the democratic process and the impact of their participation on good governance. GOOD GOVERNANCE 27. Good governance is also one of the foundations of lasting peace. Following initiatives taken by UNESCO with a view to supporting collective reflection on Africa, in particular Audience Africa (Paris, 1995) and the International Conference on the Culture of Peace and Good Governance (Maputo, Mozambique, 1997), UNESCO organized under the DEMOS- Africa project a conference in Maputo on Africa in the face of globalization: the challenges of democracy and governance (2-4 July 1998). The conference enabled the participants - representatives of governments and members of civil society - to consider the globalization process in Africa, democratic governance and the democratization process as an instrument in the transformation of African societies. UNESCO will hold a DEMOS-Africa Summit of

9 30 C/53 - page 9 Heads of State and Government in Gabon in September 1999, on Africa in the face of globalization: the challenges of democracy, governance and development. 28. Good governance is based on respect for human rights and strengthening of democracy, areas which have always been at the heart of the Organization s work. Indeed, UNESCO has reinforced its partnership with higher education establishments so as to encourage research, with associations and organizations so as to strengthen work in the field (Mozambique), and with parliamentarians; in this respect, with backing from DANIDA and UNDP and in conjunction with the National Assembly, University of Malawi and the Malawi National Commission for UNESCO, a training course of 17 weeks, spread over two years was provided for 36 parliamentarians. A new series of awareness-building and training sessions for new parliamentarians is planned. SUSTAINABLE DEVELOPMENT INVESTING IN HUMAN RESOURCES: THE KEY ROLE OF EDUCATION 29. In his report, the Secretary-General of the United Nations recalls that sustainable development, as a fundamental human right, is the chief long-term objective of all African countries. Measures to be taken in this respect focus in particular on social development and investing in human resources, in other words long-term competitiveness, stability and social development. UNESCO welcomes the fact that the key role of education in development is now unanimously recognized, and that the efforts of governments and the international community in that respect are being exerted with smooth cooperation and coordination among the various partners. 30. Within the framework of the United Nations System-wide Special Initiative on Africa (UNSIA), UNESCO, UNICEF and the World Bank are studying the possibility of accelerating the implementation of plans of action to improve basic education in the 16 countries with the lowest primary school attendance rates (LECs). Following a series of meetings on cooperation strategies for such countries (UNESCO-World Bank (September 1997), UNICEF-World Bank (April 1998), World Bank-UNESCO (May 1998), UNICEF-UNESCO (June 1998)), a meeting of all those institutions was held in New York on 28 September 1998 with the objective of reaching agreement on the identification of concrete means of promoting implementation of the UNSIA-LEC strategy at the regional and national levels. 31. Under the component entitled Basic education for all African children, the Organization has endeavoured, within the framework of the Programme and Budget for (29 C/5), to coordinate the relevant activities and to mobilize further resources. In the light of the conclusions of the seventh Conference of Ministers of Education of African Member States (MINEDAF VII), Durban, South Africa, since June 1998 UNESCO has taken concrete measures to facilitate the implementation of the Durban Statement of Commitment adopted by the African Ministers of Education, in particular through (i) the establishment of a secretariat in the UNESCO Pretoria Office to assist the intergovernmental follow-up committee; and (ii) the establishment of the International Institute for Capacity-Building in Africa (IICBA) at Addis Ababa, one of the basic objectives of which is to promote the expansion and improvement of basic education for all African children. 32. In the field of educational policies, between June and December 1998, UNESCO, together with UNDP, UNFPA, UNICEF, WFP and the World Bank, has helped the Government of Burkina Faso to develop a ten-year plan for basic education for

10 30 C/53 - page 10 all ( ). Those five Specialized Agencies are participating actively in the joint government/united Nations programme of support for basic education for all ( ). UNESCO, together with UNDP and the World Bank, was involved in Senegal in 1998 in helping the government to design a ten-year programme for the development of education. The tasks relating to basic education have been completed, but delays have hampered work on other parts of the education system. However, in cooperation with UNDP, UNESCO has continued to provide technical assistance to the Department of Basic Education. Finally, UNESCO continues to be involved in Ethiopia in the design and implementation of the programme for the development of the education sector. 33. Within the framework of UNESCO-World Bank cooperation, a programme entitled Improving learning: prospects for primary teaching in rural Africa was launched in six countries: Ethiopia, Uganda, Zambia, Mali, Guinea and Senegal. This programme, which is aimed at promoting strategies to improve the results of learning at the primary level, devotes special attention to children from rural areas. As an initial step, studies have been undertaken at the national level in order to identify innovations and progress achieved in the following areas: teaching content, continuing teacher training, decentralization of school management, and assessment. The results of these studies were presented and examined at a joint UNESCO-World Bank seminar held in Zambia from 6 to 11 December 1998, which provided the country teams with an opportunity to exchange ideas and propose strategies for follow-up. 34. Following activities undertaken in Niger in , the project The New Cotton Road was launched in Burkina Faso and Madagascar, with the objective of producing canvas-bound teaching materials. UNDP has indicated its willingness to back this innovation as part of its support for national programmes of teaching reform. 35. UNESCO has already drawn the attention of its UNSIA partners to the importance of joint action in the fields of pre-school education and special educational needs. 36. With regard to early childhood education and family education, within the framework of activities aimed at national and regional capacity-building with regard to research, training and programming, UNESCO is carrying out three projects (i) the establishment of clos d enfants (children s areas), in cooperation with Burkina Faso, Chad, Mali and Senegal, the chief objective of which is to mobilize women to establish innovative structures for small children; (ii) the opening of the Regional Early Childhood Resource Centre for Francophone Africa (Mali); (iii) the establishment of a network on early childhood for Francophone Africa, in which Burkina Faso, Chad, Guinea, Niger and Senegal are participating. 37. With regard to special educational needs, the Inclusive schools and community support programme (Phase II, ) is aimed at facilitating access to school and to good-quality education for children, young people and adults with special educational needs by integrating them into the normal school system. The pilot initiatives under way at the national level are receiving support in order to enable the countries to gain experience in the field of inclusive education. This project, in which Burkina Faso, Guinea and Mali are participating, is receiving support from Denmark, Norway and Finland. A separate initiative financed by Portugal involves, among other countries, Angola, Guinea-Bissau and Mozambique. 38. Activities in favour of basic education for all African children undertaken within the framework of the Special Initiative demonstrate that effectiveness is increased when international institutions work together with the beneficiary countries. However, despite the

11 30 C/53 - page 11 laudable efforts exerted by the countries and their development partners - which have secured a number of not insignificant results - the low rate of school attendance at the primary level and the low rate of literacy in these countries remain matters of great concern. The proportion of young people not attending school remains very high, while the rate of school attendance for girls remains low in many countries. 39. Such an outcome may be chiefly attributed to the use of unsuitable strategies and forms of education, which are often ineffective and hence costly. Various factors may be cited: the high cost of educational materials and services, problems of access to educational resources, ill-defined and inconsistent training and education policies, poor institutional capacities which prevent basic education from being offered to all under satisfactory conditions. It may be hoped that following the joint memorandum sent by UNESCO, UNICEF, UNDP and the World Bank to their representatives, coordinators and country team leaders, the United Nations system will be in a position to help, with increasing effectiveness, the countries with low school attendance rates to develop basic education and enhance its quality. 40. The joint government/united Nations programme to promote basic education for all children in Madagascar was officially launched in March The design phase, with $156,000 in UNDP funding, is at the halfway point; implementation will be entrusted to a national and international multidisciplinary team, with UNESCO as the executing agency. 41. Stress is also being laid on capacity-building and reinforcement; in this connection, UNESCO has established the International Institute for Capacity-Building in Africa (IICBA), and is currently at work on the establishment of: (a) (b) (c) (d) the Pan-African Network on Human Resources in Education, Science and Culture (South Africa); the International Institute for Girls and Women s Education (Ouagadougou, Burkina Faso); the Youth Development Centre (Lilongwe, Malawi); the Centre for a Culture of Maintenance of the University of Dar es Salaam (United Republic of Tanzania). 42. During the biennium, within the framework of training in educational administration and planning, the International Institute for Educational Planning (IIEP) received 39 trainees from 23 African Member States (Botswana, Burkina Faso, Burundi, Cameroun, Cape Verde, Chad, Congo, Djibouti, Eritrea, Ethiopia, Ghana, Guinea, Mali, Mauritania, Namibia, Nigeria, Rwanda, Senegal, Sudan, Togo, Uganda, United Republic of Tanzania and Zimbabwe). Short training courses, some of them within the framework of distance education, were held at the national, subregional and regional levels, attended by a total of approximately 180 participants from 30 African countries. Cooperation was strengthened with the Southern African Consortium for Monitoring Educational Quality (SACMEQ) comprising the ministries of education and culture of the nine countries of the Southern Africa subregion. SCIENCE AND THE TRANSFER AND SHARING OF KNOWLEDGE 43. In the field of science and technology, UNESCO, which established a $1 million International Fund for Technological Development in Africa (Nairobi, 1994), is continuing to

12 30 C/53 - page 12 work for and advocate greater mobilization of resources for technological research and development on the continent. An awareness-building campaign was undertaken jointly with OAU to induce African States to devote an increasing proportion of their GDP to that area, reaching between 0.4 per cent and 0.6 per cent by the year 2004 or 2007, and to reserve a certain percentage of the funds obtained from their development partners for such purposes. A decision along these lines was adopted by the 35th Assembly of Heads of State and Government of the Organization of African Unity (35th OAU Summit) (Algiers, July 1999). 44. The Organization is pursuing its activities in the field of renewable energies, contributing in particular to the business forum for the development of renewable energies in Africa held at Harare, Zimbabwe, from 29 to 31 March It welcomes United Nations General Assembly resolution 53/7 of 16 October 1998, which stressed the significant role of the World Solar Programme adopted at Harare in September 1996, which will strengthen cooperation and activities in that field. 45. A further component of sustainable development is integrated management of the environment and the Pan-African Conference on Sustainable Integrated Coastal Management (PACSICOM) (Maputo, July 1998); that conference was followed by a ministerial meeting at Cape Town from 30 November to 4 December 1998, and enabled the implementation, at the regional level, of a strategy and various transdisciplinary programmes of action taking into account physical, scientific, human, sociocultural and economic factors, and underpinned by sound inter-agency cooperation. A Preparatory Committee for the Partnership Conference to be held in the year 2000, and with which UNESCO will be associated, was set up by UNEP (Nairobi, January 1999). The 35th OAU Summit approved the main conclusions and recommendations of PACSICOM and the Cape Town Declaration. INDEPENDENCE AND PLURALISM OF THE MEDIA, SUPPORT AND TRAINING FOR MEDIA PROFESSIONALS 46. Since the launching of its activities in the Great Lakes region in 1994, UNESCO has made significant contributions to the development of communication and an independent and pluralistic press. In September 1998, a third workshop on African audiovisual productions, cofunded by UNESCO, the Government of Canada and the Government of Burkina Faso, and aimed at promoting the dissemination of African productions, was held at Ouagadougou. A fourth workshop is planned for September 1999, in Ouagadougou. In support of women media professionals, a regional workshop on the new information technologies and the network of women media professionals associations in East Africa was held in May Activities have also concerned community media. In this connection, a regional seminar was held at Kampala, Uganda, in June 1999, with approximately 120 participants from 14 African countries, representatives of United Nations agencies, intergovernmental and non-governmental organizations, and training and research institutions. DEVELOPMENT AND NEW INFORMATION TECHNOLOGIES 47. Access to new information technologies is of major concern to Africa in the so-called information society. The real question at the dawn of the third millennium is how to harness these technologies for development and transform them into value-added information for the education and training sectors in order to promote the values of peace and accelerate and strengthen the process of regional integration.

13 30 C/53 - page Within the framework of the United Nations System-wide Special Initiative on Africa (UNSIA), for which UNESCO is the lead agency for information technologies for development, the Organization has been developing an approach aimed at the establishment of joint operation centres in partnership with other institutions and bodies for the implementation of multifunctional community telecentre (MCT) programmes. These telecentres, which are less costly to operate, are aimed at facilitating communication and improving access to information and teaching tools by making available to rural communities or deprived urban communities the educational resources which may enable them to expand their knowledge and participate in decision-making and development activities. Two such centres are now operational (Mali and Uganda) and three more are planned (Benin, Mozambique and the United Republic of Tanzania). 49. As part of the Learning Without Frontiers programme, UNESCO is also implementing the Learning networks for African teachers project, which is aimed at capacity-building among educators with regard to educational reform by linking teacher-training institutes and their partners in Africa through the Internet, training teachers to use those technologies, and enabling libraries to become true resource centres for schools in their vicinity. 50. In addition, 41 African countries have joined the Regional Informatics Network for Africa (RINAF), which offers a platform for the development of telematics in Africa. CULTURAL IDENTITIES, INTERCULTURAL DIALOGUE AND CONSTRUCTIVE PLURALISM 51. A number of actions have been undertaken in this field to preserve the cultural heritage, which is the foundation of cultures, in order to contribute to endogenous capacity-building and promote a new vision of the educational, social and economic role of museums. 52. With respect to activities aimed at promoting the cultural heritage, there are plans to focus during the biennium on the organization of youth workshops for the safeguarding and preservation of the cultural heritage within a perspective of peace and dialogue among cultures. In this connection, the youth network established under the project Intercultural dialogue in everyday life implemented in is being expanded. 53. With regard to the promotion of creativity, workshops have been held for young people from underprivileged backgrounds. A workshop held in the Democratic Republic of the Congo had as its theme ways of involving young artists in national reconstruction, with the twin objectives of developing and enhancing the performance of young artists and promoting endogenous funding by bringing artists together in a small business framework and equipping a pilot workshop for artistic production. SOCIAL JUSTICE 54. The promotion of lasting peace and sustainable development is based on social justice, which in turn is based on fair economic development that benefits the majority instead of being concentrated in certain geographical sectors or among specific sections of the population, and requires a commitment to combating social exclusion; as the Secretary- General s report stresses, the risks of conflict increase still further when certain social groups feel that they have not received their fair share of dwindling resources.

14 30 C/53 - page The UNESCO programme on the education of children in difficult circumstances aims to promote basic education for street children. It endeavours to meet the survival needs and educational needs of these children by mobilizing an alliance of public and private actors concerned by the problem of children in difficult circumstances. On the one hand, that means helping these actors to develop the habit of meeting the priority needs of these children and young people as directly and as practically as possible, and on the other hand strengthening the role of the public authorities in resolving their educational problems. In Namibia, the close cooperation established between the city council of Windhoek, the Namibia National Commission for UNESCO and various ministries has enabled two reception centres to be set up for these young people; the project will be extended during the biennium; a subregional network on children in difficult circumstances was set up following a subregional training workshop for educators and social workers on the psychology of these children, held in Windhoek in September A pilot project was launched in Guinea with the aim of building on the professional skills of social workers and educators in difficult circumstances with regard to drugs and AIDS prevention, the main activities of which are: (i) creating infrastructures catering for children in difficult circumstances; (ii) producing specific educational material; (iii) carrying out a study on the condition of these children; and (iv) a subregional training workshop held in January 1999 in which six countries from West Africa took part. Similar activities are planned for Benin and Zambia during the forthcoming biennium. 57. Lastly, the project implemented in Mali has as its objective the education and social reintegration of children in difficult circumstances in the urban and suburban areas of Bamako. A national multipurpose centre with capacity for 100 children has been built with backing from various partners. 58. During the biennium this project will: (a) (b) (c) strengthen activities designed to integrate or reintegrate children in difficult circumstances into society by training the staff of institutions and reception centres, by publishing and disseminating guides/handbooks for persons who are in contact with these children, by renovating/building teaching facilities and by producing educational material; strengthen basic education and training activities by supporting educational activities and/or vocational literacy training for children in difficult circumstances in reception structures, by assisting the integration/reintegration of the children in schools (primary and secondary) and by providing technical and financial support to vocational training centres; contribute to preventing the phenomenon of street children through consciousnessraising activities with governments, decision-makers, communities, teaching staff and so on. 59. The efforts made by the Organization in its different fields of competence to ensure equal access to knowledge and the transfer and sharing of information, both in terms of gender and in terms of rural zones, will continue. The International Institute for Girls and Women s Education (Ouagadougou) is taking part in this endeavour.

15 COOPERATION AND REGIONAL INTEGRATION 30 C/53 - page UNESCO has strengthened its cooperation with the Organization of African Unity (OAU) and is developing with it joint activities in the fields of education, science, culture, communication and culture of peace. The two institutions hold regular working meetings in the framework of the Joint OAU-UNESCO Commission on Cooperation and adjust the focus of their cooperation at regular mid-term review meetings, the most recent of which was held in Paris on 1 June On that occasion it was agreed that the Organization would provide technical assistance to OAU in drawing up protocols on education and culture to be annexed to the Abuja Treaty establishing an African Economic Community (1991). A decision was adopted at the OAU Summit of Heads of Sate and Government (Algiers, July 1999) on strengthening cooperation between UNESCO and OAU. 61. The Organization also works in close cooperation with the Economic Commission for Africa (ECA) and with African subregional organizations and is involved in joint activities with them. 62. In the field of culture, the Organization s backing for the African Performing Arts Fair and other promotional forums contributes to the process of African integration in the perspective of an African common market for culture. CONCLUSION 63. Whilst placing its work in the framework of global priorities, UNESCO in its Draft Programme and Budget for also stresses subregional and regional strategies, which are outlined at the end of each major programme, with the aim of identifying the areas of highest priority for the countries of a region or subregion that might be the focus of closer cooperation with the Organization. 64. This aim and the desire to listen set the scene for Audience Africa, which took place from 6 to 10 February 1995 and was attended by some 500 participants (representatives of States, development agencies, United Nations agencies, intergovernmental and nongovernmental organizations and foundations, and many individuals from civil society). The Audience set itself the tasks, among other things, of laying the foundations for a new partnership between Africa and the international community and of finding out what were the continent s own aspirations and its own vision for the future so as to help it to identify its problems and put forward solutions that were not associated with models imposed from outside or pre-fabricated blueprints. 65. The International Committee for the Follow-up to Audience Africa, an advisory committee set up by the Director-General to make recommendations on the social and political development of Africa and its future, held its third meeting in Paris from 5 to 7 July After the Committee had identified the main challenges to be met by the continent in the twenty-first century, in particular in the fields of peace, debt and globalization, democracy, human rights, and as regards the ability to hand the reins of government from one group to another, the role of young people and women in development, science and technology, the information society and pan-african integration, it concluded its work and made recommendations to the Director-General on some of those fields. 66. In the light of the above, the General Conference may wish to adopt the following resolution:

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