UNESCO. General Conference; 30th; Records ... - unesdoc - Unesco

electronic media, such as the Internet, to disseminate the prototypes of these materials and thus optimize their
impact. The link between peace, democracy and sustainable development is a reality and the “3 Ps Strategy”
(participation, prevention and protection) described by the Netherlands addresses the need to transform
educational policies and practices and make the school a violence-free haven of mutual respect. Such ideas as
changing the culture of the school and of the classroom (as advocated by Barbados), the development of
intellectual and emotional resilience (as articulated by Australia) and the disarmament of history (Germany,
Spain, Greece, Portugal) all relate to the same objective: to free children and young people from the dangers
arising from a sense of being different.
3.8 While praising the re-establishment of links between education, the culture of peace and lifelong
learning, in order to learn to live together, the Commission enhance the draft 30 C/13 document with the
following proposals: first, the necessity to train creative educators, real disciples who will promote the principles
of solidarity, fraternity and the right of each individual and each nation to look forward to a future marked by
dignity and respect; second, the development of human rights education is not the responsibility of UNESCO
alone. It should be shared by all Member States and serve as an inspiration and contribution to the Decade for
Human Rights Education and other projects of the United Nations High Commissioner for Human Rights;
thirdly, since human rights are universal and indivisible, human rights education is about the education of active
and critical citizens, the promotion of intercultural dialogue and learning about democracy; last but not least,
human rights education should be considered as one of the duties of older people to hand down a living memory
of history to the young and thus as part of an intergenerational approach in the spirit of the Declaration adopted
by the World Parliament of Children. Thank you very much.
4. The PRESIDENT:
Thank you, Mr Molnar. I now invite the Chairperson of Commission III to take the floor.
5.1 Mr LUGUJJO (Uganda), Chairperson of Commission III:
Madam President, Mr Director-General, distinguished delegates, ladies and gentlemen, as Chairperson
of Commission III, which examined Major Programme II, Sciences in the service of development, I have the
pleasure to report on the rich debate on the transdisciplinary project “Towards a culture of peace”.
5.2 The Assistant Director-General for Social and Human Sciences, Ms Fournier, pointed out that it is quite
natural that special attention is paid to the important links and contributions which science and technology can
provide to a culture of peace. She endorsed the reflection by the Netherlands delegate that the advancement of
peace and projects in this area of conflict management and peace-building are at the heart of UNESCO’s mission.
The delegate of France underlined that ethical reflection is mainly based on human rights, democracy and
tolerance.
5.3 The Transdisciplinary project “Towards a culture of peace” received wide support from Member States
during the debate. Some of them, such as Germany, Norway, and Israel, stated that all activities of this project,
with reference to paragraphs 02901 and 05102, should be implemented in conformity with the United Nations
Programme of Action on a Culture of Peace. This Programme was adopted by the United Nations General
Assembly on 13 September 1999, and had been recommended by the previous session of the Executive Board.
While many delegations indicated that further reflection on, and clarification of, the concept of a “culture of
peace” is desirable, several participants underlined the need to concentrate on concrete actions in the fields of
human rights, peace, democracy and tolerance at local and national levels, involving all civil society.
5.4 Madam President, it was the general view that the implementation of this project requires closer
intersectoral cooperation, particularly among the Science, Education and Social and Human Sciences Sectors.
Moreover, many States called for further development of partnership between UNESCO and other relevant
intergovernmental organizations, non-governmental organizations and scientific and training institutions among
others.
5.5 A large number of delegations emphasized the role of UNESCO Chairs in human rights, peace,
democracy and tolerance in promoting education aimed at the development of a culture of peace, and called for
strengthened cooperation between UNESCO and these Chairs. These delegations, in particular that of the
Netherlands, also encouraged training of professionals with special responsibilities in this field such as
parliamentarians, magistrates, the media and educators, in order to ensure a multiplier effect and to improve
governance at the national level. Several speakers underlined the need to focus on non-formal education,
especially civics education. UNESCO’s publications on human rights, democracy, peace and tolerance were
welcomed by a number of delegates, such as the delegate of Nigeria, who stressed the need to disseminate these
materials widely and to translate them into various languages.
612