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

vigorously asserted throughout our discussions, it is that education is an individual’s basic right, whatever his or
her situation may be. It is primarily education which confers on individuals the autonomy, responsibility,
understanding and compassion required for the observance and the effective, considered and responsible exercise
of human rights, and for ultimate mastery over the major challenges of the twenty-first century. The education we
desire is neither abstract nor brutally pragmatic. The many treasures contained therein were revealed by the
International Commission on Education for the Twenty-first Century. Reference was often made to that
Commission’s report in order to convey the scope and to emphasize one of the pillars of education, learning to
live together, as the ultimate aim of any educational policy. The education to which we refer aims to make all
individuals and all communities autonomous and accountable. It takes differences into consideration and strives
to prevent and combat indifference and discrimination. It embraces all life from the cradle to the grave, takes root
in the heart of societies, and serves as the basis for all learning. It is omnipresent, emanating from and addressed
to each and every individual. It respects all diversities and incorporates local cultures and knowledge; it feeds
upon the sciences, but is steeped in wisdom; it fosters creativity, the spirit of enterprise and solidarity; it meets
the needs arising from the immediate environment and also from the nation’s aspirations; it forges a critical
citizenship and prepares people to live with others, to develop together and to think ahead.
2.6 In regard to the Draft Programme and Budget for 2000-2001 and its implementation, the comments
made on the organization of this Conference were mostly favourable. We appreciated the thematic structure of
the debates and I think some very useful lessons have been learned. We have every reason to welcome this new
approach which spared us the dreary succession of monologues that had been the subject of past complaints. You
were unanimous in your support for the Education Sector, which is considered as having high priority, and in
your appreciation of the strategies and principal aspects of the programme presented by the Deputy Director-
General for Education, Mr Colin Power, to whom you paid a great tribute on the occasion of his impending
retirement. Mr Power stressed the diversity of the activities involved, which are grouped together under two
programmes and a number of subprogrammes, some of which take the form of intersectoral or transdisciplinary
activities, in addition to the functions entrusted to the six specialized institutes. The Sector has opted for ongoing
reflection as a programming procedure in support of a gradual decentralization organized around priorities
established in relation to the fight against poverty and marginalization. Another general characteristic is the
structuring of activities around regional and subregional strategies characterized by priorities such as capacitybuilding
in Africa, support for policy-making in the Arab countries, the creation of centres of excellence in Asia,
Focus on the Caribbean, and the promotion and use of diversity in Latin America. The UNESCO centres are
gradually emerging as key elements of this strategy. This is the case for the Baoding Centre for Rural Education
in China, the Centre for Special Education in India, and the Guidance, Counselling and Youth Development
Centre in Malawi, and will also be the case for the proposed centre for the education of girls in Burkina Faso.
2.7 Decentralization as such meets with our undeniable support. The measures advocated, in particular the
regional approaches, meet with general assent, despite some differences of view. However, many of us warned
against mere relocation without an overall vision or adequate resources. In response to all the dysfunctions that
were noted or regretted, some Member States called for the activities of the Education Sector to be recentred
around strategic planning and deplored the losses of resources, which have consequently reduced the results of
long-standing activities. Some delegates saw this as a mere misallocation of resources, while others, more
worried, saw it as an attempt to divert the Education Sector away from its mission, at a time when it has to face
stiff competition.
2.8 It was also observed that the resources of the Education Sector are on a downward trend, whereas the
Sector is, should and must be UNESCO’s priority. As Canada pointed out with regret, the budget of the Sector
has fallen from 40% to 20% during the past decade. Conversely, there has been an increase in extrabudgetary
resources; although welcoming such a situation, some of us warned against the risk of undue influence which they
create and the temptation to use them to disguise bilateral programmes by giving them a multilateral label and
thus another form of legitimacy.
2.9 Now, ladies and gentlemen, I come to basic education for all throughout life. We all wanted UNESCO
to continue to make basic education for all an absolute priority. Basic education must be holistic, inclusive,
preventive and open so as to ensure both material prosperity and human enrichment. It should cover all the target
groups. It should above all begin to take shape in early childhood, in the family circle. Although access to basic
education is far from being assured in several developing countries, quality is required of all countries. While the
aim is to reach all citizens down to village level and provide curricula appropriate to local needs, it was
nonetheless pointed out, in particular by Argentina, Cyprus, Cuba and France, that excellence should be
democratic for all target groups. The fight against poverty through education is the central pivot around which the
other main themes should be positioned. Many of us wanted primary education to work towards this goal in its
programmes and curricula, and wanted its strategies to correct all forms of discrimination, especially those based
on gender.
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