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Rotary Conference at UNESCO 2012...

Rotary Conference at UNESCO 2012
Cultivating Peace : A Vision shared by ROTARY/UNESCO
Session on Education and Peace

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  • 1. Conférence du Rotary à l‟UNESCO 2012 La culture de la paix,une vision partagée ROTARY/UNESCO
  • 2. Table ronde« l’éducation et la paix » Modérateur : Cyril Noirtin Représentant du Rotary International à l’UNESCO
  • 3. Table ronde « l‟éducation et la paix » L’éducation, un droit fondamental. Dessin indien « terre et colombes »M. Arulmani - Classe de XIè (équivalent de la 3è en France) Sana Seva School à Vagulathupatti en Inde.
  • 4. Table ronde « l‟éducation et la paix »La vision de la paix à travers lesprogrammes éducatifs du Rotary Carlo Monticelli, Ancien Administrateur du Rotary International
  • 5. Carlo Monticelli A vision of Peace throughRotary educational programs Paris – March 17, 2012
  • 6. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO Rotary‟s 6 areas of focus provide direction For 34.000 clubs - 1.2 million Rotarians serving to meet the needs of people with problems in their communities and around the world Page 6
  • 7. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO Rotary 6 areas of focus: 1. Peace and conflict prevention/resolution 2. Disease prevention and treatment 3. Water and sanitation 4. Maternal and child health 5. Basic education and literacy 6. Economic and community development Page 7
  • 8. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO Education and literacy are positive tools to Peace and Conflict prevention 75 million children worldwide (41 million - 55% are girls) have no access to education 680 million persons over 15 are illiterate Page 8
  • 9. Carlo Monticelli – March 17, 2012 – RI UNESCO A vision of Peace through Rotary educational programs % of Literacy by Country Page 9
  • 10. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO One of the key to a better future of mankind is education and literacy The rapidly changing cultural and technological environment is needing individual continuous education for everybody to enhance the quality of global life The increasing presence in every country of non native residents having difficulties to use the local language is another challenge Page 10
  • 11. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO Rotary volunteers with the Rotary Foundation work for programs: Teachers training Students mentoring Reducing gender disparity in education Enhancing adult literacy Offering new solutions to local educational needs Page 11
  • 12. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO Rotary clubs have always worked to make the world a better and more peaceful place for persons, families and communities We Rotarians, as business and professional leaders worldwide, use creativity, imagination and passion to proactively help others through small, medium and large actions cut to the size to the rapidly changing environments Our team approach is focused on building long lasting solutions Page 12
  • 13. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO Cyril Noirtin will speak later on how Rotary also takes a direct approach to world understanding by providing future leaders through the Peace Centres Also The Scholarship, Group Study and Youth Exchange traditional Rotary programs give unique opportunities of an international experience to thousands of people every year Page 13
  • 14. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO ROTARY and LITERACY In 1985, Rotary declared basic literacy a pre-condition to the development of Peace Through this emphasis, the world‟s Rotary clubs address a full range of literacy and mathematical challenges for primary, vocational, and adult learners as well as teacher training Page 14
  • 15. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO Our projects utilize methods to be replicated easily, thereby increasing the scope of their impact for: formal schooling older children who are not in school illiterate adults (particularly women) special groups The purpose is to inspire and support national authorities alleviating mass illiteracy in developing countries Page 15
  • 16. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO Some examples of projects: 1. Early Childhood Primary Education Early literacy training is critical to a childs later education Rotarians work in many developing countries with children, parents, and educators to encourage and build reading skills at an early age Page 16
  • 17. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO An example: In 2004, Rotary clubs in Brazil established Educafé, a primary school for the children of coffee farmers In a remote part of Bahia State. Previously, 80 % of local children had not attended school or received regular meals The school provides education, meals, uniforms, transportation, books, supplies, and preventive health care for children Page 17
  • 18. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO 2. Adult Literacy Programs Many adults in the all world need the skills to hold a job or perform basic tasks required by everyday life The hardships caused by illiteracy, from the difficulty in finding a job to the constant pressure to cover it up, often lead to many problems Page 18
  • 19. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO In Turkey, nearly 10.000 adults 95 % of whom are Kurdish Turkish women, have participated in Rotary programs, where they get basic literacy skills and vocational training Page 19
  • 20. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO in Egypt Rotarians managed a program that has provided nearly 5.000 students with basic literacy skills and sewing training Page 20
  • 21. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO 3. Literacy and Women Because girls, in many parts of the world, do not have access to education, the illiteracy rate among women exceeds that of men Studies of illiteracy rates in low-income countries have shown a 20 % difference between genders Page 21
  • 22. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO In 2008 the New Zabuli Education Centre, a free year-round school located 30 miles outside of Kabul, Afghanistan, opened for girls who were not educated Funded and organized by a USA Rotary club, the centre has enrolled children, ages 4-15 Page 22
  • 23. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO 4. Immigrants literacy instrument of social integration The important issues of integration, education and training for further and more effective literacy initiatives in the field of foreign workers/residents Literacy is the essential condition of foreigners, the first step to promote dialogue, understanding and integration into their new community is the challenge of our time “words are heavy” Page 23
  • 24. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO In my 2040 Rotary District we have a very innovative program www.alfabetizzazione.it A range of "learning packages" on CDs and books in ten languages ​to facilitate learning the most common words used at work, in accident prevention, technical medical languages, etc. Page 24
  • 25. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO This was possible through Rotarians cooperating with: local institutions, business network, trade unions, schools and health environment Page 25
  • 26. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO Last but not least …. Young students are the international people of the day after tomorrow Let‟s help them to become world citizens opened to understanding others and working for peace After the 1st world war here in Paris a great idea started… Page 26
  • 27. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO The “Citè Universitaire” a huge “village” with houses of many nations having a key rule: the limit of 50 % maximum of residents of each nationality, the other 50% mixed with other nationalities introduced by the other houses Page 27
  • 28. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO After the 2nd war a group of Italian Rotarian and Sponsors, with the support of our government, the “Maison de l„Italie”, hosting 100 students or teachers, was built. Inaugurated January 25, 1958 by Rene Coty, President of the French Republic, and Cesare Merzagora, President Italian Senate Page 28
  • 29. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO Since then an active Committee supported by Italian personalities and Rotarians took care of it. During the last 25 years I‟ve been part of this team seeing how the “Citè Universitaire” is productive of understanding and peace Page 29
  • 30. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO I could continue to tell you a lot of other success stories of Peace through Rotary educational programs and actions but my time is over Let‟s go on to serve for a better future of mankind Page 30
  • 31. A vision of Peace through Rotary educational programsCarlo Monticelli – March 17, 2012 – RI UNESCO Thank you ! Page 31
  • 32. Table ronde « l‟éducation et la paix »La vision de la paix à travers lesprogrammes de l’Unesco Mark Richmond Directeur de la Division de léducation pour la paix et le développement durable de l’UNESCO
  • 33. A Vision of Peace through UNESCO Educational Programmes by Mark Richmond DirectorDivision of Education for Peace and Sustainable Development 17 March 2012
  • 34. The FoundationsThe Preamble of the Constitution of UNESCO famously andmemorably declares that “since wars begin in the minds of men, itis in the minds of men that the defences of peace must beconstructed”.According to UNESCO‟s Constitution, the purpose of theOrganization is: “to contribute to peace and security by promotingcollaboration among nations through education, science andculture in order to further universal respect for justice, for therule of law and for the human rights and fundamental freedomswhich are affirmed for the peoples of the world, withoutdistinction of race, sex, language or religion, by the Charter of theUnited Nations”.UNESCO‟s Constitution states that lasting peace must “befounded, if it is not to fail, upon the intellectual and moralsolidarity of humankind” in recognition of the fact that “war ismade possible by the denial of … democratic principles”. 34
  • 35. Changing world contextUNESCO‟s work in promoting peace in response to a changingworld context: – Immediate aftermath of Second World War – Cold War and post-colonialism – Post-Cold War: old antagonisms and new challenges – GlobalisationNew ways of working, new areas of focusContemporary and emerging challenges include: impact offinancial and economic crisis; cultural diversity and the politics ofidentity; bigotry and intolerance; wider socio-economicinequalities; ICTs: opportunities and threats; lack of interculturaldialogue; etc. 35
  • 36. UNESCO’s role vis-à-vis peace• Not to be a peace negotiator but a fomentor of peace by promoting key values, international cooperation and mutual understanding• Not to be a peace-keeper but a tool of solidarity, a medium of dialogue, a voice of reason, a reminder of our common humanity, a preserver of channels of communication• Not just to be a peace-builder repairing the damage after war and violence have occurred but a peace-builder in the sense of cultivating the possibilities for peace, hindering the descent towards conflict and war and, whenever and wherever possible, preventing the acceptability of war as a means to resolve differences• Not to be just a „peace talker‟ but a „peace doer‟ by undertaking concrete activities in education, natural science, social and human sciences, communication and culture sustained over time as well as generating imaginative initiatives that can channel the desire for peace into practical forms of action and support 36
  • 37. How does UNESCO fulfil its role vis-à-vis peace?• Through normative action – e.g. the UNESCO 1974 Recommendation on Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms, which was buttressed by the 1995 Guidelines (incorporating a Declaration and an Integrated Framework of Action on education for peace, human rights and democracy)• Through information and argument – e.g. the 2011 Education for All Global Monitoring Report on “Armed Conflict and Education” which highlighted the damaging consequences of conflict for the EFA goals – e.g. the Education under Attack 2007 and 2010 publications that drew attention to targeted violence against schools, universities, teachers, pupils, ministry officials, education aid workers, academics, etc. 37
  • 38. How does UNESCO fulfil its role vis-à-vis peace? (continued…)• Through transversal programmes and intersectoral platforms – e.g. the Culture of Peace programme in the 1990s which culminated in the International Year for the Culture of Peace (2000) and an International Decade for a Culture of Peace and Non-violence for the Children of the World (2001-2010) – e.g. the Intersectoral Platform for a Culture of Peace and Non-violence• Through specific programmes and projects – e.g. work on human rights education in the framework of the World Programme for Human Rights Education (2005-); on violence in schools; on Teaching Respect for All, a new project between UNESCO, USA and Brazil to counter racism and discrimination in and through education; on Holocaust remembrance and education; on education for global citizenship, including links with education for sustainable development (ESD) – e.g. work in post-conflict and post-disaster (PCPD) situations/humanitarian crises in order to help educational recovery in general or promote peace, reconciliation and non-violence through education projects, including through some basic teaching of human rights (as a means of protection) and peace (as a means of reconciliation) 38
  • 39. How does UNESCO fulfil its role vis-à-vis peace? (continued…)• Through new approaches and improved methodologies – e.g. promotion of more conflict-sensitive and peace-promoting policies and programmes – e.g. reconceptualisation of peace education in terms of skills, competencies and attitudes (such as problem-solving, critical thinking, linking to local action, ethical decision-making) – e.g. combined or integrated approaches that link peace, human rights, gender equality, tolerance, non-discrimination, cultural diversity, etc. 39
  • 40. How does UNESCO fulfil its role vis-à-vis peace? (continued…)• Through networking and affiliated institutes and centres – e.g. the UNESCO Associated Schools Project network; the UNESCO Chairs and University Twinning and Networking programme; the Asia-Pacific Centre of Education for Intercultural Understanding, in Seoul• Through high-level advocacy and promotion – e.g. establishment of a High-level Panel on Peace and Intercultural Dialogue by UNESCO‟s Director-General in 2010 – e.g. the annual award of the Felix Houphouet-Boigny Peace Prize 40
  • 41. Concluding remarks• The fundamental importance of protecting education and ensuring that education is protective• Schools themselves must be safe and free from violence• Education must address prejudice, discrimination, intolerance, etc., to enable children and young people to develop respect for human rights and for the concept and practice of peace• Towards to a new global citizenship for a globalised world 41
  • 42. Table ronde « l‟éducation et la paix »Les Centres du Rotarypour la Paix Modérateur : Cyril Noirtin Représentant du Rotary International à l’UNESCO Ancien membre de la commission des Centres du Rotary
  • 43. Table ronde « l‟éducation et la paix »Rotary Centers for International Studies in peace and conflict resolution
  • 44. Table ronde « l‟éducation et la paix »Partnership between Rotary and universities Uppsala Universitet, University of Sweden Bradford, UK International Christian University, Japan Duke University –University of North Carolina, USA Chulalongkorn University, Thailand University of Universidad del Queensland, Australia Salvador, Argentina
  • 45. Table ronde « l‟éducation et la paix »Rotary Peace Centers: 2002 - today
  • 46. Table ronde « l‟éducation et la paix »Rotary World Peace Symposium
  • 47. Table ronde « l‟éducation et la paix »US$ 4.1 Million - 5% of 2010-11 TRF Programs Budget Total Program Funding by Type (in millions) Group Study 4.3 4.1 Exchange 11.9 Rotary Peace Fellows Ambassadorial Scholarships District Simplified 47.0 7.5 Grants Matching Grants
  • 48. Table ronde « l‟éducation et la paix »
  • 49. Table ronde « l‟éducation et la paix »
  • 50. Table ronde « l‟éducation et la paix »Le témoignage d’unboursier de la paix enposte à l’Unesco Andrezza Zeitune Ancien Boursière et en poste à l’UNESCO