The purpose of this report is to assess my internship experience at UNESCO's headquarters from May through August 2013.

1. Accessibility, Representation and Privilege:
A report on my internship experience at UNESCO
Submitted by Ziona Eyob, Matricule #11154231
Submitted to: M. Pierre Balloffet
Date: October 31, 2013
S

2. 2
Table of Contents
Introduction.............................................................................................................................................. 3!
Preamble.................................................................................................................................................. 5!
Internship Overview ............................................................................................................................... 8!
UNESCO – An Institution .................................................................................................................. 8!
Activities............................................................................................................................................... 9!
Strengths, Weaknesses, Opportunities and Threats.................................................................. 11!
Analysis.................................................................................................................................................. 13!
Conclusion............................................................................................................................................. 17!
Annex ..................................................................................................................................................... 19!
Dataset............................................................................................................................................... 19!
Internship Evaluation ....................................................................................................................... 21!
Internship Projects............................................................................................................................ 24!
References ............................................................................................................................................ 25!

3. 3
Introduction
The purpose of this report is to assess my internship experience at UNESCO's
headquarters from May through August 2013. Through my observations and interactions, I
was able to develop professionally and obtain a thorough understanding of international
organizations, all the while gaining insight on socioeconomic barriers within the organization,
notably through this internship program. Despite the coveted nature of this internship, such an
opportunity would not have been possible for me to pursue without a grant I received from the
Office franco-québécois pour la jeunesse, due to the fact that it was not remunerated. I began
observing my surroundings beyond the scope of my immediate tasks, and was keen to
determine how my fellow interns were supporting themselves financially throughout this
internship, notably those from developing countries, more precisely those originating from
Lesser Developed Countries (LDCs)*1
. Throughout my time at UNESCO, I interacted with very
few interns originating from LDCs, and as an individual who highly values the overarching
mandate of United Nations (UN) organizations, I felt conflicted. Given the UNʼs Brussels
Declaration and Program of Action where they committed “to accelerate sustained economic
growth and sustainable development in LDCs, to end marginalization by eradicating poverty,
inequality and deprivation in these countries, and to enable them to integrate beneficially into
the global economy" (UN-OHRLLS, 2001), how does UNESCO directly engage in this
commitment through their internship program?
Firstly, I will contextualize my analysis by offering a background of current internship
conditions. Secondly, I will provide an overview of UNESCO as an organizational structure.
Thirdly, I will delve into my internship objectives followed by a SWOT analysis of the
internship program. In the fourth section, I will provide a socio-economic analysis of the
current UNESCO intern pool, with a primary focus on LDCs and developing regions.
− 1
Angola, Benin, Burkina-Faso, Burundi, Cape Verde, Central African Republic, Chad, Comoros, Democratic
Republic of the Congo, Djibouti, Equatorial Guinea, Eritrea, Ethiopia, Gambia, Guinea, Guinea-Bissau, Lesotho,
Liberia, Madagascar, Malawi, Mali, Mozambique, Niger, Rwanda, São Tomé and Prίncipe, Senegal, Sierra Leone,
Somalia, Togo, Uganda, United Republic of Tanzania and Zambia; Mauritania, Sudan and Yemen; Afghanistan,
Bangladesh, Bhutan, Cambodia, Kiribati, Lao People's Democratic Republic, Maldives, Myanmar, Nepal, Samoa,
Solomon Islands, Tuvalu and Vanuatu; Haiti

4. 4

5. 5
Preamble
Internships offer ample opportunities for young adults looking to acquire tangible skills, all
the while setting a foot through the door at an institution of interest. Although these internships
are purposed with offering guidance and new avenues, these opportunities can often only be
redeemed based on existing privilege. Unpaid internships are available in abundance, and in
industries where an entry point is highly sought after, only those who can afford to work for
free over an extended period of time can partake in this experience. In industries where an
entry point to an organization is a highly valued asset, some interns are even willing to solicit
placement through third party agencies such as University of Dreams, which charges
anywhere between $5000 and $9500 for guaranteed internship placement that isnʼt
remunerated (Tucci, 2012: 1382). Among American public agencies, a number of influential
non-profit organizations and governmental organizations also offer unpaid internships and
have been deemed a necessary evil in order to advance a career in public affairs (Tucci,
2012: 1383). In other words, an intern must come from families belonging to a higher income
bracket in order to participate in such internships (Tucci, 2012: 1365). If a prospective intern is
highly qualified yet falls under a lower income bracket, they are more likely to forgo an unpaid
internship in a more recognizable institution for an opportunity of less caliber that offers
financial support which can impact their careers in the long run (Tucci, 2012: 1366). Not only
do such internships often go unadvertised which can lead to nepotism and cronyism (Tucci,
1383), it also disadvantages the host organization by narrowing their perspective on a variety
of issues that should encompass voices from diverse socioeconomic backgrounds (Tucci,
2012: 1384). Moreover, by limiting learning opportunities for low-income students and young
adults, it hinders economic and career growth for demographic groups with less financial
means (Tucci, 2012: 1384). Some measures have been put into place to protect interns by
institutions such as the US Department of Labor (DOL), which has vigorous testing protocols
for employers from for-profit companies to prevent them from hiring unpaid interns (Tucci,
2012: 1363). These measures, however, do not encompass regulations to protect interns in
non-profit organizations and public agencies (Tucci, 2012: 1363)

6. 6
Outside of the United States, a number of activities have been taking place in order to
challenge the current status of interns. In April 2006, German interns demonstrated and
circulated an online petition to end unpaid internships, earning 40,000 signatures and was
even reposted on the German government website (Peter, 2007). Garnering endorsements
from influential figures such as Germanyʼs Labour Minister, an organization called the Fair
Company was formed with the purpose of coordinating multiple organizations in order to pay
interns fair wages (Peter, 2007). A project taken up by the German economics journal,
Karriere, The Fair Companyʼs ensures that:
- companies supporting the initiative do not replace full-time positions with interns,
volunteers and trainees
- companies also do not hire graduates as "interns" when they actually applied for a full-
time position
- companies do not contract interns with the prospect of a possible full-time position,
when such a position is not available
- companies offer internships for professional orientation before or during education
- companies grant interns adequate expense allowances of at least €300. (Allenberg,
2011)
Although Germany has taken some proactive measures in order to address intern
conditions, the greater European scope remains problematic, where half of internships
undertaken are reportedly unpaid, while 45% of paid internships do not offer enough support
for day to day living (Delaney, 2013). European governmental institutions are among those
offering unpaid internships, and as a result, they have been faced with criticism through lack
of regulation, lack of payment and inappropriate working hours (Delaney, 2013). In response,
activities have taken place to catalyze change, notably the Brussels “Sandwich Protest”,
where interns gathered to protest work conditions a while bearing sandwiches, a symbolic
reference to one of the sole meals of substance which can be afforded when in financial
duress (Delaney, 2013). France, the country in which UNESCOʼs headquarters is located,
recently passed a law called the Loi Cherpon in order to assure that interns working for more
than two months must earn a minimum wage (Delaney, 2013). However, as an international
agency, UNESCO is not subjected to the same regulations as French organizations and are
under no obligation to pay interns, similarly to most UN agencies (Hamilton, 2012).
According to a report produced by the United Nations Joint Inspection Unit (JIU), in 2007,
all UN agencies hosted a combined total of 3443 interns, with UNESCO hosting 131 during
this period (Wynes and Posta, 2009: 3). Among all interns from the UN system, 43% of interns

7. 7
are described as being European, while only 5% of interns come from Least Developed
Countries (LDCs) (Wynes and Posta, 2009: 4). In their report, Wynes and Posta describe
interns that do not originate from developed countries as being “under-represented in the
overall sample of interns in the United Nations system, which is not in line with what the
organizations are aiming at under the principles of the United Nations Charter.” (Wynes and
Posta, 2009: 4-5). Based on the dataset provided by the JIU, of the 131 interns participating
in this internship at the UNESCO headquarters, 9 originated from LDCs. Further in this
document, I will elaborate an analysis of the current intern composition while drawing
references to the data obtained from 2007.

8. 8
Internship Overview
UNESCO – An Institution
Based in Paris, the United Nations Educational, Scientific and Cultural organization
(UNESCO) is a United Nations (UN) agency served with the purpose of developing peaceful
networks beyond political and economic treaties. After two devastating world wars, UNESCO
came together in 1945 in order to forge opportunities among nations that:
- Encourage access to education for children of all genders;
- Encourage intercultural understanding and diversity through protection of heritage
sites;
- Encourage scientific development through cooperative measures;
- Encourage freedom of expression.
With 195 Members and 8 Associate Members, UNESCO represents one of the highest
membership rates among UN agencies. As part of their medium-term strategy for 2008-2013,
UNESCO has prioritized:
- Contribution to African development and regional integration through education,
science, culture and communication;
- Expansion mainstreaming strategies that ensure gender equality;
- Fostering a culture of peace and sustainable development;
- Prioritizing
o Youth
o Small Island Developing States
o Least Developed Countries
- Thematic Issues
o HIV/AIDS
o Re-thinking the Development Agenda
The UNESCO secretariat is comprised of close to 2000 civil servants, with another 700
staff members dispersed among 65 field offices. Overseen by the Office of the Director-
General, there are five program sectors tasked with tackling UNESCOs priorities, notably
Education, Natural Sciences, Social and Human Sciences, Culture, and Communication and
Information. (UNESCO).

9. 9
My internship took place in the Communication and Information (CI) sector. This sector
oversees the Freedom of Expression and Media Development Division as well as Knowledge
Societies Division, and was responsible for implementing three strategic objectives:
- Promote the free flow of ideas and universal access to information;
- Promote the expression of pluralism and cultural diversity in the media and world
information networks;
- Promote access for all to ICTs.
Activities
I reported directly to the Assistant to the Executive Office, Jamion Knight. Upon
acknowledgement of my acceptance, my internship agreement was as stated the following
objectives:
Within the framework of UNESCOʼs programme for Communication and Information,
the intern shall:
1. Assist the Chief and Assistant Executive Officer of the Executive Office to:
- develop editorial content (both written and broadcast) for the CI website;
- conduct interviews for print and broadcast;
- edit news content
- create and manage an analytical database of news output;
- manage the deadline system and other tools on SharePoint
2. Execute any other relevant duties as assigned by the Executive Office
Overall, my job description was indeed reflected by my actual tasks. I was primarily
responsible for managing a database system containing news articles submitted by UNESCO
CI field offices that were published on the headquartersʼ website during the course of the
biennium. In this database, I logged information obtained through an article analysis based on
categories predetermined by my supervisor, notably date of submission, place of origin (i.e.

10. 10
headquarters VS field) division, articles containing quotes, and articles containing photos. I
was responsible for collecting entering the data obtained through the website. After collecting
the data, I assembled a report on news output and frequency after a further analysis of
breakdowns by region, division and content. After producing comparative tables as well as
designing and packaging the report, it was then submitted to the Assistant Director General of
our sector. My supervisor and I were able to draw preliminary conclusions that less than a
third of articles submitted originated from field offices, and few contained actual quotes or
pictures, which can negatively affect the quality of an article. This perhaps might have to do
with a lack of training in newswriting, since most field officers carry an expertise in the projects
they work on and not necessarily in journalism. These figures reinforced the need for a
newswriting manual, another project I assisted with in conjunction with the news analysis,
which would eventually be delivered to field officers. In this four-chapter newswriting guide, I
helped edit and develop content including example creation, where I was able to integrate my
past experience in journalism (my undergraduate field of study). Additionally, my supervisorʼs
also had a background in journalism so he was concretely able to validate my content.
The third major project I assisted with was the Global Forum on Media and Gender, a
large-scale conference bringing together NGOs, partners, media figures and other
stakeholders to debate the current status of gender issues in and through media which is a
follow-up to areas of concern of the Beijing Declaration and Platform for Action, “Women and
the Media Diagnosis”. An event scheduled to be held in December 2013 in Thailand, I was
responsible for compiling lists of potential Goodwill Ambassadors and Champions, as well as
analyzing their influential capacities based on personal activities through public relations and
social media presence. I also drafted letters of proposal for Goodwill Ambassadors and
Champions, produced and edited content for a promotional brochure, coordinated content
delivery with the web team for the eventsʼ microsite, and offered assistance in communication
strategy development for the conference.
Among other tasks I accomplished, I would occasionally draft and edit letters on behalf
of superiors in my department as well as for the Director General, and I would also be
responsible for their follow-up and approval between different authorizing parties based on
hierarchical relations.

11. 11
Strengths, Weaknesses, Opportunities and Threats
Overall, my internship proved to be very enlightening and I was lucky to work on
interesting projects that were relevant to my field of study and existing aptitudes all the while
being pertinent to my career interests. However, my internship experience was independently
structured and there was no oversight beyond the scope of my immediate supervisor.
Furthermore, upon my arrival, I had no sense of an overarching internship program nor was I
welcomed with any form of orientation from Human Resources. Needless to say, there are a
many aspects and challenges to participating in such an internship, which I have identified in
the form of a SWOT analysis.
Strengths: Weaknesses
• This program offers interns an entry point
within the United Nations system, allowing
them to familiarize themselves better with
this organizational structure. Moreover, by
opening their doors to graduate students,
UNESCO offers interns experience that is
pertinent to their field of study.
• Recognized as a prestigious institution, an
internship at UNESCO can leverage an
internsʼ candidacy as they seek future
professional and academic opportunities.
An entry point through an internship can
lead to networking and career
opportunities both within the Organisation
as well as other opportunities offered by
an internsʼ peers.
• UNESCOʼs placement in a bustling
metropolis like Paris offers interns an
opportunity to experience cultural
exchange and diversity both personally
and professionally. As a vast institution
with over 700 staff members from around
the world as well as more than 450 interns
just in 20132
, this is a rich and unique
opportunity for young, likeminded adults to
interact.
• Although an entry point within the United
Nations system is highly coveted, these
internships are not paid nor do they
assume any costs (i.e. flights, food,
lodging, transit) and can last anywhere
between two to six months. In addition to
being unpaid, Paris is an expensive city so
this can affect the type of candidates who
willing to participate in such an internship
as well as the duration of their stay, which
can affect the quality of their internship.
• Despite committing to an unpaid
internship for an extended period of time
in a new city, an internship at UNESCO
does not guarantee job placement nor first
pick among recruiters when looking to fill a
position. Additionally, there is a “volunteer”
clause for interns who do not fit into the
bracket of official intern candidates, which
usually consists of students pursuing
undergraduate or doctoral studies. Under
this clause, even if there were a position
opening, volunteers are not able to work
for the Organization for a period of 6
months after completing the internship.
This can be very discouraging for many
2
Figure obtained from last member count of Facebook group, UNESCO interns 2013

12. 12
former volunteers who have acquired the
necessary skills in order to complete the
tasks described in the job description
since they worked on the projects leading
up to the launch of a job opening.
Opportunities Threats
• There are ample learning opportunities
outside of direct tasks by having
exclusive Access to interesting
conferences, expositions and lecture
series.
• There is promising potential for interns
to bring home their newly acquired
skillset and transfer that new
knowledge into their local economies.
• There have been many cutbacks as a
result of unpaid dues from the United
States which can affect possibilities for
interns to be employed by UNESCO
• As a result of lax regulation and
minimal oversight, this can potentially
lead to intern exploitation by superiors.

13. 13
Analysis
In my methodological approach, I opted to circulate online questionnaire and interview
my peers. Considering that this internship isnʼt paid, it would not have made sense to inquire
about their salary bracket level since they were not earning an income throughout their
internship. Moreover, given the broad spectrum of nationalities involved in this assessment, it
would be inconceivable to draw conclusions based on comparable income because the value
of one income bracket can vary significantly from one region to another. Instead, I asked
questions that would enable me to paint a clear portrait of their socioeconomic strata. After
circulating the questionnaire, I obtained data from 84 respondents, and I also interviewed two
interns to gain in-depth insight on their experience. In order to contextualize my assessment,
my analysis was shaped around three indicators that I identified in order to help me determine
the accessibility of an internship at UNESCO, notably economic standing, nepotism/cronyism,
and internship direction.
Based on the findings in the report submitted by the JIU, in 2007, UNESCO hosted 131
interns at their Headquarters, among which 9 originated from LDCs (Wynes, Posta 2009: 22-
26). Another number that stood out is the prevalence of French interns, who accounted for 50
of the 131 interns (Wynes, Posta 2009: 22-26). Currently, among the 75 respondents who
identified their country of origin, only 3 interns come from LDCs, while 16 identify their country
of origin as France.
2007 2013
Total number of
interns
131 75
France 50 (38%) 16 (21%)
LDCs 9 (7%) 3 (4%)
The prevalence of French interns can be explained due to the fact that France is
the host country of the internship; therefore they are far less likely to incur relocation

14. 14
expenditures. Given the nature of this internship, it is worth noting a decline in abundance of
French interns with the hopes that this offers more internship openings for other nationalities.
However, the number of interns originating from LDCs dropped by 3% from 2007 to 2013,
which is in direct conflict with a recommendation set out by the JIU report to increase
representation among lesser-developed countries (Wynes, Posta 2009 p. 5). Among interns in
my cohort at UNESCO, I sought out to identify their economic standing of interns originating
from LDCs. Due to insufficient data concerning this demographic, I have chosen regroup them
into a larger dataset and comparatively assess the economic standing of interns from
developed regions vis-à-vis interns originating from developing countries (including LDCs and
SIDS).
There appears to be little difference in strata among interns originating from developed
countries and those originating from developing regions – most appear to come from
households where their families likely belong to societyʼs upper percentile. Among interns
originating from developed countries, approximately 68% identify their parents as a civil
servant, a private sector executive or middle management. Similarly among interns from
developing countries, these numbers range between 55% and 57%. I also chose to assess
number of opportunities pursued in multiple locations. Among interns from developed
countries, 49% have pursued higher education at least in part outside of their countries of
origin, while a staggering 87% of interns from developing countries have studied abroad at
some point. Additionally, given the cost of living associated with Paris, I chose to assess their
anticipated duration of stay in Paris. It appears that 41% of interns originating from developed
regions intend on remaining in Paris for more than a year, while the same number of interns
from developing countries intend on staying in Paris for 3-6 months. Throughout this
internship, 40% of interns, equally from developed and developing countries, are supporting
themselves financially with the help of their parents. Meanwhile, 24% of interns from
developed countries and 31% of interns from developing countries seem to be supporting
themselves with personal savings, although it appears that only 5-10% of interns from both
regions are staying afloat with the help of a part-time job. Another striking figure indicates that
among interns originating from developed countries, 69% have affirmed that at least one of
their parents is in possession of a graduate degree (masters or higher). Among interns from

15. 15
developing countries, 61% reiterate the same statement. The latter figure is especially
alarming when drawing comparisons with other individuals from these regions in the same
age range (between 50-74), where only 5% of their population completed tertiary schooling
and on average, the majority have just under 5 years of total schooling at most. (World Bank
Data, 2010). I also sought to examine whether there was a relationship between internsʼ
source of financial support and their past job experience, and it appears that most interns who
do have past work experience are still receiving financial assistance from parents for the
duration of their internship. Similarly, interns without any remunerated job experience are
receiving fiscal support from their parents.
In order to determine whether nepotism or cronyism was an underlying influence in
some of the internsʼ entry point into UNESCO, I evaluated whether there is a relationship
between internship procurement methods and familial connections to UN agencies. It appears
that only 8% of respondents have family members who have worked for a UN agency,
although only one respondent appears to have secured their internship with the help of an
internal referral. Among those without family members working for UN agencies, 39% of
interns appear to have procured their internship with the help of an internal referral from a
UNESCO staff member. In spite of the fact that there is no indication of whether these internal
contacts are personal or professional, this could potentially be a symptom of cronyism.
Although half of interns appear to have secured their internships using the UNESCO
online application form, 26% succeeded by establishing informal relationships with UNESCO
staff by inquiring directly about internship availability using contact details they found through
the website. During an interview, one Brazilian intern attests that this was how he managed to
obtain his internship, even stating that he knows many people who did not get accepted to
this internship program, and speculating that they applied using the online form instead of
establishing informal contact with staff first. When discussing his hiring process, the Brazilian
intern affirms that it was rather informal:
“My supervisor called me in Brazil for like 10 minutes and asked me if I was up for it.
There was no proper interview, when we talked I guess I was already preselected,”
Meanwhile, another intern from Mexico describes recruitment process as lengthy, likely due to

16. 16
the fact that she secured her internship through a third-party interagency network:
“I had to write 3 letters, and they selected 2 other candidates so they had [us do]
another round of essays. They called me like 2-3 times, had me interview by Skype,
had me do a test with two simulations on how I would address ministers of education
[…] it was pretty competitive.
The limited vigilance not only applies to intern recruitment procedures but also transcends
among other intern-related activities, notably due to minimal oversight from a governing body.
Upon the Brazilian internʼs arrival at UNESCO in March 2013, he describe the atmosphere
among interns as “not particularly nice,” which motivated him to take initiative and create a
private Facebook group for interns in order to have a platform and get connected, which I later
administered upon his departure. By the end of his internship, the Brazilian intern affirms that
the ambiance had transformed. The Mexican intern, who described her experience with other
interns as collegiate, collaborative and fun, also supports his views:
“I didnʼt know anyone that well, and one day it was my birthday, and one day [a couple
of interns] just show up with a muffin and a candle and it touched my heart. I wasnʼt
around my everyday friends and they stepped up.”
With limited involvement from upper management, interns became a self-sustained micro-
society within the Organization, and ultimately became a source of peer support through
social activities and transfer of knowledge.

17. 17
Conclusion
Overall, my internship proved to be an eye-opening experience by allowing me to
harbor a variety of professional skills, exposing me to a work environment in an international
setting, foster new relationships, and even spark an interest towards a career in international
development or international civil service. However, as an international agency that is
supposed to be actively working towards eradicating poverty and minimizing social gaps, I
was alarmed by the under-representation of interns from LDCs. Moreover, given the previous
report submitted by the JIU in 2008, there was previous indication that there was work to be
done. Since the publication of this report, not only has there been no improvement in
representation among interns from LDCs, there has actually been a decline. However,
considering that these figures were so minimal, there were a greater number of interns from
other developing regions, whom I was equally interested in gaining further insight on how they
are able to support themselves financially for such a lengthy period in Paris, the 8th
most
expensive city in the world according to the EIU report (2013). Based on my analysis, there is
clear evidence suggesting a correlation between socioeconomic privilege and UN-based
internships. Moreover, the potential presence of cronyism and lack of consistency in hiring
procedures and overall oversight of interns in such a large institution demonstrates a
shortcoming in management of internship program. I highly recommend UNESCO explore
offering interns different forms of support within their means such as meal cards for the
cafeteria, transit passes. Additionally, I would suggest they publish a list of third-party affiliated
institutions that offer financial resources for UNESCO, and classify this information by
nationality as to not discourage internship applicants. I would also highly encourage UNESCO
to set up a need-based grant program for prospective interns originating from LDCs in order to
cover their cost of living throughout the duration of their internship. With assistance from their
human resources department, it is imperative that UNESCO improves their management
practices of the internship program by offering newcomers an orientation as well as a
handbook indicating the programs and services available to interns. They should also strive to
streamline recruitment procedures for all interns in order to assure consistency and fairness
for all participants.
My research limitations primarily revolve around the actual scope of interns from 2013

18. 18
due to the fact that a) the year hasnʼt ended yet and b) I collected responses from interns who
are members of the Facebook group that I administer because I could not obtain such figures
from Human Resources. In the future, given the time lapse associated with socioeconomic
integration for many immigrants, it would be worth exploring whether there is a correlation
between accessibility and internship participation among first generation children born in
developed countries to parents originating from LDCs. Ultimately, by improving on certain
practices and ensuring accessibility, UNESCO can contribute to shaping future leaders of all
nations that do not already belong to societyʼs elite, and will therefore assist in minimizing
socioeconomic gaps.

19. 19
Annex
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21. 24
Internship Projects

22. 25
References
Delaney, Ella (2013, 30 September) “Fight against unpaid internships spreads; Lawsuits have
multiplied in America as resistance has grown in Europe,” The New York Times.
Economist Intelligence Unit (2013) Worldwide Cost of Living 2013, Recuperated from
http://www.iberglobal.com/files/cities_cost_living_eiu.pdf
European Alternatives, European Campaign for the Rights of Interns, Recuperated from
http://www.euroalter.com/european-campaign-for-the-rights-of-interns/
Hamilton, Matt (2012, February 27) UN Youth Employment Conference Overlooks Unpaid
Internships, Recuperated from http://theglobaljournal.net/article/view/view/611/
Peter, Tom A (2007, 5 March) “Unpaid interns struggle to make ends meet” The Christian
Science Monitor.
Tucci, Anthony (2012). “Worthy Exemption? Examining How the DOL Should Apply the ELSA
to Unpaid Interns at Nonprofits and Public Agencies,” Iowa Law Review, vol. 97 13630.
UNESCO, Introducing UNESCO, Recuperated from http://en.unesco.org/about-
us/introducing-unesco)
UNESCO, The executive branch of the Organization, Recuperated from
http://www.unesco.org/new/en/unesco/about-us/who-we-are/secretariat/
United Nations Joint Inspection Unit (2009) Internships in the United Nations System,
Recuperated from https://www.unjiu.org/en/reports-
notes/JIU%20Products/JIU_NOTE_2009_2_English.pdf
UN-OHRLLS, Programme of Action for the Least Developed Countries for the Decade 2001-
2010, Recuperated from http://www.un.org/special-
rep/ohrlls/ldc/BD%20and%20POA%20of%20LDCs.htm
World Bank (2010), Barro-Lee: Average years of total schooling. Completed Tertiary, age 50-
74
World Bank (2010), Barro-Lee: Percentage of population with tertiary schooling. Completed
Tertiary, age 50-74