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UNESCO2012

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Published in March 2013

by the Sector for External Relations and Public Information

of the United Nations Educational, Scientific and

Cultural Organization (UNESCO).

7, place d e Fontenoy, 75352 Paris 07 SP, France

© UNESCO 2013

All rights reserved

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Cover

UNESCO focused much of its energy on Education in 2012,with activities ranging from an international conferenceto revitalize Technical and Vocational Education and Training (TVET) in Shanghai (China) to a Day of Solidarity with Malala Yousafzai, the 14-year old Pakistani student and activist who was the victim of an assassination

attempt for defending girls’ right to education.One of the most important activities was the

launch of UN Secretar y-General Ban Ki-moon’s Global Education First Initiative. The Secretary-General entrusted Irina Bokova, the Director-General of UNESCO, to chair theHigh-Level Steering Committee that will guide this work.

Pictured on the cover is a UNESCO staff member Intiranee Khanthong visiting Baan Nokhamin Foundationfor underprivileged children (Bangkok, Thailand).

© Sirisak Chaiyasook

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Preace by Irina Bokova, Director-General o UNESCO

2012 saw proound changes across the world, and it marked a

turning point or UNESCO.

In acing challenges, we remained true to our values

and concentrated on action. We took orward a Roadmap o

measures to streamline and sharpen our delivery in response

to needs. At the same time, the Organization drew on the ull

orce o its mandate to carry orward its

messages on education, the sciences, culture,communication and inormation. UNESCO

made a powerul contribution to the Rio+20

conerence on sustainable development.

UNESCO secured agreement across the United

Nations system on a new UN Plan of Actionon the Safety of Journalists and the Issue of Impunity , to strengthen our action to protect

reedom o expression across the world. At

the 6th World Water Forum in Marseilles, we

launched the 4th World Water Development Report . Launched across the world, the 2012

Global Monitoring Report on Education for All explored the crucial issue o youth and skills.

Highlights o our work in 2012 included the Shanghai

International TVET Congress, accelerated results in our Culture orDevelopment programmes, and the irst Arica Forum on Science,

Technology and Innovations in Nairobi. We celebrated the 40th

anniversary o the World Heritage Convention with ceremonies

in Kyoto, Japan, and we stepped up our work to protect cultural

heritage under threat in Mali, Libya, Syrian Arab Republic and

elsewhere. We celebrated World Press Freedom Day in Tunis or

the irst time. Throughout all o this, we moved orward on ourcommitment to the global priorities o Arica and Gender Equality.

The United Nations Secretary-General has called on

UNESCO’s leadership to take orward his Global Education First

Initiative and to create the new Scientiic Advisory Board. I see this

as acknowledgement o the quality o the work o UNESCO sta, at

Headquarters and in the ield, especially those working in hardship

conditions, on the rontline or the common good.

All o this relects a collective eort, made

possible with strong support rom MemberStates, the United Nations system, private

partners, as well as rom individuals across the

world. This Annual Report pays tribute also to

their dedication and commitment to UNESCO.

We must build on these achievements

as we set a new course or UNESCO through

the Medium-Term Strategy (2014–2021) andthe next Programme and Budget document.

We must draw on them also to shape a

new global sustainability agenda to ollow

2015. Cooperation in education, culture, the

sciences, communication and inormation

has never been more important – they must

reside at the heart o the global political agenda.

For this, we must continue on the path we have set withMember States. We must take orward our goal o crating a new

UNESCO, a more modern Organization – the UNESCO we want. This

Annual Report opens a window onto the scale o the work we are

undertaking and the depth o the commitment that guides it.

© UNESCO

UNESCO Director-General Irina Bokova visits a prima ry s chool in Um m Say houn ( Jordan) in May.© UNESCO/Paola Leoncini-Bartoli

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Contents

Chapter 1 Education or the 21st Century 7

Chapter 2 Science or a Sustainable Future 17

Chapter 3 One Planet, One Ocean 29

Chapter 4 Learning to Live Together 43

Chapter 5 Saeguarding and Transmitting our Heritage 57

Chapter 6

Fostering Creativity or Development 69

Chapter 7 Deending Freedom o Expression 79

Chapter 8 Building Knowledge Societies 89

2012 in Photos 101

Annexes 109

The UNESCO AmmanOice (Jordan)helped to install a system or assessing theinstability o slopesin the Siq o Petra.

A Wi-F i mo nitor ing syste m ai ming toidentiy unstableareas exists now on

six selec ted s lope s.This photographreceived a special

mention at the irst UNESCOMMUNITY

photo contes t:“UNESCO in action,

2012”.

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Young girls attending the AishaDurrani School in Kabul (Afghanistan).UNESCO’s Global Partnership for Girls’

and Women’s Education, which focuseson education programmes for illiterateor semi-literate girls and women through

part nershi ps with the pr ivate s ector,entered its second year in 2012.© UNESCO

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CHAPTER 1

Education

for the21st Century

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8

Q Youth skillsJob losses, youth unemployment, a

constantly-changing labour market,social exclusion, poverty and the skillsgap were at the centre o UNESCO’swork on technical and vocationaleducation and training – a keypriority or the Organization. Theseissues drove discussions at the ThirdInternational Congress on Technicaland Vocational Education and Training(TVET), which UNESCO co-organizedwith the Government o China rom13–16 May in Shanghai (China). Alandmark event or the global dialogueon TVET, the event brought together540 participants, including ortyministers and senior oicials rom107 countries. ‘Transorming TVET:

Building Skills or Work and Lie’ wasthe theme o the Congress, whichset out to meet the challenges acingTVET systems, address how TVETcan contribute to development, indnew ways to acilitate the transitionrom school to work, chart strategicdirections or transorming TVET andidentiy opportunities or international

cooperation. The Congress resultedin the adoption o the ‘ShanghaiConsensus’, which called or thetransormation and expansion o T VET.

The 01 EFA Global MonitoringReport (GMR), Youth and Skills: Putting

Education to Work , documented the extento the youth skills deicit, calculating that00 million 15–4 year-olds have nevercompleted primary school and lack skillsor work.

On 16 October in Paris, the Director-General made an appeal to ix the youthskills deicit through additional inancing,more ‘second-chance’ programmes oryoung people who have missed out on aneducation and new partnerships betweenthe public and private sectors.

As a result o the GMR indings,the Ghanaian Ministry o Women andChildren’s Aairs launched a new campaignon youth skills, saying the Report had‘created the momentum to revise the

curriculum’. The high media proile givento the report in the Islamic Republic o Pakistan supported the passing o thecountry’s Compulsory Free Education Bill.

The UNESCO Institute or Statistics(UIS) played a key role in the developmento the GMR. Its timeliness meant it waswidely received and debated worldwide.Over sixty countries held launch events

to discuss the Report, which is publishedin the six o icial languages o theOrganization. Media in eighty-ourcountries reported on the scale o the

EFA GlobalMonitoring Report 2 0 1 2

YOUTH AND SKILLS

Putting education to work

Education for the 21st CenturyThe youth skills deicit was a dominant theme in education in 2012. A landmark international UNESCO

conerence and a major report with a special youth version addressed the need or skills or work in

the 21st centur y. Youth engagement in decision-making was also addressed. Scaling up l iteracy wasanother concern, with targeted attention given to countri es urthest rom th e Education or All (EFA)

goals. A new teacher strategy put teachers in the spotlight, and UNESCO reinorced its advocacy on

gender equalit y in education at all levels.

Accord ing to th e 201 2 EFAGlobal Monitoring Report, 200 mi llio n you ng p eopl e

have never completed prim ary scho ol a nd l ack

skil ls o r wor k.

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SEC OND C HANC E

WORK-BASEDTRAINING

PRIMAR Y

LO WER

SECOND

AR Y

UPPER

SECONDAR

Y

Transferable skills

Foundation skills

Technical and vocational skills

This illustration romUNESCO’s 2012 EFA Report

shows three main typ es o skil ls th at al l you ng p eopl eneed and the context inwhich they may be acquired.

© U

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need or investment in training and skills

or youth. The Report was downloadedalmost 0,000 times rom the websiteover the irst three months. In addition,0,000 Reports and 5,000 summarieswere printed or distribution amongstpolicy-makers and civil society. For theirst time in the Report’s history, morethan 600 young people rom over 100countries contributed to a youth version

o the GMR, Be Skilled, Be Employed, Bethe Change Generation. Over 6,000 copieswere printed or dissemination amongyouth networks and organizations.

UNESCO continued to support TVETprogrammes in Aghanistan, Côte d’Ivoireand Madagascar, and star ted to deinenew TVET programmes with nationalstakeholders in Benin, Liberia andMalaysia. As elsewhere, this work involvedproviding policy advice, helping developnational capacities to review and developTVET policies, acilitating better datacollection in order to match TVET and thelabour market, and enhancing the overallmonitoring and evaluation o T VET.

The Organization also promoted

youth engagement in decision-makingprocesses such as the ormulation andplanning o education policy. Followingthe recommendations o the 7th UNESCOYouth Forum, UNESCO’s InternationalInstitute or Educational Planning (IIEP)organized a high-level policy orumin mid-October. Entitled ‘Engaging

Youth in Planning Education or Social

Transormation’, the meeting was markedby substantial youth involvement, bothvirtually and during working sessions,along with policy-makers, practitionersand researchers. The resulting ‘Agendaor Action’ echoed the importance o strengthening youth engagement inpolicy and programme development atall levels.

Q Scaling up literacy

To mark International Literacy Day(8 September), education ministersand representatives o the or ty-onecountries urthest away rom reachingthe EFA goals met at a High-Level RoundTable at UNESCO Headquarters on 6 and7 September to assess their literacychallenges, identiy obstacles to progress

and share good practices. NGOs, civil

society, private partners and UN agencieswere well represented at the two-daydiscussion whose theme was ‘Reachingthe 015 Literacy Target: Delivering onthe Promise’.

UNESCO helped establish theconditions or delivering quality literacyand non-ormal education programmes,notably in thirteen ‘priority countries’. The

Organization supported these countriesin their development and implementationo literacy policies and plans, andstrengthened the capacity o key nationalstakeholders to deliver and scale upquality literacy programmes and orgealliances and partnerships. For example,in Bangladesh, UNESCO supported theormulation o a Non-ormal EducationAct, while in Chad literacy and non-ormal education were integrated into

UNESCO allocated unds to supp or t the integ ratio n o litera cy

and non-ormal education intoChad’s education plan. ©

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the country’s education plan with anallocated budget.

UNESCO’s Institute or LielongLearning (UIL) celebrated six decades o advancing lielong learning and literacy

with a public lecture on ‘Respondingto Global Challenges through Lielong

Learning’ and an international expertseminar on ‘The Role o Universities inPromoting Lielong Learning’.

Q Take a stand or teachers!

This was the rallying cry o WorldTeachers’ Day 01, which UNESCOcelebrated by launching its new teacherstrategy or 01–015. Capitalizing on

its wide experience, the methodologyo the Teacher Training Initiative or

sub-Saharan Arica (T TISSA) and otherUNESCO teacher-related programmes, theOrganization identiied three prioritiesto drive the strategy: bridge the gap inteacher shortage in ten ‘priority countries’,particularly in sub-Saharan Arica; improveteaching quality; and inorm the globaldebate on research, knowledge productionand communication or teaching.

Within the context o the new

teacher strategy, Ethiopia, Namibia andCôte d’Ivoire were selected as the irstthree countries or the implementationo a new our-year project on qualityeducation through teacher training,supported by UNESCO and inanced byChina. Launched by the Director-Generalon November at the close o the 01Global EFA Meeting (GEM), this South–

South cooperation initiative will ocuson enhancing teacher education systemsto train enough qualiied teachers toachieve EFA.

Iraq: the newly literate speak out

‘I could tell the time and use the mobile phone. I became

independent without having to seek assistance rom anyone. Icould read letters, newspapers and magazines… I could exercisemy rights as a citizen’, says Asma, one o over fty newly literatestudents participating in UNESCO literacy programmes in Iraqwho speak out or the frst time in The Power of Literacy: Stories

from Iraq, a UNESCO-published collection that attests to theimportance o literacy.

The Iraqi illiteracy rate is estimated at per cent, with womenin rural areas particularly aected due to a lack o inrastructure.However, the Iraqi Ministry o Education has implementedlarge-scale policies in recent years, partnering with UNESCOto meet the EFA goals. UNESCO has also helped establish ourcommunity-learning centres in the Baghdad, Al-Muthanna andDyala governorates.

International Task Force on Teachers or EFA

A global alliance o voluntary EFA partners, the International Task Force on Teachers or EFA is aninternational platorm dedicated to addressing the teacher gap in order to meet the 015 EFA goals.To address teacher challenges in India, the Task Force and the Indian Ministry o Human ResourceDevelopment co-organized a orum in New Delhi in May, with over orty countries represented.North–South and South–South cooperation was in evidence, as member countries o the Task Forceshared policy-related experiences. The recommendations inuenced teacher policy reorms at thestate and central level in India, as well as in other countries.

UNESCO helped establish our community-learning centres in Iraq

as part o the Organization’s eortsto meet the EFA goals.

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Q Empowering womenand girls

UNESCO continued to combat gender-based discrimination in education, thecause and a consequence o so manydeep-rooted disparities in society. Whenthe Organization’s Global Partnership orGirls’ and Women’s Education enteredits second year, the Executive Directoro UN Women, Michelle Bachelet, and

Princess Laurentien o the Netherlands,UNESCO Special Envoy on Literacy orDevelopment, joined the Director-Generalon 5 May to celebrate its achievements.

They reviewed progress made in thecontext o the partnership, in particular

three projects in Arica supported by privatepartners. A girls’ and women’s literacyproject in Senegal, unded by Procter &Gamble, inaugurated 160 classrooms inseven regions and trained 100 literacytrainers who taught 3,000 women. ThePackard Foundation worked with twenty-eight schools in Ethiopia and the UnitedRepublic o Tanzania to keep girls in

school. In Kenya and Lesotho, the VarkeyGEMS Foundation worked with UNESCOon gender-sensitive teacher training toencourage more girls to attend school

and improve their learning in science,mathematics and technology education.

Members o UNESCO’s High-levelPanel on Girls’ and Women’s Education orEmpowerment and Gender Equality, andproject beneiciaries, joined the celebrationand helped envisage ways to scale upaction, urther strengthen the partnershipand generally keep up the momentum.

Q

Stand up or Malala!A new chapter was written about theOrganization’s actions towards theempowerment o women and girls when

President o Pakistan Asi

Ali Zardar i an d

Director-General Irina Bokovalaunched the

Mala la Fu nd o r Girls’ Education in

2012.

© U

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13

UNESCO and the Islamic Republic o Pakistan launched the Malala Fund orGirls’ Education at a high-level event on

Human Rights Day, 10 December: ‘Stand Upor Malala, Girls’ Education is a Right’. ThePresident o the Islamic Republic o Pakistan,Asi Ali Zardari, announced that his countrywould donate the irst US $10 million.

The occasion was dedicated to15-year-old Pakistani schoolgirl andactivist Malala Yousazai, whom theTaliban attempted to assassinate in

October because o her deence o theright o girls to go to school.

Other keynote speakers includedFrench Prime Minister Jean-Marc Ayrault,Executive Director o UN Women MichelleBachelet, UN Special Envoy or GlobalEducation Gordon Brown and ormerPresident o Finland Tarja Halonen. Theyadopted a ‘Statement o Commitment toGirls’ Rights to Education’, promising to‘actively strive to make every eort to endall orms o violence against girls and toeliminate the obstacles that prevent themrom attending school’.

The aim o the event was to givenew momentum to the quest to provideaccess to school or all girls by 015 and

reinorce the momentum provided by theUN Secretary-General’s Global EducationFirst Initiative, which calls on governments,international organizations, civil society,the private sector and religious leaders tomake girls’ education a priority.

Published within the ramework o theUNESCO Global Partnership or Girls andWomen’s Education–‘Better Lie, Better

Future’–the repor t, From Access to Equality:Empowering Girls and Women throughLiteracy and Secondary Education, aims toraise public awareness o the importance o

investing in girls’ and women’s education,by highlighting two relatively neglectedareas o education that are interrelated:

secondary education and literacy. Itprovides the Partnership with a strategicvision, gives concrete examples o waysto tackle obstacles to both access andequality, and contributes to redeining therole o education rom a gender perspectivein view o supporting the achievement o broader development goals by 015 andcontributing to the post-015 discussions

on gender equality and EFA.

Q Planning or post-2015:a global conversation

With 015–the target date or achievingthe EFA and Millennium DevelopmentGoals (MDGs)–on the horizon, the processor reviewing progress towards the goalsand discussing options or a new educationagenda or ater 015 began in earnest.A global post-015 debate was launchedthrough a series o national and globalconsultations coordinated by the UnitedNations Development Group (UNDG). Tocontribute to this process, UNESCO andUNICEF, together with other UN agencies

and NGOs, launched a six-month ‘globalconversation’ with leading educationstakeholders in September. The exchangestook place via the internet and ace-to-ace. The conclusions will contributeto shaping the post-015 developmentagenda. The post-015 relections wereurther enabled by the 6th Meeting o theCollective Consultation o NGOs on EFA

(CCNGO) in Paris in October, which broughttogether over 150 representatives o national, regional and global NGOs and civilsociety networks rom around the world.

Whether big or small, NGOs areexpected to urge governments, theprivate sector, UNESCO and donors to

overcome the remaining obstacles toachieving the EFA goals by 015, as well

UNESCO’s World Atlaso Gender Equality in Education

With over 10 maps, charts and tables,the UNESCO World Atlas of Gender Equality

in Education, published in March, enables

readers to visualize the educationalpathways o girls and boys in terms o access,participation and progression rom pre-primary to tertiary education.

The atlas is based on data rom the UNESCOUIS, which launched a complementaryonline data-mapping tool in mid-01. ThiseAtlas allows the tracking o trends overtime by adapting the maps and exportingthe wide range o sex-disaggregated dataand gender indicators eatured in theoriginal publication.

UNESCOPublishing


Culturalrganization

WORLD ATLASof gender equality in education

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14

as to produce a collective vision or apost-015 EFA age nda.

Another important conversation in this

process was the High-Level MinisterialMeeting on 1 November at UNESCOheadquarters. Part o the 01 GEM, itaimed to collectively provide impetus toreaching the 015 EFA goals.

UNESCO Bangkok picked up theconversation at two regional high-levelexpert meetings (May and November)to initiate discussions on the uture o

education ater 015 in the Asia-Paciicregion. Participants debated developmenttrends, gaps and challenges, and provided

recommendations or the uture o education in Asia and the Paciic, wherein spite o a decline in the number o out-

o-school children (39 million over thepast decade), the region is still home to65 per cent o the world’s illiterate adults.

Q Curriculum design

UNESCO’S International Bureau o education(IBE) ran two advanced diploma courses inCurriculum Design and Development: one in

Dar es Salaam (United Republic o Tanzania)and another in Montevideo (Uruguay), whichinvolved seven Latin American countries.

Q Education inthe early years

Early childhood care and education(ECCE) was at the centre o several eventsthroughout the year, starting with the01 Global Action Week (–8 April).Among several events held to highlightthe importance o EFA, a group o 8- and9-year-old pupils rom a Paris primaryschool took their irst steps in UNESCOon 5 May, when they handed Director-

General Irina Bokova selected images bychildren rom all over the world who had joine d t he 01 ‘Bi g P ic tur e’ ope rat ion .The children also requested the Director-General to ask Heads o State worldwideto ensure universal education, and sharedtheir dreams or the uture. Images romorty countries were exhibited at UNESCOheadquarters until 11 June, to mobilizesupport or early childhood care andeducation.

An online consultation on ‘mothertongue’ instruction and ECCE took placethroughout July 01. The consultationaimed at providing key stakeholdersworking in languages and education withpolicy and practice o mother tongue

instruction in a bilingual educationapproach in ECCE.The IIEP Oice in Buenos Aires

(Argentina) launched a new web-based‘Inormation System on E arly Childhood’to systematize inormation on actions toulil the rights o young children in LatinAmerica and evaluate their success. Thewebsite provides updated inormation

and statistical indicators, accessible bycountry or by theme, on the regulationsand policies in nineteen countries o theregion.

UN Secretary-General

Ban Ki-moonchairs

the inaugural Steering Committee

o the Global

Education First Initiative, withDirector-General

Irina Bokova at his side. ©

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Q Post-confict responsesthrough quality education

Immediately ater conlict, education cansave and sustain lives, restore routine andgive people hope or the uture. UNESCOactively promotes education as part o emergency responses and or long-termrecovery, particularly in the delicatetransition process rom violence to peaceand non-violence. UNESCO thus activelysupports its Member States in rebuildingtheir educational systems and buildingpeace education into education systems.

Following a disastrous civil war inLiberia, UNESCO continued to supportreconciliation through curriculum reormto implement peace, human rights andcitizenship education (PEHCED) in theLiberian school system. Over 1,300

teachers were trained and PEHCED waswidely adopted as a school subject.In South Sudan, UNESCO helped to

develop teaching and learning materialson lie skills while IIEP helped develop thecountry’s irst education sector plan. InAghanistan, UNESCO continues to leadthe largest education programme in thecountry, reaching out to 600,000 learners

across eighteen provinces.Kyrgyzstan, one o the conlict-

aected countries in Central Asia, hostedthe UNESCO International Forum on

post-conlict education ‘Learning to LiveTogether’ (Bishkek, 7–9 June) in parallelwith the Eurasian Economic Community.

The Forum supported education initiativesand collected best practices in the contexto disaster and conlict prevention romthe Central Asian countries and theCommonwealth o Independent States.

Q A rich heritage o textbooks

The IBE catalogued some 18,000 textbooksand other learning materials publishedbetween the 1800s and the 1980s in over110 countries by title, country, publicationyear, subject and language. Subjectsinclude history, geography, literature,music and lie sciences. The Institute isseeking unds to digitize the collection.

Q New interactive eAtlasesThe UIS launched a new interactiveeAtlas series with data on research anddevelopment, out-o-school children andgender inequalities, providing a ree andpowerul tool to map and graph data andindicators on critical policy issues in theield o education, science and technology.

Designed to be regularly updated, theyprovide rapid access to precise data andindicators, and inormation neede to shapedevelopment policies.

When we put education irst, we can reduce poverty and hunger, end wasted potential and look orward to stronger and better societies or all. Ban Ki-moon, UN Secretary-General

Uniting to put education frst

The UN Secretary-General’s Global Education First Initiative(GEFI) is a fve-year initiative launched by UN Secretary-General Ban Ki-moon to ensure quality, relevant andtransormative education or everyone. Global advocacy atthe highest level, it aims to get the world back on track tomeeting its educational commitments.

From the outset, UNESCO has played a p ivotal role inshaping GEFI. It established the overall concept or theInitiative and reached consensus on its three priorities with

sister UN agencies, the World Bank, representatives o theteaching proession, civil society and the private sector.

The Secretary-General asked UNESCO’s Director-General, Irina Bokova, to serve as Executive Secretaryo the Initiative’s fteen-member Steering Committee.This committee will provide advice on the strategicorientation o GEFI, translating its vision into practiceover the next fve years.

In addition to UNESCO, members o the SteeringCommittee include UNDP, UNFPA, UNICEF, UN Women, theSecretary-General’s Special Envoy or Global Education,the President o the World Bank, the chair o the GlobalPartnership or Education, and representatives rom theprivate sector, teachers and youth organizations.

The Initiative is a reection o UNESCO’s vision thateducation is the most eec tive way to fght poverty,improve health and well-being, generate growth and

promote responsible citizenship. It will suppor t theOrganization’s strategic objectives as the lead agencyor EFA.

A di M li f i l i l

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A nom adic M ongoli an fami ly usi ng sol ar energy to power their home. In 2012, UNESCOcontinued to support universal access to energy by providing leadership and scientific advice togovernments and international development

part ners ar ound t he worl d.© UN Photo/Eskinder Debebe

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CHAPTER 2

Science for aSustainable Future

S i f S i bl F

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Science for a Sustainable FutureWithout science there can be little progress torwards sustainable

development. UNESCO, since 1945, has promoted the advancement o

sci ence an d its applicati ons to develop knowledge and capacity, key to

economic and social progress, the basis or peace and development.

Q Driving science, technologyand innovation in Aricaand Asia

According to the UNESCO Science

Report 2010, research and development(R&D) in Arica attract signiicantlyless public unding than other sectorssuch as education or health. Only some0.3 per cent o GDP is dedicated to R&Don average across the continent, seventimes less than the investment made inindustrialized countries. The Report alsoshows that access to higher education

remains limited, and in one country outo our enrolment was below 4 per centin 008. Moreover, brain drain is severelyaecting the continent: at least one-third o Arica’s scientists and technologygraduates were living and working indeveloped countries.

In order to help counter this

situation, UNESCO co-organized in01 the irst Arica Forum onScience, Technology and

Innovation (STI) or YouthEmployment, HumanCapital Developmentand Inclusive Growthin Nairobi (1–3April). Hosted by the

Government o Kenya, itwas opened by the KenyanPresident, Mwai Kibaki, and

the Director-General o UNESCO.

The Forum highlighted the need toinvest in this key sector to os ter humancapital development and inclusive growth,and provide job opportunities or youth andwomen. It also discussed the achievements

made in this domain across the continent,highlighting best practices and policies. Italso sought to reinorce North–South andSouth–South cooperation, partnershipsbetween the private and public sectors,and cooperation between institutions o higher education.

Ministers in charge o STI, inance,planning and education rom thirty-ive

Arican countries adopted a Declarationin which they committed to strengthenscientiic research in Arica through thepromotion o scientiic networks andcollaborative research at the national,regional and intra-regional levels. TheDeclaration also recalled the commitmento Arican Union Heads o State and

Governments to devote at least 1 per cento GDP to R&D. At present, only Tunisiaand South Arica have reached this target.

Since 008, UNESCO and the UNESCOInstitute or Statistics have organized aseries o sub-regional STI policy reviewsin Arica. A ew weeks ater the frst AricaForum, participants rom nearly ortyArican countries attended a training

workshop on the collection and useo STI indicators, in Cape Town (SouthArica). This workshop was part o theimplementation o the second phase o the

Arican Science Technology and InnovationIndicators (ASTII) Initiative. ASTII is aagship programme o Arica’s Science andTechnology Consolidated Plan o Action(CPA) adopted by the continent’s science

ministers in 005. In January 007, Headso State and Government invited UNESCO towork closely with the Arican Union and theNew Partnership or Arica’s Development(NEPAD) Secretariat to implement the CPA.

The overall goal o ASTII is tocontribute to improving the qualityo policies at national, regional andcontinental levels by strengthening

Arica’s capacity to develop and use STIindicators. The workshop was a key s teptowards the release o the second editiono the Afr ican I nno vation Out look , acontinent-wide compendium o statisticson R&D produced through ASTII.

Another STI international eventorganized by UNESCO took place in May

01 in Jakarta (Indonesia). The seminar‘Designing Eective Incentive or SoutheastAsian Countries’ gathered participantsrom Indonesia, Australia, China, India,Islamic Republic o Iran, Malaysia, IslamicRepublic o Pakistan, Thailand, Viet Nam,the Philippines, Singapore and Sri Lanka. Itaimed at providing policy recommendationson STI to governments to help ight against

poverty and stimulate economic growth o South-East Asian countries.Later in the year, the International

Research and Training Centre or Science

,01 theScie

In

Presthe Dir

In 2012, UNESCO

co-organized the irst Arica

Forum on Science,Technology

and Innovation(STI) or Youth

Employment,Human Capital

Development and Inclusive Growth.

Sci ence educa tion is th e ba siso youth employment in the

developing world. UNESCO helps to

streng then it by provi ding prac tica l experience in chemistry in Haiti.

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and Technology Strategy (CISTRAT)was inaugurated in Beijing (China). The

centre will operate under the auspiceso UNESCO. The ceremony was held on4 September and was attended byWan Gang, Chinese Minister o Scienceand Technology and UNESCO AssistantDirector-General or Natural SciencesGretchen Kalonji, as well as by Arican,Asian and Latin American trainees whohad come to Beijing to participate in

the centre’s irst international seminar.This new centre will design and conductinternational cooperative researchprogrammes; oer proessional training

and technical assistance; developeective policy tools, and oster

networking and cooperation amonggovernments, academia and industries.

Q Using science to combatdrought and amine inthe Horn o Arica

As a response to the Horn o Aricadrought crisis in 011, UNESCO launched

in May 01 the initiative ‘StrengtheningCapacity to Combat Drought and Faminein the Horn o Arica (Kenya, Somalia,Ethiopia): Tapping Groundwater Resources

New partnership to promoteengineering education in Arica

It is estimated that some .5 million new engineers andtechnicians will be needed in sub-Saharan Arica alone.UNESCO and the world’s largest technical proessionalassociation, the Institute o Electrical and ElectronicsEngineers (IEEE), signed in February 01 an agreementto implement projects to support engineering educationin Arica. UNESCO and IEEE agreed to collaborate onseveral projects and initiatives or both students and

educators in Arica, including accreditation programmes,aculty training and initiatives encouraging theparticipation o women in engineering.

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or Emergency Water Supply’. Madepossible by the generous support o the Government o Japan, the projectaims to map out drought-resilientgroundwater resources in the a ectedarea and strengthen regional capacitiesin managing groundwater or drought-preparedness. A survey o groundwaterresources o the Turkana region o Kenya or emergency well drilling anddevelopment planning has been initiated.

The project is a contribution o UNESCO to the regional rameworkGroundwater Resources Investigation orDrought Mitigation in Arica Programme(GRIDMAP)–a scientifc consortium o

regional partners working together to assessgroundwater potential and build droughtmanagement capacities across the Horn o Arica region and other parts o Arica.

Q Supporting universalaccess to energy

Somalia’s energy sector has suered romover two decades o neglect and lack o

planned investments. The resultant hugedeicit in universal access to a ordablemodern sources o energy inhibits theachievement o social indicators and limitssustainable economic growth.

In response to this situation, UNESCO-Nairobi and UNDP-Somalia led the UNteam Partnership Forum on ‘Energyor Somalia’s Future Goals or 015’,in Istanbul (Turkey) in May 01. Thestrategic role o UNESCO in this par tnershipis to provide leadership, technical andscientiic advice and guidance to theGovernment o Somalia to enhance energyaccess or sustainable development.

The Partnership Forum agreed onprogrammatic priorities and a partnership

ramework–between the government,non-government partners and internationaldevelopment partners–to overcomethe barriers to access to energy and to

diversiying the energy mix. Partners set the01–015 agenda or undertaking priorityinterventions with clearly deined roles.

Q Improving disaster riskreduction

The 4th International Disaster and RiskConerence (IDRC) ‘Integrative RiskManagement in a Changing World:Pathways to a Resilient Society’ tookplace in Davos (Switzerland) at the end o

September 01. Organized by the GlobalRisk Forum (GRF) Davos, this biennialinternational gathering aims at providingsolutions or eective and eicient globaldisaster and risk management as well asor climate change adaptation by joiningscientiic understanding with businessstrategies, policy responses and media andcitizen par ticipation.

The conerence proposed to approachhazards and risks–both natural andhuman-induced–rom a multidisciplinaryperspective. During the conerence, UNESCOorganized two sessions on education ordisaster risk reduction (DRR) where itpresented the results o recent research,case studies and guidance instruments.Among these were a study, commissionedby UNESCO and UNICEF, o current keynational experiences in the integration o DRR in the curriculum, which identiiedgood practices and challenges, and atechnical instrument, also developed byUNESCO and UNICEF, to guide policy-makers and curriculum developers ingovernments, NGOs and UN agencies on

how to eec tively integrate DRR.The regional workshop ‘IntegratingLocal and Indigenous Knowledge withScientiic Knowledge or Knowledge-

Alai n Gac het, Presi dent o R adar Techno logi esInternational, and Casey Walther, coordinator o UNESCO’S groundwater mapping projects, use aGENS device to trace groundwater sourcesin arid regions. Kenya, December 2012.

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or 335 projects in nearly 150 countries. Italso serves as a network or thousands o scientists worldwide, notably in developingcountries, and ocuses on projects relating topresent concerns such as georisks, hydrologyand climate change, and modelizationprojects based on geological data.

A conerence to mark the ortiethanniversary o the IGCP was held atthe Organization’s Headquarters on February. The event brought togethernumerous experts rom dierent parts o

the world, including Gordon McBean o the Intergovernmental Panel on ClimateChange, which was awarded the 007Nobel Peace Prize. The purpose o theconerence was to take stock o theachievements and challenges o the IGCPand map the road ahead.

The publication Tales Set in Stone:40 Years of the International Geoscience

Programme, which traces the history o theIGCP, was launched during the Conerence.

Q Women in science

To celebrate International Women’s Day01 the workshop ‘Women in Engineering:Importance and Challenges’ was organizedin UNESCO Headquarters on 8 March. Thedebate explored success stories o womenengineers rom dierent cultures. It alsoocused on the challenges and diicultiesthat women engineers ace throughout theircareers and voluntary work.

Five exceptional women scientists,one rom each region, received the 01L’Oréal-UNESCO Awards For Women inScience, in recognition o their scientiicexcellence and contribution to theadvancement o lie sciences. UNESCODirector-General Irina Bokova andChairman o the L’Oréal Foundation SirLindsay Owen-Jones presented the awardsduring a ceremony at the Organization’sHeadquarters on 9 March, in presenceo Proessor Christian de Duve, winner o

the L’Oréal-UNESCO Awards For Womenin Science and Nobel Prize or Medicine(1974). Proessor Güntel Blobel, Presidento the Lie Sciences Jury and winner o theNobel Prize or Medicine (1999) introducedthe research work o the ive laureates.

Also present at the awards ceremonywere the 01 L’Oréal-UNESCOInternational Fellows, i teen young

women selected or the excellence andeasibility o their proposed researchprojects and or the potential impacto their research on the lives o humanbeings or the environment.

For the second year since its creation,the International Special Fellowship ‘... Inthe ootsteps o Marie Curie’ was awardedto a ormer International Fellow, MouniraHmani-Aia (Tunisia), or her demonstrationo excellence and determination in thepursuit o her career in research.

Q Rewarding advancementin science

Several UNESCO medals and prizes were

also awarded in 01 in recognition o notable contributions to science.The 011 UNESCO Kalinga Prize was

awarded to eminent Mexican scientist

The winners o the 2012 L’Oréal-UNESCOFor Women in Science Awards are romtop to bottom: Proessors Ingrid Scheer (Australia), Jill Farrant (South Arica),Bonnie Bassler (USA), Frances Ashcrot (United Kingdom); and main photo

Susa na Ló pez (Mexi co).

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René Raúl Drucker Colín. A specialist inphysiology, neurobiology and psychology,

Proessor Drucker Colín is renowned orhis work in identiying the role playedby neurotransmitters during sleep.His work is published regularly in La

Jor nada, a leading Mexican daily, andhe has participated over the decade inthe science programmes o a national TVbroadcaster. The ceremony took placeduring the 99th Indian Science Congress

in Bhubaneswar (January 01), whichcoincided with the 60th anniversaryo the Prize. To mark the occasion,an international symposium on thepopularization o science was held on thesidelines o the Congress.

During the 4th Session o theInternational Co-ordinating Council (ICC)

o the Man and the Biosphere (MAB)Programme (9–13 July), the ICC endorsedthe twelve winners o 01 MAB YoungScientists Award. This year 75 per cent o the winners were women and 50 per centwere rom Arica.

The ICC also presented the 01 MichelBatisse Award to Elizabeth Inés Taylor Jay

(Colombia) or her case study ‘ImprovingSustainable Development and Coral Ree Conservation through Community-basedWatershed Management in the SealowerBiosphere Reserve’.

In October, UNESCO Director-GeneralIrina Bokova presented the UNESCO MedalFor the Development o Nanosciencesand Nanotechnologies to six laureates

during a ceremony organized at UNESCOHeadquarters. This medal was establishedat the initiative o the InternationalCommission in charge o the developmento nanoscience and nanotechnologyor the Encyclopedia of Life Support

Syste ms (EOLSS), with the support o thePermanent Delegation o the RussianFederation to UNESCO. This year’s laureatescome rom the Russian Federation,Germany and the United States o America.

Q New partnerships andchairs or the advancemento science

In 01, several partnerships with major

international proessional institutions andcompanies were developed, includingone with the Nature Publishing Groupand the pharmaceutical company Roche.

This partnership was created to establisha cutting-edge educational platormor science education called ‘The WorldLibrary o Science’. This web-based open-source learning resource will cover theentire lie and physical science curriculumat the secondary and university levelsand will provide students across the

world with quality teaching and learningmaterials.01 also saw the establishment o

several new scientiic chairs. One o theChairs on Science and Innovation Policieswas established at the National School o Political Studies and Public Administrationin Bucharest (Romania). This new UNESCOChair will serve as a think tank and ‘bridge-

builder’ between researchers, trainers,entrepreneurs and policy-makers in areaso science policy, innovation management,science education and communication,utures studies, technology oresightand strategic intelligence. The Chair willacilitate scientiic collaboration with otherinstitutions in Romania and Europe, as wellas beyond.

Q Contributing todevelopment throughthe social sciences

Several seminars were organized in 01to relect on how the social sciencescontribute to development. Amongst

them, the Pugwash workshop ‘Scienceand Social Responsibility: RisingProblems, Wise Initiatives’, in March, andthe conerence entitled ‘Lie Conerence

New intergovernmental body orthe sustainable management o biodiversity and ecosystems

Just a ew weeks away rom the Rio+0 conerence, theIntergovernmental Platorm on Biodiversity and EcosystemServices (IPBES) was launched in April 01, to be hosted inBonn (Germany). UNESCO actively participates in IPBES which

aims to tackle the accelerating worldwide loss o biodiversity anddegradation o ecosystem service by bridging the gap betweenaccurate, impartial and up-to-date science and policy-makers.

The 2012 UNESCO-Equatorial Guinea

International

Prizes or Researchin the Lie Scienceswere awarded

to Felix DapareDakora (South

Arica), Rossana Arroyo Verastegui ,

(Mexico) and Maged A l-

Sherbiny (Egypt).

pcapacity to combine disciplines and create synergies amongall sciences, natural, human and social, including local and indigenous knowledge. Irina Bokova, Director-General o UNESCO

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- What is Lie .0 Worth?’, lateNovember 01, both held at UNESCOHeadquarters, oered the opportunityto discuss how scientists can live up totheir moral and social responsibilitiesin the current age o globalizationto respond to major challenges,such as ensuring that scientiic andtechnological innovations are used orthe beneit o humankind.

During the celebration o the

International Week o Science and Peace(6–10 November) hundreds o socialscientists rom Latin America and theCaribbean also gathered in Mexico Cit y

(Mexico) to attend a three-day conerenceon ‘The State o the Social Sciences inLatin America and the Caribbean’. Thisevent was the 6th Regional Conerenceon Social Sciences organized by CLACSO(Consejo Latinoamericano de CienciasSociales) in cooperation with the UNESCOManagement o Social Transormations(MOST) Programme.

UNESCO urthermore recognized aspeciic social scientist’s contribution

to development o social sciences. Theirst UNESCO/Juan Bosch Prize or thePromotion o Social Science Researchin Latin America and the Caribbean

was awarded to Karen Nathalia CerónSteevens, 5 (Colombia), or her researchinto youth violence in Central Americaand its application to social policies andprevention plans in Guatemala.

Q World ScienceDay or Peace andDevelopment 2012

Scientiic evidence shows that humanity

has put the unctioning o the Earthsystem at risk. Current developmentparadigms and economic patterns areresponsible or many o the interlinked

UNESCO osterstechnological innovation to

promo te pe ace

and development.The modern nonalsiiable ID used or elections inTimor Leste is a

great techn ical improvement or democracy.

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and growing social, environmental andeconomic crises acing the planet. Thetheme o this year’s World Science Day orPeace and Development (10 November),‘Science or Global Sustainability:Interconnectedness, Collaboration,Transormation’, shone a light onour increasingly interconnected andinterdependent economic, social, culturaland political systems, in terms o both thepressure these place on the Earth systemand the potential or solutions that they

provide.As part o the celebrations and in theramework o the UN International Year orSustainable Energy or All, UNESCO Brasiliaand the Natural Sciences sec tor launchedin June 01 a contest or secondaryschool students rom all over Brazil onthe question ‘What is the best source o energy or our uture?’ A publication was

produced with the best ten pictures andessays ollowing the award ceremony heldin November in São Paulo.

Q UNESCO and bioethicsAll through 01 UNESCO set theramework or discussions around theworld on the ethical challenges andresponsibilities research and progress ingeneral have created in recent years.

The irst conerence o the InternationalAssociation or Ethics in Education (IAEE)took place early May in Pittsburgh (USA).The association was created in 011 withthe support o UNESCO. This conerencegathered over 00 international researchers

and proessionals o ethics in educationwho shared their experiences on teachingprogrammes, educational activities and theeducational implications o research.

A irst training session was organizedin N’Djamena (Chad) on ‘AssistingBioethics Committees in Arica’. For threedays, participants aimed at clariying therole and the mission o the new National

Bioethics Committee recently establishedin Chad. This was one o the six traininginitiatives implemented by UNESCO inArica in 01, in the ramework o itsAssisting Bioethics Committees project.The other sessions took place in Gabon(July), Guinea (September), Ghana,Malawi and Côte d’Ivoire (November).

Traditional medicine, its ethicalimplications and the principle o non-discrimination and non-stigmatizationwere the ocus o discussions in Septemberduring the 19th session o the InternationalBioethics Committee (IBC) and its jointsession with the IntergovernmentalBioethics Committee (IGBC), at UNESCO’sHeadquarters. Far rom reaching a

consensus, participants concluded that theissues o bioethics cannot be limited todebates on human cloning or GMO, but aredeeply connected to the major challenges

generated by progress in biomedicine–biobanks, access to drugs, transplant andorgan traicking, as well as tissue and celltraicking, neuroscience, HIV/AIDS andnanotechnologies.

The Fourth International Congresso the Latin America and the CaribbeanBioethics Network on Bioethics,Human Rights and Social Inclusion,

organized with UNESCO, was held inBrasilia (Brazil), rom 9 November to 1December 01. Experts rom the regionexamined the ways in which bioethicscan contribute to the development o public policies and activities in the ieldo lie-long education, which will in turnavour the implementation o s trategiesoriented towards social inclusion andequity in health issues. With more than400 par ticipants, the Congress provideda unique opportunity to strengthencooperation projects in the region.

Fostering innovation and researchcapacity in the Arab world

More than 10 students rom the Arab world participatedin December in the Intel Science Competition: ArabWorld 01, a pan-Arab science competition organizedunder the patronage o UNESCO by Intel Corporationand the United Arab Emirates Ministr y o Education. Thecompetition seeks to encourage high-school students o the age group 14–18 to gain interest in scientifc researchand conduct research projects based on the methodologyand tenets o scientifc research. This initiative is part

o UNESCO and Intel’s shared commitment to supportsustained economic growth in the Arab region byostering local innovation and research capacity.

Ethics and Law inBiomedicine and Genetics:

An Overview

of National Regulations

in the Arab

States waspublished byUNESCO Cairoin early 01.

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Woman collecting chayote in Viet Nam.Originally native to Central America, chayote isamous or its use in medicine and in products

o cosmetics and nutrition. Traditional medicineand its ethical implications were the ocus

o discussions during the 19th session o theInternational Bioethics Committee (IBC) in

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One Planet,One Ocean

Just b efore R io+20, the cam paign‘The Future is Green and Blue’ was launched by UNESCO and Agênci a Áfri ca. Tha nks to the

suppor t of G oodwil l Am bassado r Nizan Guanaes the campaign

displayed throughout Rio de Janeirothe Organization’s commitment to

sustain able dev elopm ent th roughocean conservation, education

for sustainable development and sustai nable lifest yles.

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Intergovernmental OceanographicCommission (IOC) played an instrumental

role in highlighting the importance o the ocean by organizing nine side-eventsin places such as New York, Paris andBrussels, including the launch o theIOC-led inter-agency publication A B luePrint for Ocean and Coastal sustainability ,which inspired some o the text in the Riooutcome document.

The culmination o the preparatory

process or Rio+0 was the Forum onScience, Technology and Innovation or

Sustainable Development which tookplace in Rio (11–15 June).

The Forum provided a platorm tostrengthen dialogue between key leadersrom the international science policycommunity to produce the knowledge andtechnology needed to build sustainablesocieties. Together they drated a set o thematic recommendations or a newglobal agenda ater Rio+0. A bold new10-year initiative, ‘Future Earth: Research

or Global Sustainability’, was alsolaunched to better coordinate scientiic

research with governments and businesspartners.

Q

UNESCO in Rio+20Rio+0’s main objectives were tosecure renewed political commitment tosustainable development; assess progressand gaps in the implementation o agreedcommitments; and address new andemerging challenges.

During the conerence UNESCO

organized three oicial side-events andparticipated in various other initiatives.The Organization’s side-event onEducation or Sustainable Development(ESD) was co-organized with theGovernments o Sweden, Japan andDenmark. Its high-level speakers pointedto ESD as a key priority and highlightedits potential to transorm and innovate

education. The event was well attendedand was the opportunity to launch thenew UNESCO publication Sha pin g t heEducation of Tomorrow: 2012 Report onthe UN Decade of Education for SustainableDevelopment .

The IOC co-organized and co-chairedthe Oceans Day together with the GlobalOcean Forum. This event consisted o

seven panels addressing pressing issuessuch as renewing political commitments,ocean governance, building resilienceor small island developing states (SIDS)and the ocean, climate change and oceanacidiication. The Oceans Day co-chairsissued the ‘Rio Ocean Declaration’, callingor strong and immediate action to meet

the sustainable development goals oroceans, coasts and SIDS beyond Rio+0.UNESCO also announced the launchby the International Atomic Energy

Sustainable development at the hearto UNESCO’s Arica Week

Film screenings, art exhibitions and conerences on topics such as ‘Cooperation regarding ClimateChange and the Promotion o Sustainable Development’ marked the 01 edition o Arica Week, held

at UNESCO Headquarters (May). Particular emphasis was placed on the theme o science in Aricathrough a presentation by the Academy o Sciences or the Developing World (TWAS, Trieste, Italy)and the International Institute o Water Engineering and Environment (Burkina Faso).

During Rio+20,UNESCO presented

a giant poem by

Span ish a rti st Ang el A rena s

on the sidewalk o Copacabana

beach. Peoplewere invited to

contribute by writing about

the oceans on a150 m sheet.

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Authority (IAEA) o the Ocean AcidiicationInternational Coordination Centre (OA-ICC).

The IOC oicial side-event ‘Know ourOcean, Protect our Marine Treasures,

Empower Ocean Citizens’ assembleda prestigious panel and presented anumber o initiatives that supportedRio+0 targets towards a sustainableuse o the ocean. The UNESCO brochure‘Healthy ocean, Healthy people’ wasdisseminated during the event. As aresult o IOC’s involvement, the ‘Rio+0

Outcome’ document recognizes theimportance o strengthening themarine science capacities o developingcountries as well as cooperation inscientiic research.

During Rio+0, UN Secretary-G eneralBan Ki-moon announced his decisionto set up a Scientiic Advisory Boardbringing together eminent international

specialists rom natural sciences, socialand human sciences, and engineering.The Secretary-General requested thatUNESCO take the lead in creating theBoard and provide its secretariat, soUN agencies can obtain comprehensiveadvice on science, technology andinnovation or sustainable development.UNESCO was also designated as the

lead agency or the organization o the UN International Year o WaterCooperation 013.

‘Public policies need social scientiststo build a sustainable green society.’Such was the message conveyed by t woside-events to the Rio+0 Conerence,organized under the banner o UNESCO’s

Management o Social Transormations(MOST) Programme.Rio+0 drew worldwide attention

and was attended by over 50,000

people rom more than seventy-ivecountries. Over 1,300 articles rom theinternational media were monitored onUNESCO’s participation.

Q Man and the Biosphere:one way orward

As the 4th session o UNE SCO’s Manand the Biosphere’s InternationalCoordinating Council (ICC) took placeright ater Rio+0, there was a lively

debate on the theme ‘Post-Rio+0Opportunities and towards a Strategyor 014-01’. In addition, twenty newsites were added to the World Network o Biosphere Reserves.

In 01 Saint Kitts and Nevis becamethe irst English Caribbean country

to launch a Man and the Biosphereprogramme. The Saint Mary’s BiosphereProgramme covers an area o considerablediversity. The selec ted area is currentlyhome to one o the oremost nesting sitesor sea turtles in the region.

Governance in UNESCODesignated Sites

The UNESCO school in South-East Europe‘Sustainable Energy Governance inUNESCO Designated Sites’ took place inDubrovnik (Croatia) in 01. The schoolwas a unique opportunity to enhancecapacity building in sustainable energy byconveying in a single venue a substantialcapital o knowledge developed in UNESCOdesignated sites (World Heritage Sites andBiosphere Reserves) in Europe.

The Salzburger Lungau &Kärntner Nockberge(Austria) wasdeclared a

Biosphere Reservein 2012. It is arepresentativeexample o inner-alpinelandscapes and an ecotourismdestination.

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Q European Geopark NetworkThe Eleventh European GeoparksConerence took place in Arouca (Portugal)in September. It reviewed progress

o the European Geopark Network, aswell as options or consolidating thegeoparks as geo-tourism destinationsand new strategies or conservation andinvestment. During this conerence, theGlobal Geoparks Network Bureau admittedour new sites, which brings the totalnumber to ninety-one.

Q UNESCO’s responses tothe planet’s threatenedsustainability

Throughout 01, UNESCO mobilizedhuman and inancial resources to tacklesome o the most urgent threats to theworld’s sustainability.

Rapid Response Facility

The Rapid Response Facility (RRF) is agrants programme jointly operated bythe UNESCO World Heritage Centre, theUnited Nations Foundation and Fauna& Flora International. It aims to protectnatural World Heritage sites by quicklymobilizing unds to respond to emergency

situations.In February, Romania’s Retezat Massi

received a RRF grant to undertake urgentsnow-tracking surveys in response toa road-building threat through theCarpathian Mountains. This protected areais on Romania’s World Heritage tentativelist, and is known or its plant diversity,endemism and rich auna. The grant madeit possible to collect baseline mammaldata, which will be ed into a revisedenvironmental mitigation plan.

The RRF also supported a request romthe Kenya Wildlie Trust ollowing theorest ires spotted early in 01 on theslopes o Mount Kenya. A World Heritage

site, Mount Kenya is a critical reuge ora host o iconic species. The mountainalso captures high-altitude moistureand transmits it through river systemsto communities below. Funds were usedor aircrat water dispersal in order toextinguish remaining ires.

In July, an emergency appeal was

launched to support the sta and rebuildthe headquarters o the Okapi WildlieReserve World Heritage site in Epulu(Democratic Republic o the Congo). InJune, poachers armed with AK47 rilesattacked the acility and killed sevenpeople. Funds rom the campaign werealso used to protect the Reserve’s elephantsand to re-establish its successul okapi-

breeding programme, which has played acritical role in preserving its gene pool.

Central Arican World HeritageForest Initiative

The main objective o the Central AricanWorld Heritage Forest Initiative (CAWHFI)is to improve the management o the orestsites in the Congo Basin with Out standing

Universal Value. In this context, and underthe aegis o the Commission des Forêtsd’Arique Centrale (COMIFAC), the StatesParties to the World Heritage Convention,in collaboration with UNESCO’s WorldHeritage Centre, have supported thisinitiative, which ultimately led to theinscription in 01 o the Tri-nationalSangha (TNS) on the World Heritage List.

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distinguishes itsel by its high degree o ecological integrity and the conservation o

great apes. The CAWHFI has also succeededin training regional experts and supportingthe TNS Foundation to accomplish theinancial autonomy o the property.

Q Partnering to savethe great apes

Gorillas, chimpanzees, bonobos and

orangutans in equatorial Arica and SoutheastAsia are acing growing threats posed bybush meat hunters and primate traders, war,encroachment on orest ecosystems, climatechange and diseases such as the Ebola virus.This has led to a steep drop in their numberand the ragmentation o their habitat,leaving populations scattered in small andincreasingly vulnerable groups eaturing onthe International Union or the Conservationo Nature (IUCN) Red List o ThreatenedSpecies.

The Great Apes’ Survival Partnership(GRASP) was created in 00 to avert

this danger. Its Council–coordinatedby UNEP and UNESCO–held its secondmeeting at UNESCO Headquarters inNovember to deine a new s trategy toprotect these endangered primates. TheCouncil envisaged ways to reinorce theight against illicit traicking, such asusing modern technology to track themovement o poachers and developing

sustainable tourism in protected areas.

Q World Water Week 2012

UNESCO contributed to World WaterWeek 01 in Stockholm with severalpublications and two major conerences:‘Green Accounting, with a Focus onWorld Water Scenarios or Our Future’and ‘Lessons rom the 4th World WaterDevelopment Report’. Debates atthe seminar highlighted examples o

successul water cooperation initiativesand identiied burning issues relatedto water diplomacy, cooperation acrosstrans-boundary waters and the linkages

with the Millennium Development Goals.Since UNESCO was appointed as the

Agency responsible or the organizationo the UN International Year o WaterCooperation 013 and UN World WaterDay, UNESCO-International HydrologicalProgramme’s (IHP) main activityduring the Week was a seminar on the

International Year which counted onthe participation o a large number o experts coming rom dierent disciplines.Preparations or both the Year and theDay were oicially launched.

Q Assessing real andsimulated tsunamis

The Tsunami Early Warning and MitigationSystems were created to evaluate risks,issue and transmit alert messages, andeducate exposed populations. They arecoordinated by the UNESCO IOC.

The Tsunami Early Warning Systemor the North-eastern Atlantic, theMediterranean and connected seas(NEAMTWS) is one o our o these regional

systems. A simulated tsunami washedashore on the western and eastern coastso the Mediterranean and North EastAtlantic shorelines in November, to testthe warning system in that area. Thecountries participating in the exercisechose one or more powerul earthquakescenarios, reacted to the messages receivedand transmitted these messages to theauthorities responsible or civil protection.Several countries also organized a nationalexercise on the same day or at a later date.

The Rapid Response Facility

co-operated by

UNESCO supportslocal conservationmanagers

in tacklingemergencies, such

as controllingwildire in Emas

National Park,Brazil.

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Similar existing systems or the Paciicand Indian oceans, and or the Caribbeanwere also activated and tested in 01.Following the undersea earthquake in 004

and the subsequent strongest tsunami inliving memory, the IOC coordinated theestablishment o the Indian Ocean TsunamiWarning and Mitigation System (IOTWS).The response included the es tablishmento an interim Advisory Service in Hawaiiand the Japan Meteorological Agency(JMA). Regional tsunami service providers(RTSP) in India, Indonesia and Australiaare now the primary source o tsunamiadvisories or the Indian Ocean.

A tsunami alert was issued in theIndian Ocean in April 01 ollowing astrong earthquake o the west coast o Sumatra in Indonesia that triggered waveso an amplitude o up to almost one metre.Overall, the system perormed well during

this frst ocean-wide alert. Minutes aterthe earthquake, the Indian RTSP issuedbulletins with detailed inormation and

threat evaluations. A preliminary assessmentindicated that National Tsunami WarningCentres received timely inormation andreacted accordingly. Preventive evacuations

were ordered in some areas.An interdisciplinary group o experts

coordinated by the IOC visited El Salvador toassess the speciicities o the tsunami thatstruck the Salvadorian San Juan del Gozopeninsula ater a 6.7 earthquake in August01. Although the experts concluded thatthe tsunami’s magnitude had been low,their recommendations allowed the countryto improve the existing early detection andinormation mechanisms.

Q UNESCO advocates orocean sustainability atExpo 2012 in Yeosu

The international air Expo 01 in Yeosu

(Republic o Korea) opened in May underthe theme ‘The Living Ocean and Coast’.Generous support rom the Korean

Government allowed the IOC to co-hostseveral major international meetings andsymposia, including the ‘Second InternationalSymposium on the Eects o ClimateChange on the World’s Oceans’. UNESCOalso presented the exhibition ‘One Planet,One Ocean’, which oered a comprehensiveunderstanding o the Organization’sprogrammes including the most recentactivities undertaken by the World HeritageMarine Programme and its IOC.

During the air’s closing events theUN Secretary-General Ban Ki-moon, inthe presence o the Director-Generalo UNESCO and the Executive Secretaryo the IOC, presented the ‘UN OceansCompact’, a strategic vision or the UnitedNations to deliver more coherently andeectively on it s ocean mandate.

Q Making ocean sustainabilityin Arica a priority

The IOC Regional Oice or Arica beganoperations in March 01, and held theirst session o the IOC Sub-Commissionor Arica and the Adjacent Island States(IOC-Arica) early May in Nairobi (Kenya).

UNESCO provided a comprehensiveoverview o its eorts towards ocean

sust aina bili ty a t the Expo 2012 i n Yeosu(Republic o Korea).

Tsunami evacuation routeat Phi Phi Island (Thailand).The inormation

syste m o UNESCO’sTsunami Early Warning System

per orme d wel l during a tsunami alert in theIndian Ocean in

Apr il 2 012.

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This Sub-Commission supports thepromotion o regional and internationalcooperation, and the development andcoordination o the Commission’s marinescientiic and research programmes,ocean services, ocean observing systems,capacity development and relatedactivities in the region by taking accounto the speciic interests and priorities o Member States rom Arica.

IOC-Arica is working on developingocean data and inormation materials orcoastal management, including national and

regional coastal and marine atlases, librarycatalogues, and expert and institutionaldatabases. The project ‘Adaptation to

Climate Change in West Arica’ ocuses onimplementing measures to strengthen theresilience o vulnerable communities tothe impacts o climate change on coastal

resources. Its frst phase was completed in01, with pilot tes ts implemented in CapeVerde, Gambia, Guinea Bissau, Mauritaniaand Senegal. The IOC document A Guideon Adaptation Options for Local Decision-makers: Guidance for Decision Making to Copewith Coastal Changes in Western Africa waspublished in 01 as a means o supportingUNESCO’s eorts in the region.

Q Addressing the ‘otherCO

2problem’

Rising levels o atmospheric carbondioxide (CO

) are causing the ocean to

become more acid at rates not seen orthe last 0 million years. Business as

usual scenarios or CO emissions couldmake the ocean up to 150 per cent moreacidic by 100. This will cause calcium

carbonate to dissolve, thus aectingmarine ood webs, and possibly causingextinction o species vital to the healthand productivity o the earth.

During the third ‘Ocean in a High CO World’ symposium, the main internationalsymposium on this issue, co-hosted inSeptember by the IOC in Monterey (USA),ocean acidiication experts expressedincreasing concerns with how marineorganisms will adapt to new ‘corrosive’conditions, and discussed progress onthe development o a global observingnetwork on ocean acidiication. Thecreation o a new international centre wasannounced during the symposium.

Q Sailing or the ocean

During the 6th World Water Forum inMarseilles (March), the IOC and the Multi

One Attitude Foundation announced apartnership to preserve the planet’s oceanand reshwater through an innovativeproject called ‘Race or Water’. The mainobjective o the partnership is to raiseawareness among the general public aboutthe importance o preserving the oceanand reshwater resources, using Race for Water , the trimaran lagship vessel o the

Foundation, to race around the world.Race for Water participated in several

competitions this year, starting with theKrys Ocean Race sailing rom New York(USA) and arriving in Brest (France). Thetrimaran then entered a competitionaround Europe with stopovers in several

Argo collects its one-millionth observation

Today the sea level is rising, Arctic sea ice cover is shrinking and highlatitude areas are warming rapidly. But until recently, the temperatureand salinity o the subsurace oceans could be measured only romships or fxed point moorings. The IOC, through its Joint WMO-IOCTechnical Commission or Oceanography and Marine Meteorology,has been helping to coordinate the global array o over 3,500 proflingoats known as Argo. Today the Argo proflers return inormationon the subsurace temperature, salinity and density, providing areal-time 3-D image o the world’s ocean, an unprecedented datasetor researchers studying the temperature, salinity and circulation o the global ocean and how these change over periods ranging rom

days to decades. By November 01, Argo had collected its millionthprofle o temperature and salinity, twice the number obtained byresearch vessels during the entire twentieth century.

Argo is a key compo nent o th eGlobal Ocean Observing System, led by the UNESCO Intergovernmental Oceanographic Commission (IOC).

AdaptationOptions or LocalDecisionmakers was published in

2012 a s a mean so supporting

UNESCO’s eortstowards ocean

sust aina bili ty i nWestern Arica.

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countries, which will continue in013–014. The Foundation also installsa Water Pavilion in each port o call, in

order to educate the general public aboutwater preservation, highlighting the roleo UNESCO in this area.

Q The world’s largestdatabase on marine lie

The ocean may be home to one millionmarine species, rom bacteria to whales,yet we have only described nearly30,000. The premier database or marinebiodiversity, the Ocean Biogeographic

Inormation System (OBIS) managedby the IOC, is the world’s largest onlinedatabase on the diversity, distribution and

abundance o marine lie. By the end o 01, it had already integrated 35 millionobservations o 10,000 species rom over1,000 sources and is still growing steadily.

Q Marine renewable energyin the Western Pacic

Currently, only oshore wind energyhas reached an acceptable level o development to be considered orcompetitive energy production.

However, there are other less developedtechnologies that can obtain energy romthe seas and oceans, including wave and

tidal energy, energy rom currents, oceanthermal energy and salinity gradientenergy.

In the Western Paciic region, wherethe energy potential o the ocean in termso waves and tidal energy is so great,the level o research and development(R&D) on marine renewable energyremains low in most countries. TheIOC Sub-Commission or the WesternPaciic (WESTPAC) convened workinggroups o regional experts throughout

UNESCO’s IOC and the Multi One AttitudeFoundation

par tnere d in 2012 to rai seawarenessabout preservingthe ocean and reshwater resources, usingthe Race orWater vessel.

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01 to promote R&D o marinerenewable technology by acilitatingthe establishment o a specializednetwork; assessing the current level o

implementation o these technologies;sharing best practices and urtheridentiying pilot projects in this ieldamong Member States.

Q Educating youth insustainable development

The overall goal o the 005–014Decade o Education or SustainableDevelopment is the integration o theprinciples and practices o sustainabledevelopment into all aspects o educationand learning.

Since 009, the Leuchtpol Educationor Sustainable Development project hastrained more than 3,00 early childhood

educators rom all over Germany to tackleenergy and environmental issues withpre-school children. By the end o 01some 4,000 kindergartens had beeninvolved and were using ESD as theirguiding concept.

As part o UNESCO’s promotion o the HOoooh! Initiative, a game aboutglaciers melting was launched in Februaryto engage 4–10-year-olds Italian children

in considering the importance o globalclimate change and seeking potentialsolutions. As part o the same initiative,ourteen inormation sheets werereleased under the title ‘Drops o Water’.Schoolchildren rom around the worldwere invited to compete in a storyboardcontest where acts and igures aboutwater had to be used.

Q Disaster risk reduction inthe school curricula

Disasters and disaster risks are on the rise.Over 50 million people a year have beenaected in the last decade. Lessening theimpact o such disasters can be achieved

via education policies and programmes insupport o disaster preparedness.A new report published in 01

by UNESCO and UNICEF maps thirtycountries that have included elementso Disaster Risk Reduction (DRR) intotheir education systems and curricula.The report captures national experiencesand good practices while noting key

challenges in countries where DRR isless prioritized or where speciic teachertraining does not exist. It also evaluatespedagogy and student assessment, andprovides proessional development andguidance or teachers.

Helping adapt Kiribati

to climate changeOver the past decade, Sandwatch practitioners all over the worldhave collected data on changing coastal environments. The UNESCOmanual Sandwatch: Adapting to Climate Change and Educating for

Sustainable Development was integrated into the national schoolcurriculum in the Pacifc island nation o Kiribati in 01. This willallow teachers and students in environmental and English languageclasses at primary level to understand and contribute to global

climate change observations through frst-hand activities in theirlocal environment. The manual has also been adapted or use inremote island schools.

Elementary School No. 148 in the

city o Almaty is one o the irst in Kazakhstan to implement the

UNESCO/UNICEF Disaster Risk Reduction (DRR) Programme.

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Young pupil at the UN International School in Hanoi (Viet Nam). In 2012UNESCO continued its struggle against all forms of violence and discrimination

in the classroom, by promotingtextbooks free of stereotypes and activities aiming at achieving toleranceand mutual respect.© UN Photo/Mark Garten

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Learning to Live TogetherDespite important achievements obstacles to peace have remained a reality

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Despite important achievements, obstacles to peace have remained a reality,

with persistent international conlicts and the intensiication o internal ones.

Within its unctions as a laboratory o ideas and a catalyst o international

cooperation, UNESCO aims at char ting innovative ways to operationalize theculture o peace as a holistic ramework or its uture activities.

Q Building a culture o peaceand non-violence

Throughout 01, UNESCO’s engagementwas particularly eective in buildinga culture o peace and non-violencethrough several publications, high-levelorums, panels, seminars, workshops andnew partnerships, with youth as mainbeneiciaries.

Published in 01, UNESCO’sProgramme of Action, Culture of Peaceand Non-Violence, A Vision in Action,

represents the general ramework o theOrganization’s mission on charting theway towards everyday peace, througha wide range o lagship projects andoperational activities undertaken byits Field Oices while partnering withinternational networks and institutions.

International Day o Peace

To mark the 01 International Day o Peace (1 September), UNESCO organizedat the United Nations Headquarters inNew York a High-Level Debate on theCulture o Peace and Non Violence,with a ocus on ‘Sustainable Peace ora Sustainable Future’. At a time whena threat to peace is growing in manysocieties, distinguished panellists such asWole Soyinka, Leonel Fernández, ArjunAppadurai, Jerey Sachs and ForestWhitaker called or renewed engagement

and or decisive actions or peace, humanrights, respect, tolerance and mutualunderstanding, together with the UNESCODirector-General, the UN Secretary-General and the President o the 67thsession o the UN General Assembly.

UNESCO also launched the digital andinteractive exhibition ‘Writing Peace’ as aninvitation to think o and share peace acrosstime and space. Using twenty-two writingsystems rom all around the world, theproject aimed at stimulating creativity byspreading a message o peace in a variety

o languages. A kit including postcards,the catalogue and a DVD was producedto contribute to raising awareness on theconvergence o values conducive to peace.

Third High-Level Panel on Peaceand Dialogue

The High-Level Panel on Peace andDialogue met or the third time on 19

November. A distinguished circle o eminent thinkers and policy-makers romaround the world, including H.R.H PrinceTurki Al Faisal Al Saud, Homi K. Bhabha,Amin Maalou, Luc Montagnier and JeanPing, were invited to relect upon newapproaches to peace making in a globalizedworld. The thematic ocus or debates was‘Building Peace: UNESCO’s Role in the Nex tDecade’. Special emphasis was placed onengaging youth in building sustainablepeace and societies. ©

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Globalization should not just widen connections – it must deepen our sense o humanity, especially at a time o economic crisis, when hatred is uelled by injusticeand magniied by ignorance Irina Bokova Director-General o UNESCO

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Fostering a culture o peace in Arica

A series o orums were organized tomeet the needs and expectations o Arican countries experiencing crisis,conlict or post conlict situations. Oneo these orums too k place in Abidjan(Côte d’Ivoire) in June. Organized inpartnership with the Centre or LongTerm Strategic Studies (CEPS) and incooperation with the government o Côte d’Ivoire, the meeting was set toidentiy actions or the culture o peacein Arica, such as the role o traditionalactors in the endogenous mechanismso conlict prevention and resolution;the responsibility o economic actors;the role o Arican civil society, and thediaspora. These preparatory initiatives

should lead to a regional Forum o r theCulture o Peace in Arica, organizedin connection with the 013 AricanUnion Summit o Heads o State andGovernment Summit.

Q Partnering or peace

Three major partnerships and allianceswere signed in 01 that will enhance theOrganization’s eorts towards building aculture o peace in the next coming years.

The International Institute or Peace

The International Institute or Peace (IIP), co-ounded by UNESCO Goodwill AmbassadorForest Whitaker, ormally joined orceswith the Organization in February withthe signing o an agreement, which alsoincluded Rutgers University (USA) and theGovernment o the United States.

Through pioneering innovative researchand educating the next generation o peace-building leaders, the IIP works withurban communities worldwide to oster

peace-building among educators, civiland religious leaders, entrepreneurs, localpolice and youth aected by violence.

To urther these goals in the ield,Forest Whitaker launched the ‘Youth

Peacemaker Network’ in South Sudan

in December, jointly with UNESCOand Ericsson through his PeaceEarthFoundation. This programme educatesyouth in conlict resolution, leadership,community-building, inormation andcommunication technologies (ICTs) andsocial media skills. The network integratesConnect To Learn’s ICT curriculum, as wellas laptops connected to a Wii networkrom Ericsson, mobile phones rom SonyMobile and internet access and SIM cardsrom Zain. Computer centres are plannedor the state capitals o South Sudan.

Mahatma Gandhi Inst itute o Education or Peace and SustainableDevelopment

Established in July, the MahatmaGandhi Institute is a joint initiative byUNESCO and the government o India.It aims to develop and promote newapproaches to education, empoweringlearners to transorm their lives and builda more peaceul and sustainable world.Based in New Delhi, it is the irst UNESCOspecialized education institute in India

and the irst in the Asia-Paciic region.

‘Do ONE Thing or Diversity and Inclusion’

To celebrate the 01 World Day orCultural Diversity or Dialogue (1 May),the United Nations Alliance o Civilizationlaunched the second edition o the ‘DoONE Thing or Diversity and Inclusion’

campaign in partnership with UNESCO.Based on the successul model o theEarth Day, this campaign invites people

Art or Peace

The headquarters o UNESCO in Paris

house the largest art collection o theUnited Nations. It was neither plannednor curated by anyone, but came insteadrom gits rom artists, representatives o Member States, visitors and personalitieswho wanted to suppor t UNESCO’sphilosophy o building a culture o peace.Edition Lammerhuber published in 01a striking photography book to presentthis art collection. The book is a git o theRepublic o Austria to the Organization.

UNESCO

ART FOR PEACELOIS LAMMERHUBER

ART FOR PEACE

ART POUR LAPAIX

ARTE POR LAPAZɂɋɄɍɋɋɌȼɈɊȺȾɂɆɂɊȺ

㮿㗯╿ⱌ⧧㊿

AN ART PROJECT OF THE REPUBLIC OF AUSTRIAUNESCO ART FOR PEACE LOIS LAMMERHUBER

and magniied by ignorance. Irina Bokova, Director General o UNESCO

Daw Aung San Suu Kyi receives theUNESCO/Mandanjeet Singh Pr ize or

Tolerance and Non-Violence in Yangon(Myanmar) on 10 February rom

Ryuhei Hosoya, Executive Director o the

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rom around the world to ‘do one thing’ to

support cultural diversity through culturalexchanges. A dedicated Facebook page was‘liked’ by millions o people worldwide.The campaign received global support romDell, McAee, American Airlines, Intuit,Vivendi and a wide coalition o NGOs andcivil society organizations.

Q

Supporting democracyTwelve months ater the uprising whichsaw popular movements in the Arabworld demand an end to authoritariangovernments, the UNESCO FutureForum ‘The Arab Spring, One YearLater: Egyptian Perspectives’ (January)examined the uture o the Arab call or

democracy. Major Egyptian and Frenchwriters, political scientists, publishers and jou rna lis ts ana lys ed dev elo pme nts o verthe previous year and their impact onpolitics, society, culture and education.

Also in 01, and as part o its workon promoting the civic engagementand political participation o youth indemocratic processes across Arica,

UNESCO participated in a landmarkevent in Ghana (November). The event’smain purpose was to oster a peaceulenvironment or the upcoming December01 presidential elections.

Q Human rights reinorcement

UNESCO’s eorts in 01 to reinorce

human rights worldwide resulted inpioneering initiatives o both regional andinternational scope.

The frst International Course on thePromotion o Human Rights took place

in March in Buenos Aires (Argentina) toinaugurate the activities o the InternationalCentre or the Promotion o Human Rights(CIPDH), established in 010 with UNESCO’ssupport. This training provided an overviewo the situation o the promotion o humanrights worldwide, while attempting to buildand improve capacities in diagnosis, analysis,planning and evaluation o public policies

related to human rights.An international May conerence o the

Coalition o Cities against Discriminationin Asia and the Paciic (APCAD) tookplace in Gwangju (Republic o Korea),within the ramework o the WorldHuman Rights Cities Forum 01 andunder UNESCO’s patronage. The eventwas an opportunity to advance on the

elimination o discriminatory practicesthrough the implementation o a ‘Ten-Point Action Plan’, adopted by the

4,400 local governments and cities,members o the Regional Coalition o Cities against Discrimination. The relatedUNESCO publication Fighting Racism and Discrimination: Identifying and SharingGood Practices in the International Coalitionof Cities was published later in the year.

To make human rights education trulyglobal, and increase the ee ctiveness o join t e or ts, a nu mber o international

UNESCO presents award toDaw Aung San Suu Kyi

Daw Aung San Suu Kyi, the leader o Myanmar’s National Leagueor Democracy, received the 00 UNESCO/Mandanjeet Singh Prizeor Tolerance and Non-Violence on 10 February. The award waspresented to her in Myanmar by Ryuhei Hosoya, Executive Directoro the Oce o the Director-General o UNESCO. Daw Aung SanSuu Kyi had been unable to receive the award in 00 because o her detention under house arrest. ‘I look or ward to the day whenBurma and UNESCO can work together more closely than they have

done until now,’ she said.

y y ,Ofce o the Director-General o UNESCO.

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Arch bish op E meri tus D esmo nd Tutu (South Arica) was awarded the 2012 UNESCO/Bilbao Prizeor the Promotion o a Culture o Human Rights in November.

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organizations, including UNESCO, set up anInternational Contact Group in 011. The

Group aims to ensure close cooperationamong international and regionalinitiatives in the ield o citizenship andhuman rights education. A website or

the Contact Group was launched in July,eaturing inormation on key initiatives

and joint projects as well as a calendar o upcoming events o member institutions.A bi-annual newsletter was launchedin late 01. The group has also beencollaborating on updating The Right toHuman Rights Education, published in 1999by the O ice o the High Commissioneror Human Rights, which will providean overall view o the current status o

normative instruments related to humanrights education, including those o UNESCO.

Two major UNESCO regional initiativestook place in 01 to strengthen humanrights in Northern Arica. The irstcitizenship and human rights pilot club waslaunched in Tunisia at the end o November.The pilot club is part o a project gathering

the Tunisian government, the Arab Instituteor Human Rights (AIHR), local NGOs andsix UN agencies under the coordination o

UNESCO to create twenty-our citizenship

and human rights school clubs in sevenregions o Tunisia by the end o 013.

Through October and November,UNESCO Cairo launched a series o workshops under the theme ‘BuildingSolidarity among Young People in Egypt’.Organized in cooperation with OyounMasr, Association or Cultural and SocialDevelopment, these workshops aimed

at promoting democracy and humanrights among young people in Egypt.Participants rom 18 to 30 years oldlearned basic concepts on human rightsand democracy and were expec ted to playthe role o multiplier and disseminatethese concepts in their communities.

Activities around human rights’

reinorcement concluded with thecelebration o Human Rights Day 01(10 December), when UNESCO’s Director-General and the Mayor o the City o Bilbao paid tribute to the lie-longcommitment o Archbishop EmeritusDesmond Tutu by awarding him the 01UNESCO/Bilbao Prize or the Promotiono a Culture o Human Rights or his

courageous and non-violent activism.

Q UNESCO’s global struggleagainst violence anddiscrimination

In line with its mandate, UNESCOcontinued in 01 its eor ts to advise itsMember States on the relevance o peace

in education policies. Improved strategiesshould incorporate such values as respector human rights, non-discrimination,

Just published

Human Rights Day was alsogreeted with the publicationo the updated Sixth edition o Human Rights: Questions and

Answers, with texts by Leah Levinand cartoons by Plantu. One o UNESCO’s best and long sellers, itwas frst published in 1981 andhas been translated into thirty-sixlanguages. Greek, Italian and

Korean versions o this newedition will be published in 013by institutional and publishing partners.

UNESCOPublishing


Culturalrganization

by Leah Levinwith cartoonsby Plantu

HUMANRIGHTSQUESTIONS

and ANSWERS

u p dat e d

6 t h

e d i t i o

n

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tolerance, peace and non-violence into

national education systems, with a viewto educating global citizens.

Echoing the lessons o the Holocaust Spreading the lessons learned ater theHolocaust has become one o UNESCO’sessential missions in the promotion o peace,ethics and dialogue. UNESCO has beenworking with major specialized institutions

to promote educational resources that drawon the lessons o the past and help studentsbetter understand the ramifcations o discrimination and mass violence.

On the o ccasion o InternationalHolocaust Remembrance Day (7 January),UNESCO organized a series o educationaland commemorative events rom 3 to

31 January 01. Activities began with avideoconerence with the UNESCO RegionalBureau or Education in Arica (BREDA) todiscuss educational challenges related tothe teaching in Arica o the history o theHolocaust and genocides, with par ticipantsincluding representatives o civil societyand several Ministries o Educationrom Arica.

A conerence about the international

dimensions o Holocaust educationbrought together historians andresearchers rom all over the world on31 January. Participants considered towhat extent teaching about the Holocaustcan help ight racism and anti-Semitismand prevent mass violence. The week’sevents closed with a ceremony organizedin partnership with the French Shoah

Memorial Foundation on the theme‘Children in the Holocaust’.

UNESCO’s actions in this regardcontinued throughout the year. InSeptember, a project conducted byUNESCO and the Georg Eckert Institute orInternational Textbook Research entitled‘International Status o Education on the

Holocaust, A Global Mapping o Textbooksand Curricula’, made it possible tocompare representations o the Holocaustin school textbooks and national curriculain 195 countries or the irst time.

Also in September, representativeso Education Ministries rom ourteencountries took part in UNESCO’s irstever consultation on Holocaust and

genocide education in sub-SaharanArica in Cape Town (South Arica) withinternational leading researchers andacademics specializing in genocides in thetwentieth century. Participants exploredthe possibility o designing educationalprogrammes in their countries.

Combatting Islamophobiarom the classroom

Experts and the representatives o ministries o education and pedagogicalinstitutions rom several European

countries and North America exploredways o promoting tolerance andmutual respect through education,at a November meeting. UNESCO,the Organization or Security andCooperation in Europe (OSCE) andthe Council o Europe organized this

Samu el P isar (USA), a Polish-

born Holocaust sur vivo r an d acclaimed international lawyer, author and humanrights activist,was designated aUNESCO Honorary

Amba ssad or a nd

Spe cial Envoy or Holocaust Education.

International Holocaust remembrance day 2012 poste r o cusi ng o n Hol ocaus t education.

Launch o the UNESCO-USA-Brazil project‘Teaching Respect or All’

In early 01, youth and experts interacted at the launch o UNESCO-USA-Brazil project ‘Teaching Respect or All’. Livingwith diversity, how to tackle racism and the importance o youth involvement were topics young people in the USA andBrazil raised with UNESCO’s Director-General and experts via alive videoconerence. In addition, panellists presented multiple

approaches to address racism and discrimination and oster respect.During the discussion, the important role o municipality andcommunity-level actors in education was stressed.

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A l l R i g h t s R e s e r v e d

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Guidelines for Educators on CounteringIntolerance against Muslims: AddressingIslamophobia through Education (011)

was the starting point or discussions.This meeting was the second in a serieso three such events.

Ridding school textbookso stereotypes

The need to ensure that education doesnot transmit stereotypes was stressed

September, with e xperts rom Asia,Arica, Europe and the Arab States. Themeeting aimed at revising UNESCO’s

strategy or the publication o textbooksand learning materials, as well as dratingthe outline o a practical training manualor the writing o textbooks, to ensurethat content or students systematicallyrelects cultural and religious diversity,and avoids gender stereotypes.Participants also discussed about theadaptability o material and the necessity

o cultural sensitivity in some disciplinessuch as history and civic education.

Fighting violence against women

As part o a joint project betweenUNESCO, UN Women and CODESRIA(Council or the Development o SocialScience Research in Arica), which covers

Gambia, Guinea-Bissau and Senegal, twoworkshops on the eradication o violenceagainst women were organized duringthe second semester o 01 in Senegaland Guinea-Bissau, in cooperation withthe National Commissions or UNESCOo these countries. The workshops werethe opportunity to validate the resultso several case studies launched in 011

on social movements o women andgender-based violence, with the ultimategoal o implementing a plan o action totransorm the lives o abused women.

Slave ry Remembrance

In April, the UNESCO Slave Route Projectlaunched the educational ilm Slave Rou te:

Sou l o f R esis tan ce in the Organization’s

headquarters, with the inancial supportrom the Bulgarian Government. Incollaboration with the UNESCO Associated

and about ity e ducators rom dierentregions o the world took an active partin the development o the screenplay and

the identiication o educational activitiesto promote it. The ilm was also broadcastin prime time on France Ô to continuecelebrations around the French Day orthe Remembrance o Slavery and itsAbolition (10 May).

Revitalizing sites linked to the slavetrade and slavery as a means o keeping thememory o those appalling events alive has

become a key objective in the countries andregions marked by this chapter o humanhistory. In 01 videoconerences wereorganized with the UNESCO A ssociatedSchools Project Network schools in Ghana,Gambia and the United States, within theramework o the International Day o Remembrance o the Victims o Slavery and

the Transatlantic Slave Trade (5 March), onthe theme ‘Honouring the Heroes, Resistersand Survivors’.

As part o the lead-up to the UNDecade or People o Arican Ascent(013–0), an international seminarbrought site managers, academics,political leaders, education experts andtourism authorities together in Brasilia in

August to explore new ways o achievingthis goal. Participants established theirst-ever international network o sitesand itineraries linked to the slave trade,slavery and resistance, and abolition, witha view to nominating certain routes orinclusion on UNESCO’s World Heritage List.Successul management and developmentprojects at important sites in several

countries were reviewed as possiblemodels to be ollowed. Participants alsoworked on a guide and a s eries o training

Amazing Arica

Amazing Africa, a UNESCO-Edition Lammerhuber co-publicationeaturing strikingly poignant images shot by photojournalist PascalMaitre, was presented at the 01 Frankurt Book Fair in early October.

modules, and launched the development d l b d bl

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o education materials or a broader publicto build on the expertise o site managersand tourism proessionals.

Feeding the debate about migrants

On the occasion o International MigrantsDay 01 (18 December), UNESCO andUNICEF presented their most recent joi nt pub licati ons on internal mig rat ionin India during a media launch held atthe UN Conerence Hall in New Delhi: apolicy brie entitled For a Better Inclusion

of Internal Migrants in India and twocompendiums o workshops held theprevious year in the country.

Two other UNESCO publications onthe subject o migration were publishedin 01: Ski lle d Migrati on and the B rainDrain, a co-publication with the MaxPlanck Institute or the Study o Religiousand Ethnic Diversity (Germany), and Free

Movement of Persons in the Euro peanUnion and Economic Community of West

Afr ican State s.

Conronting homophobic bullying in school

Thousands o students around the worldare routinely denied their right to educationbecause they endure discrimination andviolence in school, based on actual orperceived sexual orientation, gender

expression and gender identity.Committed to stopping all orms o discrimination and gender-based violencein schools, UNESCO convened the irstever international consultation by a UNorganization to address homophobicbullying in educational institutionsin December 011. Its indings werepresented during a meeting on Education

Sector Responses to Homophobic Bullyingin May 01 under the title Education

Secto r Responses to Ho mophobic Bull ying ,

10th edition o the UNESCO Sharjah Prize or Arab Culture

Over the past decade, the annual UNESCO/Sharjah Prize or Arab Culture has recognized

individuals, groups or institutions rom withinand beyond the Arab world, which, throughtheir work and outstanding achievements,promote enhanced understanding andappreciation o Arab art and culture.

In a ceremony held on 7 February, theDirector-General awarded the 011 Sharjah Prize to Lebanese novelist, playwright, essayist andhuman rights deender Elias Khoury and to Brazilian publisher author, translator and proessor o

Arabic language and civilization João Baptista de Medeiros Vargens. The ceremony was ollowedby a debate on ‘Art and Culture: Instruments o Peace’. Participants explored new orms o ar tisticexpression by young Arabs devoted to Arab heritage and cultural diversity.

UNESCSharjah Prizefor Arab Culture



Span ish coas t gua rds a nd Ari can m igran ts n ear the Canary Islands.

© N

o b o r d e r n e t w o r k

at the eve o the International Day AgainstH h bi /T h bi (IDAHO) Th

perormance and social progress.Thi t titl d ‘M i

Indian Government in ormulating goodli i i l i l i d t ti

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Homophobia/Transphobia (IDAHO). TheIDAHO Committee and UNESCO havealso developed a lesson plan with our

classroom activities or dierent agegroups (primary and secondary level)to address issues o discrimination andhomophobic bullying.

Q Ensuring social inclusion

UNESCO’s struggle or social inclusionengaged actions and publications in all

continents in 01. The year began withthe international meeting ‘Extreme Povertyis Violence: Breaking the Silence’, heldat UNESCO Headquarters in January. Theresults o a research conducted duringthree years by the French NGO ‘ATD FourthWorld’ to explore the links betweenpoverty, violence and peace were at thecentre o discussions. Over 1,000 peoplerom twenty-ive countries were involvedin this research, most o them living inconditions o great poverty and insecurity.

Internationally renowned researchersand economists debated during threedays on the relevance o currentglobal indicators to measure economic

This encounter entitled ‘MeasuringDevelopment: How Science and PoliticsWork Together’ was organized at UNESCO

early February.The second UNESCO-MOST Forumo Ministers o Social and SustainableDevelopment o the Caribbean took placein May in Port o Spain (Trinidad andTobago). Organized by the Ministry o the People and Social Development o Trinidad and Tobago, under the auspiceso the UNESCO Management o Social

Transormations Programme (MOST),this event was entirely devoted to thepromotion o equality and social inclusionas means o ensuring prosperity or all.

The UNESCO Brasilia Oice, inpartnership with the London School o Economics and Political Science (LSE),Cultural and Social Foundations o Itaú, AroReggae and CUFA, conductedresearch to study orms o sociability thatremain invisible and underground withinmainstream society, with a particular ocuson Rio de Janeiro’s favelas. The results werepresented during an international seminarin Brasilia (Brazil) in September, and againin London early November 01.

A special network or the evaluation

o social protection policies in South Asiawas created in Kuttikkanam (India) inDecember. This network was the resulto intense debates during a regionalconerence ollowing the meetings o theForum o Ministers o Social Developmentin South Asia organized within theramework o UNESCO’s MOST Programme.This network will review the eectiveness

o existing programs or social protectionand present proposals drawn rom othercountries’ experiences that can help the

policies or social inclusion and protectiono marginalized groups.

Q Youth policy andparticipation

Gathering nearly 00 young participantsrom the Arab region, the Youth AutumnSchool ‘Youth and Political Engagementor an Alternative World’ was held inRabat (Morocco) in October. The Schoolaimed at helping young people build

alternative visions o society in thistime o crisis, by strengthening theirleaders’ capacities in advocacy and civiccommitment.

In addition, and as part o the jointUN project coordinated by UNESCO on‘Youth Empowerment and Participationin Lebanon’, a December conerencegathered more than 400 participantsin Beirut to celebrate the oicialendorsement o the Lebanese YouthPolicy document.

The international contest ‘Pathwaysto a Culture o Peace: Global Contest orMutual Understanding’ was launchedon the occasion o the International Dayo Peace. It mobilized more than 1,300

young people rom ity-six countrieswho expressed their daily experienceson how peace and non-violence, culturaldiversity and intercultural dialogue areor should be promoted to make peace an‘everyday reality’. The best eight artisticcontributions will be awarded in 013.

Tackling the youth ‘knowledge defcit’about HIV

Only 33 per cent o young men and 0 per cent o young womenin developing countries have the necessary knowledge o HIV toprotect themselves. This ‘knowledge defcit’ is amplifed in East andSouthern Arica, where the risk o HIV inection is greatest. To thatend, UNESCO convened an International Technical Consultation on

Scaling up Sexuality Education at its headquarters in March. Theconclusions will orm the basis o a publication on how to achievesexuality education on a larger scale.

A wom an h angs text iles to dr y at an

eco-riendly dyeing actory constructed with UNESCO’s suppor t along the Niger river in Bamako (Mali). The actory employs100 women and has improved productivity. ©

U N E S C O / L â m D u c H i ê n

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Dancers per orm ing at the openingceremony o theInternational Olympic Committee(IOC)-UNESCO8th World Conerence on

Spo rt, Cultu reand Education in Amste rdam (theNetherlands).

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CHAPTER 5

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CHAPTER 5

Safeguardingand Transmitting

our Heritage

UNESCO’s World Heritage(Patrimonito) logo formed by

the participants at the first Asia- Pacific Forum o f World Heritage Site Managers and

Youth NGOs in Seoul (Republic of Korea) to mark the Convention’s

40th anniversary.©UNESCO

Safeguardingand Transmitting our Heritage

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In 2012, UNESCO succeeded in mobilizing the international

community in response to threats to cultural heritage by armed conlicts and nat ural disasters in several regions o the world.

On the ground, the Organization’s ambitious capacity-building

initia tives were pursued in over seventy count ries to en sure improved

understanding and implementa tion o UNESCO’s culture conventions,

par ticularly in the areas o intangible heritage and illicit traicking.

The year-long celebration o the ortieth anniversary o the World

Heritage Convention generated new momentum or the most widely

implemented legal instrument in the ield o heritage conservati on.

In keeping with UNESCO’s conventionson the protection o tangible andintangible heritage, the Organizationdeployed ield missions to assessdamage arising rom armed conlict andnatural disasters and prepare emergencymeasures by mobilizing internationalcooperation.

Mali

The World Heritage properties situatedin the northern parts o Mali have been

subjected to destructive attacks sincethey were occupied by armed rebelgroups in April 01. At the WorldHeritage site o Timbuktu, eleven (out o sixteen) mausoleums were desecrated,as well as two at the Mosque o Djingareyber, the city’s most importantmosque. In addition, two mausoleums atother sites sustained damage. Since April,

Ms Bokova has urged concerted actionto prevent loss or destruction posed byighting around the city’s great mosques,

Q Protecting natural andcultural heritage indanger

Cultural heritage sites around the worldare increasingly becoming the collateralvictims o both natural disasters andarmed conlicts. Timbuktu and itssixteenth-century theological collections,the Saharan city o Ghadamès inLibya, the historic centre o Aleppo inthe Syrian Arab Republic and Italian

Renaissance palaces are just some o theimperilled treasures. Such heritage bearsimmeasurable value not only or localcommunities, but or all o humanity.

UNESCO’s Director-General IrinaBokova repeatedly voiced concernthroughout 01 about the risk posedby ighting around the World Heritagesites and called on both local authorities

and warring actions to respectinternationally recognized obligations tosaeguard heritage in times o war. ©

S e r g e N e

g r e

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Aeri al v iew o the ourteenth-century Sankoré

Mosq ue, o ne o the three great mosques in theWorld Heritage

site o Ti mbuk tu.

In May 01, UNESCO dispatched anemergency mission to meet with national

th iti d t ti

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along with the site’s numerous cemeteriesand mausoleums.Following reports that rebels

had over-run and looted Timbuk tu’sAhmed Baba Institute o Higher IslamicStudies and Research (IHERI-AB) andother cultural institutions containingthousands o ancient books andhistorical documents, the Director-

General saluted the courage o thecitizens who had rallied to protect theseancient documents. She also appealed

to all parties concerned, includingMali’s warring actions, neighbouringgovernments, INTERPOL, the WorldCustoms Organization, French and Italianspecialized police orces and art marketproessionals, to be on the alert againstany attempt to traic stolen property,using the tools provided by the 1970UNESCO Convention on the Means o

Prohibiting and Preventing the IllicitImport, Export and Transer o Ownershipo Cultural Property.

authorities, and agree on urgent preventivemeasures. Subsequently, UNESCO worked

closely with Malian authorities in theireort s to take concrete actions to preservethe country’s cultural heritage. As aresult, the Government o Mali inalizedthe country’s accession to the 1999Second Protocol to the Hague Conventiono 1954 or the Protection o CulturalProperty in the Event o Armed Conlict,which enables it to submit requests

or inancial assistance. The two WorldHeritage sites o Timbuktu and the Tombo Askia were added to the List o WorldHeritage in Danger by the World HeritageCommittee on 8 June 01. An ex haustivereport concerning priority measures topreserve Mali’s World Heritage sites wasprepared, and Mali received technical andinancial assistance rom UNESCO and theinternational community or preserving itsheritage sites.

UNESCO also produced a map o cultural heritage sites in northernMali with geographical coordinatesand a ‘Heritage Passport’, which weredistributed to armed orces, NGOs,humanitarian organizations and local

communities in Mali in December 01 inorder to protect cultural heritage in thenorth o Mali in the event o a militaryintervention.

Echoing the call o the Director-General, the World Heritage Committeealso established a Special Fund to supportMali’s eorts to saeguard its aectedWorld Heritage properties. The Committee

appealed to all UNESCO Member Statesand to the Islamic Educational, Scientiicand Cultural Organization (ISESCO) as well

Thanks to theeorts o local

citizens and authorities,90 per cent

o Timbuktu’sancient Islamic

manuscripts havebeen saved.

© L . E

l o u n d o u - A s s o m o / U N E S

C O

UNESCO’s [May 2012] mission, which has led to thedevelopment o the irst emergency measures to saeguard the World Heritage sites o Mali, is the irst cultural response to the crisis in the nor th o the country

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as the Organization o Islamic Cooperation(OIC) to provide inancial resources tothis Fund. The Fund will support Mali inassessing damage at the sites, and carryingout reconstruction and rehabilitationprojects or the properties aected as soonas this is made possible by the securit ysituation. It will also be used to reinorce

the capacities o the managers o the sitesand o local communities o Timbuktu andGao.

Syrian Arab Republ ic

The Director-General systematicallyexpressed utmost concern over theescalation o violence in the Syrian ArabRepublic, in particular in the vicinity o the six Syrian sites – Damascus, Aleppo,Palmyra, Bosra, the Crac des Chevaliersand Saladin’s Castle, and the AncientVillages o Nor thern Syria – inscribed onthe World Heritage List. A irst appealmade in March to the parties involved inthe conlict to protect all Syrian culturalheritage was reiterated throughout 01,

especially as reports over heavy ightingin Aleppo reached the Organization.In the ramework o the 1970

Convention, the Director-General onceagain contacted the World CustomsOrganization, INTERPOL and thespecialized heritage police o France andItaly to alert them to objects rom Syriathat could appear on the international

antiquities market. She also called or themobilization o all UNESCO’s partners toensure the saeguarding o this heritage.

Owing to the volatile securitysituation, it was not possible to assess theextent o the damage to the ancient cityo Aleppo and the World Heritage sitesthrough the irst semester o the year.During ierce ighting or control o thecity, ire had severely damaged hundredso shops in the ancient markets in the old

city o Aleppo by the end o September.The Umayyad Mosque in Aleppo wasdamaged one month later. Each time,UNESCO continued to remind all partiesconcerned that it stands ready to provideall o its expertise and support or thesaeguarding o all o Syria’s extraordinarycultural heritage in terms o bothmitigation o this tragedy and prevention

o urther damage, as soon as the securitysituation improves.

Libya and Tunisia

UNESCO also called or special protectiono Libya’s Old City o Ghadamès, inscribedon the World Heritage List, which wasthe target o rocket attacks in May.

The Organization also pleaded or animmediate halt to the destruction o Suishrines and libraries in Zliten, Misrata andTripoli in August.

The Director-General praised the Libyans’unailing commitment to the protectiono their cultural heritage throughout theprevious year, demonstrating that suchheritage cannot be held hostage to local or

international dissent and conict. Duringthe unrest, which caused much humanand material loss in Libya in 011, UNESCO

repeatedly alerted all concerned partiesabout their responsibility to protect thecountry’s cultural heritage. The Direc tor-General also reminded them o theirobligations under the Hague Convention andits two Protocols. In 01, UNESCO resumed

its cooperation with Libya and stood by theLibyan authorities to assist in the eectiveprotection and conservation o its heritageas part o the country ’s recovery anddevelopment.

The Organization also condemned theproanation and sacking o a mausoleumon the outskirts o Tunis (Tunisia)dedicated to Sayyeda Manoubia, one o

the most revered Sui saints. The Director-General urged Tunisian authorities to takeevery possible measure to protect cultural

UNESCO hascalled upon theinternational community to protect

Syri a’s heri tageincluding thecitadel o the Old

City o Aleppo.

p yH.E. Ms Diallo Fadima Touré, Former Culture Minister o Mali

© U N

E S C O / W i n n i e D e n k e r

UNESCO’s World Heritage Earthen Arch itec ture Progra mme seek s to prote ct e art hern archi tect ure, s uchas the typical Togolese mud tower

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sites and places o historical signiicanceor the identity o the Tunisian people.

UNESCO also sent missions to monitordamage to heritage in northern Italyollowing a powerul earthquake on0 May. While initial reports rom theItalian authorities indicated that theWorld Heritage sites o Ferrara, as well asMantua and Sabbioneta, had not sueredsevere damage, UNESCO continued to

monitor the situation.

Q Mobilizing to protectearthen architecture

The World Heritage Earthen ArchitectureProgramme (WHEAP) was marked by thetragic events in Mali and the Syrian ArabRepublic, which threatened and destroyed

some o the most signiicant earthenWorld Heritage properties in Arica andthe Arab world.

WHEAP plays a major role in thedevelopment o the UNESCO Action Plan

initiated by the Government o Mali, incooperation with a number o technicaland inancial partners, to consolidate aninternational s aeguarding campaign orMali’s cultural heritage. The WHEAP’sConservation Project or Arica, inancedby the Italian G overnment, implementstwo activities that will support the State

Party in restoring and reconstructing theirprecious architectural heritage once thesituation is stabilized. Proposed activitiesinclude the comprehensive documentationo the mausoleums and the creation o aconservation manual or Timbuktu.

The situations in Mali and theSyrian Arab Republic were the ocus onmany discussions during the two-day

international Colloquium in December01, organized in cooperation withCRAterre-ENSAG, the International Centre

or Earthen Architecture, and unded byItaly. The colloquium brought togethermore than 40 international participantsincluding orty o the world’s leadingexperts in the ield. Case studies o WorldHeritage earthen architecture conservationillustrated challenges and threats to the

sites, in conlict and post-conlict situationsand ollowing natural disasters.

The colloquium issued an appeal tothe international community callingor enhanced appreciation o earthenarchitecture’s qualities as a means orsustainable development, and or urtherrecognition o this topic in the OperationalGuidelines or the Implementation o the

World Heritage Convention. The eventreceived high visibility in the internationalpress and media, enhancing thebeginning o the second regional phase inLatin America and Central Asia, where theWHEAP will undertake new activities.

Q The World Heritage

Convention celebrates itsortieth anniversary

The Director-General launched theortieth anniversary celebrations o theWorld Heritage Convention in a ceremonyat UNESCO Headquarters on 30 January.The highlight o the event was a concertby jazz legend and UNESCO Goodwill

Ambassador Herbie Hancock, withperormances by Corinne Bailey Rae,Esperanza Spalding, Manu Katché and

as the typical Togolese mud tower houses at the Koutammakou World Heritage site.

© C

R A t e r r e - T

h i e r r y J o f f r o y

Stephen Brown. This was the irst o aseries o worldwide events States Partiesto the Convention organized over the year

the List; inscribed twenty-six new sites;and added ive sites to the List o WorldHeritage in Danger including two in Mali

with the theme o the anniversary,the challenges acing the Conventionand lessons learned over the past our

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to the Convention organized over the yearocusing on the theme ‘World Heritage

and Sustainable Development: the Roleo Local Communities’. The ortiethanniversary o the Convention wascelebrated in over orty-nine countries atsome seventy events.

Amid intense media attention dueto the destruction o sacred tombs inTimbuktu by armed groups, the thirty-sixthsession o the World Heritage Committee

was held in St Petersburg (RussianFederation) rom 4 June to 6 July. TheCommittee discussed the challenges acingheritage and reviewed orty state-o-conservation reports or sites already on

Heritage in Danger, including two in Mali.In conjunction with the celebrations,

the project ‘Protection, Preservation andProsperity: Stories o World Heritage’was launched in July by UNESCO and theSmithsonian Institution. Using mobilephone technology to reach the widerpublic, the project ocuses on ten WorldHeritage sites that demonstrate the roleo local communities in World Heritagepreservation.

A three-day event in Kyoto (Japan)was co-organized in November byUNESCO and the Government o Japan.Financed chiely through the UNESCOJapan Funds-in-Trust, it brought togetherover 500 international heritage expertsrom sixty countries and marked the endo the year-long worldwide celebrations.A series o presentations and panel

discussions ocused on subjects in line

and lessons learned over the past ourdecades. The ‘Kyoto Vision’ was adopted

to orient uture implementation o theWorld Heritage Convention.

Three major publications were launchedto celebrate the ortieth anniversary o the World Heritage Convention

World Heritage:

Benets Beyond Borders,co-published with CambridgeUniversity Press, and fnancedthrough the UNESCO JapanFunds-in-Trust, presents casestudies o twenty-six thematically,typologically and regionally diverseWorld Heritage sites, illustrating

their benefts to local communities and ecosystems and sharing the

lessons learned with a diverse range o stakeholders.

Arican World Heritage:

A Remarkable Diversity ,fnanced by the Swiss Funds-in-Trust,oers a frst-time overview o themanagement and impact o WorldHeritage properties on the continent.

The UNESCO World Heritage

Atlas, co-published with Italiancartographer DeAgostini, eaturesdetailed maps, along withphotographs, descriptions andstatistical data on the 96 naturaland cultural sites inscribed on the

World Heritage List.

World HeritageBenefits Beyond Borders

WORLD HERITAGE ATLAS

U N E S C O

On a June night illed with butterlies and ireworks, tens o thousands o Vietnamese

joy ully cele brated the insc ript ion o th e

Citadel o the Ho Dynasty on the UNESCOWorld Heritage list.

© U

N E S C O

upon eedback rom the ield. Thesematerials are being made available inEnglish and French, as well as in Spanish,

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Q Strengthening nationalcapacities to sustain living

heritageIntangible cultural heritage (ICH) – suchas oral traditions, perorming arts, socialpractices, rituals, estive events andknowledge and skills related to traditionalcrats – is now widely recognized as aundamental part o the cultural heritage o humanity. Living heritage provides a sense

o identity and continuity to communities,which is becoming increasingly crucial orsustainable and inclusive development inour globalized world.

The challenges o the saeguarding o ICH are various and multiaceted. Manystakeholders have turned to UNESCO toseek technical advice or saeguarding thisragile living heritage. For these reasons,

UNESCO has given special attention tostrengthening national capacities orsaeguarding ICH through the creation

o training curricula and materials, theestablishment o a network o e xpertacilitators and the delivery o training

services to beneiciary stakeholders.During 01, capacity-building activities

were under way in more than sixty-ivecountries worldwide, reaching over 1,600individuals ranking rom heritage managersto policy-makers and members o culturalcommunities or NGOs. Each beneiciarycountry has received a custom-designed

complement o activities, including needsassessments, training workshops andpolicy consultations, over the course o twenty-our to thirty-six months. Theactivities address the revision o policiesand legislation, the redesign o institutionalinrastructures, the development o inventory methods and systems, the ullinvolvement o diverse stakeholders and the

technical skills required to saeguard ICH.Curriculum materials and training resourceshave been expanded and updated, based

g , p ,Portuguese, Arabic, Russian and other

languages.Conscious o the pivotal role o youthin saeguarding ICH, UNESCO is alsostrengthening its partnership with youngpeople in the implementation o the003 Convention. Several activities aretargeting young people o South-EasternEurope, Central Arican countries and theCaribbean to explore the role o youth in

saeguarding ICH.With our new elements inscribed to

the List o Intangible Cultural Heritage inNeed o Urgent Saeguarding, twenty-seven new elements inscribed on theRepresentative List o the IntangibleCultural Heritage o Humanity and twonew programmes included in the Registero Best Saeguarding Practices by the

Intergovernmental Committee in December01, the List o Intangible Cultural Heritagein Need o Urgent Saeguarding now totalsthirty-one elements; the RepresentativeList now comprises 57 elements; and theRegister o Best Saeguarding Practiceseatures ten programmes.

Q Memory o the World inthe Digital AgeThe UNESCO conerence ‘Memory o theWorld in the Digital Age: Digitizationand Preservation’, opened in Vancouver(Canada) on 6 September, bringingtogether experts and government oicialsrom 110 countries. In a video message

to participants, Irina Bokova, Director-General o UNESCO, underlined that thevulnerability and the short lie expectanc y

Frevo, aBrazilian

living heritageexpression

blendingmusic and

dance, per orm ed a t

the Carnival o Recie. ©

A c e r v o P C R

Memory o the World

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o digital documents which have becomethe main means o communication andtransmission o inormation is a source o concern to the Organization.

This concern underpins UNESCO’sMemory o the World programme, whichwas created to protect, preserve andpromote all types o heritage worldwide.

The multi-stakeholder conerence,hosted by the University o BritishColumbia (UBC), was organized in the

ramework o the programme’s 0thanniversary.

During the meeting, participants

sought ways to raise awareness o, anddevelop guidelines or, digitization anddigital preservation; examined UNESCO’spotential role in the international debateon digitization and digital preservationpractices and standards; and producedthe UNESCO/UBC Vancouver Declarationsetting out UNESCO’s digital agendaor the uture. Participants also worked

on developing partnerships with keystakeholders rom governments, thepublic and the private sectors.

Q Combatting illicittracking o culturalproperty

During 01, UNESCO gave a new impulseto building capacity to e iciently combatillicit traicking o cultural propertythrough training activities around theworld.

As the 1970 Convention eectivelyaddresses the endemic problem o illicitexcavations and trade o archaeological

arteacts, especially the illicit export o religious and pre-Columbian ar teacts,a series o seminars took place in

For the very frst time, the most historicallyvaluable documents listed on the Memoryo the World international register werecollected in one volume entitled Memory

of the World: The Treasures that Record our

History from 1700 BC to the Present Day . Co-published with HarperCollins and eaturing

beautiul ull-colour photos and illustrations,the publication was launched in 01 dur ingthe 190th session o the Executive Board.

the treasures that record our history

from 1700 bc to the present day

memory

worldof the

Anci ent N axi Don gba litera ture manus cri pts(China), a unique orm o script and stonerecords inscribed on the Memory o the World List in 2003.

© L i j i a

n g P r e f e c t u r e A d m i n i s t r a t i o n , Y u

n n a n ,

C h i n a

several countries in Latin Americaand the Caribbean – Argentina, Chile,Ecuador, Peru and Saint Lucia. These

the material is subject to intense looting.For this reason, another training activityorganized by UNESCO took place in Turkey

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seminars ocused on improving security

conditions in archaeological sites,better management o inventories andmonitoring o border controls.

Training activities also took place inArica in 01, in Senegal and Botswana,a priority region where it is imperativeto develop strategies to ight the illicittraicking o cultural property. Despitenational eorts, cultural property,

including sacred and ritual arteacts, isvulnerable to widespread thet, especiallyrom archaeological sites. Further,political crises and growing insecurity insome regions have negatively impactedtheir ability to protect their culturalheritage.

Cultural property rom South-EastEurope also continues to enter illicit

traicking networks, where the lack o security at some archaeological sites,museums, galleries, places o worship andunderwater archaeological sites in theAdriatic Sea and inland waters means that

in 01.

An unprecedented exhibitionin UNESCO Headquarters entitled‘Recovered Treasures’ showcased severalarchaeological, medieval and Renaissanceobjects, paintings and illuminatedmanuscripts, all o which had been stolenor illicitly exported rom their countrieso origin and later recovered by the ItalianCarabinieri Department or the Protection

o Cultural Heritage, in collaboration withpolice and judicial authorities o othercountries.

The exhibition helped visitors to betterunderstand the problem o illicit traickingo cultural objects throughout the world,and to learn which mechanisms exist toacilitate their restitution to their countrieso origin. It took place in connection with

the Second Meeting o States Parties to the1970 Convention, the eighteenth sessiono the Intergovernmental Committee orPromoting the Return o Cultural Propertyto its Countries o Origin or its Restitutionin case o Illicit Appropriation, and theFirst Meeting o the Special Committee toreview the Practical Operation o the 1995UNIDROIT Convention on Stolen or IllegallyExported Cultural Objects (June 01).

During this meeting, the Partiesdecided to reinorce this Convention bytwo ollow-up mechanisms to strengthenits implementation, namely to establisha two-year meeting o States Partiesto the Convention and to create aneighteen-Member Subsidiary Committee

to be convened every year to monitorthe eec tive implementation o theConvention.

‘Recovered Treasures’

retrieved romillegal sources by

Italian Carabinieri were exhibited

at UNESCOHeadquarters in

June and July. Amon gst them, pre- Colum bia n

igure vessel (Ecuador);

ragment o medieval

resco (Italy);

ourth-century BC red-igure bell crater (Italy) and

irst century ADmarble oscillum

(Italy).

© S

o p r . p

e r i b e n i a r c h .

d i R o m a

© E c u

a d o r i a n E m b a s s y i n R o m e

© S

o p r . B A P S A E C a s e r t a e B e n e v e n t o

Q UNESCO renewscollaboration withMyanmar to saeguard

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Myanmar to saeguard

cultural heritageAter a hiatus o more than a decade,UNESCO Bangkok and the Project Oice inYangon have resumed cooperation withMyanmar’s Department o Archaeology,National Museum and Library (DoA)to implement the ‘Capacity Buildingor Saeguarding Cultural Heritage inMyanmar’ project in 01. Following

the recent reorms in Myanmar, theproject was conducted in the context o the government’s re-engagement withthe international processes o the WorldHeritage Convention.

The one-year project, which wasunded by a contribution o US$533,33rom the Italian Government, respondedto the high-priority needs o the national

authorities at two major heritage siteson the country’s Tentative List: the PyuAncient Cities serial site and BaganArchaeological Area and Monuments.

The project comprises threecomponents: assisting the government innominating the Pyu Ancient Cities or WorldHeritage; ield training in site managementand conservation; and developinggeographic inormation systems (GIS) orcultural heritage site management.

International and national exper tsmobilized by the project providedtechnical assistance to nationalauthorities, which resulted in the o icialsubmission by the Myanmar Governmento a World Heritage nomination dossier

or the Pyu Ancient Cities in early 013.With a view to enhancing capacity orWorld Heritage saeguarding, UNESCO

also provided local experts and o icialswith exposure to current international

standards in cultural heritage managementand conservation. Leading internationalorganizations, including the InternationalCentre or the Study o the Preservation andRestoration o Cultural Propert y (ICCROM)and the Lerici Foundation based in Italy,conducted training in archaeologicalsite conservation, World Heritage sitemanagement, and the conservation o mural paintings and stucco carvings. Thehands-on training at the Pyu AncientCities sites and at Bagan led to improvedconservation standards through practicaldemonstration projects. These includedthe consolidation o external carvedstuccoes at a temple site in Bagan and thesystematic re-excavation, documentation

and conservation o excavated arteacts atthe highly signiicant Khin Ba Mound in SriKsetra.

At the institutional level, the projectassisted the authorities in strengthening

their management capacity or culturalheritage sites. For the irst time inMyanmar, advanced technologies such asGIS were successully put in place or thepurpose o protecting cultural heritage. Keyreerence documents pertaining to WorldHeritage were translated into the Myanmarlanguage, to acilitate widespread diusionand continued application among variousnational and local authorities.

The results achieved will serve as asolid oundation or the Myanmar nationalauthorities to urther build upon and toapply at other sites with the potential orWorld Heritage status. As a ollow-up,Italy has generously pledged an additionalUS$1 million contribution to continue

to support Myanmar’s ongoing eort sto saeguard its cultural heritage sites,including Bagan.

A tra ineeconsolidating

stucc o at the

Hsin-byiu-shinmonastic complex in the Bagan

Arch aeol ogi cal Area, one o th etwo Myanmar’smajor heritage

sites on th ecountry’sTentative List.

© U

N E S C O / R .

L u j a n

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CHAPTER 6

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Fostering Creativityfor Development

Student honing her skill s at th e new s chool of the Fundación Teatro

Argen tino d e la Pl ata,

suppor ted by UNESCO ’sInternational Fund for

Cultural Diversity (IFCD).© Leandro Jasa

Fostering Creativity for DevelopmentUNESCO recognizes creativity as a prec ious resource with a potential to generate economic beneit s

while also enhancing our overall well-being. As part o its mission to advocate or the essential role

o culture in development processes, UNESCO is committed to promoting creativit y and innovation.

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o culture in development processes, UNESCO is committed to promoting creativit y and innovation.

In 2012, a wide range o activities undertaken in conjunction with the Convention on the Protectionand Promotion o the Diversity o Cultural Expressions, the MDG Achievement Fund and other ongoing

programmes suppor ted developing countries in strengt hening their creative and cultural sec tors and

orging sustainable national development policies and strategies.

Q Bolstering culturalindustries in Arica

Arica is a strong supporter o the005 Convention on the Protection andPromotion o the Diversity o CulturalExpressions. To date, thirty-our sub-Saharan countries have ratiied thisinternational legal instrument.

To support Arican countries in theireorts to translate the Convention’s

principles into national policies andprogrammes, UNESCO has implementedvarious initiatives. A Pilot Capacity-Building Programme was rolled outthroughout 01 to increase the expertiseand know-how o thirty-two Aricanspecialists in approaches to developingcultural and creative industries, creatingtailored-made training materials andsharing inormation through the ‘005Convention in Arica’ web page. Thisinitiative is part o a long-term strategicinvestment to increase human andinstitutional capacities and supportcountries with the tools and expertisethey need to implement the Conventionand develop eective policies or national

cultural and creative sectors.Training activities, both online andthrough workshops, have ocused on

key areas requiring specialized technicalsupport such as value chain analysis and

technical assistance interventions. UNESCOpartnered with the Arican Arts Institute(AFAI) and Culture and Development tocarry out ac tivities. In October, AFAI andthe Convention Secretariat acilitateda training session in Cape Town (SouthArica) or seventeen English-speakingArican specialists. Training was alsodelivered in the UNESCO Dakar oice to

iteen French-speaking specialists. Overone-third o the participants chosen werewomen. These eorts have contributedto expanding local knowledge on theConvention by establishing a learningnetwork o policy specialists that willenhance their understanding o the culturaland creative sectors in Arica.

Other stakeholders have been involvedin capacity-building eort s: a hands-onpractical training session or AricanNational Commissions on the Conventiontook place in Abidjan (Côte d’Ivoire) inJune 01 to discuss the key role NationalCommissions play in implementing theConvention. The session was attended bythirty-ive participants rom twenty-eight

Arican National Commissions or UNESCO,as well as thirty government oicials romdierent Côte d’Ivoire ministries.

Decision makers, cultural entrepreneurs and practitioners in the

global South use the International Fund for Cultural Diversity (IFCD)investments to develop policies, markets and training opportunities

that strengthen their cultural industries.

International Fundfor Cultural DiversityInvesting in creativity. Transforming societies.

International Fund or Cultural Diversity 2012 b rochu re. The Fund provi des supp or t toinitiatives that boost c reative capacities indeveloping countries. Arica’s vibrant culture,

considered by UNESCO as a tremendousmotor or sustainable economic and social development, is a major beneiciary o the Fund.

© J o

h n H o g g

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Niger

UNESCO is working with the Organisationinternationale de la Francophonie (OIF)and the National Ministry o Youth,Sports and Culture, as part o a our-yearcooperation plan to consolidate andstrengthen cultural industries in Niger andimplement the 005 Convention. The planaims to support the country in its eortsto create and implement policies and

measures that encourage the creation,production, distribution and enjoymento cultural goods and services. The

initiative is strengthening the system o governance, diversiying and increasinginancial opportunities, proessionalizingthe cultural sector and demonstrating thesocial, economic and political beneitso including culture in the nationaldevelopment process.

A two-year capacity-buildinginitiative to train Nigerien artists andgovernment employees carried out by the

Organization, inanced by the JapaneseGovernment reocused activities underthis new thrust and will continue reinorce

the capacities o public institutions,such as the Agence de Promotion desEntreprises et Industries Culturelles(APEIC).

Burundi

Another action o the Pilot Capacity-Building Programme involved theUNESCO Oice in Bujumbura and theMinistry o Youth, Sports and Culture

o Burundi. Together they organized asecond capacity-building workshop on theimplementation o the 005 Convention

Two o the32 Arican

proe ssio nals par tici pati ngin a UNESCOworkshop in CapeTown on policy approaches tocultural industriesdevelopment.

© 2

0 1 2 T h e m a c u l t / I T I

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Q First celebration o International Jazz Day

During the 011 UNESCO General

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Conerence, the international communityproclaimed 30 April International JazzDay. The primary objective was to raiseawareness in the international communityo the virtues o jazz as an e ducational tool,and a orce or peace, unity, dialogue andenhanced cooperation among people. Forthe irst edition o Jazz Day in 01, manygovernments, civil society organizations,

educational institutions and private citizenswho engage in the promotion o jazz musicembraced the opportunity to oster greaterappreciation not only or the music butalso or its contribution to building moreinclusive societies.

UNESCO partnered with the TheloniousMonk Institute o Jazz, chaired by UNESCOGoodwill Ambassador Herbie Hancock, to

organize three lagship events at UNESCOHeadquarters, in New Orleans and at theUN Headquarters in New York (USA).

Festivities were launched at UNESCOHeadquarters on 7 April with a serieso live perormances, master classes,round tables, improvisational classes,photo exhibits and various other jazz-related activities. Several French andinternational radio stations broadcastingrom UNESCO covered the Day. In theevening, Herbie Hancock headlined aconcert with Dee Dee Bridgewater, MarcusMiller, Barbara Hendricks, Hugh Masekela,George Benson and others.

UNESCO Goodwill Ambassador Herbie Hancock kicks o

the celebrations or the irst International Jazz Day at UNESCOHeadquarters. ©

U N E S C O / F r a n c i s B a r r i e r

Q Transorming societiesthough creativity

To reinorce the contribution o d bl

projects in orty developing countries,totalling over US$3.9 million designedto strengthen the creative sector. TheFund, which gives priority to local

h d l

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On 30 April the ocus switched to NewOrleans, the birthplace o jazz, wherea special concert took place in CongoSquare just ater sunrise. It eatured anumber o jazz luminaries along withHancock including Dianne Reeves, Je

‘Tain’ Watts, and many New Orleansnatives such as Ellis Marsalis.That same evening, another concert

was held at the UN General Assembly inNew York, hosted by UNESCO Director-General Irina Bokova and eaturing HerbieHancock, Richard Bona, Angelique Kidjo,Wynton Marsalis and many more. Co-hosts included Robert De Niro, Michael

Douglas, Morgan Freeman and QuincyJones.

The Day was a global success,with over orty ac tivities in countriesrom every region and continent. Theevents at UNESCO were attended byalmost ,000 visitors, including musicstudents, artists, sponsors, the mediaand the general public. The Day enjoyedenormous media coverage around theworld, with more than ,050 articlespublished by international outlets.Exposure was strengthened by webcastand coverage rom Arte, TSF Jazzand PBS.

creativity and innovation to sustainabledevelopment, UNESCO implements aseries o activities to promote artistsat the national, regional and globallevels. Based on South–South andNorth–South–South cooperation, andavouring public-private collaboration,these activities ocus on exchange,training, advice and capacity-building,

which target in particular youthrom developing countries. They areconceived in synergy with the initiativeslinked to UNE SCO’s culture conventions.

The International Fund or CulturalDiversity (IFCD) was established by the005 Convention on the Protection andPromotion o the Diversity o CulturalExpressions . Since 010, this Fund

has made investments in sixty-one

ownership, assists in developingpolicies and strategies, reinorcinginstitutional structures, supportingcultural entrepreneurs, consolidatingthe cultural industries and creatingmarkets to spark lasting change thatcan transorm livelihoods, sluggishcultural industries and markets.

In 01, the Intergovernmental

Committee or the Convention approvedthirteen projects to be implemented intwelve developing countries rom Arica,Latin America, Asia and the Paciic andEastern Europe to be inanced by the IFCDor a budget o over US$1 million.

In South Arica, the IFCD supported theHarlequin Foundation in training 70 youngpeople rom dierent communities in Cape

Town in cultural entrepreneurship. The IFCD

A ne w UNE SCO I FCD- supp ort ed au dio-visual training centre has helped

indigenous and aro-descendant youthin Guatemala secure employment in

many ilm-industry activities. © I R

I P A Z

partnership between UNESCO and theCulture et Diversité oundation (France).Thi h bl t

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is also investing in project s that reinorcethe book industry in Croatia, notably by

conducting a mapping o the se ctor.In Saint Vincent and the Grenadines, a

country-wide project is devoted to buildingcapacities o associations and organizationsinvolved in local industries. The ultimategoal is to create an environment in whichnew businesses may emerge in a thrivingcultural industry sec tor.

In 01 the UNESCO-Aschberg Bursariesor Artists promoted the mobility o youngartists worldwide by awarding a total o

eighteen young artists between 5 and35 years old rom Aghanistan, Algeria,

Argentina, Botswana, Bulgaria, Canada,Colombia, Chile, Croatia, Egypt, Japan,Mexico, Islamic Republic o Pakistan,South Arica, Spain, Togo and Turkey. Theeleven artists, our musicians and threewriters stayed in Associated Residencies inBahia, Sydney, New Delhi, Medellin, Seoul,Virginia, Milano, San Francisco, Rome,

Dakar, Montreal and Sobo Badè in Senegal.The ‘Travel to Learn Arts and Crat ’programme was created as a result o a

This exchange programme enables artsand crats students to acquire new skillsto complement their initial training, whilesharing their own experience with others.Students rom developing countriesinteract with French cratspeople whileyoung French students discover theexpertise o crat speople in developingcountries. During 011 and 01, our

students rom Chile, India, Lebanon andMali spent our months in France. FourFrench students went to Chile, Ecuadorand India. The results were presented atthe International Heritage Show in Paris inNovember 01.

Q The MDG Achievement

Fund: culture orsustainable developmentEstablished in December 006 with aninitial contribution o US $710 millionrom the Spanish Government to the UNsystem, the Millennium Development GoalsAchievement Fund (MDG-F) is an innovativeinternational cooperation mechanismseeking to accelerate progress towards the

accomplishment o the MDGs worldwide.Building on the comparative advantage

o the UN organizations and their join t e or ts in t he conte xt o the UNReorm, the MDG-F supports nationalgovernments, local authorities and civilsociety organizations in their eorts totackle poverty and inequality in eight

areas or ‘thematic windows’. UNESCO wasdesignated leader o the thematic windowon Culture and Development, whose overall

23=2 mm 2 , aninstallation by

Cecilia Ramirez Corzo, Mexicanartist and 2012

UNESCO-Aschbergbursary recipient.

© C . R .

C o r z o

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Press photographer in Afghanistan.UNESCO recurrently denounced and requested full investigation into the

assassinations of the 121 journalistskilled in the course of duty throughout 2012, almost twice a s many as in 2011.© Kenny Holston

CHAPTER 7

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DefendingFreedom of

Expression

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With UNESCO’s supp ort ,Liberia actively

celebrated World Press FreedomDay in 2012.

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eight countries and received extensivecoverage by the Tunisian media. A joint

the popular independent Russian-language weekly Realny Azerbaijan (Real

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message by UN Secretary-General, BanKi-moon and UNESCO Director-General,Irina Bokova, was issued on the occasiono WPFD this year. It stressed the actthat reedom o expression underpinsevery other reedom and provides aoundation or human dignity. It alsopraised the vibrant changes media hadgenerated in the Arab world and askedthat killings o journalists around theworld should not be orgotten or remainunpunished.

Eynulla Fatullayev, Azerbaijani jou rnali st and hum an rig ht s a ct ivi st ,was named the winner o the 01UNESCO/Guillermo Cano World PressFreedom Prize. Mr Fatullayev, 35, the

ormer editor-in-chie and ounder o

Azerbaijan) and the Azeri-languagedaily Gundalik Azarbaycan (AzerbaijanDaily) newspapers, has unailingly andsteadastly spoken out or reedom o the press and reedom o expression.

In addition to the main celebrationin Tunis, various events took placein over 100 countries worldwide tomark the observance o WPFD. Almost6,000 articles in the international presswere devoted to the Day, UNESCO’scorresponding award and its winner.WPFD 01 was highly successul,surpassing 011 events in terms o socialmedia outreach. The topic was trendingon social media in several Latin Americancountries particularly concerned by the

assassinations o journalists.

Poster o the Second UN Inter-Agency Meeting onthe Saety o Journalists

and the Issue o Impunity co-organized by UNESCOin 2012.

Poster designers rom Belgium (above) and Alg eria (bel ow) we re th e wi nner s o an o nlin ecreative competition organized by UNESCO and eYeka in preparation or World Press FreedomDay 2012.

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Change in the Arab world has shown the power o aspirations or rights when combined with new and old media. Powerul new voices are rising – especially rom young people– where they were silent beore. Ban Ki-moon, UN Secretary-General, and Irina Bokova, Director-General o UNESCO

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Q A call rom the Arab regionto consolidate ree pressaround the world

Celebrations in Tunis ended withthe adoption o the 01 CarthageDeclaration. In this text the delegatesunderscored the historical juncture atwhich WPFD had been celebrated thisyear, especially in the Arab region. ‘Itis important to consolidate the culture,law and journalistic practices that areessential to protect hard-won reedoms,’they stated, relecting concerns expressedthroughout the conerence on the ragility

o these reedoms.The Declaration called on allstakeholders to create and strengthenthe environment or ree, editoriallyindependent and pluralistic media,including in countries in transitiontoward democracy. While stressing theimportance or media proessionals andcitizen journalists to adopt an ethical

approach to their work, it also urgedgovernments to transorm state andgovernment media into public servicemedia outlets with guarantees or

ull independence; to promote mediadiversity; and to create ree and saeenvironments or journalists, mediaworkers and social media producers.

In addition, the Declaration called onUNESCO to continue to combat impunity,particularly by implementing the UNinter-agency Plan of Action on the Safety of Journalists and the Issue of Impunity ,and to request Member States to reporton the status o investigation o cases o violence against media personnel andothers contributing to public interest jou rna lism.

Q New gender-sensitiveindicators or media

The IPDC Council urthermore examinedthe issue o gender balance in the media.Participants discussed UNESCO’s newGender-Sensitive Indicators or Media(GSIM) launched in 01, a tool designedto give impetus to gender equality and

women’s empowerment in and throughmedia o all orms, irrespective o thetechnology used. It aims at counteringimbalance between women and menworking in the media, as well as in newsreporting on women and men.

UNESCO has elaborated this globalramework o Gender-Sensitive Indicatorsor Media in cooperation with theInternational Federation o Journalistsand many other partners. This is part

o a suite o indicators being developedacross all sectors o the Organizationto enable eective assessment o areaswithin UNESCO’s mandate o mediadevelopment.

In this context UNESCO is partneringwith key broadcast and print mediaunions and associations to adapt and pilotthe GSIM in their member organizations.These partners include the AricanUnion o Broadcasters, the CaribbeanBroadcasting Union, the Organizaciónde Telecomunicaciones Iberoamericanas(OTI), Asia Paciic Broadcasting andthe Permanent Conerence o the

Mediterranean Audiovisual Operators(COPEAM).

The 2012 UNESCO-IPDCPrize or RuralCommunication

Two organizations that help rural

communities improve their lives and takepart in public debate, the Nepal Forum o Environmental Journalists and the KenyanArid Lands Inormation Network, are the co-winners o the 01 edition o the UNESCO-IPDC Prize or Rural Communication. Theaward ceremony took place in March atUNESCO Headquarters during the Twenty-Eighth session o the Intergovernmental

Council o the International Programme orthe development o Communication (IPDC).

Correspondent rom Radio Mtegani in Makunduchi (United Republic o Tanzania),one o the participating radio stationsin the UNESCO project Empowering Local

Radios with ICTs. This photo won the First UNESCOMMUNITY Photo Contest ‘UNESCOin ac tion 2012’. ©

U N E S C

O / J o n a t h a s M e l l o

Q Empowering local radiostations in sub-Saharan

A i

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AricaIn April, the Organization launched anambitious capacity-building projectaddressing modest sub-Saharan Aricanlocal radio stations to assist them in usingnew media and mobile phones to improvetheir broadcasts.

With a ocus on ree and open-sourceapplications, the project will help radiobroadcasters improve editorial contentand interaction with their audiencesthrough inormation and communicationstechnology (ICT). Some activities willdevelop creative uses or basic mobilephones, so that listeners can react tocurrent aairs, participate in polls andsend comments that are broadcast. Other

activities will use innovative technologiesto help radio stations build playlists,create online schedules and managestations remotely. Many applicationsare meant to work even when they areoline, so they can keep unctioningwhen internet connectivity ails.

The project is unded by the SwedishInternational Development Cooperation

Agency, which donated US$4.6 millionover three years. The project reachesover thirty radio stations in six dierentcountries, but each one will be a uniquecase or developing novel ways o producing local radio. Implementationstarted in the Democratic Republic o theCongo, Lesotho, Namibia, South Arica,United Republic o Tanzania and Zambia.By the end o the project, the value o local programme broadcasting will have

increased and made a dierence in thelives o these communities.

Q News journalismin a digital world

An estimated billion people wereusing the internet in 011 and producing156 million public blogs, constituting anew type o communication by so-called ‘citizen journalists’. In addition,WikiLeaks’ release o a massive numbero classiied government documents andits initial collaboration with traditional

news media has modiied the medialandscape and raised crucial questionsor journalism as well as the News o theWorld scandal.

The World Press Freedom Committee,in cooperation with UNESCO, organizeda conerence on this issue on 16 and17 February at UNESCO Headquarters,co-sponsored by the World Association o Newspapers & News Publishers (WAN-IFRA), the World Editors Forum and the

International Press Institute. This is thesecond UNESCO conerence on this topic.News proessionals and executives

rom some o the world’s leadingmedia, academics, media law expertsand representatives o press reedomorganizations explored the uture o proessional journalism in the digitalenvironment. The event gathered chie

editors rom Le Monde, The New York Times, The Guardian, and Rue89, ‘citizen’ jou rna lis ts and internat ion al media lawexperts.

Conerence speakers highlighted theneed to maintain veriication standards,to continue to careully assess publicinterest when publishing sensitiveinormation, and the necessity to protectsources. Sel-regulation was scrutinized,with the point being made that where

Syri an yo uth train ed i n ci tizen jour nali smand radio techniques. A surge in social networks, user-generated content and micro-blogging have modiied the media landscapeand raised crucial questions or journalism.

© U N

E S C O

there was state intervention, it shouldbe by judicial means. Governments inorty countries currently have measures

to restrict internet access in place

To develop this increasingly importantability, 10 participants – includingeducation ministers, senior policy-

makers and e perts in the ield met

MIL is directly linked to UNESCO’smandate to build inclusive knowledgesocieties including promoting ree,

independent and pl ralistic media

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to restrict internet access in place.Delegates emphasized changes in legalregimes around the world, as well asthe actions o ‘intermediary’ bodieslike search engines, web-site hosts andonline social networks. There was strongacknowledgement o a complementaryrelationship between citizen contributorsand proessional journalists as somethingthat could strengthen press reedom andimprove the quality o journalism.

Q Media and InormationLiteracy or KnowledgeSocieties

Between the internet and more traditional

media, the public is exposed to anunprecedented volume o inormationon a daily basis. Yet success in today’sinormation and knowledge-drivensocieties demands the ability to obtainand eectively use that inormation.Furthermore, media, the internet andother inormation providers are centralto development, good governance and

democratic processes.Media and inormation literacy (MIL)

is thereore becoming a requisite orpeople’s existence in the twenty-irstcentury. It encourages a amiliaritywith many media, such as audio, printand video, but it also requires theappropriation o skills such as use o ICTand cross-cultural understanding, skillsimperative to transorm inormation intoknowledge.

makers and experts in the ield – metin Moscow (Russian Federation) in Juneat the International Conerence on MILor Knowledge Societies. Organizedby UNESCO and the Inormation or AllProgramme (IFAP), the InternationalConerence on MIL or KnowledgeSocieties initiated a broad dialogueon the best ways to integrate MILinto classrooms everywhere and toaddress particularly young citizens andmarginalized social groups.

independent and pluralistic media.

UNESCO and social media

In 01, UNESCO used social media to reach new audiences and engage them in the work andmandate o the Organization. The year included initiatives such as UNESCO’s frst podcast and Skypeinterview. For the frst time, people watching UNESCO webcasts could send live questions via Twitterduring selected special events. In addition, UNESCO launched a mobile photo-sharing app calledInstagram and its frst-ever Google+ page.

The social media team started a Facebook account in Spanish that was soon ull o eature articles. Theteam also ocused on ino-graphics to explain complex issues in a visual way. It was soon producingdedicated web-pages on special issues, combining success stories rom the feld with multimediaproducts such as photos, videos, crowd-sourced maps and interactive apps.

The top-perorming tweets o the year were about Education, World Radio Day, World Poetry Day,

International Jazz Day, the International Day o Cultural Diversity, Homophobic Bullying, UNESCO’srole in the discovery o the Higgs Boson particle, World Philosophy Day and Malala Yousazai,the Islamic Republic o Pakistani girl who is fghting or the right to education. But WorldPress Freedom Day was UNESCO’s most successul online campaign o the year. It generated anunprecedented 80,000 conversations on Twitter and more than 35,000 visits to UNESCO’s specialFacebook page about the Day.

Social media growth was especially promising in Spanish and Arabic. UNESCO closed 01 with thethird strongest Google+ and Weibo accounts in the UN system, as well as a top-three standing or

its social media accounts in Spanish, Arabic, French and Russian. The number o new subscribers toUNESCO’s YouTube Channel increased by more than 50 per cent over the year.

A mod ern pu blic r esearch instit ution

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A mod ern pu blic r esearch instit ution ,the Bibliotheca Alexandrina (Egypt) serve s scho lars, r esearch ers and the publi c at la rge. It is at t he for efront of UNESCO’s efforts to promote freedom of thought and expression, as well as pressfreedom, in the Arab States.© UNESCO

CHAPTER 8

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Building KnowledgeSocieties

Building Knowledge SocietiesBuilding knowledge societies is a t the heart o UNESCO’s mandate. Throughout

2012, the Organization mobi lized to support and celebrate radio broadcasters

worldwide; published an unprecedented report on worldwide broadband

deployment; and partnered with key actors to promote global access to quality

education through open educational resources mobile learning and the use o

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education through open educational resources, mobile learning and the use o

all orms o inormation and communicati on technologies.

Q Tuning in to WorldRadio Day

With the ability to reach 95 per cent o the planet’s population, radio is the mostprevalent mass medium in the world.In 011, UNESCO’s General Conerenceproclaimed 13 February as World RadioDay (WRD), to celebrate radio as a vectoror education, reedom o expressionand public debate as well as a source o vital inormation, or instance in times o

natural disasters.UNESCO created a website or thecelebration with audio messages inseveral languages and community radiomanuals to encourage public, private andcommunity broadcasters to celebrate theDay. The website also enabled the public

to access UNESCO’s sound archives whicheatures the voices o many promimentmen and women, Pablo Neruda, Jean-Paul Sartre, Jorge Luis Borges, AndréMalraux, Pablo Picasso, Charles de Gaulle,Yuri Gagarin and Nelson Mandela, amongothers.

Strategic partnerships were setup with international broadcastingorganizations or the dissemination o these materials or example with theInternational Radio and Television Union,

the European Broadcasting Union, theAcademia Española de la Radio, theWorld Association o Community RadioBroadcasters and Inter-Press Service (IPS).UNESCO also partnered with 57 publicradio stations worldwide, to promote theday. Collaboration with UN Radio was alsoarranged to promote the Day. UNESCOField Oices, National Commissions

and Permanent Delegations joined inthe celebration by relaying inormationthrough their networks.

Joint activities and the production o eight radio shows in the six o icial UNlanguages, Portuguese and Swahili werecarried out in partnership with the Schoolo Oriental and Arican Studies (Universityo London). WRD 01 was a success

beyond expectations, and serves as aoundation to build upon or WRD 013.

Creation o theCommunication and

Inormation Network TOWNBOOK, Limon

(Costa Rica). The participants rom the

Caribbean coast o Nicaragua learn how

to use the cameraor producing

and exchanging

local content.This photograph

received the special mention at the First

UNESCOMMUNITY photo contest:

‘UNESCO in action, 2012’.

© J u

l i a M a n z e r o v a

© D . Z i y a

s h e v a / M . C

o r r a l e s

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Ante nnae and satel lite dish es prol iera te arou nd the world. Here

they dominatethe rooscape o Fes (Morocco).Despite thevisual pollution,radio is the most

preva lent medi ain the world and a vector or education,

reedom o expression and publ ic d ebate.

Drawing on InternationalTelecommunication Union’s (ITU)extensive statistical evidence base

and resulting rom close collaborationb t b db d i i th

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Q Release o the First GlobalBroadband Report

The Broadband Commission or DigitalDevelopment – set up in 010 by ITU andUNESCO in response to UN Secretary-

General Ban Ki-Moon’s call to step upUN eort s to meet the MillenniumDevelopment Goals – released its irst-evercountry-by-country snapshot o the stateo broadband deployment worldwide.

Th e Sta te of Bro adband 2012: Ach ie vin g Di gi tal In clu si on for Al l reportevaluates the roll-out o broadbandaround the world and tracks progresstowards achieving the our targets setby the Commission in 011 or boosting

broadband aordability and uptake. Itranks over 170 countries on aordability,national broadband policy, andconnecting people and dwellings.

The report, which was releasedduring the sixth meeting o theCommission held on 4 September inNew York to coincide with the Sixty-Seventh session o the UN General

Assembly, was welcomed by the UNSecretary-General. It reveals thatbroadband deployment is acceleratingworldwide, but that prices still need tocome down. While household internetaccess has seen strong growth overthe past year and is on track to achievethe Commission’s target or connectinghomes to broadband, the document

indicates that individual internet usecontinues to lag behind.

gbetween broadband commissioners, thereport goes on to outline a variety o waysin which broadband is improving the liveso people around the world, in terms o health, distance education and learning,and in particular the lives o women, bypromoting innovation and ostering theacquisition o new skills. It also reinorces

a clear need or policy leadership toacilitate the deployment o broadbandaround the world.

Q Revolutionizing educationthrough open educationalresources

Open educational resources (OER) are anytype o teaching material reely availableand accessible to the public becausethey are either in the public domain orintroduced with an open licence. Teachersare encouraged to use, copy, adapt andre-share open resources to suit theirneeds and the needs o their students.As selective access is still too oten held

to be the hallmark o a quality education,OERs may help counter this situation andextend quality education to all.

OERs are thus quietly revolutionizinghigher education. By hosting the 01World Open Education Resources Congressat its headquarters in June, UNESCOtogether with the Commonwealth o Learning led the debate to accelerate

the development o OERs worldwide,with the participation and support o

THE STATE OF

BROADBAND 2012:

ACHIEVING DIGITAL

INCLUSION FOR ALL

A REPORT BY THE BROADBAND COMMISSION

SEPTEMBER 2012

Stud ents romthe Luis Escobar

Lara school inLos Queñes,

Romeral (Chile),using the internet or the irst time. ©

U N E S C O / M a r i a L u i s a W e s t o n

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o Pakistan and Senegal. To inalizethe project action plans, UNESCO andNokia organized a workshop on ‘MobileTechnologies and Teacher Development’ inParis (France) on 9 and 30 March.

Focus on Literacy or Women

MOBILE LEARNING FOR TEACHERS

> Exploring the Potential of MobileTechnologies to Support Teachersand Improve Practice

IN LATIN AMERICA


Culturalrganization

KEY ISSUES TO CONSIDER

MOBILE LEARNING

AND POLICIES


Culturalrganization

Two titles romthe new UNESCOli i

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yand Girls

UNESCO, with the support o the UnitedStates, is studying initiatives worldwidewhich aim to empower women andgirls through education via innovativemobile technology-based learning andinormation programmes. The main ocus is

the retaining and improvement o literacyskills. Several regional expert consultationworkshops were organized in 01 and aglobal comparative report is in preparation.The project supports the ‘big push’ to reachthe Education or All (EFA) goals by 015.

ICTs in Education Systems

UNESCO’s Moscow-based Institute orInormation Technologies in Education (IITE)continued to promote ICTs or developingeective education sys tems, notably throughits November conerence “ICT in Education:Pedagogy, Educational resources and QualityAssurance”, which was preceded by anexpert meeting on the UNESCO-IITE project“ICTs in Primary Education”.

UNESCO online series on mobilelearning

UNESCO is committed to betterunderstanding how mobile devices cansupport learners, teachers and entireeducation systems, particularly whereeducational opportunities are scarce.

The UNESCO online Working Paper Serieson Mobile Learning published in 01considers mobile learning rom a teacher

development as well as policy perspec tive.The papers provide concrete examples,such as the way mobile technologies areproviding proessional development orteachers in rural Mozambique; enablingstudent-centred learning in Colombianclassrooms; helping young people readshort stories in South Arica; and enabling

high-school students in North America tostudy ecosystems. The series also showshow mobile technologies can respondto educational challenges in di erentcontexts; supplement and enrich ormalschooling; and make learning moreaccessible, equitable and personalized.

2012 World Summit on the

Inormation Society ‘Cellphones, Tablets, Digital Textbooks, andWhat Else?’ was the subject o a UNE SCO-led session on mobile learning at theWorld Summit on the Inormation Society(WSIS) Forum 01, in May in Geneva(Switzerland). The session ocused o n theopportunities and challenges that mobileand e-learning present to conventional

education and learners o dierentgenerations. Presentations covered mobile

learning policy research by UNESCO, digitaltextbook strategies in the Republic o Koreaand the role o the private sector in scaling

up mobile learning initiatives.The WSIS aims at building an inclusive

inormation society and at addressingthe issues raised by inormation andcommunication technologies (ICTs). Thecluster o WSIS-related events is knownas the WSIS Forum.

In 01, UNESCO launched Opening

New Avenues for Empowerment: ICTs to Access Information and Knowledge for Persons with Disabilities. The Report buildson ive regional reports commissioned byUNESCO to review the use o ICTs to accessinormation and knowledge by people withdisabilities. It provides eighteen concrete

Crowdsourcing or EFA

In 01, UNESCO made use o online crowdsourcing to helpachieve Education or All (EFA). The Organization teamed upwith Nokia and the Pearson Foundation to elicit suggestions onhow mobile communication could help achieve EFA goals, in theareas o literacy, universal primary education, youth and adultlearning, quality, gender parity and equality, and ear ly childhoodcare and education. The project was called the ‘Education or AllCrowdsourcing Challenge’. Numerous original ideas were gathered

through social media and mobile phone text messages. The bestwere rewarded with prizes.

UNESCOWorking Paper

Series on MobileLearning

TEACHER FOCUS

World Summit on the Inormation Society (WSIS) Forum 2012 in Geneva (Switzerland).

online series on Mobi le Le arni ng publ ishe d in 2012.

© UNESCO

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high-level policy recommendations oraction and case studies o good practicesidentiied around the world.

Q Languages at the heart o knowledge societies

o Germany, France, Poland and theUnited Kingdom organized a debate onthe practical applications and uture o the Index Translationum.

By publishing the Index , UNESCO

provides the general public withan irreplaceable tool or compiling

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Protecting all living languages andtranslation as a means o building peace isone o UNESCO’s oldest initiatives. Severalo its long-term projects saw majorprogress during 01.

Eightieth anniversary o the Index

TranslationumThe Index Translationum – aninternational bibliography o translation– is the oldest programme o UNESCO.Created in 193 by the InternationalInstitute or Intellectual Cooperation o the League o Nations and adopted byUNESCO in 1948, it celebrated in 01 its

80th anniversary. To mark this occasion,UNESCO and the Permanent Delegations

p p gbibliographical inventories o translationson a worldwide scale. The Index Translationum is a unique exampleo international cooperation at theservice o translation. Each year, thebibliography centres or national librariesin participating Member States send to

UNESCO bibliographical data on translatedbooks in all ields o knowledge.

Protecting endangered languagesin Brazil

In 009, UNESCO, Fundação Nacional doÍndio-FUNAI and Fundação Banco do Brasillaunched a large-scale project to document

endangered indigenous languages andtheir associated cultures mainly in theAmazon region. In Brazil alone, thereare some 190 languages in danger o disappearing according to the UNESCO Atlasof the World’s Languages in Danger .

The project, which will be completedin 015, is being carried out in cooperationwith Brazil’s Museum o the Indian –

the country’s scientiic body dedicatedto indigenous cultures – and is usingstate-o-the-art techniques and digitaltechnology. As a mid-term result o theproject in 01, thirteen highly endangeredindigenous languages were documentedand 00 indigenous researchers weretrained in language documentationmethods and techniques over a series o

workshops, most o which took place at thecommunities’ settlements.

The General History o the Caribbean completed

With the publication o Volume

IV: The Long Nineteenth

Century – Nineteenth Century

Transformations, the entiresix-volume series o the GeneralHistory o the Caribbean is nowavailable. Written by renownedscholars including a majority o Caribbean historians, and thanksto a long-time collaborationwith Macmillan, Volume IV was

launched in Kingston (Jamaica)in November 01.

Ct

li

GE N E R AL H IS OR Y OF H E

C A R I B B E A N Volume IV

Te Long Nineteenth Century: Nineteenth Century ransformations

Editor: K.O. Laurence

U N E S C O P u b l i s h i n g

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A le ader o th eKayapo peopleis interviewed as part o the UNESCO-

supp orte d training o indigenousresearchers or the protectiono Brazil’sendangered languages.

Q World Arabic Language DayDuring its 190th session the UNESCOExecutive Board adopted a decisionto celebrate World Arabic LanguageDay on 18 December. The Arab States

Group organized the irst celebrationin 01 at UNESCO headquarters. The

Director-General o ALECSO, MohamedEl Aziz Ben Achour.

As the Director-General toldparticipants, ‘World Arabic LanguageDay is an opportunity or us to celebrate

the language o twenty-two MemberStates o UNESCO, a language with more

A dedicated webpage in Arabic,English, Spanish, French and Chinese wasprepared or this Day on the dierentaspects o the history and presence o the Arabic language at UNESCO. A special

social media campaign was launched inparallel to ensure that the initiative was

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Day was inaugurated by Director-General Irina Bokova, in the presenceo Ambassadors and PermanentDelegates to UNESCO as well as theormer Secretary-General o the UnitedNations, Boutros Boutros-Ghali and the

than 4 million speakers in the Arabworld and used by more than 1.5 billionMuslims. By celebrating the Arabiclanguage, we are also acknowledging thetremendous contribution o its writers,scientists and artists to universal culture.’

promoted as widely as possible.

UNESCO and multilingualism

In the ace o transormations that are challengingthe world and the emergence o plural societies, everylanguage provides a key to living together better, tobuilding solidarity and to helping each other to be heard.Throughout 01, the Organization undertook several

actions to ensure the dissemination o its content in asmany languages as possible.

Over 60 agreements were signed in 01 withinstitutional and commercial publishing partners orthe joint production, translation and dissemination o

UNESCO publications around the world. Among these,major co-publishing agreements were establishedwith international partners such as UNICEF, UnitedNations Environment Programme (UNEP), HarperCollins,Cambridge University Press and DeAgostini Libri, whichresulted in publications subsequently translated later inthe year into several other languages and distributed orree or commercialized around the world. This was thecase with the titles in the UNESCO/UNEP YouthXChange

series, the second edition o The World’s Heritage and TheUNESCO World Heritage Atlas.

In addition, an increasing number o licensingagreements or the translation o UNESCO publicationswere signed with partners rom all regions o theworld, not only in the six ocial languages, but alsoin others such as Japanese, Korean, Azeri, Dzongkhag,Macedonian, Albanian and Tajik. Some o the UNESCO

publications most widely translated in the world in 01are Managing Tourism at World Heritage Sites, Story-

based Inquiry: a Manual for Investigative Journalists and the sixth edition o Human Rights: Questions and

Answers (the Korean edition is illustrated on the let).

Translation o strategic UNESCO publications and webpages into Arabic was also possible in 01 thanks tothe generous contribution oered by Saudi Arabia’sour-year project.

Although the majority o UNESCO web content isavailable primarily in English and French, in 01 it wasmade increasingly available in the six ocial languageso the Organization, as well as in certain Portuguese andVietnamese subportals, among others. Over 5.68 millionunesco.org pages in several languages were reerencedby Google in 01.

Also in 01, newly implemented social media eaturestories aimed at the general public and available in allsix ocial languages increasingly drove trac to bothunesco.org and social media channels. A sharp increasein trac rom mid-01 helped place Spanish as thesecond top language o UNESCO’s viewed web contentater English, along with the launch o a new Facebookpage in Spanish. Overall, posts about languages

and multilingualism were always top perormers onUNESCO’s social media channels.

By celebrating the Arabic language,UNESCO also acknowledges the tremendous

contribution o its writers, scientists and artists to universal culture.

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The UNESCO Executive Board paystribute to Pakistani schoolgirl Malala

Yousafzai, injured in an assassinationattempt on her way home from school in October 2012.© UNESCO/L. Rukingamubiri

2012 in Photos

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① United Nations Secretary-General BanKi-moon visited UNESCO where he held talks with Director-General Irina Bokovaand addressed the Organization’s ExecutiveBoard, October. © UNESCO/L. Rukingamubiri

③ President of the Republic of Peru,Ollanta Humala Tasso, and the newly designated Goodwill Ambassador JuanDiego Flórez at UNESCO Headquarters inNovember. © UNESCO/L. Rukingamubiri

② Director-General Irina Bokova greets thenewly-elected President of Mexico, Enrique Peña Nie to,October. © UNESCO/L. Rukingamubiri

④ Newly appointed Goodwill Amba ssado r A’salfo fr om Côt ed’Ivoire performs at UNESCO withhis group Magic System.© UNESCO/L. Rukingamubiri

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⑥ Official visit of the Director-General Irina Bokova to Angola where she met thePresident of the Republic José Eduardo dos

Santo s in Apri l. © All rights reserved

⑦ Director-General Irina Bokova met thePresident of Togo Faure Gnassingbé duringher official visit there in June.© Government o Togo

⑤ President of the Republic of Costa Rica, Laura Chinchilla

Mirand a, vi siti ng UNE SCO in March.© UNESCO/L. Rukingamubiri

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① Performance in UNESCO by the Dancing Devilsof Corpus Christi (Bolivarian Republic of Venezuela)following their inscription on the IntangibleCultural Heritage List. © UNESCO/L. Rukingamubiri

③ Primary school children from Paris helpDirector-General Irina Bokova to bury two‘UNESCO Capsules for Future Generations’ onWorld Philosophy Day, 21 November.© UNESCO/L. Rukingamubiri

② Director-General Irina Bokovawas on an official visit to Gabonin June, where she held a meetingwith the President of the country

Ali Bongo Ondi mba. © UNESCO

④ Saudi Arabi an res earch er Hayat Sindi, nominated UNESCOGoodwill Ambassador in 2012.© Hayat Sindi

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⑥ Jazz sing er De e Dee Brid gewate r spea ks an d per forms at UN ESCOHeadquarters on International Jazz Day,30 April. © UNESCO/L. Rukingamubiri

⑧ President of the Dominican Republic,Leonel Fernández Reyna, with the first lady, Margarita Cedeño de Fernández,visiting Director-General Irina Bokova,

July. © UNESCO/L. Rukingamubiri

⑤ Plácido Domingo and Her Highness Shei kha Moz ah Bi nt Na sser durin gthe designation of the tenor as UNESCOGoodwill Ambassador. © UNESCO/L. Rukingamubiri

⑦ Director-General IrinaBokova receives President of

Mauri tania , Moh amed Ould Abde l Aziz , at UNESCO Headq uarte rs i nDecember. © UNESCO/L. Rukingamubiri

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Ju Ju y y.. ©© UNUNESESCOCO/L/L.. RuRueececemm er er.. ©© UNUNESESCOCO/L/L.. RuRukikingngamamububiririineneraral l Ir Irininaa BoBokokovava, ,

ububiririikikingngamam

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① UNESCO opened its doors to the public on the occasion of United Nations Day,celebrated on 24 October.© UNESCO/L. Rukingamubiri

② Two Uruguayan students show off their laptops which they received as part of the'One Laptop per Child' project.© UNESCO

③ Panamanian pianist and jazz composer Danilo Pérez performsafter his designation as UNESCO

Art ist for Pe ace.© UNESCO/L. Rukingamubiri

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Annexes

1. Financial reportFinancial perormance or the year ended 31 December 2012

The inancial statements are preparedin accordance with International Public

Sector Accounting Standards (IPSAS).Total revenue or the year ended31 December 01 amounted to$79 million an increase o 8% over

with the previous year. The Organization, orthe frst time in many years, has received more

contributions rom voluntary sources than theMember States’ regular contributions to thebudget. Contributions to the Emergency Fund,a special und set up to receive additional

(.5% o assessed contributions) was madeor the current year unpaid contributions rom

these Member States thus bringing the netrevenue recognized to $73.6 million. The netassessed contributions accounted or 38% o theconsolidated net revenue

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$79. million, an increase o 8% overthe previous year. Member States’assessed contribution accounted or 45%o the revenue (49% in 011), voluntarycontributions represented 49% (4% in011) and the remaining 6% came rom

other sources.Voluntary contributions increased by $8.1

million (or 7%) to $391 million compared

a special und set up to receive additionalcontributions to address the unding gap to013, amounted to $68. million.

Gross revenue rom Member States’ regularcontributions decreased slightly to $353 milliondue to the uctuations o the euro against the

US dollar. However, as a result o the decisiono two Member States to suspend their regularcontributions, an allowance o $79.4 million

consolidated net revenue.Expenditure on the other hand, compared

with last year, decreased signiicantly by14% ($131 million) to $807.1 million. Allexpenditure lines with the exception o inancial contributions to project partners,

grants and ellowships decreased comparedwith the previous year. Employee beneits,consultants expenses and mission costsdecreased by 13% (or $63 million) to $45.5million. The Organization had to reeze vacantposts, cut sta missions substantially and limitthe hiring o temporary personnel in order toaddress the unding gap.

The consolidated inancial results showeda deicit o $14.9 million or the inancial

Summary statement o fnancial position(unaudited) – as at 31 December 2012 $’000 31/12 /2012 31/12 /2011

ASSETS Current assetsCash and cash equivalents 89,89 114,89Short-term investments 556,690 533,6Other current assets 69,07 78,74

Noncurrent assets

Property, plant and equipment 608,301 63,655

Other non-current assets 4,44 4,50Total assets 1,327,596 1,354,162

LIABILITIES Current liabilities

Advance receipt s 93,77 117,431Other current liabilities 111,83 19,36

Noncurrent liabilities Employee beneits 85,07 796,055Other non-current liabilities 54,43 61,09

Total liabilities 1,085,054 1,103,841

Net assets 242, 542 25 0,321

NET ASSETS/

EQUITY

Reserves and und balances 366,03 373,811IPSAS opening balance reserves -13,490 -13,490

Total net assets/equity 242, 542 25 0,321

Summary statement o fnancial perormance(unaudited) – year to 31 December 2012 $’000 31/12/2012 31/12/2011

REVENUE Assessed contributions 35,970 356,474Voluntary contributions 391,038 308,947

Other revenue 48,191 68,003Total revenue 792,199 733,424

EXPENSES Employee beneits 383,34 47,78Consultants, experts and missions 4,8 60,501Grants and others transers 61,1 59,984

Supplies, consumables and running 61,988 77,08Contracted services 13,911 165,1Other expenses 15,440 147,47

Total expenses 807,076 937,844

Deicit or the year -14,877 -204,420The ull inancial statements together with the inancial report o the Director-General will be issued ater the audit.

Programme andprogramme-related unds,2012 – in millions of US$

27%

21%

12%

5%

Revenue by unding source, 2010–2012 – in millions of US$

Q 2010: $765

Q 2011: $733

Q 2012: $792

$0

$450

$400

$350

$300

$250

$200

$150

$100

$50

Revenuegenerating Voluntary AssessedOther

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year ended 31 December 01 (the deicitin 011 was $04.4 million). The decrease inthe deicit compared with the previous yearis attributable to the substantial decrease o expenditure under the regular programmeand the signiicant amount o contributions

received under extrabudgetary unding.

On business segment operations, the deicitunder the regular programme is $54.4 million(compared with a deicit o $13. millionin 011). The extra-budgetary and othersegments generated surpluses o $37.4 millionand $.1 respectively (compared with deicits

o $78.7 million and $.5 million in 011).

Financial position as at 31 December 2012The Organization has net assets/equityo $4.5 million as at 31 December 01($50.3 million in 011). The overall netposition remains positive on all unds withthe exception o the Regular Programme

(RP). The RP continues to ace unding issues

mainly on accrued employee beneits liabilityand unpaid Member States contributions.

The cumulative allowance or unpaidassessed contributions is $166.5 million.These unpaid contributions have a serious

impact on the delivery o programmes

Top 10 donors to extra-budgetaryprojects and Institutes, 2012

in thousands o US$

Brazil 43,705Italy 40,310

Saudi Arabia 0,07Japan 19,16

Netherlands 16,158Sweden 14,944World Health Organization/UNAIDS 10,806

Norway 10,11UNDP 10,07

European Commission 7,363

Total: $513 million

Q Education:$138

Q General and others: $109

Q Natural Sciences: $104

Q Culture: $62

Q Emergency Fund: $48

Q Social and Human Sciences: $29

Q Communication and Inormation:$23

20%9%

5%

6%

Revenue generatingactivities

Voluntarycontributions

Assessedcontributions

Otherrevenue

Expenditure by category, 2010–2012 – in millions of US$

$0

$450

$400

$350$300

$250

$200

$150

$100

$50

Employeebenefts

Consultants &missions

Grants &transers

OtherConsumables &supplies

Contractedservices

Q 2010: $797

Q 2011: $938Q 2012: $807

and the attainment o organizationalobjectives.

The long-term employee liabilities o $85 million remain largely ununded, ando this, 94% relates to ater-service healthinsurance liability (ASHI) amounting to

$777. million. The Director-General will besubmitting a unding proposal or ASHI tothe Executive Board at its 191st session.

Cash and short-term investments o $646 million account or 90% o the currentassets. These are mainly unds held by the

Organization or the delivery o programmes/projects rom resources provided by donors.The Organization had $4.6 million in cashunder its core budget activities at the end o the year.

2. Contributions to the Multi-Donor Emergency Fund

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The ollowing Member States made generouscontributions to the Multi-Donor EmergencyFund as at 31 December 2012:

Mem ber Sta tes Con tri but ion s t o t he Eme rge nc y Fu nd Rec eiv ed $Algeria 6,640,100Benin ,488Belize 10,000Chad 1,01,77Congo 3,063,077Gabon ,000,000Iceland 100,000Indonesia 5,99,587Kazakhstan 44,908Mauritius 0,000Monaco 34,531

Namibia 50,000Oman ,000,000Qatar (1) 0,000,000Saudi Arabia 0,000,000Timor-Leste 1,500,000Turkey 5,000,000Andorra, Cyprus, Luxembourg, Monaco, San Marino 16,386Total 67,803,354

(1) The US$ 20 million donation o Qatar to the Emergency Fund comes rom the Oice o Her Highness Sheikha Mozah

3. Fellowships262 ellowships and travel grants were awarded under both regular and extra-budgetaryprogrammes or a total o $3,750,593:

O 160 ellowships under the regular budget and the Co-Sponsored Fellowship Scheme(with UNESCO seed money);

O

10 ellowships under extra-budgetary projects (Funds-in-Trust): 37 under the UNESCO/l’Oréal Co-Sponsored Fellowships or Young Women in Lie Sciences; 45 under theUNESCO/Saudi Arabia Fellowships Programme; and 0 under the UNESCO/Keizo ObuchiResearch Fellowships Programme.

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Research Fellowships Programme.

Distribution o the ellowships

By region

Q Arica

Q Arab States

Q Asia & the Pacifc

Q Europe & North America

Q Latin America & the Caribbean

41%

23%

21%

6%

9%

By gender

Q Men

Q Women

42%

58%

By eld o study

Q Education

Q Natural Sciences

Q Social and Human Sciences

Q Culture

Q Communication and Inormation

24%

3%

1%

57%

15%

4. PrizesEducation

THE UNESCO KING HAMAD BIN ISA AL KHALIFAPRIZE FOR THE USE OF ICTS IN EDUCATIONInternet ABC Project (Germany), Yuhyun Park,

InollutionZERO (Republic o Korea)THE UNESCO-HAMDAN BIN RASHID AL-

MAKTOUM PRIZE FOR OUTSTANDINGPRACTICE AND PERFORMANCE IN ENHANCING

Curie”: Mounira Hmani-Aia (Tunisia)Fellowships: Peggoty Mutai (Kenya),Gladys Kahaka (Namibia), Johannie Maria Spaan(South Arica), Aziza Hassan Kamel (Egypt),Dana Bazzoun (Lebanon), Emna Harigua (Tunisia),

Sidrotun Naim (Indonesia), Zoë Hilton (NewZealand), Patricia Miang Lon Ng (Singapore),Naama Geva-Zatorsky (Israel), Elza Van Deel(The Netherlands) Vita Majce (Slovenia)

Barrera (Peru), Ivan Lavander CandidoFerreira (Brazil), Raael Polidoro AlvesBarbosa (Brazil), Claudio Javier Salomon(Argentina), Darío Leonardi (Argentina),Marcílio Sérgio Soares da Cunha Filho

(Brazil), María Celina Lamas (Argentina),Lívia Cristina Lira de Sá Barreto (Brazil)

Social and Human Sciences

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THE EFFECTIVENESS OF TEACHERSRato Bangala Foundation (Nepal), Arican Instituteor Mathematical Sciences Schools EnrichmentCentre - AIMSSEC (South Arica), Banco del Libro(Bolivarian Republic o Venezuela)

UNESCO CONFUCIUS LITERACY PRIZEDepartment o Adult and Higher Education(Bhutan), Fundación Transormemos (Colombia)

UNESCO KING SEJONG LITERACY PRIZEThe Directorate o Community EducationDevelopment (Indonesia), Pentecostal Church(Rwanda)

Natural Sciences

L’ORÉAL-UNESCO AWARDS AND FELLOWSHIPS FORWOMEN IN SCIENCE

Laureats: Jill Farrant (South Arica),Ingrid Scheer (Australia), Frances Ashcrot(United Kingdom o Great Britain andNorthern Ireland), Susana López (Mexico),Bonnie Bassler (United States o America)Special Fellow 01 “... in the ootsteps o Marie

(The Netherlands), Vita Majce (Slovenia),Kathrin Barboza Marquez (Bolivia), Giomar HelenaBorrero-Pérez (Colombia), Dora Medina (Mexico)

UNESCO-EQUATORIAL GUINEA INTERNATIONALPRIZE FOR RESEARCH IN THE LIFE SCIENCES Maged Al-Sherbiny (Egypt), Felix Dapare Dakora(South Arica), Rossana Arroyo (Mexico)MAN AND THE BIOSPHERE (MAB) YOUNG

SCIENTISTS AWARDS A.D. Martial Kiki(Benin), Rocio Hiraldo Lopez-Alonso(Senegal), Nouran Mohamed Saeed (Egypt),Anoumou Kemavo (Togo), Nataliya Stryamets(Ukraine), Kabran Aristide Djane (Côte d’Ivoire),Purity Sabila Ajiningrum (Indonesia),Sathish Kumar V.M. (India), Fatou N’diaye(Senegal), Guindo Zeïnabou Maïga (Mali),Alexandra Shatkovskaya (Russian Federation),Ancana Prathep (Thailand)

MICHEL BATISSE AWARD FOR BIOSPHERERESERVE MANAGEMENT Elizabeth Ines Taylor Jay(Colombia)

MERCOSUR AWARD IN SCIENCE ANDTECHNOLOGY Kathya Linette Mimbela

Social and Human Sciences

UNESCO/BILBAO PRIZE FOR THE PROMOTION

OF A CULTURE OF HUMAN RIGHTS Archbishop Desmond Tutu (South Arica)

UNESCO-JUAN BOSCH PRIZE FOR THE PROMOTION

OF SOCIAL SCIENCE RESEARCH IN LATIN AMERICAAND THE CARIBBEAN Cerón Steevens (Colombia)

UNESCO-MADANJEET SINGH PRIZE FOR THEPROMOTION OF TOLERANCE AND NON-VIOLENCE Daw Aung San Suu Kyi (Myanmar)

Culture

UNESCO SHARJAH PRIZE FOR ARAB

CULTURE Elias Khoury (Lebanon),João Baptista de Medeiros Vargens (Brazil)

Communication and Inormation

IPDC-UNESCO PRIZE FOR RURAL COMMUNICATION The Nepal Forum o Environmental Journalists,Kenyan Arid Lands Inormation Network

UNESCO/GUILLERMO CANO WORLD PRESS

FREEDOM PRIZE Eynulla Fatullayev (Azerbaijan)

5. World Heritage inscriptionsCultural sites

BAHRAINO Pearling, Testimony o an Island Economy

BELGIUMO

Major Mining Sites o WalloniaBRAZIL

O Rio de Janeiro: Carioca Landscapesbetween the Mountain and the Sea

IRAN (ISLAMIC REPUBLIC OF)O Masjed-e Jāmé o IsahanO Gonbad-e Qābus

ISRAELO Sites o Human Evolution at Mount Carmel:

The Nahal Me’arot / Wadi el-MugharaCaves

MALAYSIAArchaeological Heritage o

SLOVENIA, SPAINO Heritage o Mercury. Almadén and Idrija

SWEDENO Decorated Farmhouses o Hälsingland

TURKEYO Neolithic Site o Çatalhöyük

Natural sites

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CANADAO Landscape o Grand Pré

CHINAO Site o Xanadu

CÔTE D'IVOIREO Historic Town o Grand-Bassam

FRANCEO Nord-Pas de Calais Mining Basin

GERMANYO Margravial Opera House B ayreuth

INDONESIAO Cultural Landscape o Bali Province:

the Suba k System as a Maniestation o

the Tri Hita Karana Philosophy

O Archaeological Heritage o the Lenggong Valley

MOROCCOO Rabat, Modern Capital and Historic City:

a Shared Heritage

PALESTINE (OPT)O Birthplace o Jesus: Church o the Nativity

and the Pilgrimage Route, BethlehemPORTUGAL

O Garrison Border Town o Elvas andits Fortiications

SENEGALO Bassari Country: Bassari, Fula and Bedik

Cultural Landscapes

CHADO Lakes o Ounianga

CHINAO Chengjiang Fossil Site

CONGO, CENTRAL AFRICAN REPUBLIC, CAMEROON

O Sangha TrinationalINDIA

O Western GhatsRUSSIAN FEDERATION

O Lena Pillars Nature Park

Mixed sites (both cultural and natural)

PALAUO Rock Islands Southern Lagoon

6. Intangible Cultural Heritage inscriptionsInscriptions on the List o Intangible Cultural Heritage inNeed o Urgent Saeguarding

BOTSWANAO Earthenware pottery-making skills in

Botswana’s Kgatleng DistrictINDONESIA

O Noken multiunctional knotted or wovenbag, handcrat o the people o Papua

KYRGYZSTANO Ala-kiyiz and Shyrdak, art o Kyrgyz

traditional elt carpets

UGANDAO Bigwala, gourd trumpet music and dance

o the Busoga Kingdom in Uganda

Representative List o the IntangibleCultural Heritage o Humanity

ALGERIAO Rites and cratsmanship associated with

the wedding costume tradition o TlemcenARMENIA

O Perormance o the Armenian epic o 'Daredevils o Sassoun' or 'David o

Sassoun'

AUSTRIAO Schemenlauen, the carnival o Imst,

AustriaAZERBAIJAN

O Cratsmanship and perormance art o the Tar, a long-necked string musicalinstrument

BELGIUMO Marches o Entre-Sambre-et-Meuse

BOLIVIA (PLURINATIONAL STATE OF)O Ichapekene Piesta, the biggest estival o

San Ignacio de Moxos

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8. Condemnation o the killing o journalistsAFGHANISTAN

O Sadim Khan BhadrzaiBAHRAIN

O Ahmed Ismael Hassan AlSamadiBANGLADESH

O Jamal UddinO Sagar SarwarO Mehrun Runi

BRAZIL

IRAQO Samir Al-Sheikh AliO Ghazwan AnasO Kamiran Salaheddin

JAPANO Mika Yamamoto

LEBANONO Ali Shaaban

MEXICO

RUSSIAN FEDERATIONO Kazbek Gekkiyev

SOMALIAO Warsame Shire AwaleO Mohammed Mohamud TuuryareO Ahmed Farah IlyasO Ahmed Abdulahi FarahO Abdirahman Mohamed AliO Hassan Youssou Absuge

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BRAZILO Eduardo CarvalhoO Valério Luiz de OliveiraO Décio SáO Mario Randolo Marques LopesO Paulo Roberto Cardoso Rodrigues

CAMBODIAO Hang Serei Oudom

COLOMBIAO Guillermo Quiroz DelgadoO Argemiro Cárdenas Agudelo

ERITREAO Dawit HabtemichaelO Mattewos HabteabO

Wedi ItayFRANCE

O Rémi OchlikO Gilles Jacquier

HONDURASO José Noel Canales LagosO Adonis Felipe Bueso GutiérrezO Alredo VillatoroO Eric Martínez ÁvilaO Noel Alexander Valladares

INDIAO Chaitali SantraO Rajesh MishraO Chandrika Rai

INDONESIAO Leiron Kogoya

IRAN (ISLAMIC REPUBLIC OF)O Sattar Beheshti

MEXICOO Adrián Silva MorenoO Víctor Manuel Báez ChinoO Marco Antonio Ávila GarcíaO Gabriel HugeO Guillermo Luna VarelaO Esteban RodríguezO Regina Martínez

NEPALO Yadav Poudel

NIGERIAO Enenche AkogwuO Nansok Sallah

PALESTINE (OPT)O

Mahmoud Al-KomiO Hossam Salameh MohammedO Abu Eish

PAKISTAN (ISLAMIC REPUBLIC OF)O Saqib KhanO Rehmatullah AbidO Mushtaq KhandO Abdul KhaliqO Abdul Qadir HajizaiO Abdul Razaq GulO Aurengzeb TunioO Tariq KamalO Murtaza RazviO Mukarram Khan Aati

PHILIPPINESO Eddie Jesus ApostolO Nestor LibatonO Aldion LayaoO Christopher Guarin

Hassan Youssou AbsugeO Liban Ali NurO Abdisatar Daher SabriyeO Abdirahman Yasin AliO Zakariye Mohamed Mohamud MoallimO Mohamud Ali KeyreO Abdi Jaylani MalaqO Ahmed Addow AnshurO Farhan James AbdulleO Mahad Salad AdanO Ali Ahmed AbdiO Abukar Hassan MohamoudO Hassan Osman Abdi

SOUTH SUDANO Isaiah Diing Abraham Chan Awol

SYRIAN ARAB REPUBLICO Haidar al-SumudiO Naji AsaadO Basse l Tawiq Yousse O Hozan Abdel Halim MahmoudO Mohammad Al-ZaherO Abed KhalilO Mohammed Al-KhalidO Abdullah Hassan KaakeO Mustaa KermanO Mohammed al-AshramO Maya NasserO Abdelkarim Al-OqdaO Musaab Mohamed Said Al-OdaallahO Suhaib DibO Mohamed Hamdo HallaqO Samer Khalil Al-SatalehO Ghias Khaled Al-HmouriaO Omar Al-Ghantawi

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10. Permanent Delegates who presentedtheir credentials

Arica

GAMBIA H. E. Mr Ousman Badjie, Ambassador

o the Republic o Gambia to France,Permanent Delegate (18/09/12)

ZAMBIA H. E. Mr Solomon Jason Mbuzi, Ambassador, Permanent Delegate (04/10/12)

NEW ZEALAND H. E. Mrs Susannah Gordon, Permanent Delegate (11/10/12)

SOLOMON ISLANDS H. E. Mr JeanPaul Carteron, Ambassador Extraordinary andplenipotentiary, Permanent Delegate

(29/10/12)

THAILAND H E Mr Somsakdi Suriyawongse

Latin America and the Caribbean

BARBADOS H. E. Mr Samuel Chandler,

Ambassador extraordinary andplenipotentiary o Barbados to France,Belgium and European Union, Permanent

Delegate (10/02/12)

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SEYCHELLES H. E. Mr Bernard Shamlaye, Ambassador o the Republic o Seychelles toFrance, Permanent Delegate (15/11/12)

Arab States

PALESTINE (OPT) H. E. Mr Elias Sanbar, Ambassador Extraordinary andplenipotentiary, Permanent Delegate(23/01/12)

MOROCCO H. E. Mrs Zohour Alaoui, Ambassador, Permanent Delegate (26/01/12)

EGYPT H. E. Mr Mohamed Sameh AMR, Ambassador, Permanent Delegate (16/04/12)

Asia and the PacicCHINA H. E. Mr Shaozhong You, Ambassador,

Permanent Delegate (06/01/12)

MALAYSIA H. E. Mr Mohd Zulkifi BinMohammed, Ambassador, Permanent Delegate (07/02/12)

VANUATU H. E. Mr Roy MickeyJoy, Ambassador o the Republic o

Vanuatu to the European Union and Belgium,Permanent Delegate (19/07/12)

REPUBLIC OF KOREA H. E. Mr LeeSang Jin, Ambassador Extraordinaryand plenipotentiary, Permanent Delegate(19/09/12)

BANGLADESH H. E. Mr ShahidulIslam, Ambassador Extraordinary andplenipotentiary o Bangladesh to France,


THAILAND H. E. Mr Somsakdi Suriyawongse, Ambassador Extraordinary and plenipotentiary,Permanent Delegate (29/10/12)

Europe and North America

CYPRUS H. E. Mr MariosLyssiotis, Ambassador, Permanent Delegate

(23/01/12)

IRELAND H. E. Mr MichaelForbes, Ambassador, Permanent Delegate

(25/01/12)

CANADA H. E. Mr JeanPierreBlackburn, Ambassador, Permanent

Delegate (08/02/12)

PORTUGAL H. E. Mr Francisco Manuel SeixasDa Costa, Ambassador Extraordinaryand Plenipotentiary o Portugal to France,Permanent Delegate (29/02/12)

SPAIN H. E. Mr Juan Manuel de Barandica yLuxan, Ambassador, Permanent Delegate(09/07/12)

GERMANY H. E. Mr MichaelWorbs, Ambassador, Permanent Delegate(07/09/12)

LUXEMBOURG H. E. Mr Paul Dü hr, Ambassador,Permanent Delegate (04/10/12)

LITHUANIA H. E. Mr Arunas Gelunas, Ambassador Extraordinary andPlenipotentiary, Permanent Delegate(03/12/12)

GRENADE H. E. Dr Hamza B. Alkholi,Ambassador, Permanent Delegate (06/03/12)

CHILE H. E. Mr Guillermo Echenique, Ambassador Extraordinary andPlenipotentiary o Chile to France, Permanent

Delegate (12/06/12)PANAMA H. E. Mr Flavio Mendez, Ambassador,


TRINIDAD AND TOBAGO H. E. Therese BaptisteCornelis, Ambassador Extraordinaryand Plenipotentiary, Permanent Delegate

(02/07/12)

JAMAICA H. E. Mrs Vilma Kathleen Mc Nish, Ambassador Extraordinary andPlenipotentiary o Jamaica to Belgium,Permanent Delegate (09/07/12)

PERU H. E. Mr José Manuel RodriguezCuadros, Ambassador, Permanent Delegate(11/09/12)

PARAGUAY H. E. Julia Velilla Laconich, Ambassador Extraordinary andplenipotentiary, Permanent Delegate

(15/11/12)

International Organizations

EUROPEAN UNION H. E. Mrs Maria FrancescaSpatolisano, Ambassador, Permanent

Representative (18/01/12)

11. Designations o eminent personnalitiesUNESCO Goodwill Ambassadors

GENSHITSU SEN Japan 05/03/12

SUNNY VARKEY

India 26/04/12ALEXANDRA OCHIROVA

Russian Federation 04/06/12

SALIF TRAORÉ (A’SALFO) Côte d'Ivoire 06/09/12

PLÁCIDO DOMINGO Spain 21/11/12

METIN ARDITI Switzerland 18/12/12

UNESCO Artists or PeaceGUILA CLARA KESSOUS

France 17/01/12

SARAH BRIGHTMAN

UNESCO Special Envoy

SAMUEL PISARUnited States o America 27/01/12

UNESCO Champion or Sport

ÓSCAR WASHINGTON TABÁREZ Uruguay 30/01/12

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Côte d Ivoire 06/09/12

HAYAT SINDI Saudi Arabia 01/10/12

NASSER D. KHALILI United Kingdom o Great Britain

and Northern Ireland 16/10/12JUAN DIEGO FLOREZ

Peru 16/11/12

United Kingdom o Great Britainand Northern Ireland 08/02/12

ALI MAHDI NOURI Sudan 30/10/12

DANILO PÉREZ Panama 20/11/12

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For further information,

please contact

the Division of Public Information,

Sector for External Relations

and Public Information

UNESCO

7, place de Fontenoy,

75352 Paris 07 SP,

France

www.unesco.org/en

[email protected]



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