UNESCO KATHMANDU OFFICE NEPALunesdoc.unesco.org/images/0013/001302/130208e.pdf · study has further...

UNESCO KATHMANDU OFFICENEPAL

1998 - 2003

Copyright March 2003United Nations Educational, Scientific and Cultural Organisation

Published by:UNESCO/KathmanduP.O.Box 14391Ring Road, BansbariKathmandu, Nepal

Tel. 977-1-374009, 374010Fax: 977-1-373004Email: [email protected], [email protected]: www.unesco.org/kathmandu

The purpose of this report is to document in brief all the activities undertaken by UNESCO Kathmandu Office since its establishment in Nepal in February 1998. This report gives a summary of the office’s activities within each of UNESCO’s sectors—Education, Science, Social and Human Sciences, Culture and Communication and Information. Major programme priorities of UNESCO/Kathmandu have been on Education and Culture.

The Education Unit has concentrated its efforts on promoting and expanding the innovative programme of Community Learning Centres (CLCs) initiative. Initiated in 1999, the Office’s first pilot CLC in Shreekot in the Far Western development region of Nepal has multiplied into 13 CLCs over the 5 years. These CLCs are situated in seven districts viz. Baitadi, Dadeldhura, Kathmandu, Bhaktapur, Lalitpur, Rasuwa and Jhapa. The steady growth over the years is an indication of the Education Unit’s long-term strategy to build a nationwide network of CLCs through its own initiatives and partnerships with other governmental and non-governmental organisations. Another major achievement of UNESCO/Kathmandu’s CLC movement has been, the incorporation of CLC approach in the government’s 10th Five-year Plan (2002-2007), whereby provision for the establishment of 205 CLCs has been included. The Government’s EFA National Plan of Action (EFA NPA) foresees a national system of CLCs as a key strategy for adult literacy and continuing education. Aside from these, the office in partnership with the Ministry of Education and Sports organised two national level CLC workshops. The fact that the Education Unit has successfully attracted extra-budgetary funds from the UN Human Security Fund for the expansion of CLCs is a sign of the validity and relevance of the field office’s approach in non-formal education activities in Nepal.

The Culture Unit activities have been divided among community level work on heritage restoration projects, tangible and intangible cultural heritage preservation, advocacy and capacity building activities with partners in His Majesty’s Government, INGOs and local NGOs. More recently, the Culture Unit has focused its activities to be implemented through the established CLCs. This strategy has led to a better effectiveness in the process of heritage preservation as well as the sustainability of the completed projects.

The Symposium on the Illicit Traffic in Cultural Property launched a high-profile campaign to raise awareness of the problems and actions needed to combat the illicit traffic of Nepal’s cultural property. And an intensive study has further enlightened the state of languages in Nepal as well as enrich UNESCO’s global information gathering programme, thus enabling further actions to be taken to preserve this intangible culture. This mix of grassroots activity and government-level advocacy is also likely to continue in the future.

In the coming years, Community Learning Centres shall be the pivotal point for all of UNESCO/Kathmandu’s programmes. And activities from all sectors in the competence of this office shall be incorporated through the CLCs. It has been envisioned that there will be CLCs throughout the country and people who need or want to learn can easily do so, through a nearby CLC. The CLC shall be an integral part of the society through which communities can renew traditional cultures and reinforce them with new elements while developing themselves collectively and individually. The CLCs shall ultimately play a dynamic role along with other educational institutions for providing life-long learning/education opportunity for future generations of Nepal.

Information UnitUNESCO/Kathmandu,March 2003

E X E C U T I V E S U M M A R Y

LIST OF ABBREVIATIONS

APPEAL Asia Pacific Programme of Education for All BPEP Basic and Primary Education Project / ProgrammesCBO Community Based OrganisationCED Continuing Education for DevelopmentCEDPA Centre for Development and Population ActivitiesCERID Research Centre for Educational Innovation and Development CLC Community Learning Centre CLCMC Community Learning Centre Management Committee CO Community OrganisationCOPE Community Owned Primary Education Programme DDC District Development CommitteeDEO District Education OfficeDNFEC District Non-Formal Education Committee ECD Early Childhood Development EDSC Educational and Development Services CentreEFA Education for AllERDP Education for Rural Development ProjectGO Governmental Organisation HMG His Majesty’s GovernmentIIDS Institute for Integrated Development StudiesJICA Japan International Co-operation AgencyKMC Kathmandu Metropolitan CityLGP Local Governance Programme LSGA The Local Self-Governance ActMLD Ministry of Local Development MOES Ministry of Education and SportsNFE Non-Formal EducationNFEC Non Formal Education Centre NNFEC National Non-Formal Education Council NFUAJ National Federation of UNESCO Associations in Japan NGO Non Governmental Organisation NPC National Planning Commission PDDP Participatory District Development Programme PEP Primary Education ProjectREAD Rural Education and DevelopmentRIDA Research Inputs and Development AssociatesSWC Social Welfare Council UNESCO United Nations Educational, Scientific and Cultural OrganisationUNV United Nations VolunteersVDC Village Development CommitteeVRC Village Reading Centre

C o n t e n t sINTRODUCTION

EDUCATION

Scenar io in Nepal Educat ion for A l l (EFA)Communi ty Learn ing Centre (CLC)

Ear thquake Protect ion for SchoolsPrevent ion of Traff ick ing Gir ls Breaking the Pover ty Cycle of WomenScient i f ic and Technologica l L i teracy (STL)Promot ing Science Educat ion

CULTURE

World Her i tage Si tesInternat ional Campaign for the Safeguard ing of

Kathmandu Val leyHigh Level Mission from UNESCO World Heritage CentrePrevent ing the I l l ic i t Traff ic in Cul tura l Proper ty Lumbin i – B i r thp lace of Lord Buddha

Restorat ion

Her i tage of Stone SpoutsTradi t ional Oi l Mi l ls a t KhokanaCul tura l Her i tage at Risk CampaignBungamat i ’s His tor ic GateSundar i Chowk Wal l Paint ingsYetkha Baha Celebrat ing Ethnic Divers i ty in the East Language Survey Cul tura l Eco- tour ism In Humla

CONFERENCE & WORKSHOPS

CLC INFORMATION AND DOCUMENTATION CENTRE

PARTNERSHIPS/HUMAN RESOURCES/FINANCEPUBLICATIONS

UNESCO IN NEPAL

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B a c k g ro u n d … … … … … Wa r- t o r n L o n d o n , 1 9 4 2 . R e p re s e n t a t i v e s o f t h e A l l i e d P o w e r s l a y t h e f ou n dat ion s f or wh at was to becom e UN E S CO. T h e prem ise : t y ran n y in a l l i t s f orm s breeds on ign oran ce an d pre ju dice .

A l l in d iv idu als , n o m at ter wh ere th ey l i ve , m u s t th ere f ore h ave th e oppor tu n i ty to l earn an d to cu l t i va te h u m an i s t i c va lu es , t h e f i r s t a s a m o tor f o r m a ter ia l p rogress , t h e secon d to lay th e f ou n dat ion s f or peace an d respec t f or h u m an r igh ts .

General Information on UNESCO"Since wars begin in the minds of men,

it is in the minds of men that the defenses of peace must be constructed."

- from the preamble of UNESCO's Constitution.

WHY UNESCO?

UNESCO-the United Nations Educational, Scientific and Cultural Organisation -was born on November 16, 1945.

For this specialized UN agency, it was not enough to build classrooms in devastated countries or to publish the latest scientific developments. Education, science and culture were the means to a far more ambitious goal: "peace founded upon the intellectual and moral solidarity of mankind."

UNESCO works to break down the diverse barriers to the spread of knowledge, while fostering dialogue between cultures in its 188 * Member States and five Associate Members.

* As of June 2002.

INTRODUCTION

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General Conference, made up of representatives of all of its Member States, is UNESCO's main decision-making body. It meets every two years to orient the organisation's policies. Following the principle of one vote per country, it approves UNESCO's programme and budget. Every six years, it appoints the Director-General upon the recommendation of the Executive Board.

Executive Board, composed of 58 Member States, meets twice a year to prepare the work of the General Conference. It is also responsible for ensuring that decisions taken by the General Conference are effectively implemented by the Secretariat.

Secretariat consists of the Director-General and the staff. The Director-General prepares the draft budget and programme and oversees the work of the staff, composed of some 2000 members (2002) from 160 countries. Staff members organise and coordinate the programme activities approved by Member States. Through a new decentralization policy, more than 600 staff members work in UNESCO's 56 field offices around the world.

UNESCO is the only UN agency to have set up a system of 190 National Commissions in its Member and Associate States. Composed of leading figures in each country's intellectual and scientific communities, the commissions form a vital link between civil society and the organisation by organising activities, such as debates, and publishing information related to UNESCO's programme.

UNESCO works closely with other UN bodies and agencies as well as a wide range of regional and national organisations. Almost 350 non-governmental organisations (NGOs) maintain official relations with UNESCO and hundreds more work with the organisation on specific projects.

HOW DOES IT WORK?

Successive Director-Generals

Koïchiro Matsuura of Japan was elected Director-General in 1999.

Since 1946, UNESCO has been led by:

(1946 - 1948) Julian Huxley of the United Kingdom

(1948 - 1952) Jaime Torres Bodet of Mexico

(1952 - 1953) John W. Taylor of the United States

(1953 - 1958) Luther Evans of the United States

(1958 - 1961) Vittorino Veronese of Italy

(1961 - 1974) René Maheu of France

(1974 – 1987) Amadou-Mahtar M'Bow of Senegal

(1987 - 1999) Federico Mayor of Spain

UNESCO-Kathmandu Report (1998-2003) 2

1945: Representatives of 37 countries meet in London on November 16, to sign UNESCO'sConstitution, which came into force on November 4, 1946 following ratification by20 signatories.

1952-54: Poland, Hungary and Czechoslovakia temporarily withdraw from the organisation because of Cold War tensions.

1956: The Republic of South Africa withdraws from UNESCO claiming that some of the organisation's publications amount to "interference" in the country's "racial problems". The state rejoins the organisation in 1994 under the leadership of Nelson Mandela.

1958: Inauguration of UNESCO's permanent Headquarters in Paris designed by MarcelBreuer (U.S.), Pier-Luigi Nervi (Italy) and Bernard Zehrfuss (France) in Paris.

1974: The General Conference grants observer status to the Palestine Liberation Organisation and to African liberation movements recognized by the organisation of African Unity.

1975: H.H. Pope Paul VI awards the John XXIII Peace Prize to UNESCO.

1975: The United Nations University is established in Tokyo under the joint auspices of the UN and UNESCO.

1984: The United States withdraw from the organisation citing disagreement over management and other issues.

1985: The United Kingdom and Singapore also withdraw from UNESCO, citing the samereasons as the United States.

1997: The United Kingdom returns to UNESCO.

1999: Director-General Koïchiro Matsuura launches a major reform package to restructureand decentralize the organisation's staff and programme activities.

2002: The Uni ted S ta tes re turnes to UNESCO

Milestones:

UN E S CO work s to break down th e d iverse barr iers to th e

s p r e a d o f k n o w l e d g e . . . . . . .

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Before 1998, most of UNESCO’s activities in Nepal were carried out through UNESCO Headquarters, the Principal Regional Office for Asia and the Pacific (PROAP) in Bangkok and UNESCO/New Delhi. In order to achieve greater impact UNESCO decided to establish a Field Office in Nepal following which the UNESCO Kathmandu Office was set up. Its function is fourfold:

UNESCO IN NEPAL

The kingdom of Nepal joined UNESCO in 1953, and the UNESCO Kathmandu Office was established in February 1998.

Represent UNESCO to the Government of Nepal, UN agencies and other development organisations in Nepal;

Develop and implement projects;

Facilitate the activities of other UNESCO units, the Nepal National Commission for UNESCO and bilateral initiatives in education and culture, and

Provide information services.


The Minister of Education is the Chairman of the Nepal National Commission for UNESCO

Comprises of members of intellectual and scientific communities

Forms the vital link between those communities and UNESCO

Participates in the elaboration, execution and evaluation of UNESCO's programmes

Organises their own activities and implement activities on behalf of UNESCO

Disseminates information about UNESCO

Co-operation with UNESCO in Nepal are facilitated by the Nepal National Commission for UNESCO

Nepal Nat iona l Commiss ion for UNESCO

How it works?

UNESCO/Kathmandu works closely together with UNESCO Headquarters and other UNESCO Field Offices and Institutes in the region and the world, directly drawing on the resources and specialized expertise of those units. This is done through advisory missions to assist in the formulation of projects, technical support to and assessments of ongoing projects, capacity building and advocacy, documentation, publication and information dissemination.

UNESCO links in Nepal

In Nepal UNESCO/Kathmandu works with related ministries (Education & Sports, Culture, Tourism & Civil Aviation, Science and Technology) academic and research institutions, specialists in UNESCO’s field of competence, NGOs, other UN Agencies and development organisations.

The UNESCO family in Nepal also includes a number of UNESCO Clubs and Associated Schools promoting the organisation's ideals and action at grassroot level.

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UNESCO Director-General Mr Koïchiro Matsuura, Ms Murai and Ms Gossel in i wi th the s taffs o f UNESCO/Kathmandu, Ju ly 2001

DIRECTOR-GENERAL’S VISIT

In July, 2001 UNESCO Director-General, Mr Koichiro Matsuura, visited Nepal at the invitation of the Government of Nepal. Traveling in spite of heightened political tensions in Nepal at the time, Mr Matsuura was granted an audience with His Majesty King Gyanendra Bir Bikram Shah Dev and the newly appointed Prime Minister of Nepal.

The Director-General’s, visit from 25-28 July, also included meetings with the Ministers of Foreign Affairs, Education & Sports, Culture, Tourism & Civil Aviation, Science, Technology and Communication and other top government officials.

Mr Matsuura visited Lumbini – Birthplace of the Lord Buddha, a World Heritage Site. He paid his respects at the Maya Devi Temple in the Sacred Garden at Lumbini and also visited Kapilvastu and Ramagram. He also visited the UNESCO Kathmandu Office in Bansbari and received briefing on the Office’s programme activities.

During his visit the Director-General attended a l u n c h e o n m e e t i n g , o r g a n i s e d b y t h e UNESCO/Kathmandu, with a group of eminent people o f Nepa l , a l so t e rmed a s ‘ f r i ends o f UNESCO/Kathmandu’. UNESCO/Kathmandu established this group of eminent people of Nepal in the year 2000, with a view to receive their advice, suggestions and guidance on the Office’s programme activities. On this occasion the Director-General presented UNESCO medals to 18 members of the group, as a token of appreciation for their contribution.


Educational development is considered as a key factor in reducing poverty and accelerating the pace of community development.

About 80 percent of the total population still work in agriculture, where growth has been erratic and is below expectation. The social assessment study (CERID, 1997) pointed out that most of the communities are unable to send their children to school due to poverty. Illiterate parents in poor families are unaware of the importance of educating their children, particularly daughters, as they need their help in household and economic activities.

There exists wide gender, ethnic, inter-district and regional disparities in literacy rates. The Social Assessment Study has identified 24 educationally disadvantaged groups, which constitute 45 % of the total population of the country. The average literacy rate of these groups is 27.7%, which is much lower than the national average. The government of Nepal has accorded high priority to the development of the education sector with special focus on the basic and primary education sub-sector.

SCENARIO IN NEPAL

The per capita income in Nepal is only US$250 per annum. The nation's proportion of its gross national product in public investment is 3.2%. The Human Development Report, 2002 claims, that 42% of Nepal's population-about nine million people still lives in poverty. About 88.2% of the poor reside in rural areas where poverty is much more severe than urban areas. The intensity of poverty is highest in the Far and Mid-Western Regions of the country, especially in the hilly areas.


Study of Grade 3 and 5 (EDSC, 1999, and 2001) students’ achievement levels are low. The studies underlined the parents’ education, as the major contributing factor for child’s development.

The government implemented adult literacy programme for age group 15-45. Basic education for out-of-school children and adolescents (8-14 years) is being provided. Civil society and non-governmental agencies are providing support to the literacy programmes. However, the public expenditure on non-formal education has remained low.

Almost half of the Nepalese adult population still remains illiterate. Despite the five-decade long efforts, the organisation of the non-formal education (NFE) system remained weak. Improper management at the community level is responsible for the low level of efficiency of the system.

National Achivements Level

This testifies to the fact that there is an urgent need for an organisation at the community level for the management of literacy classes and provision of life-long learning and continuing education.

"Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit."

- Article 26 of the Universal Declaration of Human Rights

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EDUCATION FOR ALL

E du cat ion is a basic h u m an r igh t . I t i s also th ek ey to su stain able social an d econ om ic

developm en t .

The World Education Forum (26-28 April 2000, Dakar) adopted the Dakar Framework for Action, Education for All: Meeting our Collective Commitments. In doing so, its participants reaffirmed the vision of the World Declaration on Education for All adopted ten years earlier (Jomtien, Thailand, 1990).

Welcoming the commitments made by the international community during the 1990s, and particularly the right-based approach to education supported by the Universal Declaration of Human rights, they collectively committed the world community to achieving education for ‘every citizen in every society’. The Dakar Framework for Action is based on the most extensive evaluation of education ever undertaken, the Education for All (EFA) 2000 Assessment. Called for by the World Conference of Education for All, the Assessment produced a detailed analysis for the state of basic education around the world. Each country assessed its progress towards the goals of Jomtien and reported its findings at six regional conferences in 1999 and 2000.

The six regional EFA frameworks adopted at these conferences represent an integral part of the Dakar Framework for Action. The Dakar Framework for Action (April 2000) states that the ‘heart of EFA lies at the country level’. It also affirms that ‘no countries seriously committed to education for all will be thwarted in their achievement of this goal by a lack of resources’.

To compliment the efforts of national governments, UNESCO, as the lead agency in education, will co-ordinate and mobilize all partners at national, regional and international levels: multilateral and bilateral funding agencies, non-governmental organisations and the private sector as well as broad-based civil society organisations.

States were to strengthen or develop national plan of action by 2002 to achieve EFA goals and targets no later than 2015. Particular emphasis was given to areas of concern identified at Dakar, such as HIV/AIDS, early childhood education, school health, education of girls and women, adult literacy and education in situation of crisis and emergency.


EFA Movement in Nepal

EFA Assessment 2000

His Majesty’s Government of Nepal prepared the national EFA Assessment 2000 as part of the global endeavour to evaluate the changes brought about since 1990. The draft report was presented during the sub-regional workshop oraganized by UNESCO in Kathmandu (October 1999) and inaugurated by the Minister of Education and Sports.

SAARC Ministers of Education Meeting, April 2001

EFA National Plan of Action (EFA NPA)

Under the leadership of the Ministry of Education and Sports, the National EFA Forum chaired by the Minister for Education and Sports, approved the final draft of the EFA National Plan of Action on January 2003. This final draft was presented to the Cabinet for the final approval.

During the preparation of the EFA NPA, two additional research studies on ‘Financing EFA’ and ‘QualityEducation’ were also conducted. These papers will be presented during the forthcoming SAARC Level Education Ministers meeting to be held in Islamabad, Pakistan from 22-23 May 2003 with the presence of the UNESCO Director-General, Mr Koichiro Matsuura.

The Education Act has been amended and the new Education Regulation, 2002 has been introduced. The Seventh Amendment to the Education Act and subsequent Education Regulation, 2002 adopted the concept of ECD, clarified the concept of free education, licensing system for teachers as well as scholarship programme for children from disadvantaged groups.

The National Planning Commission has finalised the 10th Five-year Plan (2002-2007) and under this Plan the approach paper for education has reiterated Nepal's commitment on the EFA goals and has accordingly set targets and strategies.

Education Ministers from Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka met in Kathmandu in April 2001 to review the EFA progress. The Prime Minister of Nepal inaugurated the meeting organised jointly by UNESCO and Nepal National Commission for UNESCO.

Mr Yoshiaki K i tamura, UNESCO Representat ive to Nepal address ing the par t ic ipants of the workshop, Kathmandu, Apr i l 2001.

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In 2000 UNESCO/Kathmandu published the summary of the Dakar Framework for Action in Nepali language and distributed 1000 copies all over Nepal.

With the financial assistance from the Norwegian Fund in Trust (US$ 39330.00) UNESCO/Kathmandu provided technical and financial support for the preparation of the EFA National Plan of Action (EFA NPA). Agreement between UNESCO/Kathmandu and the Ministry of Education and Sports was signed on May 2002 for the preparation of the EFA NPA.

UNESCO/Kathmandu organised and conducted several meetings among the main EFA partners (UNICEF, UNFPA, UNDP and the World Bank) in Kathmandu, Nepal. The planning process of the EFA NPA preparation was shared during the regular meetings of the Donor’s Thematic Group on Education in Nepal.

UNESCO/Kathmandu’s Support

Future Plans

In the framework of Dakar declaration and to meet the goals of EFA to achieve integrated development of the communities by providing continuous learning opportunities for the community people through Community Learning Centre (CLC), UNESCO/Kathmandu with the financial assistance of UN Trust Fund for Human Security (UN-TFHS) has recently started the implementation of CLCs in the Far and Mid-Western Regions in Nepal. This project is carried out as part of the country's National Development Plans and Policies as well as the EFA National Plan of Action for Basic and Continuing Education.

The project aims to contribute to the Nepalese Government's achievement of the third and fourth goal of the Dakar Framework for Action, namely, a) ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skill programmes; and b) achieving a 50 percent improvement in levels of adults literacy by 2015, especially for women, and equitable access to basic and Continuing Education (CE) for all adults.

The Agreement for this project was signed on 5 February 2003 between UNESCO/Kathmandu and the Ministry of Education and Sports.

The UNESCO Director-General, Mr Koichiro Matsuura has made available funds from the donors (Japanese Government and AGFUND, Arab Gulf Programme for United Nations Development Organisations) for the project entitled “Strengthening the National Education for All (EFA) Plan for Early Childhood Development (ECD) in Nepal” for the purpose of carrying out activities which are consistent with the aims, policies and activities of the organisation.

The project aims to contribute to the Nepalese government's achievement of the first goal of the Dakar Framework for Action, namely expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. This project has recently started implementation as part of the country's EFA National Plan of Action for early childhood development and will be stated accordingly in the country's concerned EFA documents.

The Agreement for this project was signed on 7 February 2003 between UNESCO/Kathmandu and the Ministry of Education and Sports.

Mr Yoshiaki Kitamura, UNESCO Representative to Nepal and Mr Laba Prasad Tripathee, Joint-Secretary, Min is t ry o f Educat ion and Spor ts s ign ing the Agreement , February 2003.


World Pledge on Education for All (EFA)

There are approximately 900 million illiterate people in the world, about 72% of which are in Asia and the Pacific. 74 million children in the 6-10 age groups, half of the world's total, have no access to basic education.

In 1990, 155 governments and some 150 organisations committed themselves at the World Conference on Education for All (EFA) in Jomtien to universalize primary education and massively reduce illiteracy before the end of the decade. This pledge has mobilized worldwide support reversing the trend in the number of adult illiterates and significantly reducing the number of out-of-school children. There are about 85 million more children in school now than there were in 1990. EFA is UNESCO's priority programme.

World Educat ion Forum

The World Education Forumset the goal

of quality education for all by 2015.

The EFA Forum, which is sponsored by UNDP, UNESCO, UNFPA, UNICEF and the World Bank, as well as by several bilateral donor agencies, monitors progress towards EFA goals and promotes co-operation between governments and their partners.

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COMMUNITY LEARNING CENTRE (CLC)

CLC is defined as a local educational institution outside the formal education system, for villages or urban areas, usually set up and managed by local people to provide various learning opportunities for community development and improvement of people’s quality of life. The concept of CLC is of a community-owned centre for lifelong education firmly rooted in the community it has been established to serve.

The Community Learning Centre Project had been approved within the framework of UNESCO’s Asia-Pacific Programme of Education for All (APPEAL). The project supports one of APPEAL’s priority areas: ‘community participation and ownership’. The CLC project is being implemented in 21 countries in the Asia-Pacific region.

CLCs seek to offer demand-driven, market-oriented skills training as well as life-skills training that lead to immediate improvements in the quality of life in the community. Training programmes rely on local human and other resources as much as possible, and aim to revitalize use of indigenous technical knowledge rather than impose those that are alien to the target groups.

Income generating programmes are set-up giving people the opportunity to apply their newly acquired skills for their economic betterment. A trademark of the CLC strategy is its multi-disciplinary approach, which encompasses cultural and scientific activities in line with local needs.

The CLC approach incorporates some special considerations where additional action is desirable. The special consideration is targeted to the underprivileged low-income group including adults, youth, women and children. In the CLC programme people who have been economically disadvantaged due to the ethnic or social structure of their community are offered indigenous, viable and skillful training aimed at improving their opportunities. Another such consideration is Gender. In particular, the status of women in terms of education, health, income and welfare are priorities addressed by CLC programme.


CLC Functions

The CLC is a venue for education and various development activities in the community. The activities held are flexible, participatory and allow for leadership to emerge from any member of the community, while support mechanisms are also made available through strengthened coordination, networking and partnership. The following are main functions of CLC’s in general:

Education: literacy and various continuing education activities for women, children, youth, adults, school dropouts as well as primary and pre-primary education, etc.

Awareness/Training: indigenous knowledge, skill development, income generation, health including HIV/AIDS STD prevention, human right and advocacy etc.

Community development: construction and maintenance of community infrastructure, environment preservation, promoting local values, cultural heritage preservation and sports activities etc.

Information collection, analysis and provision: library, clearing house and database.

Networking partnership and coordination with: other development agencies in and outside the community.

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CLC Development in Nepal

Sept. 1998 – July 1999 Baseline survey was carried out in 5 districts in the Far and Mid-Western Regions of Nepal.

December 1999 UNESCO Bangkok provided financial assistance to start 3 CLC pilot projects.

December 1999 First pilot CLC project was launched in Shreekot VDC in Baitadi District, Far- Western Region of Nepal in a remote rural setting.

January 2000 Second CLC was launched in Ward No. 18 in Kathmandu in an urban setting.

February 2000 Third CLC was launched in collaboration with a local NGO in Bundole, Ward No. 11 in Banepa Municipality in Kavre District in a semi-urban setting.

Sept. 2000 – Feb. 2003 10 CLCs were launched in various districts under UNESCO/Katmandu’s regular programme.

Feb. 2001 – Dec. 2002 Two National Level Workshops in ‘CLC Development and Policy Guidelines’ were organised in collaboration with the Non-Formal Education Centre, Ministry of Education and Sports.

Various trainings for capacity building of CLC personnel’s were organised.

CLC materials were developed.

December 2002 CLC Information and Documentation Centre was established at the premise of UNESCO Kathmandu Office.

The CLC is a venue for education and various development activities in the community.


CLC Development

Baseline Survey

The development of UNESCO/Kathmandu’s Community Learning Centre project started with the baseline survey of the 5 districts in the Far and Mid-Western Regions of Nepal in 1998-99. The districts covered by the survey were Aachham, Baitadi, Bajhang, Dadeldhura and Humla. UNESCO/Kathmandu conducted the survey with the help of CTEVT (Council for Technical Education and Vocational Training).

1. Shreekot CLC (December 1999)

The first UNESCO CLC in a remote rural setting was established in Baitadi district in Far-Western Nepal. CLC members have constructed the CLC building at Shreekot village, in partnership with WFP's ‘Food for Work Programme’. The main CLC now has 4 Sub-CLCs within its catchment area. The Shreekot CLC focused its activities on Early Childhood Development.

Conduction of 8 ECD Centres within Shreekot VDC, around 160 children are studying at present.

50 under-privileged children have graduated from the Out of School Programme.

8 primary schools have had new toilets constructed.

Strengthening of libraries in Shreekot CLC and 4 other Sub-CLCs.

The socio-economic status of women in the Far and Mid-Western Regions of Nepal were found to be very low. The gender discrimination and girls drop out from schools also showed the serious situation in these districts. Women empowerment index indicated the worst situation of women in these five districts. In these areas women’s literacy rates are estimated to be only 6%.

The f i rs t CLC in Shreekot

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2. Tamsipakha CLC (January 2000)

The first UNESCO CLC in an urban setting began its operation in Ward No. 18, Tamsipakha, Kathmandu. Cultural heritage awareness, traditional music and dance trainings are some of the highlights of this CLC. Trainings were also provided in accounting, computers, plumbing, electrics and HIV/AIDS. Responding to local cultural scenario, literacy classes were offered in Newari (mother tongue of the locals) language. A dilapidated clubhouse was refurbished as the CLC venue. This CLC was a follow up project after the restoration of stone spouts at Tamsipakha undertaken by UNESCO/Kathmandu in 1999.

3. Bundole CLC (February 2000)

The Bundole CLC in a semi-urban setting in Banepa Municipality, Kavre District was the first CLC in partnership with a local NGO, NRC-NFE (National Resource Centre for Non-Formal Education). Various programmes conducted by this CLC are organisation of trainings, formation of groups, community farming like horticulture, vegetable farming and fishery. The CLC building was renovated and Sub-CLCs were set up.

4. Samaijee CLC (September 2000)

The Samaijee CLC in Dadeldhura District in Far-Western Nepal undertook activities similar to those in Shreekot. Literacy was the main focus of Samaijee CLC. Over 60 community members attended the orientation meeting to familiarize themselves with the CLC project and identified community needs and available resources.

Ski l l t ra in ing for women

CLC venue in Bundole

CLC Of i ice/L ibrary in Samaijee


The Ghangkhet CLC in Dadeldhura District has focused its activities on education, skills development, health and hygiene for women. This CLC highlighted on women development activities. Network, coordination and partnership activities with other development organisation including the UN agencies were emphasized. Hence, the village has been declared as the UN Model Village.

7. Khokana CLC (November 2001)

The primary focus of Khokana CLC in Lalitpur District in Kathmandu Valley was cultural heritage awareness, along with the rest of the basic goals of CLC. This CLC was a follow up project after the restoration of two traditional mustard oil mills in the village undertaken by UNESCO/Kathmandu in April 2000. These mustard oil mills are the symbol of the traditional Khokana culture and a viable source of income.

6. Deulekh CLC (July 2001)

The Deulekh CLC in Baitadi District is the neighboring CLC of Shreekot CLC. The activities carried out by this CLC are similar to those of Shreekot CLC, however, mobilization of untouchable caste groups are high. The sub sector groups such as farmers, women, children etc. are formed to manage and execute the programme activities.

CLC Venue in Ghangkhet

Out of School Programme

Adul t L i teracy c lass being held at Khokana CLC.

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5. Ghangkhet CLC (September 2000)

Amongst the basic activities of CLC’s, this CLC particularly focuses on the cultural aspect of the Village. Cultural activities are carried out through preservation of the traditional Bungmati gate restoration and promotion of the wood craftsmanship of the village. The wood craft training for local craftsman was one of their highlight activities for the promotion of local woodcraft.

9. Dhunche CLC (November 2002)

Dhunche CLC in Rasuwa District is situated amidst a panoramic view of Mt. Langtang. Rasuwa District with a majority of its Tamang population illustrates a rich cultural heritage. The CLC activities are organised and conducted through similar sub-sector programme activities. A dilapidated community hall was renovated for the CLC venue. One of the outstanding achievements has been the successful community mobilization through the Gumbas (Buddhist monastery) for community development activities. Around 1500-2000 community people are currently mobilized under this CLC.

Cultural perfomance organised by Dhunchhe CLC

10. Syamsok CLC (November 2002)

The Syamsok CLC was established in Syapru VDC, neighboring to Dhunche. This CLC has already started activities like poultry farming, establishment of vegetable seed and fertilizer shop, organisation of literacy classes, establishment of a library, renovation of CLC building provided by the VDC (Village Development Committee). The highlight of this CLC is traditional weaving and cultural awareness programmes. Around 300-400 community people are currently mobilized under this CLC.

Tradi t ional gateway at Syaprubesi, Rasuwa

Restorat ion carr ied out by Bungmat i CLC


8. BUNGMATI CLC (November 2001)

The Khwopa Adarsha CLC located at Ward No. 2 of Bhaktapur Municipality is the youngest CLC established by UNESCO/Kathmandu. The CLC has prepared their first year’s micro-plan and accordingly has started implementation of their activities from January 2003. The major focus has been placed on cultural heritage awareness and preservation since Bhaktapur is an outstanding Monument Zone within the Kathmandu Valley World Heritage Site.

The Thulo Bharkhu CLC has started activities such as construction/maintenance of trail, school playground, establishment of a library, income generation activities such as piggery, poultry, horticulture, vegetable farming, organisation of literacy classes, advocacy and awareness programmes. Around 300-400 community people are mobilized under this CLC.

12. Lalpani CLC (June 2002)

The Lalpani CLC in Mechinagar, a joint collaboration among the Mechinagar municipality, l o c a l c o m m u n i t y o f L a l p a n i a n d UNESCO/Kathmandu, was the first CLC to be established in Terai, the southern plains of Nepal. This CLC project was initiated following a successful cultural heritage activity addressing the diverse indigenous ethnic groups, like Meche,Kisan, Urau, Rajbanshi etc. that exists in the region. The Lalpani CLC has accomplished several activities targeted to address the needs of the indigenous people of Mechinagar such as early childhood development programme, adult literacy, legal advocacy for women, handicraft skills, cultural and agricultural activities.

Inagurat ion ceremony of Khowpa CLC

Tradi t ional weaving scene.

ECD par t ic ipants at La lpani CLC

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11. Thulo Bharkhu CLC (November 2002)

13. Khwopa Adarsha CLC (December 2002)

Inaugurat ion of Khwopa Ardarsh CLC

SN Name & Location District Established year Initiating organization

1 Shreekot CLC, Shreekot VDC Baitadi 1999 UNESCO/Kathmandu

2 Tamshipakha CLC, KMC Kathmandu 2000 UNESCO/Kathmandu

3 Bundole CLC, Banepa Kavre 2000 UNESCO/K & NRC-NFE

4 Samaijee CLC, Samaijee VDC Dadeldhura 2000 UNESCO/Kathmandu

5 Ghangkhet CLC, Ghangkhet VDC Dadeldhura 2000 UNESCO/Kathmandu

6 Deulekh CLC, Deulekh BDC Baitadi 2001 UNESCO/Kathmandu

7 Khokana CLC, Khokana VDC Lalitpur 2001 UNESCO/Kathmandu

8 Bungmati CLC, Bungmati VDC Lalitpur 2001 UNESCO/Kathmandu

9 Dhunche CLC, Dhunche VDC Rasuwa 2002 UNESCO/Kathmandu

10 Syamsok CLC, Syapru VDC Rasuwa 2002 UNESCO/Kathmandu

11 Thulo Bharkhu CLC , Syapru VDC Rasuwa 2002 UNESCO/Kathmandu

12 Lalpani CLC, Mechninagar Municipality Jhapa 2002 UNESCO/Kathmandu

13 Khwopa Adarsha CLC, BhaktapurMunicipality Bhaktapur 2002 UNESCO/Kathmandu

CLC Information and Documentation Centre

CLC Information and Documentation Centre was established in December 2002 within the existing Documentation Centre of the Office. The purpose of this CLC Information and Documentation Centre is to promote and disseminate information for the development of CLCs in Nepal. A wide range of collections related to CLCs in Nepal as well as in other countries is available to the general public. Materials include CLC manuals, guidelines, handbooks, news bulletins and product samples.

Starting January 2002, UNESCO/Kathmandu has been publishing Gyanodaya, a bi-monthly bulletin on CLC activities in Nepal, with the assistance of National Federation of UNESCO Clubs in Nepal (NAFUCIN).


Far Western Development Region

Western Development Region

Central Development Region

Mid Western Development Region

Eastern Development Region

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12

109 1127

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13Nepal

Linkage and networkingEstablishing linkages with organisations in the community is an important role of the CLC. Developing a local database on all the community activities is a starting point that creates good local network and information resource. Effort for developing a network should be made not only at the community level but also at the district, regional and national levels.

Monitoring and evaluation Monitoring and evaluation for effective decentralised management at the community level is necessary. Emphasis for monitoring should be given to internal CLC personnel along with external experts and agencies. Internal monitoring and evaluation promotes the ownership of the CLC activities and raise awareness for quality services.

Political supportGovernment policies needs to be formulated for developing CLCs as an integral part of the EFA National Plan of Action based on the pilot project experiences. Support for the community-based programmes should be systematically managed in terms of budget and human resources. In Nepal, where NGOs are very active in education and community development activities, the government has a challenging role to coordinate diverse experiences of NGOs and come up with guidelines for CLCs.

Community participation and ownershipTo have full participation and strong ownership by the community, it is very important to build up the capacity and confidence of community people to take certain responsibilities in the management of CLCs. The intervention of outside agencies could be sensitive when ‘community mobilization’ takes place by the initiatives of outside organisations.

Resource mobilization Use of local facilities and buildings such as primary schools, public houses and religious places, is a good starting point to effectively share the limited resources in the community. Resource mobilisation in terms of human, material and financial aspects are all very important for sustaining the activities of CLCs. In Nepal the use of local cultural events such as festivals are good opportunities to collect donations from the community. In addition, the CLCs are encouraged to establish a CLC Trust Fund, for the financial sustainability.

Capacity building of personnelCLC personnel need to receive professional training on management of CLCs. Capacity building of CLC personnel is organised at different levels including TOT (training of trainers) and community based training programmes. Trainings should be contextual and site specific. Training workshops are organised by involving the locally available resource persons from the education office, schools and institutions within the community.

Future Challenges - Sustainability of CLCs

Other than the financial aspect, CLC’s sustainability, for the overall educational and community development mechanisms, is an important issue to be addressed.

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CLC Achievement

The community enthusiasm for the CLC approach is being expressed through active campaigns to raise funds in Samijee, Ghangkhet, and Deulekh. These local initiatives are a real vote of confidence in the value of CLCs in fighting poverty and inequality in remote areas of Nepal. The success of Tamsipakha CLC in Kathmandu has aroused interest in other neighboring Wards of the city. CLCs established in the villages in the vicinity of the capital city Kathmandu, have a vital role to play in enhancing local opportunities and assisting people to adjust to the changing socio-economic conditions. Encouraged by the success of our Community Learning Centres in various districts of Nepal, UNESCO/Kathmandu is optimistic in the steady growth of Community Learning Centres throughout the country.

The National Planning Commission has finalized the government’s 10th Five-year Plan (2002-2007) that includes CLC as a key strategy for adult literacy and continuing education and plans to establish 205 CLC within the next five years. This has also been reflected in the EFA National Plan of Action (EFA NPA).

UNESCO/Kathmandu with the financial assistance of UN Trust Fund for Human Security (UN-TFHS) and in close consultation with the Ministry of Education and Sports has started the implementation of additional CLCs in the Far and Mid-western Regions of Nepal. These additional CLCs are being established as part of the country's National Plans and Policies as well as the EFA National Plan of Action for Basic and Continuing Education.

The continuing consolidation of the existing CLCs with demands for new ones at the community level together with the government’s support, the future of “CLC Movement” in Nepal looks promising.


EARTHQUAKE PROTECTION FOR SCHOOLS

In a country prone to earthquakes the safety of school buildings is a high priority not only for the immediate well being of school children but also because schools are often used as emergency accommodation after a disaster.

The National Society for Earthquake Technology-Nepal (NSET-Nepal), a local NGO, has been working to improve school building practice in Nepal. In 1987, UNESCO/ Bangkok published a manual in English for earthquake resistant educational buildings. In 2002, NSET-Nepal with the assistance of UNESCO/Kathmandu published this manual with necessary adaptation to suit the local context. The manual is suitable for designers and builders as well as non-specialists like school authorities. It explains the measures to improve earthquake resistance in new buildings and make existing buildings more secure retrospectively. This manual has been a step to make the vital information accessible to those who need it most.

NSET-Nepal was able to persuade the Government of Nepal to mark 16 January as the National Earthquake Safety Day in Nepal. Hence, the first National Earthquake Safety Day was celebrated on 16 January 2000. The event was marked by various programmes and activities organised by N S E T- N e p a l t h r o u g h o u t N e p a l . UNESCO/Kathmandu contributed in the production of the earthquake awareness posters for the event in the years 2000 and 2001.

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PREVENTION OF TRAFFICKING GIRLS

The market for sexual services is tacitly accepted by many sections of society. Until society withdraws its acceptance of these social taboos young women will continue to be exploited and enslaved.

Trafficking of girls and women for sexual exploitation in Nepal is a serious problem and has haunted the nation for several decades already. An increasing sex market in India and its illusive underworld network in some urban and rural areas of Nepal have further intensified the problem. Adolescent girls are easy prey and especially at risk of being trafficked.

In the past, girls’ trafficking was limited to certain communities with poor socio-economic status; it has now spread across the country and is affecting all ethnic communities. With the increased volume of girls trafficked, the methods employed to abduct or entice the girls away from villages have also diversified. Often girls and women are tricked by the supposed prospect of a good job and life in the carpet and garment factories in the city, once isolated from their families, they are then smuggled to brothels in India. In late January 2001, UNESCO/Kathmandu

supported a local NGO, CeLRRd (Centre for Legal Research and Resource Development) in establishing a Hot-line System in Kathmandu for the fight against girls trafficking. The projects primary aim was to reduce and eventually eliminate the trafficking of girls by addressing the root causes, such as gender discrimination, ignorance and lack of education, economic deprivation and poor state of law reinforcement. The initiative was inspired by an ambitious will to break the poverty cycle and empower communities in prevention of girls trafficking and violence against women. Under this project, surveillance groups have been formed and trained against trafficking in various carpet factories in the capital city. Furthermore, awareness-raising activities for the girls employed in the factories have been conducted, and legal assistance as well as refuge, have been provided to girls who were on the verge of being trafficked.

On a broader perspective it is hoped that the prevention of girls trafficking will expose them to educational opportunities, economic and social empowerment and eventually help improve their living condition.


Three day training for trainers programme conducted;

5 resource persons to be in charge of the activity implementation have been trained and a training manual for the resource person was produced;

Hot-line brochure published to inform the general public of the project and its objectives;

In the framework of the surveillance group’s training, an orientation training was provided to girls and women working in 15 carpet factories;

Permanent groups from the factories, which will be the intermediary between the factories and the hotline system, were formed;

Booklet published for training of the factory girls and posters have been produced and used during the trainings;

As a result, girls in 30 villages located at the low-lying Terai region received protection and over 850 girls in the Districts of Kanchanpur and Udayapur were provided with school uniforms and got their first opportunity to learn, read, write, and participate in group activities and to be made aware of the risk of being trafficked.

Activites and Achievements

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The Education Module

The Education Module is a project conducted by the Centre for Legal Research and Resource Development (CeLRRd), a local NGO with financial and technical assistance from UNESCO/Kathmandu. The project focused on awareness raising activities for girls/women against discrimination and trafficking. It also addressed important issues such as education; income generation activities and sensitizing particularly the male community of society towards equal opportunities in socialization, participation and decision making process. Awareness on women’s health issues, especially HIV/AIDS, is another important part of the programme.

Awareness raising and information sessions for the community;

Promoted enrolment of girls into the formal education system;

Facilitated Non Formal Education (NFE) including literacy and paralegal training;

Training of NFE facilitators and supervisors;

Orientation programme on Income Generation activities for parents and girls;

Materials production, focusing the children’s rights, women’s rights, human rights, girls trafficking, violence against women and health issues (particularly STDs, HIV/AIDS)

Establishment of two Community Learning Centres (CLC)

Activites

Adolescent girls, who never had a chance to study, enthusiastically attended classes.

NFE classes included the rights of a child and women and education on prevention of violence, child marriage and trafficking.

3 facilitators and 6 supervisor were trained;

Non Formal Classes conducted for 9 months;

Enrollment of Girls into Formal Education System (450 girls from Udaypur enrolled in schools);

Uniform distributed to 7 girls from each of the 30 VDC’s.

Achievements

The System provides a model on: How better awareness and information can defend some of the most vulnerable people in the country.


BREAKING THE PROVERTY CYCLE OF WOMEN

Women const i tute two third of the i l l i terates , and be long to the poorest s egment o f the d i sadvantaged populat ion .

Poor and marginalized female population consists of heterogeneous groups. For breaking the multifaceted and deep-rooted grasp of poverty and for enabling them to have more control over the forces that affect their lives, a focused and coordinated intervention on various fronts simultaneously, is essential:

To empower adolescent girls to become agents of social transformation

To improve the quality of their lives by their liberation

To enhance human capacity with a broad-based programme of activities

This innovative project has three salient features:

Young girls/women (aged 14-18) are considered as potential actors for social change and a decisive population group for national poverty eradication strategies

This is a Cross Cutting Theme (CCT) Project, a multi-sectored approach covering UNESCO theme such as Education, Science and Communication

It combines action at four different levels:

o Transferring knowledge and skills, including in the field of micro-finance, to young girls and women.

o Sensitizing the local population on the capabilities and social contribution of young girls and women.

o Establishing infrastructures for training and support services.

o Providing national policy-makers with data and experience drawn from pilot projects.

1050 adolescent girls, illiterate and school dropouts between the ages of 14 –18 are the beneficiaries of this project. The target project districts comprise of 35 VDCs, 20 in Chitwan and 15 in Nawalparasi.

Direct intervention at the community level in partnership with a local NGO, CeLRRD.

Institutionalization of local level support service providers as Community Learning Centres.

Advocacy at the policy level for pro-poor integrated activities.

Major Strategy

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SCIENTIFIC AND TECHNOLOGICAL LITERACY (STL)

T h e m a i n o b j e c t i v e o f S T L i s t o e n c o u r a g e t e a c h e r s t o u s e l o c a l l y avai lab le re source s in t eaching and promot ing s tudent ’ s s c i ent i f i c and t e c h n o l o g i c a l t h i n k i n g w h i l e d e v e l o p i n g a t t i t u d e s c o n c e r n i n g t h e environment .

Although Nepal is rich in indigenous technology, there is a profound lack of knowledge and understanding in the field of science and technology. To help change this trend, the Tribhuvan University, Kathmandu, is assisting UNESCO/Kathmandu in implementing the STL project in Nepal. This endeavor emphasizes the training of teachers to disseminate information to their students on science, adapted to the local context so as to relate to the local scenario. With the initiation of the STL project in November

2001, 10 teachers from various schools have been trained and workshops have been successfully conducted in two schools in Pokhara and Kathamandu. Several materials under different titles have also been produced and distributed to students and educational institutions. The final workshop under this project was successfully concluded in February 2003.


"On the thre sho ld o f the 21s t c en tury the educat ion o f the young has n e v e r b e e n m o r e i n n e e d o f o u r c o m m i t m e n t a n d r e s o u r c e s . "

Science literacy is significantly low in Nepal, especially in certain remote areas. To improve scientific knowledge, the Royal Nepal Academy of Science and Technology (RONAST) has developed many programmes. One of them is the Science Popularisation Programme (SPP) consisting of a Publication Unit. The main objective of this programme was to enhance the basic scientific education of the people through popular publications and radio programmes. Hence, educational material was produced by SPP and distributed to schools and learning centres.

UNESCO/Kathmandu’s assistance in June 2000 was aimed at strengthening the Publication Unit of the SPP in order to address the current shortage of science learning materials. With this in mind a new computer was provided to RONAST so as to further boost their ongoing efforts. This has allowed laboratory manuals for schools, popular science publications and radio scripts to be produced. These popular science publications, which have generated tremendous awareness on environmental issues, have been disseminated to schools and Community Learning Centres throughout Nepal.

PROMOTING SCIENCE EDUCATION

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Science Popular isat ion Programme

UNESCO Chair

Wi t h t h e f i n a n c i a l a s s i s t a n c e f r o m UNESCO/Bangkok, UNESCO/Kathmandu revived the UNESCO Chair in Sciences of Education at Kathmandu University already established in 1997 under the agreement between Kathmandu University and UNESCO New Delhi Office. As per the agreement signed in May 2001 between UNESCO/Kathmandu and Kathmandu University, the UNESCO Chair was expected to implement various activities in close cooperation with UNESCO/Kathmandu and Nepal National Commission for UNESCO. The project aimed at developing university networking and other linking arrangements among higher education institutions at the inter-regional and sub-regional levels. It promoted institutional development, sharing of resources and facilitated the exchange of expertise and experiences.

An analytical and comparative study of the Government declared policy and strategy in educational act was carried out. The study also revealed the framework of Education for All. The report has comparatively studied the seventh amendment of the Education Act, 1971. Providing additional training and other professional assistance, further support was provided to the secondary teachers of Dhulikhel municipality. Professional journals and books were made available to enrich the learning resources of the University.

The project has helped human resource development programme of the University by providing opportuniti e s to the staff to attend professional seminars/workshops. The Dean of the School of Education attended the World Forum of UNESCO Chairs in Paris in November 2002.


CULTURE

Cu ltu re n ot on ly con st i tu tes a cou n try ' s iden t i ty, i t i s also at th e very h eart of developm en t .

As the only UN agency specially mandated to safeguard the world's rich and diverse cultural heritage, UNESCO has a unique role to play in Nepal.


Background

Early 1970’s

UNESCO’s involvement in cultural preservation started with the restoration of Hanuman Dhoka Palace, Kathmandu.

Year 1977

Master plan for the Conservation of the Cultural Heritage of the Kathmandu Valley was prepared with the financial assistance from UNDP. UNESCO published the two volumes of the inventory of the monuments of the Kathmandu Valley.

Year 1979

UNESCO recognized the 'outstanding universal value' of the Kathmandu Valley and inscribed it on the UNESCO World Heritage List.

International Campaign for the Safeguarding of the Kathmandu Valley was launched.

Inventory of monuments of Kathmandu val ley - Vol .1

Inventory of monuments of Kathmandu val ley - Vol .2

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Strategy

In order to ensure sustainability of its interventions in Nepal, UNESCO adopted a strategic framework that links restoration work with the following objectives:

Increase the capacity of the government to protect the integrity of the heritage sites.

Empower local communities, emphasizing the validation of traditional skills, knowledge and techniques and enabling them to play a leading role in the preservation projects.

Socio-economic development targeting communities within or adjacent to cultural heritage sites, ensuring that they benefit financially from the enhanced conservation.

Combat illicit traffic in cultural property from Nepal, preserving the patrimony in situ for those who have created it and who continue to draw inspiration from their living heritage.


Kathmandu Durbar SquareMonument Zone

Nepal

Kathmandu Valley (inscribed in 1979 as a cultural site)

Kathmandu Valley comprises of seven Monumental Zones with three historical palaces within their urban settings (Kathmandu, Patan, and Bhaktapur), two Hindu centres (Pashupatinath and Changu Narayan) and two Buddhist centres (Swayambunath and Boudhanath). Together, these Monumental Zones represent the highly developed architectural expression of religious, political and cultural life of the Kathmandu Valley, with a concentration of monuments unique and unparalleled in the world. Among the 130 monuments are pilgrimage centres, temples, shrines, bathing sites and gardens. It is also the principal centre of settlement in the hill area of Nepal and one of the prime cultural foci of the Himalayas.

WORLD HERITAGE SITES

In 1972 UNESCO adopted the Convention Concerning the Protection of the World Cultural and Natural Heritage, signed by over 172 State parties, making it one of the world’s most ratified international agreements. Nations that join it promise to protect sites on the World Heritage List, especially by providing a legal and regulatory framework for them. The Convention currently protects 730 sites of “outstanding universal value” inscribed on the World Heritage List, in 125 State Parties, including 563 cultural sites, 144 natural sites and 23 mixed sites. This unique agreement encourages international cooperation to preserve shared cultural and natural heritage.

Nepal has four WorldHeritage Sites as follows:

“The cultural wealth of the world is its diversity in dialogue”

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Lumbini, the Birthplace of the Lord Buddha (inscribed in 1997 as a cultural site)

Lumbini, a small town in the southern Terai plains of Nepal is the birthplace of the Lord Buddha and a sacred ground for Buddhists. The site is now being developed as a Buddhist pilgrimage centre, where the archaeological remains associated with the birth of the Lord Buddha form a central feature.

Royal Chitwan National Park (inscribed in 1984 as a natural site)

At the foot of the Himalayas, Chitwan is one of the few remaining undisturbed areas of the Terai and very rich in flora and fauna. One of the last populations of single-horned Asiatic rhinoceros lives in the park, which is also one of the last refuges for the Bengal tiger.

Sagarmatha National Park ( inscribed in 1979 as a na tura l s i te )

Sagarmatha is an exceptional area with dramatic mountains, glaciers and deep valleys, dominated by Mount Everest, the highest peak in the world (8,848m). Several rare species, such as the snow leopard and the lesser panda, are found in the park. The presence of the Sherpas, with their unique culture, adds further interest to this site.

Swayambunath Pashupat inath Boudhanath

Changu Narayan

Bhaktapur Durbar SquarePatan Durbar Square

Kathmandu

Kathmandu Durbar Square


Kathmandu

China

India

INTERNATIONAL CAMPAIGN FOR THE SAFEGUARDING OF KATHMANDU VALLEY 1979 - 2001

The Bhaktapur Municipality organised the official closing ceremony jointly with the Nepal National C o m m i s s i o n f o r U N E S C O a n d UNESCO/Kathmandu. The Ministers for Education & Sports, Culture, Tourism & Civil Aviation, Department of Archaeology, UNESCO Officials, as well as the private sectors, intellectuals and heritage conservationists attended the meeting. The achievements and experiences of the Campaign were reported and debated. Many municipalities and Village Development Committees were represented reflecting their growing role in the preservation of cultural heritage beyond the World Heritage Site’s Monument Zones. To avoid the possibility that the closure of the Campaign would leave a vacuum in preservation activity, UNESCO officials stressed their continuing commitment to the cultural heritage of Nepal.

Prior to the official closing of the Campaign, a Campaign Review Committee (CRC) meeting was held in Kathmandu in July 1999 with the participation of Mr Hideo Noguchi, Chief of CLT/CH, from UNESCO/HQs as well as Prof. Eduard Sekler, an International Expert. The CRC meeting was held at the prestigious courtyard of the Patan Durbar Square. During the occasion, UNESCO/Kathmandu organised a photo exhibition entitled, “ A Unique Heritage for the Future”.

During the occasion, UNESCO in collaboration with Himal Asia, a local NGO, organised a mobile photo exhibition entitled “The Kathmandu Valley, Then and Now”, depicting the rich cultural heritage of Kathmandu Valley. The Foreign Minister of Nepal inaugurated the photo exhibition.

Campaign Review Commit tee (CRC) meet ing , he ld in Kathmandu , Ju ly 1999.

Photo exhibi t ion held at Patan Museum, organised by UNESCO/Kathmandu, in Ju ly 1999.

Campaign Clos ing Ceremony, March 2001

The International Campaign for the Safeguarding of Kathmandu Valley was launched in 1979 and was officially closed in March 2001 after more than 21 years.

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Seventeen recommendations for a future strategy for heritage preservation were presented. In brief, the seventeen recommendations are as follows:

1. Establish a separate Ministry of Culture

2. Amend the Ancient Monument Preservation Act to clarify areas of jurisdiction

3. Introduce restrictions on the right to build on private property

4. Rapidly classify historic buildings in the Kathmandu Valley and beyond

5. Introduce planning guidelines for the protection of classified buildings

6. Identify and protect nationally important monument zones throughout Nepal

7. Municipalities to identify and protect urban and rural conservation areas

8. Develop strategies to protect cultural property in rural areas

9. UNESCO to support the extension of heritage management policies throughout Nepal

10. Preparation of an historical typology of the architecture of the Kathmandu Valley

11. Develop strategies to provide training in conservation and traditional crafts

12. Promote appreciation of tangible and intangible culture through the education system

13. Carry out a study of the economics of heritage conservation

14. UNESCO to assist in preparing funding proposals particularly for domestic buildings

15. Improve Government support for building repairs and use of traditional materials

16. Rename the Dept. of Archaeology, “Dept. of Archaeology and Heritage Conservation”

17. Establish an International Working Group to support conservation efforts

UN E S CO h as lau n ch ed 28 in tern at ion al cam paign s f or th e sa f egu ardin g o f th e H e r i t a g e a ro u n d t h e w o r l d , r a i s i n g f u n d s a n d p ro v i d i n g e x p e r t i s e f o r t h e preservat ion o f th ose s i tes


Message from the Director-General of UNESCO on the occasion of the closure of the International Safeguarding Campaign for the Kathmandu Valley, March 2001

It gives me great pleasure to convey my warmest greetings to all of you gathered here today for the closing of the UNESCO International Safeguarding Campaign for the Kathmandu Valley. I would like to begin by making mention of the exemplary spirit of cooperation that has never failed to mark all our relations with His Majesty’s Government of Nepal throughout the present Campaign.

The present campaign was launched in 1979 when the Valley itself was being inscribed on the World Heritage List. At the time, UNESCO had already been active for some twenty years in safeguarding Nepal’s cultural heritage and in particular the monuments of the Kathmandu Valley. It was already clear at that time that the changes in the urban environment of the Valley due to the country’s rapid economic development, and the expanding tourist industry, would have the most harmful effects on this heritage.

A body of proposals to counter these effects was incorporated into the 1977 Master plan for the Conservation of the Cultural Heritage of the Kathmandu Valley, which provided the basis for the International Safeguarding Campaign. The Master plan promoted the notion of protected monument zones. It concentrated not only on protecting individual monuments, but also on preserving the urban architectural landscape threatened by modern building development. Divided into a series of Monument Zones, the Kathmandu Valley Site was inscribed on the World Heritage List as a Multiple Resource Nomination.

Following this, the efforts of UNESCO and the international community to safeguard the monuments and to assist the Nepalese authorities in improving their legal and administrative framework have been highly successful in attracting large amounts of bilateral aid and the necessary technical assistance. And today we pay tribute to the numerous international donors who have come forward so generously as part of these efforts.

It is indeed most encouraging to witness the success of this Campaign, especially at the very time when, not far from Kathmandu, humankind is facing the destruction of a vital part of its cultural heritage.

The tragedy of the destruction of the monuments of Bamiyan highlights the urgency of this “cultural ethic”. I am convinced that only education can bring that ethic to life in the human spirit. For the tragedy of Bamiyan is a story of religious fanaticism grounded in ignorance.

For this reason, UNESCO’s struggle for education for all is intimately linked to the preservation of cultural heritage, itself inseparable from the dialogue of civilizations so well exemplified by your colloquium, and celebrated by the whole world during this United Nations Year of Dialogue among Civilizations.

UNESCO takes the stand that crimes against culture must be punished, for they strike humanity, and fundamental human rights, at their very core.

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UNESCO Director General, Mr Koïchiro Matsuura

A 6-member High Level Mission from UNESCO Headquarters visited the seven Monument Zones that make up the Kathmandu Valley World Heritage Site in late September 2000. The distinguished panel of delegates, including the Chairperson of the World Heritage Committee and the Director of the World Heritage Centre were granted an audience with His Majesty the King of Nepal, the Prime Minister and other senior Government figures.

The question occupying the Mission's minds is whether some of the unique features of the Kathmandu Valley World Heritage Site have been degraded to such an extent that the Site should be given special “In Danger” status. There is no doubt that much has been changed or lost since the World Heritage Site was incribed in 1979. However, the Nepalese authorities are confident that powers now exist to preserve cultural heritage.

Another 3-member High Level Mission from the World Heritage Centre was in Kathmandu Valley from 19-23 February 2003.

The Miss ion faces the press in the garden of Patan Museum

Kathmandu Valley World Heritage site becomes the focus of high

level mission from UNESCO World Heritage Centre.

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HIGH LEVEL MISSION FROM UNESCO WORLD HERITAGE CENTRE

UNESCO-Kathmandu Report (1998-2003)

The looting of works of art from Nepal’s temples and monuments has been a problem for many years. Every few weeks’ local newspapers report the loss of another stone or bronze statue, sometimes from the most famous sites. The assumption is that these sculptures are stolen and smuggled out of the country for sale on the international art market. Equally important in combating the traffic is increased site security and awareness amongst police, customs officials, and other people who may be innocently involved.

PREVENTING THE ILLICIT TRAFFIC IN CULTURAL PROPERTY(AUGUST 2001)

An important moment in the symposium was the presentation of the Kathmandu Declaration, and the debate it provoked. The Kathmandu Declaration, as agreed by the Symposium and subsequently endorsed by the Minister of Culture, Tourism & Civil Aviation, calls for standardization of the inventories of cultural property in Nepal, stronger collaboration between the Department of Archaeology, Department of Customs and Nepal Police, and greater use of diplomatic channels to enforce heri tage protect ion measures.

Nepal has ratified the 1970 Convention to Prevent and Prohibit the Illicit Traffic in Cultural Property, but not the 1995 UNIDROIT Convention on Stolen and Illegally Exported Cultural Objects.

To coincide with the symposium a poster was launched to raise awareness amongst the general population in Nepal, and a set of six postcards, printed with the support of Nepal Tourism Board, was launched for national and international circulation.

The symposium provoked extensive coverage in the local press as well as media reports as far as India, Hong Kong and Australia.

The symposium was a new initiative in the fight against the illicit traffic in cultural property. The support and participation of all relevant parties has brought tangible progress in raising awareness of the problem and the steps that can be taken to combat it.

In collaboration with the Department of Archaeology, UNESCO/Kathmandu organised a one-day symposium on this subject supported by, Nepal Tourism Board on 30th August 2001. Senior officials attended the meeting from the Ministry of Culture, Tourism & Civil Aviation, Ministry of Home Affairs, Department of Customs, Nepal Police and Interpol and local municipalities. Seventeen journalists attended thereby ensuring extensive coverage of the event and the issue.

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KATHMANDU DECLARATION

Adopted at the Symposium on the Illicit Traffic in Cultural Property

The Symposium on the Illicit Traffic in Cultural Property recommends securing the cultural heritage of Nepal by adopting the following measures:

1) Adhering to the Convention on the Means of Prohibiting and Preventing the Illicit Import, Export andtransfer of Ownership of Cultural Property, UNESCO 1970, and adopting and ratifying the Convention on Stolen or Illegally Exported Cultural Objects, UNIDROIT 1995;

2) Updating, and implementing effectively, relevant legislation;

3) Strengthening the Department of Archaeology to carry out its work effectively;

4) Designing strategies eliciting the participation of the media, Police, Department of Customs, educationalinstitutions, NGOs and civil society in the preservation of cultural property;

5) Initiating the inventory and registration of cultural property using a standardized format which permitsrapid identification and exchange of information;

6) Promoting the establishment of a tri-partite commission, made up of representatives of the Departmentof Archaeology, Department of Customs and Nepal Police, for the co-ordination of protective actions, customs control and recovery of cultural property;

7) Including, as a matter of relevance, in regional and sub-regional agreements, control of illicit traffic in cultural property;

8) Promoting specific bilateral agreements among States dealing with the protection of cultural heritage;

9) Promoting, through diplomatic channels, the restitution of expatriated cultural heritage, as well asconcrete actions in the area of illicit traffic control;

10) Establishing a comprehensive record of ownership of all monuments and cultural properties in Nepal;

11) Creating a website to raise international awareness of the missing cultural property of Nepal, to bemanaged by the Department of Archaeology;

12) Requesting all those countries that have not yet adopted or ratified the 1970 UNESCO Conventionto do so as a matter of urgency.

Kathmandu, Nepal , 30 August 2001


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LUMBINI - BIRTHPLACE OF LORD BUDDHA

Lumbini, the birthplace of Lord Buddha became a World Heritage Site in 1997 for its testimony to a cultural tradition and its association with beliefs of universal significance.

After several years of protracted discussions some conclusive decisions were taken about the future of Lumbini. An international technical meeting was organised by Lumbini Development Trust and UNESCO in April 2000. Experts in conservation, site management, presentation and development joined representatives of the Ministry of Culture, Tourism & Civil Aviation, the Department of Archaeology, Lumbini Development Trust, NGOs and UNESCO. The meeting discussed the Conservation and presentation of the archaeological site of Maya Devi Temple.

Following the international technical meeting, to discuss the future development of the Lumbini World Heritage Site, two further research missions commenced during the summer of 2001.

An international expert in the conservation of brick structures made important new recommendations for the long-term protection of the archaeological remains.

The second mission involved a geo-physical survey of the site led by archaeologists from Bradford University, United Kingdom. The survey gave a definitive guide to the presence of underground archaeology.

After the examination of several design proposals and guiding principles for conserving the site, an appropriate protective shelter for the Maya Devi Temple Remains, the Marker Stone and the Nativity Image of Lumbini were adopted. The conceptual design, “A Golden Pavilion within the Sacred Garden of the birthplace of the Lord Buddha” was recommended for embodying the holy character of the site. Some preliminary archaeological conservation work was inaugurated on the anniversary of the birth of the lord Buddha on 7th May 2001.

UNESCO-Kathmandu Report (1998-2003)

RESTORATIONHERITAGE OF STONE SPOUTSStone spouts are much more than a community drinking fountain. They form a centra l par t o f the soc ia l , sp i r i tua l and communal l i f e o f the c i ty. The increased pre s sure on urbanizat ion i s s l owly tak ing i t s to l l in the anc ient water supp ly to s tone spout s .

Few projects can combine heritage conservation and social benefits as directly as the Stone Spouts Campaign in Kathmandu. For many centuries inhabitants’ of the city relied on a system of underground conduits which delivered fresh water from distant water sources to communal areas. These roadside facilities are much more than a community drinking fountain. Walls and floors are elaborated with ornamental brickwork, small Hindu shrines have frequently been built within the area, and the water is delivered to a shallow basin from one or more magnificent spouts carved in stone in the form of a dragon's head. These sites are found all over the older parts of Kathmandu Valley.

The deforestation in the surrounding hills of the valley, the encroachment and contamination to the watershed area including lakes and ponds, the destruction of the ancient underground stone water conduits transferring the water have resulted in serious problems to the water supply. In order to change this trend, the restoration process should not only look at the mere ‘face-lifting’ of the physical stone spout but also address the vital question of sustainable water supply to preserve the ancient stone spouts.

Addressing this issue, UNESCO/Kathmandu has assisted the Kathmandu Metropolitan City Office (KMC) in the restoration of the stone spouts that are scattered all over the city. The projects combine practical engineering methods to secure good supplies of water, with conservation of the historic fabric using traditional materials, and community involvement through the participation of Ward representatives.

After

Before


Activities

Year 1998

The pilot project for the restoration of Gaa Hiti at Tamsipakha, Ward 18 was successfully completed with the collaboration among UNESCO/Kathmandu, Kathmandu Metropolitan City Office and the local community. The highlight of the inauguration ceremony was the presence of Prof. Eduard Sekler and Mr Hideo Noguchi from UNESCO/HQs.

Year 1999

Second restoration project of Lun Hiti at Bhimsensthan, Ward 20 was successfully completed with the joint venture between UNESCO/Kathmandu and the Kathmandu Metropolitan City (KMC) Office with an active participation of the community.

Year 2000

Two other stone spouts Dhurge Dhara in Thamel, Ward 29 and Gairi Dhara in Battis-putali, Ward 9 were restored jointly by KMC and UNESCO/Kathmandu with the financial support from the Japanese Embassy in Kathmandu.

Inaugurat ion ceremony

UNESCO Representative to Nepal, the Japanese Ambassador and KMC Mayor : signing the contract

47

Achivements

Restoration and renovation of stone spouts;

Upgraded surroundings of stone spouts;

Raised awareness regarding the conservation of traditional community life and local customs;

Promotion of cultural heritage of the Kathmandu Valley nationally and internationally;

Improved co-operation with other development projects/ programmes in the same areas.

Many more Stone spouts around the Kathmandu valley await similar restoration campaigns and the Kathmandu Metropolitan City Office is actively seeking partners interested in supporting this valuable work. KMC hopes to revitalize many more stone spouts, and with it, an important aspect of community life.

Stone spouts around the Kathmandu valley await similar restoration campaigns

Restored s tone spout a t Tamsipakha, Kathmandu


Khokana is a typical Newar town with a very dense urban character in a scenic and peaceful environment. The town, just south of Kathmandu, retains its original urban fabric and architecture along with its typical Newar atmosphere and lifestyle. It is renowned for its mustard oil, which is produced here according to a unique technique passed down from generation to generation.

TRADITIONAL OIL MILLS AT KHOKANA (1999-2000)

For centur ie s , the Newar people o f Kathmandu Val ley grew their own mustard seed and produced oil in small community mills . Unfortunately, o f the e ight oi l mil l s previous ly operating in the vi l lage, only two were in u se .

The Khokana Project, initiated in July 1999, helped its inhabitants preserve its rich heritage and revitalize its traditional lifestyle through the restoration and revitalization of two mustard oil mills. Further activities included the upgrading of the main square and its surroundings. Rudreswar Mahadev Temple and two patis (traditional rest houses) were also restored and the pond on the main square was cleaned. Programmes on cultural heritage awareness along with training programmes to improve the marketing, quality control and reliability of the mustard oil were also conducted.

The project, which was financed through UNESCO/Bangkok, is under UNESCO's LEAP Programme (Integrated Community Development and Cultural Heritage Site Preservation through Local Effort). The LEAP Project establishes a direct link between cultural preservation and socio-economic development at all levels of society. The Project was completed in April 2000.

With the successful completion of this cultural heritage preservation activity, UNESCO/Kathmandu was encouraged to initiate the Community Learning Centre project in Khokana village in 2002.

Baja pat i ( resthouse) , before restorat ion

Restored Oi l Mi l l

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Baja pat i ( resthouse) , a f ter restorat ion

The Kathmandu Valley World Heritage Site faces threats to its survival from a number of forces both natural and manmade. However, the greatest perceived natural threat is that of an earthquake with the magnitude that hit Kathmandu in 1833 and again in 1934. Within the framework of the International inter-Agency Programme for Cultural Heritage at Risk, the Kathmandu Valley was identified as a highly populated historic urban area in need of more developed response and recovery strategies.

CULTURAL HERITAGE AT RISK CAMPAIGN

At a meeting in August 2000, a local NGO, Nepal Heritage Society and their partners launched an ambitious new project, the Preparedness, Response and Recovery Strategy for Heritage and Cultural Sites in Kathmandu Valley with the support of UNESCO Kathmandu Office. This pilot project was conceptualized to be a model for Nepal and Asian/Pacific countries, for the safety of highly populated historic areas. The campaign is seen as an ongoing exercise that will continue over a number of years.

The results of this campaign are as follows:

Case studies and plans for sites within the Monument Zones were prepared, which has served as a model for the preparation of a strategic preparedness, response and recovery plan.

Increased awareness and knowledge amongst the volunteers involved in the preparation of the case studies.

Creation of a forum.

Increased awareness amongst young people as a result of education programmes and heritage quizzes.

Launching of a website featuring the project outcome for wider dissemination.

Heritage walks to educate.

Seminars and Strategic Planning Workshop.

One school one heritage campaign.

Trainings at traditional art learning schools.

A comprehensive compilation about skills of Craftspeople living in the Kathmandu valley.

Inventory’s of historical photos and visual illustrations.


BUNGAMATI’S HISTORIC GATE RESTOREDThe entrance gate leading to the main Temple Square was damaged in Nepal’s last great earthquake in 1934 and rebuilt in the Colonial Rana style fashionable at the time. Almost 70 years later this gate was in urgent need of restoration.

The village of Bungamati, just 6 kilometers south of capital, is one of the most picturesque in the whole Kathmandu Valley. The Newar population maintains much of its traditional lifestyle and for centuries the village has been renowned for the skill of its woodcarvers. Bungamati is also famous for its Rato Machhendranath Temple, which nestles at the heart of the settlement and also the home of a religious idol that is the subject of a spectacular annual procession.

Through the recently established Bungamati CLC, UNESCO/Kathmandu with a view to encourage the cultural heritage awareness, has provided technical and financial support for the restoration of Dhwakha Phalcha, the historic gate leading to the main temple square. This project was a genuine community driven project whereby the community contributed much of the labour. The local woodcarvers also donated exquisitely carved roof struts and decorative details were re-created in traditional lime plaster and an authentic clay tile roof replaced the existing corrugated sheet roof.

Students from the Nepal Engineering College also contributed their expertise in documenting the gate and producing its working drawings for the restoration. The effort was made to retain the 1930s structure.

The gate was jointly inaugurated by Mr Yoshiaki Kitamura, UNESCO Representative to Nepal and Mr Prem Bhakta Maharjan, Chairperson of Bungamati CLC on 5 September 2002, amidst a lively gathering of overwhelming community people. During the occasion, the Bungamati CLC also organised an exhibition of woodcrafts at the premise of the newly restored Dhwakha Phalcha.

51

Dhwakha Phalcha Gate, Bungamat i

SUNDARI CHOWK WALL PAINTINGS

Sundari Chowk paintings, a rare example of mural art in Nepal.

The 17th century mural paintings in Sundari Chowk, Patan Palace, were discovered during the implementation of an earlier UNESCO project for Patan Durbar Square. It was successfully restored with a grant from the Sumitomo Foundation, Japan.

During the conservation work two national professionals were trained to undertake similar restoration work on other murals.

UNESCO/Kathmandu, UNESCO Headquarters and the Department of Archaeology carried out the project in the year 2000.

Unfortunately the building that houses the paintings is badly in need of repair. UNESCO is currently looking for funding to restore the building.

Woodcraft Exhib i t ion dur ing the inaugurat ion ceremony

CLC Chai rperson and UNESCO Representat ive to Nepal inaugurat ing the Gate, September 2002

Restorat ion of the wal l pa int ing in progress


YETKHA BAHA RESTORED TO ITS FORMER GLORYMost o f the o ld house s in the cour tyard have been lo s t , and Yetkha Baha i t s e l f has been sub jec ted to care l e s s r epa ir and a l t e rat ion .

Yetkha Baha is the tarnished jewel in a once splendid courtyard in the Naradevi area of central Kathmandu. It still remains the spiritual heart of the surrounding community.

The monastic building known as Yetkha Baha Agamchen, is a small building, which stands in a large but undistinguished courtyard. This building is of exceptional importance for its historic woodcarvings. The building still retains a fine doorway, Torana (tympanum) and windows, and some excellent stone statuary. There are no confirmed dates, but the Torana carving is thought to be at least 600 years old. Other elements such as doorframes, windows and roof struts are all from different periods but of equally high quality. Much of this woodwork was salvaged after the roof collapsed in 1988. Fourteen years later the building is being restored to i ts former glory. UNESCO/Kathmandu secured the funds from Sumitomo Foundation of Japan and Kathmandu Valley Preservation Trust, a Kathmandu based INGO was commissioned for the restoration work,which was comple ted in February 2003.

: Before

53

In accordance with UNESCO’s conservation approach the restored building will provide an impressive example of how original details can be preserved and retained, rather than being replaced.

Stupa at the cour tyard of Yetkha Baha

A pai r o f s tone l ions guard the bui ld ing ent rance

Or ig ina l wooden st ru ts have been reused

Tradi t ional technique being used for restorat ion

Yetk h a B ah a is the tarnished jewel in a once splendid courtyard in the Naradevi area of central Kathmandu. It still remains the spiritual heart of the surrounding community.


CELEBRATING ETHINIC DIVERSITY IN THE EAST

Many ethnic groups still retain fascinating cultural practices but are also amongst the educationally and economically disadvantaged groups in the country.

Mechinagar Municipality is the easternmost municipality of Nepal, which has over 20 identifiable ethnic communities within its boundaries. Sadly, the urbanization process has threatened their social and cultural existence especially language, scripts, dress, art and culture. The recently established municipality of Mechinagar in Jhapa has been making significant progress to address these issue.

The Mechinagar Municipality’s Community Development Unit has played a key role in improving the condition of disadvantaged people through its activities. UNESCO/Kathmandu supported this Community Development Unit in two preliminary activities relating to intangible culture preservation i n t h e y e a r 2 0 0 2 .

Making of a photographic record of the minority ethnic groups living in the municipality, and the presentation of an exhibition of the photographs.

o Photography project proved to be an important step towards gathering information in a systematic way.

o Made positive contact between the Municipality and the communities.

o Created an excellent display of photographs and was shown in Mechinagar and neighboring towns.

Research and writing feasibility study concerning the Municipality’s long-term vision for a community museum.

o Involved site visits and consultations with museum workers from different parts of Nepal.

o The report highlighted the need for a high level of community participation in the museum project.

A museum can become a focus for building unity in diversity and a resource to preserve fragile ethnic identity in a rapidly changing world.

55

LANGUAGE SURVEY

“Encourag ing the l earn ing o f l anguage s , deve lop ing t rans la t i on , and creat ing fami l iar i ty among cu l ture s through d ia logue i s an expre s s ion o f peace -bu i ld ing”

UNESCO Direc tor- Genera l

Half of the 6,000 languages spoken in the world are under threat. According to the Atlas of the World’s Languages in Danger of Disappearing, factors leading people to abandon their native tongues are:

Break-up of a community, when individuals or small groups find themselves immersed in a different cultural and linguistic environment

When its users come into contact with a more aggressive or economically stronger culture and children are encouraged to learn the language of the dominant culture

Destruction of language rich environment to extract minerals, timber and oil etc.

When the authorities systematically discourage the use of local languages in schools, local governmentand media.

Half of the 6,000 languages spoken in the world are under threat.


“On International Mother Language Day, all languages are given equal recognition, for each is a unique response to the human condition and living heritage. Encouraging the learning of languages, developing translation, and creating familiarity among cultures through dialogue is an expression of peace-building. In these troubled times, and on the occasion of International Mother Language Day, such ideas should be kept at the front of our minds.”

Prof. S.Toba, Prof . K.P.Mal la, Mr K.R.Jha, Minister of Educat ion Devi P.Ojha & Mr Y. K i tamura dur ing the Repor t Launching Ceremony, November 2002

Language Survey Report-Nepal Launched

As part of UNESCO’s global information gathering programme, UNESCO/Kathmandu commissioned the preparation of a baseline survey of the state of languages of Nepal. It was the first comprehensive report undertaken for the indigenous languages of Nepal. While the Nation Census of 2001 lists the languages and ethnicities of all the people in Nepal regardless of their origin, this report focuses on the languages spoken as mother tongues by people living traditionally in Nepal. Another difference from the census is that this report not only lists the number of speakers for each language, but also answers question concerning the area where the languages are spoken, the attitude of the speakers to their own language, and the use of indigenous languages in domains such as education, communication and administration.

Although, Nepal is comparatively a small country, it has a remarkable variety of not only languages but also language families. Nearly half of the population speaks Indo European languages, the foremost being Nepali. A few others are spoken in the Terai, southern plains of Nepal. In addition, there are a small number of languages belonging to the Munda and Dravidian language families. Roughly half the people living in the Mid Hills speak Tibeto-Burman languages.

Honorable Minister of Education, in the presence of UNESCO Representative to Nepal officially launched the UNESCO Language Survey Report Nepal, amidst a gathering of government officials, university professors, intellectuals and media circle on 29 November 2002 in Kathmandu. The report was the outcome of a year’s work carried out by a team of national and international linguistic experts in Nepal with the support from UNESCO Kathmandu Office. It provides baseline information about the number of speakers, and general health of the languages, which are essential features of people in Nepal. The report can be reviewed at our Documentation Centre.

57

CULTURAL ECO-TOURISM IN THE MOUNTAINOUS REGIONS OF CENTRAL ASIA AND THE HIMALAYAS (2002-2004)

Year 2002 was the International Year of Eco-Tourism as well as the International Year of Mountains – an important year in Nepal where mountains are so central to the identity and economy of the country. In order to mark this year, UNESCO initiated a regional project for the development of cultural eco-tourism in the mountainous regions of Central Asia and the Himalayas in early 2002. Mountain areas included in this project are those located in Central Asia: Ladakh in India, Masouleh in Iran, Tein Shan in Kazakhstan, Lake Issyk Kul in Kyrgyzstan (a Biosphere Reserve), the Himalayan region of Humla in Nepal, Chitral in the Hindu Kush in Pakistan and the Pamirs region in Tajikistan.

The purpose of this inter-disciplinary project is to promote community-based cultural and eco-tourism in selected mountain areas, with a specific focus on poverty eradication, reduction of rural-urban migration and the preservation of cultural and natural heritage in those areas. The project’s first phase is to assess prospects for sustainable tourism development in selected mountain regions of Central Asia and in the Himalayas, identify potential difficulties and promote best practices. The aim is to help avoid the spread of tourism in a haphazard or ad hoc way, and to help ensure that local communities benefit fully from it. The long-term aim of the project is to promote community-based tourism, in order to enable local communities to draw the maximum benefit from their region’s tourism potential, while at the same time protecting the environmental and cultural heritage of the regions concerned.


Mountains are central

to the identity and

economy of Nepal

Humla, the project site in Nepal, is the northernmost district of Nepal bordered to the north and west by Tibet. Its rugged topography and remote location make it one of the least developed districts in Nepal. Humla’s natural assets are its spectacular Himalayan scenery, its location on the pilgrimage route to Mt.Kailash and Lake Mansarobar, and its hardworking people. The potential for Humla to benefit from carefully planned tourism is considerable. The aim of the ongoing project is to ensure that local people have the training, knowledge, expertise and basic infrastructure to guarantee that the economic benefits of tourism stay in the district and thus improve the living standards of the local people while preserving the cultural and natural heritage. The capacity-building project in Humla has already completed its activities for 2002.

Providing capacity building trainings for the locals;

Providing knowledge and basic infrastructure;

Awareness campaigns for the preservation of the cultural and natural heritage;

Development of tourist facilities, i.e. new campsites;

Production of publicity materials and creation of a website.

Project Activities

Ms Babi ta Lama ( for th f rom the le f t ) f rom Humla, par t ic ipat ing in the In ternat ional Mounta in Women Conference in Bhutan, Oct .2002

59

Training for trekking professionals (cook & guide) in Simikot, Humla;

Participation in the regional seminars/workshops in Khazakstan and Kyrgyzstan;

Participation in the International Conference ‘Celebrating Mountain Women’ in Bhutan;

Technical survey and documentation of Halji Gumba in Limi Valley, Humla;

Production of publicity materials on Humla.

Achievements in 2002:

Activities planned for the year 2003 include various capacity building trainings, cultural and natural heritage awareness programmes, establishment of a Humla Information Centre at Simikot, participation in several regional workshops and various exposure visits in and outside Nepal. UNESCO’s partner in this programme is the Nepal Trust, a local NGO with a long history of community development work in Humla.

Simikot , Dis t r ic t Headquar ters of Humla


Vernacular Arch i tecture, Humla

Background

The UNESCO General Conference proclaimed March 21 as the World Poetry Day in 1999. This day has been conceived to provide an occasion for activities and efforts carried out at different levels to support poetry and to promote:

Efforts of small publishers .

Return to the oral tradition, or rather to live performance of poetry recitals.

Restoration of poetry and other arts with topical themes like the culture of peace, tolerance, etc.

Association of all the arts and philosophy, which is also akin to poetry.

Image of poetry in the media to enable society to regain and assert its identity.

WORLD POETRY DAY

The purpose of the day is to promote the reading, writing, publishing and teaching of poetry throughout the world and "give fresh recognition and impetus to national, regional and international poetry movements."

Activities in Nepal

UNESCO/Kathmandu in cooperation with LizaNepal Bhasha, a local NGO, joined hands to celebrate the third World Poetry Day on 12 March 2002, The highlight of the celebration was the recitation of 37 poems in various languages such as English, French, Japanese, Hindi, Bangla, Nepali, Newari, Maithali, Limbu, Tamang and Bhojpuri. The celebration took place amidst a mass gathering at the courtyard of Hanuman Dhoka Palace, a Monument Zone within the Kathmandu Valley World Heritage Site.

The outcome of the event was the publication of a poetry book, a compilation of 37 poems in various languages that were recited during the third World Poetry Day celebration. MrYoshiaki Kitamura, UNESCO Representative to Nepal and Mr Mohan Koirala, Vice-Chancellor of the Royal Nepal Academy jointly launched the book on 1 December 2002 at the Royal Nepal Academy.

Mr Ki tamura and Mr Koi ra la launching the book

61

CULTURAL HERITAGE IN NEPALI

In January 2002 UNESCO/Kathmandu commissioned Dr. Saphalya Amatya, a former Director General of the Department of Archaeology and Joint Secretary in the Ministry of Culture, Tourism and Civil Aviation, to publish a book in Nepali about issues related to World Heritage.

The significance and implications of the World Heritage Convention are not widely understood in countries such as Nepal. Although data on this subject is widely available, the foreign language used poses as a barrier.

UNESCO/Kathmandu sought to address this important issue by supporting a respected academic inorder to prepare and publish a book in Nepali for the benefit of the local readers.

The book focuses on many important issues such as the importance of heritage and also the process and requirements of enlisting a site on the World Heritage List. It also gives an insight in the meaning of a site being enlisted on the Heritage inDanger List.

Patan Durbar SquareMonument Zone


The Bhaktapur Conference organised jointly by UNESCO/Kathmandu, Nepal National Commission for UNESCO, Bhaktapur Municipality and Nepal Tourism Board (NTB) was held on 8-16 April 2000 i n B h a k t a p u r w i t h t h e s u p p o r t o f UNESCO/Bangkok under its Regional Project entitled “Cultural Heritage Management and Tourism”. The Deputy-Prime Minister of Nepal amidst a huge gathering of government officials, diplomatic core, national and international experts in heritage management and tourism, students and the local communities, inaugurated the conference. UNESCO Representative to Nepal and the Regional Advisor for the Asia and the Pacific were also present during the occasion.

CONFERENCE & WORKSHOPSHERITAGE MANAGEMENT AND TOURISMModels for Co-operation among Stakeholders

Deve lop ing new mode s o f c o - ope ra t i on b e tween the t our i sm indus t ry and tho se r e spons ib l e f o r the pre s e rvat ion o f the her i tage to e s tab l i sh a d i r e c t l i n k b e t w e e n c u l t u r a l p r e s e r v a t i o n a n d s o c i o - e c o n o m i c deve lopment a t a l l l eve l s o f soc i e ty.

The Norwegian Government supplemented by contributions from the UNESCO World Heritage Fund funded the four-year project. The objective of this project was to open and structure avenues of communication between the tourism industry and those responsible for the conservation and maintenance of cultural heritage properties. By developing and testing models for the preservation of heritage and development of tourism as a local resource, the aim was to form mutually beneficial alliances that would be both economically profitable and socially acceptable to local inhabitants and other stakeholders.

The objective of this

project was to open and structure avenues of

communication between the tourism industry. . . . . . . . .

63

Eight historic heritage towns participated from a variety of locations in the region viz. Bhaktapur in Nepal, Hoi An in Vietnam, Luang Prabang in Lao PDR, Lijiang in China, Kandy in Sri Lanka, Vigan in Philippines, Levuka in Fiji and Melaka in Malaysia, countries which are a priority to NORAD activities and to sites located in developing countries where cultural tourism development is a development priority by policy and by practice.In this way, both the necessity for site conservation and for its development as a tourism resource can be assumed to be agreed-upon goals of the community of stakeholders.

The workshop also addressed concerns, using an approach that is in line with the Local Agenda 21 strategic approach, to bring into play action plans for the sustainable management of heritage and tourism that have been built up from the community level. The project gave all stakeholders, in particular women and youth, the opportunity to represent their own interests and play an important role in the development of sustainable tourism industries. Coming from a variety of circumstances and areas of expertise, especially those in weaker positions, with less power were given the opportunity to learn from each other and develop ideas and opportunities.

The scope of the project encompassed the implementation of four phases:

Phase I: Identification and organisation of preparatory studies, network development and case study preparation.

Phase II: Final preparation of case studies and implementation of first regional workshop for presentation of case studies and development of Action Plans.

Phase III: Implementation of Action Plans and testing of models.

Phase IV: Joint internal evaluation of models and Action Plans at a second workshop and publication of best practices.


Cu ltu ral valu es determ in e

th e priori t ies a society sets f or i ts

f u tu re econ om ic an d social developm en t.

UNESCO launched ASP net in 1953

Over 6,700 educational institutions in 166 countries are involved

Includes pre-school to teacher training.

ASP net's Strategy and Plan of Action 1999-2003 places emphasis on reinforcing four “pillars of learning” for the 21st Century - learning to know, to do, to be and to live together. It also promote quality education as outlined in the Dakar Framework of Action.

Background

ASSOCIATED SCHOOLS PROJECT

Associated Schools Project Network (ASP net) teachers and students work together to develop innovative educational approaches and materials at all levels.

UNESCO Associated School Cooperation Council in Nepal was established in August 1995. The Council conducts programmes with a view to introduce the ideals of the ASP net to all schools in the country. It promotes international understanding, mutual cooperation, knowledge of the world’s problems, and respect for human rights through the study of different cultures and ways of life.

In the year 2000/2001, with the support from UNESCO/Kathmandu, the Council conducted several talk programmes, seminars and symposiums in Kathmandu. The programmes highlighted the following issues:

Literacy as the basis of Development,

The role of UNESCO Associated School Cooperation Council in Nepal,

The importance of UNESCO’s ideals

The role of the UN and UNESCO in building peace, Cultural heritage of Nepal and the role of teachers and schools in preservation work

A c t i v i t i e s

65

CLC INFORMATION & DOCUMENTATION CENTRE

Provides information and documentation support to respond to the information needs of the users, especially in education and culture for sharing of information to facilitate research works.

UNESCO Kathmandu Office’s DocumentationCentre was established in July 1998. In December 2002 it was transformed into CLC Information and Documentation Centre with a special focus on CLC development.

The Documentation centre has good linkages with documentation centres in UNESCO Headquarters, the UNESCO Institutes and field offices and organisations outside UN system. It has also established key contacts with the Government’s information service, UN agencies in Nepal, World Heritage Centre (WHC), UNESCO Principal Regional Office for Asia and the Pacific, UNESCO New Delhi and other relevant organisations.

The centre has an extensive database on educational and cultural matters in Nepal and networks at a national level with documentation centres of partner organisations in Nepal, including universities, government institutions and NGOs. A catalogue of the documentation centre has recently been launched in the website for the convenience of users.

UN Day:

The Documentation Centre successfully participated in the 57th UN Day on 24 October 2002 for the third time. On that occasion, the Centre displayed the photographs, posters and other materials on educational, cultural and other activities. Besides that, the Documentation Centre also distributed UNESCO/Kathmandu publications and brochures to the visitors.

Events and Activities

Book Fair:

For the fourth year in succession, UNESCO Kathmandu was represented at the annual Nepal Education & Book fair held in Kathmandu from 3 – 11 May. Wide range of UNESCO publications relating to both local and global programmes and issues were offered. Over 200 books were sold and free literature about UNESCO activities were made available to visitors. The Fair proved to be an effective way of distributing information and raising the profile of UNESCO amongst the educated youth of Nepal.

NDF (Nepal Development Forum):

The Documentation Centre successfully participated in the Development Exhibition during NDF from 4 - 7 February, 2002 at Birendra International Convention Centre.


Library Collection

The Documentation centre contains books and reports especially in education and culture, and includes more than 2000 printed documents and 50 audiovisual materials. In education the collection includes

o Early childhood education

o Girls education

o Women education

o Primary education

o Basic education

o Education for all

o Secondary education

o Vocational education

o Adult education

o Literacy centres, etc.

Recently established CLC Information and Documentation Centre with special collection on CLC.

In Culture, the collection includes World heritage and other relevant documents on heritage.

Computerized database of about 3000 titles.

The Documentation Centre is also rich in periodicals, newsletters and daily & weekly newspapers.

Audio-visual materials include CD-ROMs, Audio Cassettes and Video Cassettes.

Besides above mentioned subjects there are some books on Human rights, History, Arts and Architecture and other subjects too.

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UNESCO Website:

The UNESCO/Kathmandu office re-launched its website with a fresh and dynamic look. The site boasts a comprehensive database on all the ongoing and completed activities of the office. Further additions are the online catalogue of the documentation centre, video clips (MPEG) of the monument zones of the Kathmandu Valley World Heritage Site, notice board and a user-friendly structure.

Provides information and documentation services

Reference services

Referral services

Open access to the library collection

Photocopy service

Distribute and disseminate documents:

o UNESCO/Kathmandu publications, brochures and newsletters

o Documents and publications from UNESCO/HQs

o EFA materials; and Others

Services

Opening hour

9:00 A.M. to 5:00 P.M.

Monday to Friday

Except on UN holidays


Reactive Monitoring Mission to Lumbini, Birthplace of Lord BuddhaReport and Recommendations of an UNESCO Mission by: Dr. Robin Coningham and Mr Jean Francois Milou2000

Bringing Education to Girls in Remote Areas of NepalBy Dr. Yasuka Yamashita and Dr. Takashi Yamashita2000

UNESCO/Kathmandu’s PUBLICATIONS

Summary of Dakar Framework for Action (in Nepali) Translated from the English version2000

International Safeguarding Campaign for the Kathmandu Valley 1979-2001 Evaluation Report by: Giles Proctor, International Evaluator

Keshav Raj Jha, National Evaluator2001

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Community Learning Centre Manual (Nepali) In co-operation with Non-Formal Education Centre, MOES2002

World Heritage (in Nepali)Dr. Shaphalya Amatya 2002

Language Survey Report, NepalProf. S Toba, Dr. Novel K. Rai and Ms Ingrid Toba2002

Poetry BookLIZA Nepal Bhasa 2002

Protection of Educational Building against Earthquakes (A Manual for Designers and Builders)Adapted from its original versionIn co-operation with NSET-Nepal2002


Annual Reports – Annual reports of the Office was produced for the year 2000 and 2001Newsletters (2000-2002) - 6 Bi-annual newslettersOffice’s brochure in English and Japanese (1999)

Handbook for Non-Formal Adult Education Facilitators (in Nepali)Adapted and Translated from the English version2002

Gyanodaya6 bi-monthly bulletin for the promotion of CLCs in Nepal i n co-operation with NAFUCIN (National Federation of UNESCO Clubs in Nepal)2002

Heart of AsiaTranslated from its original English version2002

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PARTNERSHIPS / HUMAN RESOURCES / FINANCEUNESCO/KATHMANDU’S EMINENT PEOPLE

Estab l i shed wi th a v i ew to ob ta in adv i c e s , i d ea s and sugge s t i on s on UNESCO’s fu ture programme.

A 19-member group of “Eminent People” of Nepal was established with the initiation of Mr Yoshiaki Kitamura, UNESCO Representative to Nepal, in April 2000.

All the members are top-level Nepalese intellectuals and professionals in the field of competence of UNESCO. Two meetings were held in April and June 2000. The first meeting was an introductory meeting and the second meeting effectively established the institutionalization of the on-going consultation process between UNESCO/Kathmandu and the eminent personalities of Nepal. The second meeting focused on the Interim Report on the Task Force of UNESCO in the Twenty First Century. The participants reflected on UNESCO’s Medium Term Strategy Plan as well as on UNESCO’s two-year Plan (2002-2003).

U N E S C O Representative with E m i n e n t P e o p l e


Eminent People

Dr. Arzu Deuba,Dr. Dayananda Bajracharya, Dr. Harka Gurung, Dr. Ishwor Prashad Upadhaya, Mr Karna Shakya,Mr Keshav Mathema,Mr Keshav Raj Jha,Mr Kunda Dixit,Dr. Leela Devi KC, Dr. Mohan Man Sainju, Dr. Nirmal Prasad Pandey Mr Poshan Nath Nepal,Prof. Prem Raj Pant,Dr. Ratna Man Pradhan, Mrs Riddhi Pradhan,Dr. Shaphalya Amatya, Dr. Suresh Raj Sharma, Dr. Trailokya Nath Uprety.

VOLUNTEERS

1998 – 2000 NUNV (Culture) Ms Himalchuli Gurung

1999 – 2000 UNV (Information) Mr Bart Hoekx

1998 – 2000 UNV (Information) Mr Tetsu Yamamoto

1998 – 2001 UNV (Administration) Mr Yoshihiko Nishimura

1999 – 2001 NUNV (Culture) Ms Smita Shrestha

2000 – 2002 UNV (Culture) Mr Peter Laws

2001 – 2003 UNV (Administration) Ms Yuko Shibuya

2002 – 2005 JICA Volunteer (Education) Mr. Takahiro Hakozaki

MAXIMIZING HUMAN RESOURCES

The fruitful partnership between UNESCO/Kathmandu and United Nations Volunteers (UNV) continued in 2001. Over the years national and international UNV’s have brought a considerable range of expertise to the office. The appointment of UNVs alongside national specialists has proved to be a very effective way of adding capacity and competence to the field office with limited financial resources.

Furthermore internships have also been provided to bonafide local and international students to work alongside with office staff to get a hands-on experience on activities conducted by the office as well as share their expertise.

INTERNSHIP

1998 – 1999 (Information) Mr Kendra Baruwa

2000 – 2002 (Culture) Mr Alex Shrestha

2001 – 2002 (Education) Mr Bernard Worm

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Mr Yoshiaki KITAMURA UNESCO Representative to Nepal

Ms Himalchuli GURUNGNational Programme OfficerProgramme/Project [email protected]

Ms Bhagwan Ratna TULADHARNational Project Co-ordinatorEducation Unit

Mr Rohit PRADHANProgramme Officer, Education [email protected]

Mr Govind NEUPANEProgramme Officer, Education [email protected]

Ms Yuko SHIBUYAAdministrative [email protected]

Ms Sarina SHRESTHAAdministrative [email protected]

S TA F F M E M B E R S L I S T


Ms. Aarati GURUNGExecutive Secretary

Ms Neerana [email protected]

Mr Prasant MANANDHARSystem Engineer

Mr Deepak SHAHIDriver

Mr Dhan Bahadur TAMANGDriver

Ms Chanda SITAURACleaner

Ms Hari Kumari BKGardener

R E G U L A R P R O G A R M M E

FINANCE

Amount in US dollar

Education

199819992000200120022003

139,500

106,00038,900

32,00018,2008,000

Culture

199819992000200120022003

2,000 4,000

12,200

25,00020,000

15,000

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E X T R A B U D G E T A R Y

427,108

340,128

82,50062,000

2000200120022003

200020012002

25,51615,200

10,000

Culture

Other Sectors

19981999200020012002

8,000 30,002

213,11980,600

120,000

Education

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UNESCO Kathmandu OfficeP.O.Box 14391

Ring Road, BansbariKathmandu, Nepal

Tel. 977-1-374009, 374010Fax: 977-1-373004

Email: [email protected], [email protected]: www.unesco.org/kathmandu

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