1

Juan Ignacio Martínez de Morentin de Goñi

What is International Education? UNESCO Answers

Editorial

San Sebastian UNESCO Centre

2

Cover photo: UNESCO Headquarters (32nd General Conference). © San Sebastian UNESCO Centre (06/10/03) Original title: ¿Qué es la educación internacional? Responde la UNESCO Translation: Paul Feith This book is not an official document of UNESCO. © Juan Ignacio Martínez de Morentin de Goñi © UNESCO Training Centre-Florida Eskola © San Sebastian UNESCO Centre 1st edition: July 2004 ISBN 84-88737-66-1 D.L.: SS-1546/04 Printed in San Sebastian (Grupo Delta)

3

Index

Pag. Introduction .................................................... 5 I. Education for international understanding ....... 7 I.1. The first stage: education for international understanding .......................... 9 I.1.1. Evolution and development ........... 14

I.1.1.1. UNESCO´s international instruments........................................ 24

I.1.2. Towards a definition of education for international understanding 27 I.1.2.1. International cooperation, as a consequence of education for international understanding ............. 30

1.1.2.2. Peace, as a consequence of education for international understanding.................................... 34

II. The first stage of defining education for international understanding ................................. 37 II.1. Education for living in a world community .................................................... 37 II.1.1. The United Nations system .......... 45 II.2. Fundamental education ......................... 52 II.3. Human rights and fundamental liberties 56 III. International education for an international understanding �.��....................................... 67 III.1. The second stage .................................. 67 III.2. The objectives of international education .................................................... 86

III.2.1. The development of the human personality .............................................. 91 III.2.2. Human rights and fundamental liberties .................................................... 92

4

III.2.3. Understanding, tolerance and friendship between nations...................... 93

III.2.4. Promoting peace.......................... 94 III.3. Contents of international education ..... 94 III.4. What is international education ........... 96

5

Introduction UNESCO understands international education as a

process resulting from international understanding,

cooperation and peace .

This results from combining three

perspectives: the first, human rights -in a strict

sense- the second, fundamental liberties -stressing

its possibilities and requirements- and the third, the

United Nations system -understanding the way in

which it is committed to achieving peace.

International education is education for

international understanding. This understanding

must impregnate all of its educational system�s

actions and materials. It is not a separate course.

Instead, it must be present in all courses.

International education or education for

international understanding is the entire

programme, the motivation behind any teaching-

learning process.

6

This book explains ideas and models that

UNESCO has worked with in order to clarify what

it aims for in education.

This is seen through the resolutions of the

general conferences and the Executive Board

decisions of 1946 to 2004, which are UNESCO´s

framework in defining international education.

7

I

Education for international understanding

The year 1974 is the turning point for UNESCO´s

process in defining the concept of education for

international understanding.

The approval of the recommendation

concerning Education for International

Understanding, Co-operation and Peace and

Education relating to Human Rights and

Fundamental Freedoms -also known as the 1974

Recommendation- ordains and summarizes the

developments of the constitutional principles of

education oriented towards comprehension between

nations; in other words, education for international

understanding.

Then, a reflection is begun which would

8

conclude in 1995 with the approval of the

Integrated Framework of Action on Education for

Peace, Human Rights and Democracy1.

This Plan does not underscore the 1974

Recommendation: it is considered

as an instrument which continues to inspire the

implementation of education for peace, human

rights and democracy2.

The reflection on international education as

the heart of Unesco�s education programme3 does

1 UNESCO, Records of the General Conference. Volume 1. Resolutions, �Programme for 1996-1997. Major Programmes and Transdisciplinary Projects. Transdisciplinary projects and activities. Education for peace, human rights, democracy, international understanding and tolerance. Updating of the 1974 Recommendation on international education: Endorsement of the Declaration of the 44th session of the International Conference on Education and approval of the Draft Integrated Framework of Action on Education for Peace, Human Rights and Democracy. Annex II. Integrated Framework of Action on Education for Peace, Human Rights and Democracy�, resolution 28C/IV.5.41.II, Paris, 1995, pp. 63-67. 2 UNESCO, op. cit. in note 1, resolution 28C/IV.5.41.1, p. 62. 3 UNESCO, Records of the General Conference. Resolutions, �Annexes. Report of the Programme Commission. Appendix II. Report of sub-commission I concerning the future

9

not change, taking into consideration UNESCO´s

ethical, educational and intellectual mission4.

By 1947, the Executive Board was asking

itself if education, science and culture would help

in promoting and maintaining peace and security5.

I.1. The first stage: education for international understanding

With respect to education for international

understanding, it had become necessary to have a

document specifying content methods, resources

and activities.

These requests were discussed in the 1974

Recommendation.

Programme in the field of education. Other suggested priorities�, resolution 14C/B..II.Appendix II.17, Paris, 1966, p. 262. 4 UNESCO, op. cit. in note 2. 5 EXECUTIVE BOARD, Record of decisions (of the Executive Board at its second session, 1947), �Item 8 - Programme. I Part. General Projects and Activities. Fundamental Education�, decision 2EX/8.B.3.(a), Paris, April 15th, 1947, p. 4.

10

In this document motivations and objectives

are highlighted, and the Recommendation is a

result

of the responsibility incumbent on States to

achieve through education the aims set forth in

the Charter of the United Nations, the

Constitution of Unesco, the Universal

Declaration of Human Rights and the Geneva

Conventions for the Protection of Victims of War

of 12 August 1949, in order to promote

international understanding, co-operation and

peace and respect for human rights and

fundamental freedoms;

of the

responsibility which is incumbent on Unesco to

encourage and support in Member States any

activity designed to ensure the education of all

for the advancement of justice, freedom, human

rights and peace;

11

and of the wide disparity between proclaimed

ideals, declared intentions and the actual

situation6.

Moreover; the Recommendation defines

education for international understanding by stating

that

the terms �international understanding�, �co-

operation� and �peace� are to be considered as

an indivisible whole based on the principle of

friendly relations between peoples and States

having different social and political systems and

on the respect for human rights and

fundamental freedoms. In the text of this

recommendation, the different connotations of

these terms are sometimes gathered together in

a concise expression, �international education�.

The terms international education and peace 6 UNESCO, Records of the General Conference. Volume 1. Resolutions, �Recommendations. Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms�, resolution 18C/X.38, preface, Paris, 1974, p. 147.

12

that are used as synonyms for international

understanding form part of the indivisible whole,

and are united to create one objective for an

educational process which must be understood as

the entire process of social life by means of

which individuals and social groups learn to

develop consciously within, and for the benefit

of, the national and international communities,

the whole of their personal capacities, attitudes,

aptitudes and knowledge7.

However, international education was not

limited to achieving international cooperation and

peace or the combination of these terms in the

realm of teaching and learning aimed at reaching an

environment favouring respect, justice, liberty and

the reverence of nations and cultures.

Human rights and fundamental liberties, as

well as the United Nation�s actions were also

considered as topics in relation to international 7 UNESCO, op. cit. in note 6, �Significance of terms�, resolution 18C/X.38.1.(a), p. 148.

13

education, and thus recommended as elements

worth adjoining to this sphere.

According to the 1974 Recommendation,

the �human rights� and �fundamental

freedoms� are those defined in the United

Nations Charter, the Universal Declaration of

Human Rights and the International Covenants

on Economic, Social and Cultural Rights, and

on Civil and Political Rights8.

This Recommendation can be considered as

a synthesis of the operative guide to the UNESCO

constitutional mandate on international education

material.

Years after the proclamation, what was the

precursor on education for international

understanding would be known as the

Recommendation on International Education9.

8 UNESCO, op. cit. in note 7, resolution 18C/X.38.1.(c). 9 UNESCO, Records of the General Conference. Volume 1. Resolutions, �Programme for 1994-1995. Major Programme

14

I.1.1. Evolution and development

Three times throughout its history -until 2003- a

General Conference had forgotten to refer to

international understanding as a result of a genuine

educational process.

This is a recurring concept that even

summarizes UNESCO´s ultimate aim as expressed

in its Constitution�s preamble:

that since wars begin in the minds of men, it is

in the minds of men that the defences of peace

must be constructed10.

The Executive Board immediately assumes

this by dedicating a section on education for

international understanding in a document from

Areas. Social and human sciences: contribution to development, peace, human rights and democracy. 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms�, resolution 27C/III.5.7, Paris, 1993, p. 63. 10 UNESCO, Constitution, preface.

15

their second session.

This decision takes the International Studies

Centres into consideration, and establishes that they

must continue to form part of the �Education for

International Understanding� project11.

The Executive Board would go on to

confirm that education for international

understanding is part of UNESCO´s identity.

The Executive Board would compel the

UNESCO action on educational material in Japan

to have the same educational perspective of

UNESCO, and that it be explicitly noted12.

Months later, the Executive Board would

again highlight that the methods used to reach

peace are supported by education for international

understanding.

Furthermore, the Executive Board would 11 EXECUTIVE BOARD, op. cit. in note 5, �Education for International Understanding� decision 2EX/8.C. Note 1. 12 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its nineteenth session from 13 to 25 February 1950, �Programme. Programme to be submitted to the fifth session of the General Conference. Draft resolution regarding Unesco's activities in Japan in 1951�, decision 19EX/5.I.5.(e), Paris, 2 March 1950, p. 3.

16

express that it is convinced that the UNESCO

methods also serve the United Nations system�s

objectives for peace13.

In this same line, in 1951, the Executive

Board would approve a settlement in relation to

education for international understanding14.

And in 1952, it

recommends that Member States, and

accredited Non-Governmental Organizations

make more specific use of the facilities and

machinery available in Unesco for the planning

and administration of international fellowships

and Exchange of Persons Programme, which

include, inter alia, [...] advisory services for the

assistance of governments in determining the

13 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its twenty-third session, 26 August to 2 September 1950), �Contribution of Unesco to the action of the United Nations and specialized agencies following the aggression against Korea�, 23EX/4.A.I, Paris, 8 September 1950, p. 4. 14 EXECUTIVE BOARD, op. cit. in note 13, �Programme for 1951: Execution of resolution 9.112 adopted by the fifth session of the General Conference. Education. Education for International Understanding�, decision 23EX/8.I.3, p. 9.

17

effectiveness of international training schemes

as a means of technical instruction and

promotion of international understanding15.

Always in line with the earlier desire

to prepare for consideration at the 1948

Conference a draft convention under the term of

which the Member States may agree, within the

limitations and powers of their respective

constitutional and legal provisions regarding

the control and administration of education to

direct the programmes of their respective

educational systems at all levels to the end of

international peace and security16,

15 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its thirtieth session, 26 May-6 June 1952, �Other Programme questions. Exchange of Persons. Report by the Bureau on the Exchange of Persons Programme�, decision 30EX/7.5.2.�(5.(f), Paris, 4 July 1952, p. 6. 16 UNESCO, Resolutions adopted by the General Conference during its second session, �Resolutions adopted on the report of the Programme and Budget Commission. The Programme of Unesco in 1948. Chapter 3. - Education�, resolution 2C/VIII.A.3.13.1, Paris, 1947, p. 21.

18

by 1947 UNESCO would already have requested it,

and in 1948 would again insist on it.17

The next time the topic is approached, they

would no longer be discussing a Convention, but

instead a regulation on education for international

understanding, cooperation and peace:

The General Conference, [�] considers it

desirable that an international instrument

should be drawn up for this purpose; Decides

that this instrument: should take the form of a

recommendation to Member States within the

meaning of Article IV, paragraph 4, of the

Constitution; should also cover education

relating to human rights and fundamental

freedoms18.

17 UNESCO, Records of the General Conference. Resolutions, �Resolutions adopted on the report of the Programme and Budget Commission. The Programme of Unesco: Chapter 2. - Education. Schools and Youth�, resolution 3C/IX.2.514, Paris, 1948, p. 19. 18 UNESCO, Records of the General Conference. Volume 1. Resolutions, Recommendations, �Programme. Resolutions concerning the programme for 1973-74 and Recommendations concerning future programme. Education. Curriculum, structures and methods of education. Curricula

19

However, they hoped that it would

influence the States´ legislations and practical

educational procedures.

Yet, it would be necessary to look further

into

education for peace and international

understanding; aims, programmes and

methods19,

so that the same does not happen as was reported to

have occurred in the Report of the International

Commission on the Development of Education and

comments by the Director-General:

the Commission did not deal in depth with

education for international understanding and and structures�, resolution 17C/II.1.222.1.2.(a) and (b), Paris, 1972, p. 24. 19 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its 90th session (Paris, 25 September to 21 November 1972), �Methods of work of the Organization. Report of the Executive Board�s Special Committee: Topics to be studied in depth in the printed Report of he Director-General (1972). General�, decision 90EX/3.1.3.(c).(iv), Paris, 21 December 1972, p. 7.

20

peace and the contribution of education to the

struggle against racialism and all forms of

discrimination20.

This preoccupation for the excellence of

education for international understanding had

already been manifested by the Executive Board

some time back.

Specially back in 1961 when the Executive

Board is said to have been

Mindful of resolution 1 .153 adopted by the

General Conference of Unesco at its eleventh

session in which the opinion was expressed

�that a suitable upbringing imbued with a spirit

of tolerance and objectivity, can effectively help

to eradicate those factors which oppose the

establishment of genuine and lasting

international understanding�, [�]

20 EXECUTIVE BOARD, op. cit. in note 19, �Execution of the Programme. Education. Report of the International Commission on the Development of Education, and comments by the Director-General�, decision 90EX/4.1.1.II.(e), p. 10.

21

Urges Member States to encourage by every

appropriate means, the improvement of

textbooks and teaching materials in use at all

levels of education in their countries to embody

a spirit of tolerance and objectivity21.

In this same manner a year later, another

decision was adopted by the Executive Board

claiming

that in the absence of adequate educational

facilities no nation can make its full

contribution to the cause of international

understanding and world peace to which

Unesco is dedicated22.

21 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its sixtieth session (Paris, 25 October - 29 November 1961), �Report of the working party established in pursuance of decision 56 EX/8.1.1 to assess the results of Unesco�s Programme with special reference to its contribution to international understanding and peaceful co-operation�, decision 60EX/6, Paris, 22 December 1961, p. 4. 22 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its sixty-second session (Paris and Istanbul, 27 August-12 September 1962), �Proposed Programme and Budget for 1963-1964. Consideration of the Proposed Programme and Budget for 1963-1964 and

22

And again in 1963 when the Executive

Board, besides being convinced that a strong

priority must be placed in promoting human rights

and international understanding in educational

programmes, it

considers it necessary to bear in mind the

importance of the content of education

including the following fields of educational

activity: (a) the combating of all forms of

discrimination in education; (b) the

dissemination among young people of the ideals

of peace, friendship and mutual understanding

between peoples23.

Finally, and the most relevant with respect o preparation of comments of the Executive Board thereon. Part II - Programme operations and services. Chapter 1 � Education�, decision 62EX/5.1.3.1, Paris, 12 October 1962, p. 8. 23 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its sixty-sixth session (Paris, 25 September-29 October 1963), �Proposed Programme and Budget for 1965-1966. Consideration of the Summary Preliminary Draft Programme and Budget for 1965-1966. Education. Priority accorded to education�, decision 66EX/5.1.5.II, Paris, 12 November 1963, p. 23.

23

raising the levels of education for international

understanding, is the 1970 decision.

The Executive Board laments that the Director-General has not included in the

1971-1972 biennium a proposal for an

international conference of government experts

for the elaboration of such an instrument to be

submitted to the General Conference.

And raises

the attention of the General Conference to the

problem of the credibility of education for

international understanding and peace in a

world which provides young people with the

daily spectacle of violence24.

24 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its 84th session (Paris, 4 May-19 June 1970), �Examination of the Draft Programme and Budget for 1971-1972 and recommendations thereon by the Executive Board. Report of the Finance and Administrative Commission on its study of the financial and administrative aspects of document 16C/5. The programme. Unesco�s contribution to peace�, decision 84EX/5.2.A.IV.(a).8, Paris, 18 July 1970, p. 22.

24

I.1.1.1. UNESCO´s international instruments

Throughout its history, UNESCO has approved

twenty-two normative texts and international

instruments in relation to education.

Not all of them directly focus on education

for international understanding, but they can not be

separated from UNESCO´s fundamental

motivation: assure universal and equal access to

education, to facilitate research of the objective

truth and promote the free exchange of ideas and

knowledge.

There are a total of twelve conventions,

seven recommendations of action specific to the

material and three declarations of principles.

All of these aim at upholding human rights,

peace, respect towards people, nations and cultures,

and to uphold education, science and culture as the

means to implementing a just society that is free

and democratic.

This doctrine specifically reserves a space

for education for international understanding: three

25

standardized texts that express UNESCO´s

thoughts in this subject and that also attempt to

create operative links to enable them.

This is present in the first approved

international instrument, and also in the preamble

where the signatory states manifested

convinced that in facilitating the international

circulation of visual and auditory materials of

an educational, scientific and cultural

character, the free flow of ideas by word and

image will be promoted and the mutual

understanding of peoples thereby encouraged,

in conformity with the aims of the United

Nations Educational, Scientific and Cultural

Organization25.

Thus, one of the foundations of education

25 UNESCO, op. cit. in note 17, �Miscellaneous resolutions. Agreement to facilitate the international circulation of visual and auditory materials of an educational, scientific and cultural character. Draft agreement for facilitating the international circulation of visual and auditory materials of an educational, scientific and cultural character�, resolution 3C/XIV.5, p. 114.

26

for international understanding is to enable the

dissemination of ideas.

This foundation, besides specifying how

international understanding must be understood, is

an element that UNESCO wishes to implement by

way of agreements that favour effective

development, since

the free exchange of ideas and knowledge and,

in general, the widest possible dissemination of

the diverse forms of self-expression used by

civilizations are vitally important both for

intellectual progress and international

understanding, and consequently for the

maintenance of world peace26.

Furthermore, to educate and be educated in

international understanding, the exchange of

publications must also be shared in solidarity, since

26 UNESCO, Records of the General Conference. Resolutions, �Appendix agreement on the importation of educational, scientific and cultural materials�, resolution 5C/Appendix. Preamble, Paris 1950, p. 140.

27

development of the international exchange of

publications is essential to the free exchange of

ideas and knowledge among the peoples of the

world27.

I.1.2. Towards a definition of education for international understanding

The first stage of an approximate definition of

education for international understanding is

characterized by the attempts at finding ways to

limit its meaning; by efforts to show the

consequences of international understanding; and

by determining the elements that would favour a

spirit of international understanding.

Within this context, it is useful to place

some of the Executive Board´s first stage

interventions.

27 UNESCO, Records of the General Conference. Resolutions, �Conventions and recommendation adopted by the General Conference. Convention concerning the International Exchange of Publications�, resolution 10C/B.I.preamble, Paris, 1958, p. 87.

28

These interventions vary from proposals

that favour teaching the United Nations

principles28, to highlighting

the importance, for peace and international

understanding, of regional activities in

education, science and culture29,

including such specific decisions such as the

criteria kept in mind when awarding prizes for

work in literacy campaigns: contribution to the

28 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its thirty-fourth session (Paris, 8-15 June 1953), �External relations. Relations with International Governmental Organizations. Report on the first meeting of the Joint Committee on Co-ordination of Unesco and the Organization of American States. The Executive Board has the following comments to make on the remaining proposals: Education in the principles of the United Nations�, decision 34EX/8.3.1.VI.19, Paris, 30 June 1953, p. 10. 29 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its seventy-seventh session (Paris, 9 October-4 November 1967), �Preparation of the Draft Programme and Budget for 1969-1970. Director-General�s proposals concerning a concrete plan of activity to reinforce the contribution of the Organization to peace, international co-operation and security of peoples through education, science and culture�, decision 77EX/5.2.4, Paris, 17 November 1967, p. 25.

29

appreciation of other cultures and to international

understanding30.

The 1974 Recommendation -which would

be the last of this stage- would unite the

fluctuations, intuitions and antecedents by

establishing an authoritative doctrine.

In any case, this doctrine is based on the

necessity to disseminate the best methods of

developing mutual international understanding31,

which twenty-eight years previous to this UNESCO

would tried to establish the idea that the

Organization should orientate its educational

process towards an international understanding.

30 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its 83rd session (Paris, 15 September-10 October 1969), �Annexe. General rules to govern prizes awarded for meritorious work in literacy. Criteria for award of prizes�, decision 83EX/4.2.6.Annexe.6.(b).(vii), Paris, 6 December 1969, p. 16. 31 UNESCO, General Conference, �Summary Records of the six Programme Sub-Commissions. Sub-Commission on Education. Second meeting. Group I. The panel on fundamental education. Enquiry concerning education as a means of fostering international understanding�, resolution 1C/(a).II.I.1, Paris, 1946, p. 161.

30

I.1.2.1. International cooperation as a consequence of education for international understanding

In the first stage of an approximate definition of

education for international understanding,

international cooperation is established as a

consequence of it.

International cooperation is definitely a

result of education, but it is also a sense of a future,

as must be articulated by the States, with the aim of

avoiding war32.

Education is to accept new realities; to

achieve a better understanding of UNESCO´s

objectives, ideals and efforts33 in relation to the

promotion of international understanding and

cooperation. Thus,

32 UNESCO, op. cit. in note 31, �Plenary meetings. Second plenary meeting. Report and general discussion on the work of the preparatory commission�, resolution 1C/9, p. 24. 33 UNESCO, op. cit. in note 18, �Programme Resolutions concerning the programme for 1973-74 and Recommendations concerning future Programmes. Communication. Public information and promotion of international understanding�, resolution 17C/II.4.301, p. 74.

31

in education, UNESCO will act as a centre for

the exchange and dissemination of ideas and

practices, in order to encourage the growth of

effective systems of education

and that nations learn to understand one another34.

For this:

In primary and secondary schools, every effort

should be made, both in teaching and in

framing programmes of study, to avoid

inculcating by word or implication the belief

that, lands, peoples and customs other than

one�s own are necessarily inferior, or are

otherwise unworthy of understanding and

sympathy35.

Thus, in 1962,

34 UNESCO, Records of the General Conference. Resolutions, �Resolutions adopted on the report of the Programme and Budget Commission: First Part: Code of Policies�, resolution 4C/II.1.VI, Paris, 1949, p. 10. 35 UNESCO, op. cit. in note 34, �Second Part: The Programme of Unesco in 1950. Education. Recommendations to the Director-General. Principles concerning Education�, resolution 4C/II.2.841, p.19.

32

urges Member States, with this development in

mind, to expand their programmes of activities

for young people, based on the pursuit of truth,

understanding and objectivity, as one of the best

means of promoting the ideals of peace, mutual

respect and understanding between peoples and

of fostering exchanges between young people of

different countries, whatever their social and

economic systems, so that the spirit of peace

and friendship may be spread among young

people36.

This, in definitive, is international

cooperation.

In the late fifties it would figure along with

the concepts of peace and international security as

hermeneutic for education for international

understanding and as indivisible for understanding

the meaning of this education.

36 UNESCO, Records of the General Conference. Resolutions, �Programme and Budget for 1963-1964. Education. International co-operation for the study and advancement of education. Education for international understanding�, resolution 12C/II.1.143.4, Paris, 1962, p. 13.

33

International cooperation is a sign of peace,

and is, as well, pacifying and pacific.

But,

Member States are invited to promote and

support studies concerning the problem, and the

ways and means, of strengthening peaceful co-

operation between nations37. [And] The

Director-General is authorized: [�] To

participate, at the request of Member States, in

the planning and execution of programmes in

Member States for international understanding

and peaceful cooperation38.

The United Nations system is a possible

solution for developing education for international

understanding, and its teachings are a necessary

element in leading the educational process:

37 UNESCO, op. cit. in note 27, �Programme and Budget for 1959-60. Social Sciences. Promotion of International Understanding and Peaceful Co-operation�, resolution 10C/II.3.51, p. 28. 38 UNESCO, op. cit. in note 37, resolution 10C/II.3.52.(b).

34

The organs of international co-operation have

sufficiently developed to make a study of them

by the methods of Social Science worth while. A

better understanding of the present techniques

of co-operation is bound to increase their

effectiveness39.

I.1.2.2. Peace as a consequence of education for international understanding

If the consequence of education for international

understanding is cooperation between nations, the

ultimate result would be peace.

If this is to be realized, peace must have

impregnated the entire process; it is equally true

that an educational programme is sine qua non for

peace to be an everlasting base within the wide

concept of justice. 39 UNESCO, op. cit. in note 26, �Resolutions adopted on the report of the Programme and Budget Commission and of the Joint Commission-Programme and Budget, Official and external Relations. Second Part : Preamble. Social Sciences. Studies of International Co-operation�, resolution 5C/II.C.3, p. 19.

35

This is a concept whose understanding is

approached through a conscientious assimilation of

principles and criteria already expressed in texts

and activities, such as the Universal Declaration of

Human Rights, the United Nations system and

UNESCO´s international conferences and

resolutions.

Attaining peace can be approached by

education for international understanding:

The freedom of thought, the free circulation of

ideas, their free flow to all parts of the world,

the distribution of the varied riches of human

knowledge across the frontiers, among all the

nations of our orbit, are probably the

indispensable conditions for mutual

understanding between men; and this mutual

understanding, we know, is the basis of peace40.

40 UNESCO, op. cit. in note 32, �Authorisation of the executive secretary and his staff to perform the function of the director-general, acting as secretary general of the conference, and of the secretariat, pending the appointment of the Director-General�, resolution 1C/8, p. 19.

36

International understanding and peace are

inseparable terms that must be present in any

teaching-learning process.

For this to occur,

the General Conference [�] Urges Member

States to encourage the teaching in schools of

points of view which are not prejudicial to

relations with other nations or harmful to that

understanding between peoples which is

essential to the establishment of a real and

lasting peace; and to discourage the teaching of

inflammatory political points of view41.

41 UNESCO, op. cit. in note 27, �Special Services for the Advancement of Education�, resolution 10C/II.1.31, p. 16.

37

II

The first stage of defining education for international

understanding II.1. Education for living in a world community

The concept of education for living in a world

community is closely related to education for

international understanding.

In 1953, the Executive Board stated that the

Expert Committee to Study the Principles and

Methods of Education for Living in a World

Community

will be invited to address itself to the problem,

as such, of the principles and methods of

education for living in a world community. This

38

will involve consideration, in terms of basic

principles of both formal and popular

education, of what should be done by schools,

universities and through media of general

culture from museums to the radio and

television, in the promotion of international

understanding and co-operation1.

In the following reunion of the same year,

the same close relationship is found between

education for international understanding and for

living in a world community.

The committee�s proposals -approved by

the Executive Board- are proposals that share the

principle that education is either international, or

not education at all.

From this it is inferred that the elements of

international education be present when

1 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its thirty-third session (Paris, 8-18 April 1953), �Annex. Terms of reference of the Expert Committee to Study the Principles and Methods of Education for Living in a World Community�, decision 33EX/Annex.9, Paris, 7 May 1953, p. 17.

39

The Executive Board takes note with great

interest of the report of the Expert Committee

on Education for Living in a World Community

[�] , Approves the measures proposed by the

Director-General to give effect to certain of the

recommendations of the Expert Committee as

follows: (i) Organization of a European

Regional Conference on Education for Living in

a World Community. [�]; (ii) Preparations in

1954 for seminar to be held in 1955 on

�preparation for understanding current events

and contemporary problems in schools and

teacher training institutions�: [�] (iii)

Publication of a leaflet on Technical Assistance

as the first of a series of �information files� for

teachers on the main world problems that the

United Nations and the Specialized Agencies

are trying to solve2.

2 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its thirty-sixth session (Paris, 30 November-9 December 1953), �Execution of the Programme. Education. Education for Living in a World Community: report on meeting of experts held at Unesco House from 15 to 25 July 1953�, decision 36EX/5.1.4, Paris, 24 December 1953, pp. 4-5.

40

In this particular line of education, one of

the priorities of the years 1953 and 1954 would be

education for living in a world community, with

reference to young children, children in school,

young people in and out of school, and adults3.

That is why

Member States are invited, through their

National Commissions or otherwise to set up

national committees on education for living in a

world community and to stimulate the interest in

this subject of appropriate non-governmental

organizations with a view to advising Unesco

on principles and methods in this field4.

Also, 3 UNESCO, Records of the General Conference. Resolutions, �Annex I : Reports of the Working Parties. Future Programme and Development of Unesco (PRG/39). Education. Priorities�, resolution 7C/II.5, Paris, 1952, p. 68. 4 UNESCO, op. cit. in note 3, �Programme resolutions. 1953-54 Programme. Education. Education for Living in a World Community. International Advisory Committee�, resolution 7C/II.1.311, p. 20.

41

the Director-General is authorized to conduct

an enquiry into the principles and methods of

education for living in a world community, and

to this end, to organize or to arrange by

contract for the organization of regional

consultative conferences5.

This committee is proceeded by the creation

of a workgroup in 1951 whose mandate consisted

of formulating an educational programme for the

development of international citizenship.6

They were after a Recommendation that

highlighted the importance of an education for

international citizenship7 and one that would also

specify its principles and methods.

5 UNESCO, op. cit. in note 4, resolution 7C/II.1.312. 6 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its twenty-eighth session, Paris, 23 October-1 November 1951), �Other Questions. Creation of a Working Party to draft a programme of education al citizenship�, decision 28EX/10.3, Paris, 15 November 1951, p. 28. 7 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its twenty-ninth session (Paris, 13 March-7 April 1952), �Execution of the Programme for 1952. Education. Education for the World Community: report of the Working Party of the Executive Board and observations of

42

Later on, it would be researched by an

expert committee (alluded to above) and then

approved.

It was ratified -also in 1953- stating that

the Executive Board approved the terms of

reference of the Expert Committee as shown at

Annex I to this report8.

Regarding the close relationship between

one form of education and another, the 1951

General Conference discussed fundamental

elements of international education that they also

considered as part of the education for national and

international citizenship.

Member States are invited: To take the

necessary educational measures to make

the Director-General on the report�, decision 29EX/7.2.1, Paris, 8 May 1952, p. 4. 8 EXECUTIVE BOARD, op. cit. in note 1, �Programme questions. Education. Terms of reference of the Expert Committee to study the principles and methods of education for living in a world community�, decision 33EX/8.1.3, Paris, 7 May 1953, p. 7.

43

children and adults familiar with the aims and

activities of the United Nations and its

Specialized Agencies, and in general to

introduce into all elementary and secondary

schools education for citizenship both from the

national and international standpoints9;

The Director-General is authorized: To

organize a seminar for primary and secondary

school teachers and for members of the staff of

training colleges of all levels, on the

development of active methods for education in

world citizenship, especially in relation to the

principles of the Universal Declaration of

Human Rights10.

Also in line with the education for living 9 UNESCO, Records of the General Conference. Resolutions, �Resolutions adopted on the report of the Programme Commission and of the Joint Commission - Programme, Official and External Relations. Second part: The Programme for 1952. Education. Education for international understanding. Teaching about the United Nations and the specialized agencies�, resolution 6C/II.1.321, Paris, 1951, p. 20. 10 UNESCO, op. cit. in note 9, �Education and human rights�, resolution 6C/II.1.332.

44

in a world community, some ideas were suggested

that never prospered:

The Executive Board Noting the report on

existing international schools and possibilities

of establishing an international school in Paris,

[�] Believing that such a school for the

children of Unesco staff members together with

other children of different nationalities would

constitute a valuable experiment in education

for living in a world community, as well as

fulfilling a real need felt by international civil

servants in Paris, Invites the Director-General

to pursue his study of the project, in

consultation when necessary with the

appropriate authorities and persons, and to

prepare a detailed proposal for consideration

by the General Conference at its eighth session,

Decides to place the consideration of this

proposal on the agenda of the eighth session,

Declares its readiness to recommend to the

General Conference that up to one-half of the

necessary initial funds be advanced as a loan

45

from the Working Capital Fund, should no other

method of financing prove possible11.

II.1.1. The United Nations system

Teaching-learning about the United Nations system

and the Specialized Agencies was the first resource

used to drive UNESCO´s constitutional decision to

establish peace by way of education for

international understanding.

Teaching-learning about the United Nations

is a defining component of international education.

For this reason,

Member States are invited: To take all

necessary steps, or to continue whatever they

may have undertaken, in order to make children

and adults familiar with the principles 11 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its thirty-seventh session (Paris, 10 March-9 April 1954), �Draft Programme and Budget estimates for 1955-56. Proposal to establish an international school for the children of Unesco staff members�, decision 37EX/5.3, Paris, 29 April 1954, pp. 3-4.

46

contained in the Universal Declaration of

Human Rights and with the United Nations

systems12.

Accordingly,

the Director-General is authorized: [�] To

contribute, on the basis of the same principles,

to the development of teaching about the United

Nations and the Specialized Agencies13;

To associate the World Federation of United

Nations Associations with Unesco�s programme

of teaching about the United Nations system by

giving to it financial assistance for the

organization of courses and seminars on

methods of teaching about the system of the

12 UNESCO, Records of the General Conference. Resolutions, �Resolutions adopted on the report of the Programme and Budget Commission and of the Joint Commission-Programme and budget, official and external relations: Fourth Part: The Programme for 1951: Education. Education for international understanding. Teaching about the United Nations and the Specialized Agencies�, resolution 5C/II.1.351, Paris, 1950, p. 36. 13 UNESCO, op. cit. in note 12, resolution 5C/II.1.354.

47

United Nations in schools14.

Education about the United Nations is a

strongly qualified method for favouring education

for international understanding.

Furthermore, as has been shown, it is an

opinion that has always been defended by

UNESCO:

The Director-General is instructed: To confine

the Enquiry on Education for International

Understanding during 1948 to teaching

regarding the United Nations and its

Specialized Agencies, and to carry on this work

in close co-operation with the United Nations

and other Specialized Agencies15.

From which we can conclude that education

14 UNESCO, op. cit. in note 13, resolution 5C/II.1.355. 15 UNESCO, Resolutions adopted by the General Conference during its second session, �Resolutions adopted on the report of the Programme and Budget Commission. The Programme of Unesco in 1948. Chapter 3 - Education. Teaching of International Understanding in Schools�, resolution 2C/VIII.A.3.8.1.1, Paris, 1947, p. 20.

48

on the United Nations and the Specialized

Agencies will promote commitments to achieve

well-being, justice and liberty, all of which

coincide with the expected results of education for

international understanding.

Moving beyond the known value of this

resource, there are still other ways to succeed in

achieving the educational process:

The Director-General is authorized: To

continue studies on the means of using the

social life and spontaneous activities of young

people in education for international

understanding16.

The youth are a privileged target for

education for international understanding.

The 1968 General Conference would decide

to undertake new activities for and with youth,

in order: [�] to secure the more active

16 UNESCO, op. cit. in note 12, �Youth Movements and Children�s Communities�, resolution 5C/II.1.361.

49

participation, national and international, of

youth in Unesco�s work and in the promotion of

its ideals; 2. Accordingly, authorizes the

Director-General, in 1969-1970: [�] (b) to

undertake activities calculated to encourage

young people to help in finding solutions, national and international, to their own

problems; (c) to start activities to promote

young people�s participation in development at

national and international level and encourage

their education in the spirit of peace and

international understanding; [�] (f) to

encourage exchanges of ideas among young

people and discussion between them and adults

on national or international problems that are

within the Organization�s purview; (g) to

associate the young as far as possible with

Unesco�s activities, both in their planning and

in their execution; [�] 3. Invites the Director-

General to endeavour to enlarge the scope of

Unesco�s work for youth in particular by: (a)

co-ordinating more closely, in policy and

purpose, the work of the various sectors of the

Secretariat concerned with youth; (b) co-

50

ordinating Unesco�s work in this sphere with

the corresponding activities of other United Nations organizations; (c) intensifying Unesco�s

activities in this domain by increased co-

operation with National Commissions and

appropriate non-governmental organizations

and especially by assisting youth committees

established by National Commissions17.

If the United Nations Declaration

concerning the Promotion among Youth of the

Ideals of Peace, Mutual Respect and

Understanding between Peoples, which is

approved in 1965 by the United Nations General

Assembly, is to be diffused and applied as

UNESCO suggests, it is worth ensuring that this be

done under the context of education for

international understanding.

It is then easy to establish that the

international instruments that constitute the 17 UNESCO, Records of the General Conference. Resolutions, �Programme and budget for 1969-1970. Education. Out-of-school education. Youth activities�, resolution 15C/II.1.311, Paris, 1968, pp. 26-27.

51

framework of the educational process for

international understanding should also follow the

Declaration concerning the Promotion among

Youth of the Ideals of Peace, Mutual Respect and

Understanding between Peoples.

Something similar must also be said with

respect to youth sports, travel and exchanges.

If it is true that the youth are a privileged

targets for the methods of achieving international

understanding, they must also be included as

defining elements of this type of education because

of the importance place on youth training and

education.

It is worth noting that in this first stage of

defining what education for international

understanding is, sport, travel, exchanges, human

rights, teachings on the United Nations and the

international instruments are elements that are to be

included in this education.

This must be why

the Director-General is authorized, in

52

collaboration with Member States and

appropriate international non-governmental

organizations, to take practical measures,

including the award of travel grants, to promote

and develop the exchange of young people for

purposes of education and international

understanding18.

II.2. Fundamental education

In 1956 UNESCO would establish that

fundamental education aims to help people who

have not obtained such help from established

educational institutions to understand the

problems of their environment and their rights

and duties as citizens and individuals, to

acquire a body of knowledge and skill for the

progressive improvement of their living

18 UNESCO, General Conference. Resolutions, �Programme of Unesco for 1955-56. Education. Exchange of Persons. Exchange of young people. Exchange of young people�, resolution 8C/IV.1.6.331, Paris, 1954, p. 41.

53

conditions and to participate more effectively in

the economic and social development of their

community. Fundamental education seeks, with

due regard for religious beliefs, to develop

moral values and a sense of the solidarity of

mankind. �While the object of the school is to

educate children, and while �further education�

continues the education previously acquired in

schools, fundamental education is designed to

supplement an incomplete school system in

economically underdeveloped areas both rural

and urban19.

In this presentation of fundamental

education there is no explicit reference to education

for international understanding.

But it is still important to highlight its close

relationship.

These moral values and human solidarity

that fundamental education attempts to develop are

19 UNESCO, General Conference. Resolutions, �Annexes. Report of the Programme Commission. Education�, resolution 9C/Anexos.A.1.6, Paris, 1956, p. 90.

54

also basic aims of the educational process for

international education.

If education for international understanding

is fundamental for UNESCO, and that

Fundamental Education is to be at the heart of the

work of Unesco20, we must recognize that the latter

is meaningless without the former.

Thus, it is obvious when the 1951 General

Conference, which clearly favoured fundamental

education as a UNESCO aim,

approves the project for a world network of

international fundamental education centres,

designed to remedy this crucial malady of

ignorance21.

The centres´ initiative for fundamental

education was stimulated by UNESCO after

approval of a pilot programme on fundamental

20 UNESCO, op. cit. in note 9, �Miscellaneous Resolutions. Establishment of a world network of international fundamental education centres�, resolution 6C/II.9.31, p. 33. 21 UNESCO, op. cit. in note 20, resolution 6C/II.9.321, p. 34.

55

education22.

In 1955, the project was transformed into

authorization from the Executive Board to the

Director-General to cooperate with the Indian

government in establishing a national centre for

fundamental education23.

In 1956, help for materials on fundamental

education24 was extended to the centre in Korea

(KORFEC)25 and authorization was given to Sudan

22 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its sixth session (Unesco House, Paris, from 12 to 15 February 1948), �Questions concerning the Programme for 1948. Report of the Programme Committee�, decision 6EX/10.10.(a).2, Paris, 1948, p. 4. 23 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its forty-second session (Paris, 9-26 November 1955), �Execution of the Programme for 1955-56. Location of certain planned projects�, decision 42EX/8.1.(b), Paris, 15 December 1955, p. 8. 24 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its forty-third session (Madrid, 9-19 April 1956), �Financial questions. Proposed transfers within the 1956 budget�, decision 43EX/9.1.(b), Paris, 18 May 1956, p. 16. 25 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its forty-fifth session (New Delhi, 31 October-3 December 1956), �Financial questions. Proposed transfers within the 1956 budget and appropriation of donations�, decision 45EX/10.1.IV, Paris, 7 January 1957, p. 13.

56

to participate in the Arab States Fundamental

Education Centre26.

II.3. Human rights and fundamental liberties

Two stages can be established before 1974 on the

treatment of human rights and fundamental liberties

in education for international understanding, this

being the year when the Recommendation

concerning Education for International

Understanding, Co-operation and Peace and

Education relating to Human Rights and

Fundamental Freedoms was approved, which

claimed

�Human rights� and �fundamental freedoms�

are those defined in the United Nations Charter,

the Universal Declaration of Human Rights and 26 EXECUTIVE BOARD, op. cit. in note 24, �Other questions. Request from the Sudan Government for the admission of two Sudanese students to the Arab States Fundamental Education Centre (ASFEC)�, decision 43EX/11.1, p. 17.

57

the International Covenants on Economic,

Social and Cultural Rights, and on Civil and

Political Rights27.

The first stage -which ends in 1948 with the

approval of the Universal Declaration of Human

Rights by the United Nations General Assembly

assisted in raising the relevance of uniting

education for international understanding with

education on human rights.

First, the Constitution declares:

The purpose of the Organization is to contribute

to peace and security by promoting

collaboration among the nations through

education, science and culture in order to

further universal respect for justice, for the rule

of law and for the human rights and

fundamental freedoms which are affirmed for 27 UNESCO, Records of the General Conference. Volume 1. Resolutions, �Recommendations. Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms. Significance of terms�, resolution 18C/X.38.I.1.(c), Paris, 1974, p. 148.

58

the peoples of the world, without distinction of

race, sex, language or religion, by the Charter

of the United Nations28.

With this in mind, it is worth noting the

declaration of a delegate referring to UNESCO in

the 1946 General Conference:

The Government of the Peoples� Federative

Republic of Yugoslavia realised the possibilities

such an organisation offered to all nations

which had defeated the greatest enemies of

humanity -German and Italian Fascism and

Japanese Imperialism- and had fought for the

fundamental right of peoples and individuals to

a free and independent life. It realises that the

organisation will make loyal and effective co-

operation in the cultural field likely and will

thus contribute to the establishment and

strengthening of a lasting peace between the

peoples of the world. That is why the Yugoslav

delegation took part in the work of that

28 UNESCO, Constitution, article I.1.

59

Conference and signed the Constitution which

was drawn up, even though it could not approve

of certain aspects of the text of this

Constitution29.

What is most noteworthy, in the context of

the two stages, is that we are being informed not

only that Unesco contemplates a conference with a

view to making a Declaration of the Rights of Man30,

but that

the Secretariat should organize, in

collaboration with the United Nations

Commission on the Rights of Man, an

International Conference in order to clarify the

principles on which might be founded a modern

declaration of the Rights of Man31.

29 UNESCO, General Conference, �Plenary Meetings of the Conference. Verbatim records. Third plenary meeting. Report and general discussion on the work of the Preparatory Commission�, 1C/9, Paris, 1946, p. 38. 30 UNESCO, op. cit. in note 29, �Twelfth plenary meeting. Consideration of reports of the commissions (continuation). Report of programme commission(Annex I)�, 1C/13.d, p. 81. 31 UNESCO, op. cit. in note 29, �Annexes. Annex I. Report of the Programme Commission. Report of the sub-commission

60

In 1948, the United Nations General

Assembly announces the Universal Declaration of

Human Rights.

This would be the end of a process in which

UNESCO actively participated32.

By ratifying the Universal Declaration of

Human Rights, UNESCO would begin new efforts

to adapt the principles and philosophy behind the

education for international understanding process.

Applying the Universal Declaration of

Human Rights in education -which is strongly

recommended- would be complemented in 1959

with the Declaration of the Rights of the Child,

approved by the United Nations General Assembly.

Both codes should be considered as basic

elements for the education for international

understanding process. on social sciences, philosophy and humanistic studies. Part II - Philosophy and humanistic studies. Philosophy. Rights of man�, resolution 1C/VI.II.I.D, p. 236. 32 UNESCO, op. cit. in note 15, �Communications. Libraries, Books and Publications. Publications�, resolution 2C/VIII.A.2.3.3�, p. 16; and �Human and social relations. Philosophical Analysis of Current Ideological Conflicts �, resolution 2C/VIII.A.5.2�, p. 25.

61

Member States are invited: [�] To promote,

through education, international understanding

and co-operation and respect for human rights,

including the rights of children enumerated in

Resolution 1386 (XIV) adopted by the General

Assembly of the United Nations (1959)33.

In both declarations, UNESCO would insist

that

Education shall be directed to the full

development of the human personality and to

the strengthening of respect for human rights

and fundamental freedoms. It shall promote

understanding, tolerance and friendship among

all nations, racial or religious groups, and shall

further the activities of the United Nations for

the maintenance of peace34.

33 UNESCO, Records of the General Conference. Resolutions, �Programme and Budget for 1961-62. Education. Human rights and international understanding. Fight against discrimination in education�, resolution 11C/II.1.1511.(c), Paris, 1960, p. 18. 34 UNITED NATIONS, Universal Declaration of Human Rights, article 26.2.

62

Thus,

Member States are invited to promote studies

relating to the application of the Universal

Declaration of Human Rights, to publicize the

results of these studies and, in particular, by the

dissemination of information and by teaching,

to combat racial prejudice and discrimination35.

Education on human rights and fundamental

liberties as maintained in the various international

instruments must be promoted.

But this education must pay special

attention to the code established in the Universal

Declaration of Human Rights.

That is,

Member States are invited: [�] to promote in

both State and private schools throughout their

metropolitan territories and in trust and non- 35 UNESCO, op. cit. in note 4, �Programme resolutions. 1953-54 Programme. Social Sciences. Campaign against discriminations of race and sex�, resolution 7C/II.3.261, p. 24.

63

self-governing territories under their

administration, teaching about the United

Nations and Specialized Agencies and about

human rights and fundamental freedoms as

embodied in the Universal Declaration of

Human Rights, and in general to orient their

education in school towards the dignity of the

human being and towards international

understanding and co-operation, so as to free

education from all factors which might impede

the achievement of the objectives of the

Constitution of Unesco36.

When UNESCO asks itself why education

in relation to human rights and fundamental

liberties, it would answer:

mutually profitable cultural co-operation, based

on equality of rights, between the various

countries and nations is an important factor in

36 UNESCO, op. cit. in note 19, �Resolutions concerning the Programme and Budget. Programme of Unesco for 1957-58. Education. Pre-school and School Education�, resolution 9C/I.1.31.(b), p. 12.

64

strengthening peace and international

understanding37;

To achieve this, racial prejudices must be

eliminated38, along with other things.

In these efforts, education on human rights

and fundamental liberties is an effective

instrument.

Its teachings allow for the uncovering of

their truths and the discovery of a universal right to

education and equality of opportunities as well as

educational material39.

When wondering how to achieve this, the

37 UNESCO, Records of the General Conference. Volume 1. Resolutions. Recommendations, �Programme. Resolutions concerning the Programme for 1973-74 and Recommendations concerning future programmes. Social sciences, humanities and culture. Studies and development of culture. Cultural studies�, resolution 17C/II.3.312, Paris, 1972, p. 56. 38 UNESCO, Records of the General Conference. Resolutions, �Programme and Budget for 1959-60. Social Sciences. Promotion of Human Rights�, resolution 10C/II.3.62, Paris, 1958, p. 28. 39 UNESCO, op. cit. in note 37, �Education. Planning and financing of education. Equality of access to education�, resolution 17C/1.142, p. 22.

65

General Conference authorizes the Director-

General

(d) To promote more particularly, in close co-

operation with Member States and qualified

international non-governmental organizations,

improved teaching in schools, and out-of-school

education, concerning Eastern and Western

cultural values: (i) By assisting in the

improvement of school curricula and in the

improvement or production of school textbooks,

other teaching aids and reading materials for

pupils, and by participating in Member States�

activities in this regard at the request of the

States concerned; [...] (e) To help in

developing, in the general public, mutual

appreciation of Eastern and Western cultural

values: (i) By continuing the programme for the

translation of representative works, by

financing the translations or when necessary

their publication and by participating, at the

request of Member States, in their activities

66

relating to the translation of Western classics

into Asian languages40.

And of course, reaching all of the areas

capable of having an opinion, among those worth

noting are the universities, schools, associations

and organizations.

40 UNESCO, op. cit. in note 38, �Major Project on Mutual Appreciation of Eastern and� Western Cultural Values�, resolution 10C/II.4A.91.II.2., p. 35.

67

III

International education for an international

understanding III.1. The second stage

The concept of international education was first

used in UNESCO in 1946 when passing the

proposition titled international educational summer

courses.1

The concept is used in the context of

education as a means for fostering international

understanding2.

1 UNESCO, General Conference, �Summary Records of the six Programme Sub-Commissions. Sub-Commission on Education. Second meeting. Group I. The panel on fundamental education. Enquiry concerning education as a means of fostering international understanding�, resolution 1C/(a), Paris, 1946, p. 151. 2 UNESCO, op. cit. in note 1, p. 150.

68

This concept of international education is

replaced in the first stage with the new term

education for international understanding.

In the 44th International Conference on

Education (Geneva, 1994) they are used

indistinctively.

Moreover, the 1974 Recommendation

-Recommendation concerning Education for

International Understanding, Co-operation and

Peace and Education relating to Human Rights and

Fundamental Freedoms-in 1993 would be

denominated, Recommendation on International

Education:

The General Conference, Considering that the

full and comprehensive implementation of the

1974 Recommendation concerning Education

for International Understanding, Co-operation

and Peace and Education relating to Human

Rights and Fundamental Freedoms, or

Recommendation on International Education,

should remain the mainstay of Member States'

69

and UNESCO's programmes in this field, [�]

3. Also invites the Director-General to finalize

the integrated action plan on education for

peace, human rights and democracy [�] taking

into account all existing action plans in the field

of international education and in particular the

relevant provisions of the Vienna Declaration

and Programme of Action for Human Rights

adopted by the World Conference on Human

Rights (Vienna, June 1993), the World Plan of

Action on Education for Human Rights and

Democracy adopted by the International

Congress on Education for Human Rights and

Democracy (Montreal, March 1993), in

particular the needs of the target groups

identified in the Montreal Plan, and the

Associated Schools Project Strategy and Plan of

Action 1994-2000, and to submit the integrated

action plan for consideration by the

International Conference on Education in 1994

and for approval by the General Conference at

its twenty-eighth session, taking due account of

any comments and recommendations made by

70

the 1994 International Conference on

Education3.

International education and education for

international understanding are synonymous.

And of course, they are both closely tied to

the UNESCO mandate:

The General Conference, Recalling UNESCO's

special mandate to further international

education including education for human rights

and democracy, mainly based on the 1974

Recommendation�4

From this, UNESCO invites them

3 UNESCO, Records of the General Conference. Volume 1. Resolutions, �Programme for 1994-1995. Major Programme Areas. Social and human sciences: contribution to development, peace, human rights and democracy. 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms�, resolution 27C/III.5.7, Paris, 1993, pp. 63-64. 4 UNESCO, op. cit. in note 3, �Associated Schools Project�, resolution 27C/III.5.10, Paris, 1993, p. 65.

71

to promote international education in

institutions of higher education in general,

paying special attention to the training of

educational personnel5;

to encourage the incorporation of content

relating to international education in curricula

for out-of-school and adult education, and to

give support to youth activities under this

programme, encouraging reflection and action

by young people in favour of international

understanding, co-operation and peace, and

respect for human rights and fundamental

freedoms6.

5 UNESCO, Records of the General Conference. Volume 1. Resolutions, �Programme for 1979-1980. Education. Objectives 1.5 & 2.3 Education and information concerning human rights, peace and international understanding� resolution 20C/1/1.5 & 2.3/1.2.e), Paris, 1978, p. 28. 6 UNESCO, Records of the General Conference. Volume 1. Resolutions, �Programme for 1986-1987. Major Programmes. Peace, international understanding, human rights and the rights of peoples. Major Programme XIII: Peace, international understanding, human rights and the rights of peoples. Under Programme X111.3, �Education for peace and respect for human rights and the rights of peoples�, resolution 23C/III.13.1.3.(c).(v), Paris, 1985, p. 73.

72

Since international education and education

for international understanding are synonymous,

another resolution is passed in 1993 stating:

The General Conference, [�] 1. Reaffirms its

view that the Associated Schools Project should

assume an important pilot function in

implementing and further developing

international education, from pre-school

education to teacher training, including

technical and vocational education, within the

context of the national education systems of

every country, and thereby contribute to a

worldwide culture of peace; [�]

5. Invites the Director-General: [�] (b) to give

special attention to the pilot function of ASP

with regard to the development of international

education, including education for human rights

and democracy, and to provide in future

programmes and budgets of UNESCO for

relevant subregional, regional and

interregional pilot projects7.

7 UNESCO, op. cit. in note 4, pp. 65-66.

73

In any case, by this time the Executive

Board had already assumed the term international

education when referring to education for

international understanding:

Reaffirms the need to implement, at all levels of

the education system, an integrated plan for

international education on peace and human

rights; likewise to implement communication

activities in favour of all population groups and

in particular for illiterate populations, rural

populations and certain professions directly

concerned by the protection of human rights8,

And in the second reunion of the same year

in 1989 the Executive Board:

8 EXECUTIVE BOARD, Decisions adopted by the Executive Board at its 131st session (Paris, 17 May-22 June 1989), �Draft Third Medium-Term Plan and Draft Programme and Budget for 1990-1991. Consideration of the Draft Programme and Budget for 1990-1991. Major Programme Area VII � Unesco�s contribution to peace. human rights and the elimination of all forms of discrimination�, decision 131EX/4.2.II.VII.101, Paris, 21 July 1989, p. 78.

74

Requests all Member States, given the

importance of the 1974 Recommendation, to

redouble their efforts to ensure its full and

widespread application, and to take all

necessary measures to promote international

education at the levels and in the types of

education where its development appears to call

for special attention � such as pre-service and

in�service teacher training, technical and

vocational education, higher and postgraduate

education, out�of�school, adult and literacy

education and pre�school education � and to

develop their international and regional co�

operation in this field9. [�]

Invites the Director�General: [�] to make full

use of the wealth of information on experiences

in international education and on ideas for

further innovative action in this field, and to

9 EXECUTIVE BOARD, Decisions adopted by the Executive Board at its 132nd session (Paris, 28 September-14 November 1989), �Execution of the Programme. Education. Synthesis of Member States� reports on the application of the Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms�, decision 132EX/5.2.1.3, Paris, 13 December 1989, pp. 12-13.

75

study the possibility of further improving the

dissemination of encouraging examples of

innovation and creativity in international

education, by means of qualitative studies,

source books or international workshops for

Associated Schools10; [...]

to continue or to undertake new activities

aimed at encouraging Member States to give

more in-depth consideration to the modalities of

international education integrated into general

education, and into the various disciplines and

educational activities, both as a whole and by

making use of the specific contents and

materials required for dealing with certain

themes11; [�]

to study the desirability of replacing the

present Recommendation by a convention which

could reflect the new context of international

education and would be more binding12;

10 EXECUTIVE BOARD, op. cit. in note 9, decision 132EX/5.2.1.4.(b), p. 13. 11 EXECUTIVE BOARD, op. cit. in note 9, decision 132EX/5.2.1.4.(e), p. 14. 12 EXECUTIVE BOARD, op. cit. in note 9, decision 132EX/5.2.1.(g), p. 14.

76

to conclude as soon as possible the preparation

of the Integrated Plan for International

Education on Peace and Human Rights (second

phase) on the basis of the broad lines of the

third Medium-Term Plan, the related

resolutions adopted by the recent sessions of the

General Conference and the proposals made on

the subject by the Consultative Committee and,

consequently, to give wider and more effective

application to the 1974 Recommendation13.

Finally,

recommends to the General Conference that it

invite the Director�General: [�] in order to

ensure more effective retrospective evaluation

and prospective planning and budgeting of the

development of international education, to take

the necessary measures for organizing, on the

occasion of the twentieth anniversary of the

adoption of the 1974 Recommendation, a

further intergovernmental conference on 13 EXECUTIVE BOARD, op. cit. in note 9, decision 132EX/5.2.1.(h), p. 14.

77

international education, preferably within the

framework of one of the forthcoming sessions of

the International Conference on Education14.

In 1994, the Executive Board approves the

Statutes of the Advisory Committee on Education

for Peace, Human Rights and Democracy.

This Committee replaces the Consultative

Committee on Steps to Promote the Full and

Comprehensive Implementation of the

Recommendation concerning Education for

International Understanding, Co-operation and

Peace and Education Relating to Human Rights and

Fundamental Freedoms:

The Committee shall in particular: [...]

promote (wherever possible) an integrated

approach to international, intercultural and

peace education and to education for human

14 EXECUTIVE BOARD, op. cit. in note 9, �Report on progress in implementing the first phase of the Plan for the Development of Education for International Understanding, Co-operation and Peace�, decision 132EX/5.2.4.4.(f), pp. 18-19.

78

rights and democracy15.

And in the second reunion of that year:

support should be extended to regional and

interregional co-operation in the field of values

education and international education16.

The 1994 General Conference would recall

on its behalf a question left behind in 1947 and

1948.

If the previous intentions were to create a

Convention on education for international 15 EXECUTIVE BOARD, Decisions adopted by the Executive Board at its 144th session (Paris, 25 April-5 May 1994), �Execution of the Programme. Social and human sciences. Draft Statutes of the Advisory Committee on Education for Peace, Human Rights and Democracy. Annex Statutes of the Advisory Committee on Education for Peace, Human Rights and Democracy�, decision 144EX/4.3.1.2.Annex. Article 2.2.f), Paris, 1994, p. 24. 16 EXECUTIVE BOARD, Decisions adopted by the Executive Board at its 145th session, Paris, 17 October-4 November 1994), �Medium-Term Planning from 1996 and Draft Programme and Budget for 1996-1997. Preliminary proposals for Medium-Term Planning from 1996 and the Draft Programme and Budget for 1996-1997. Preliminary proposals concerning document 28 C/5�, decision 145EX/4.1.I.B.10.(j).(xii), Paris, 29 November 1994, p. 19.

79

understanding -which later resulted in a

Recommendation- now it

invites the Director�General:[�] to study the

desirability of replacing the present

Recommendation by a convention which could

reflect the new context of international

education and would be more binding17,

which was also requested by the Executive Board

in 1989.

There is no difference in meaning between

education for international understanding and

international education.

These produce a mutual international

understanding of the UNESCO mission:

The General Conference, [�] Reaffirming the

specific mission of Unesco to help develop an

17 UNESCO, Records of the General Conference. Volume 1. Resolutions, �General resolutions. Education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms�, resolution 25C/VII. 26.5.(g), Paris, 1989, p. 187.

80

international climate of mutual understanding,

peaceful co-operation and fruitful dialogue by

promoting international education and its

integration into all fields and levels of

education, [�]

1. Calls upon Member States: [�]

(b) to develop strategies and plans within the

context of educational policies with a view to

integrating international education into all

fields and levels of education, on the basis of the

1974 Recommendation; [...]

(c) to take an active part in the implementation

of the relevant objectives and activities provided

for in document 25 C/5 as well as in the

integrated plan for international education and

to make their own contributions to this end,

possibly by organizing or co-ordinating

relevant regional or subregional activities;

2. Invites the Director�General: [...]

(b) to draw up to this end the new, integrated

plan for the development of international

education covering the second phase (1990-

1995) of the Plan; [...]

81

(d) to extend measures for improved co�

ordination within Major Programme Area I, as

well as between Major Programme Areas I, II

and VII and the other relevant major

programme areas, of the various activities

promoting international education, and �to

initiate further steps to utilize the relevant

potential of all subjects, fields and levels of

education; [...]

(f) (iii) to promote studies and research

projects on important issues of international

education, such as the treatment of major

problems of mankind in teaching materials and

links between literacy and international

education;

(f) (iv) to study, during the 1990�1991

biennium, the possibility of organizing, during

the following biennium, an international

seminar on international education in teacher

training, preceded by a study initiated by the

Unesco Secretariat on advanced practices in

this field; [...

(f) (vi) to submit to the General Conference, at

its twenty-sixth session, a report on progress in

82

the preparation of the integrated plan for the

development of international education, taking

into account the provisions of this resolution18,

When the Plan for the Development of

Education for International Understanding, Co-

operation and Peace is approved, it would be

highlighted by stating that it

invites the Director�General: (a) to continue

implementing activities approved by the

General Conference under the second phase of

the Plan for the Development of Education for

International Understanding, Co-operation and

Peace (1990�1995) as part of an integrated

plan, with necessary adjustments to be made in

the light of the new integrated approach

proposed in document 25 C/4 (para. 416) for 18 UNESCO, op. cit. in note 17, �Programme for 1990�1991. Major Programme Areas. Unesco�s contribution to peace, human rights and the elimination of all forms of discrimination. Full and comprehensive implementation of the Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms (1974)�, resolution 25C/IV.7.2, pp. 132-135.

83

planning the development of human rights

teaching and education for international

understanding, co-operation and peace as well

as in the light of the recommendations made by

the Consultative Committee on Steps to Promote

the Full and Comprehensive Implementation of

the 1974 Recommendation at its second session

(Paris, November 1988);

(b) while preparing the Integrated Plan for

international education on peace and human

rights, to pay due attention to interrelations,

emphasized by the Yamoussoukro Congress on

Peace in the Minds of Men, between education

for international understanding, co�operation

and peace, human rights teaching and

environmental education, and to take

particular care that the specificity of these fields

of international education is maintained in the

new Integrated Plan and that the budget

allocated for their development is not reduced19,

19 UNESCO, op. cit. in note 17, �Plan for the development of education for international understanding, co-operation and peace�, resolution 25C/VII.25.2, pp. 184-185.

84

And in 1991,

invites the Director-General , in particular: A.

under Programme VII.1, �Peace in the minds of

men�:

(a) with a view to promoting peace and

international understanding: [...]

(ii) to compile and disseminate, in collaboration

with specialized national , regional and

international institutions, relevant information,

particularly in UNESCO�s periodical

publications and within the framework of

programmes of international education; [...]

(iv) to support youth exchanges;

(b) with a view to strengthening teaching and

the exchange of information in the fields of

peace and international understanding;

(i) to implement, in the framework of the 1974

Recommendation, the Draft Integrated Action

Plan for international education at all levels of

education and to provide for an evaluation of

the implementation of the 1974

Recommendation by the International

85

Conference on Education at its 44th session

(1994)20.

Education for international understanding

and international education are both conditions of

mutual international understanding.

This then justifies the creation of an

educational centre for mutual international

understanding:

Reaffirming the responsibility of UNESCO and

its Member States to promote education for

international understanding, justice, freedom,

human rights and peace, as urged notably in the

1974 Recommendation concerning Education

for International Understanding, Cooperation

and Peace and Education relating to Human

Rights and Fundamental Freedoms and also in 20 UNESCO, Records of the General Conference. Volume 1. Resolutions, �Programme for 1992-1993. Major Programme Areas. UNESCO�s contribution to peace, human rights and the elimination of all forms of discrimination. Major Programme Area VII: �UNESCO�s contribution to peace, human rights and the elimination of all forms of discrimination�, resolution 26C/III.7.1.2, Paris, 1991, p. 79.

86

the Declaration and Integrated Framework of

Action on Education for Peace, Human Rights

and Democracy prepared by the International

Conference on Education at its 44th session, in

1994, which were respectively endorsed and

approved subsequently by the General

Conference at its 28th session, in 1995, [�]

considering that the main function of the

proposed centre is to carry out regional

cooperative and collaborative work in the field

of education for international understanding,

inter alia on research and development,

training, teaching materials development,

information dissemination, and international

conferences and/or workshops�21

III.2. The objectives of international education

The objectives of international education can be 21 UNESCO, Records of the General Conference. Volume 1. Resolutions, �Programme for 2000-2001. Major Programme I: Education for all throughout life. Asia-Pacific Centre of Education for International Understanding�, resolution 30C/IV.2.17, Paris, 1999, pp. 39-40.

87

grouped into three sections: the development of the

human personality, human rights and fundamental

liberties, international understanding and

understanding, and the promotion of peace.

In 1978, the Executive Board said that

a major goal of education lies in the

contribution it can make to international

understanding, peace, human rights and

fundamental freedoms22.

For this reason, it

further stresses the importance that should be

accorded in the programme to the activities

contemplated in the following fields: [�]

22 EXECUTIVE BOARD, Decisions adopted by the Executive Board at its 105th session (Paris, 25 September-28 November 1978), �Draft Medium-Term Plan for 1977-1982, Draft Programme and Budget for 1979-1980 and other questions relating to the planning and programming of the Organization�s activities. Final observations of the Executive Board on the Draft Programme and Budget for 1979-1980. Comments of the Executive Board. Education�, decision 105EX/4.2.I.A.23, Paris, 28 December 1978, p. 14.

88

education for peace, international

understanding and disarmament23.

Which coincides with the observation that,

in conformity with its Constitution, Unesco

should continue to give highest priority to

education for the development of international

understanding and friendly relations,

international co-operation and peace, as well as

for the real respect of human rights and

fundamental freedoms for all, without

distinctions to race, sex, language or religion24.

23 EXECUTIVE BOARD, Decisions adopted by the Executive Board at its 108th session, Paris, 19 September-19 October 1979), �Draft Programme and Budget for 1981-1983. Preliminary proposals by the Director-General concerning the Programme and Budget for 1981-1983. Preliminary outline programme for 1981-1983. Education�, decision 108EX/4.1.II.A.24.d), Paris, 15 November 1979, p. 15. 24 EXECUTIVE BOARD, Resolutions and decisions adopted by the Executive Board at its 99th session (Paris, 26 April-26 May 1976), �Draft Medium-Term Plan for 1977-1982 and Draft Programme and Budget for 1977-1978. Examination of the Draft Programme and Budget for 1977-1978 and recommendations of the Executive Board. Observations of the Executive Board. General. Education�, decision 99EX/4.2.III.7, Paris, 28 June 1976, p. 29.

89

From this, when the Executive Board

establishes the regulations of the UNESCO Prize

for the Teaching of Human Rights, s/he states:

The �Unesco Prize for the Teaching of Human

Rights� shall be awarded in recognition of

activity aimed at developing the teaching of

human rights. [�]

6. (a) The Prize-winners shall be nationals of,

or institutions or organizations having their

headquarters in, Member States of Unesco.

They shall be required to have taken one or

more particularly noteworthy initiatives for the

development of the teaching of human rights,

namely:

6. (b) In addition, the following criteria will be

taken into consideration: the duration of the

activity must be sufficient to permit its results to

be assessed and its effectiveness to be proved; it

should make a notable contribution to the basic

objectives of the United Nations and of Unesco

in the field of human rights; the work

accomplished should serve as an example and

90

be such as to stimulate further similar

initiatives; it should have proved effective in

mobilizing new resources, intellectual and

physical, for the teaching of human rights; it

should contribute to the understanding and

solution of international or national problems of

human rights; it should contribute to the

improvement of understanding among nations,

peoples and individuals, to the promotion of

peace, relaxation of international tensions and

international understanding and to action to

combat racism, racial discrimination and

apartheid25.

25 EXECUTIVE BOARD, Decisions adopted by the Executive Board at its 104th session (Paris, 24 April-9 June 1978), �Execution of the programme. Social Sciences and their Applications. Establishment of the Unesco Prize to be awarded for activity aimed at developing the teaching of human rights. Annex. Regulations of the Unesco prize for the teaching of human rights�, decision 104EX/5.4.1.Anexo.6.(a) and (b), Paris, 10 July 1978, pp. 33-34.

91

III.2.1. The development of the human personality

International education has a tendency to create

processes in students that allow them to realize

their values, attitudes and abilities; processes that

drive them to develop their personality.

By achieving a new capacity to

communicate with others and by acquiring a

critically understanding of the problems and

circumstances that surround her/him, the students

will discover an intellectual and affective

perspective on their surroundings -including those

closest to the surroundings, as well as those farthest

away- also allowing for new ways to explain the

prevailing facts, opinions and ideas involved.

In other words, international education is

called upon to promote a sense of universal values

in all individuals.

The discovery of the value of liberty as well

as the ability to react to their individual challenges,

are the expected results of international education.

92

These results are manifested in citizens who

are capable of assuming responsibility; citizens

capable of communicating the truth, of cooperating

and sharing the feeling of solidarity that look after

the ideas of fairness on a national and international

level; citizens capable of making choices that

promote harmony among individuals and groups

and who can also gather the basic necessities while

still looking after long-term goals26.

III.2.2. Human rights and fundamental liberties

The process of international education is focused

on achieving the acquisition of an understanding of

individual rights, as well as the people�s personal

responsibilities on a local and international level.

26 UNESCO, Records of the General Conference. Volume 1. Resolutions, �Recommendations. Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms. Guiding principles�, resolution 18C/X.38.III, Paris, 1974, pp. 148-149.

93

It also proposes the elimination of

prejudices and misunderstandings that limit a

harmonious development and the ability to exercise

their rights, through the acquisition of knowledge

that shows the prevailing inequalities and injustices

that obstruct peace and allow for maintaining

relations based on intolerable differences.

III.2.3. Understanding, tolerance and friendship between nations.

International education must favour understanding

and respect between nations by proposing

educational itineraries that drive towards achieving

a hospitable attitude, openness and participation.

Hospitality towards the different, openness

to the universal and participation in solving local

and international problems.

International education must use all

necessary instruments to allow individuals the

capacity to understand and accept other nations´

94

and cultures´ values creating one world heritage

made up of one humanity.

III.2.4. The promotion of peace

Achieving and maintaining peace is the ultimate

goal of international education. A just and lasting

peace that, first of all, must arise from the minds of

the people as an imperative condition that always

drives the resolution of conflicts through non-

violence; a peace that applies just rectifications and

maintains the universal respect of people, nations

and cultures.

III.3. Contents of international education

In any educational program, of any educational

system, for any educational process and under any

educational material, international education must

be communicated. This education is based on four

95

basic principles (which must be used together if

attempting a true educational process): human

rights, peace, culture and understanding the United

Nations system.

In teaching human rights, the following

fundamentals must be taken into considerations: the

ethical and philosophical principles; its historical

evolution and expression; communicating it in the

context of the nation�s or culture´s specific

situation; the problems of racism and sexism in

these contexts; the meaning of equality between

nations; and the fight against discrimination with

respect to these human rights.

The fundamentals of peace to be included

are, first of all, ways of maintaining peace, the

necessary conditions for constructing it, and the

different types of conflicts, causes and effects.

For culture, the history and development of

a nation should be considered; they must fight

against illiteracy; manage and conserve the natural

resources; and also conserve the cultural heritage of

humanity.

96

To understand the United Nations system,

first, its methods of actions must be considered; as

well as those of international relations and the

functions and responsibilities of the system in this

sphere; the fundamentals of democracy; and the

functions carried out by the United Nation�s

Specialized Agencies.

III.4. What is international education

Essentially, international education is a process

that, by means of the Universal Declaration of

Human Rights and the United Nations system�s

ideals and objectives, strives towards achieving

attitudes and aptitudes that favour peace, human

security and sustainable development.

These attitudes and aptitudes are clearly

seen in the friendly relations between nations, in a

mutual understanding for achieving an equitable

and enduring progress for all human beings with a

tolerant cooperation in solidarity which is based on

97

understanding, knowledge of others and respect

towards human rights and universal civil

responsibilities.

This educational process tends to be most

fruitful in people with open minds, those with a

way of understanding human relations, a way of

seeing the world, a spirit, a way of being, a certain

mental aptitude and ethic.

It is aimed at bring out the best human

qualities, those that can be made manifest

harmoniously by combining intellectual values,

moral purity and physical perfection; by fostering

the development of the human personality and the

ability to communicate with others; by contributing

to foster qualities and abilities that drive

individuals to take a critical stance towards

problems, to understand and explain facts, opinions

and ideas; to work in groups; and to participate in

free dialogues.

This process tends to promote harmony

amongst individual and collective values, amongst

basic needs and long-term interests, by giving

98

citizens the capacity to make choices with

knowledge of the cause and with appreciation of

autonomy, solidarity, equality and liberty.

This open attitude is based on the

acquisition of knowledge; in the free circulation

and dissemination of ideas and truthful

information; in the promotion of experimental and

innovative activities; and in perfecting principles of

the intellect, morals, and international citizenship.

The acquisition of knowledge is based on

the principle of mutual understanding between

nations; of peaceful coexistence; of international

understanding; and by understanding the growing

world interdependence of States with different

social and political systems.

This international understanding promotes

learning about diversity; about the richness of

cultural identities; of the existence of individuals,

races, nations and cultures with the capacity to

communicate, share and cooperate with others; of

the acceptance of difference as an opportunity to

act with interest towards others; and understanding

99

that human beings have one common aspiration.

Friendship between nations is established

with the acceptance of the spirit of international

cooperation, with the aim of creating an

atmosphere of mutual international understanding,

of peaceful cooperation and of fruitful dialogue.

Education for international understanding

favours international cooperation and guarantees

peace and international security; human security;

sustainable development; the creation of a culture

of peace; and the establishment of democracy by

eliminating prejudices, misunderstanding,

inequality, injustices; and by developing the

mentality of peace and the capacity of resolving

conflicts in a non-violent manner.

Guaranteeing international peace and

security is possible through knowledge;

understanding and the respect of human rights and

the fundamental liberties proclaimed in the

Universal Declaration of Human Rights; and by

understanding the principles, aims and objectives

100

on which the United Nations and its Specialized

Agencies base their actions.