Education and Peace

Conférence du Rotary à l‟UNESCO 2012
La culture de la paix,
une vision partagée ROTARY/UNESCO

Table ronde
« l’éducation et la paix »
Modérateur : Cyril Noirtin
Représentant du Rotary International à l’UNESCO

Table ronde « l‟éducation et la paix »

L’éducation, un droit
fondamental.

Dessin indien « terre et colombes »
M. Arulmani - Classe de XIè (équivalent de la 3è en France)
Sana Seva School à Vagulathupatti en Inde.


La vision de la paix à travers les
programmes éducatifs du Rotary
Carlo Monticelli,
Ancien Administrateur du Rotary International

Carlo Monticelli

A vision of Peace through
Rotary educational programs

Paris – March 17, 2012

A vision of Peace through Rotary educational programs
Carlo Monticelli – March 17, 2012 – RI UNESCO

Rotary‟s 6 areas of focus provide direction
For 34.000 clubs - 1.2 million Rotarians
serving to meet the needs of people
with problems in their communities
and around the world

Page 6


Rotary 6 areas of focus:
1. Peace and conflict
prevention/resolution
2. Disease prevention and treatment
3. Water and sanitation
4. Maternal and child health
5. Basic education and literacy
6. Economic and community development
Page 7


Education and literacy are positive tools
to Peace and Conflict prevention
75 million children worldwide
(41 million - 55% are girls)
have no access to education
680 million persons over 15 are illiterate

Page 8

Carlo Monticelli – March 17, 2012 – RI UNESCO A vision of Peace through Rotary educational programs

% of Literacy by Country

Page 9


One of the key to a better future of mankind
is education and literacy
The rapidly changing cultural and
technological environment is needing
individual continuous education for
everybody to enhance the quality of
global life
The increasing presence in every
country of non native residents having
difficulties to use the local language is
another challenge Page 10


Rotary volunteers with the Rotary
Foundation work for programs:
Teachers training
Students mentoring
Reducing gender disparity in education
Enhancing adult literacy
Offering new solutions to local
educational needs

Page 11


Rotary clubs have always worked to make
the world a better and more peaceful place
for persons, families and communities
We Rotarians, as business and
professional leaders worldwide, use
creativity, imagination and passion to
proactively help others through small,
medium and large actions cut to the size
to the rapidly changing environments
Our team approach is focused on building
long lasting solutions Page 12


Cyril Noirtin will speak later on how
Rotary also takes a direct approach to
world understanding by providing future
leaders through the Peace Centres
Also The Scholarship, Group Study
and Youth Exchange traditional
Rotary programs give unique
opportunities of an international
experience to thousands of people
every year
Page 13


ROTARY and LITERACY
In 1985, Rotary declared basic literacy
a pre-condition to the development of
Peace
Through this emphasis, the world‟s
Rotary clubs address a full range of
literacy and mathematical challenges
for primary, vocational, and adult
learners as well as teacher training
Page 14


Our projects utilize methods to be
replicated easily, thereby increasing the
scope of their impact for:
formal schooling
older children who are not in school
illiterate adults (particularly women)
special groups

The purpose is to inspire and support
national authorities alleviating mass
illiteracy in developing countries
Page 15


Some examples of projects:
1. Early Childhood Primary Education
Early literacy training is critical to a
child's later education
Rotarians work in many developing
countries with children, parents, and
educators to encourage and build
reading skills at an early age

Page 16


An example: In 2004, Rotary clubs in
Brazil established Educafé, a primary
school for the children of coffee farmers
In a remote part of Bahia State.
Previously, 80 % of local children had
not attended school or received regular
meals
The school provides education, meals,
uniforms, transportation, books, supplies,
and preventive health care for children
Page 17


2. Adult Literacy Programs
Many adults in the all world need the
skills to hold a job or perform basic tasks
required by everyday life
The hardships caused by illiteracy,
from the difficulty in finding a job to
the constant pressure to cover it up,
often lead to many problems

Page 18


In Turkey, nearly 10.000 adults
95 % of whom are Kurdish Turkish
women, have participated in Rotary
programs, where they get basic literacy
skills and vocational training

Page 19


in Egypt Rotarians managed a
program that has provided nearly
5.000 students with basic literacy
skills and sewing training

Page 20


3. Literacy and Women
Because girls, in many parts of the
world, do not have access to
education, the illiteracy rate among
women exceeds that of men
Studies of illiteracy rates in low-income
countries have shown a 20 % difference
between genders

Page 21


In 2008 the New Zabuli Education
Centre, a free year-round school
located 30 miles outside of Kabul,
Afghanistan, opened for girls who
were not educated
Funded and organized by a USA Rotary
club, the centre has enrolled children,
ages 4-15

Page 22


4. Immigrants literacy
instrument of social integration
The important issues of integration,
education and training for further and more
effective literacy initiatives in the field of
foreign workers/residents
Literacy is the essential condition of
foreigners, the first step to promote
dialogue, understanding and integration
into their new community is the challenge
of our time “words are heavy” Page 23


In my 2040 Rotary District we have a
very innovative program

www.alfabetizzazione.it
A range of "learning packages" on
CDs and books in ten languages to
facilitate learning the most common
words used at work, in accident
prevention, technical medical
languages, etc.
Page 24


This was possible through Rotarians
cooperating with: local institutions,
business network, trade unions,
schools and health environment Page 25


Last but not least ….
Young students are the international
people of the day after tomorrow
Let‟s help them to become world citizens
opened to understanding others and
working for peace
After the 1st world war here in Paris a
great idea started…

Page 26


The “Citè Universitaire” a huge “village”
with houses of many nations having a key
rule:
the limit of 50 % maximum of residents
of each nationality, the other 50% mixed
with other nationalities introduced by the
other houses

Page 27


After the 2nd war a group of Italian
Rotarian and Sponsors, with the
support of our government, the
“Maison de l„Italie”, hosting 100
students or teachers, was built.
Inaugurated January 25, 1958 by
Rene Coty, President of the French
Republic, and Cesare Merzagora,
President Italian Senate

Page 28


Since then an active Committee
supported by Italian personalities and
Rotarians took care of it.

During the last 25 years I‟ve been part
of this team seeing how the “Citè
Universitaire” is productive of
understanding and peace
Page 29


I could continue to tell you a lot of other
success stories of Peace through Rotary
educational programs and actions but
my time is over
Let‟s go on to serve for a better future
of mankind

Page 30


Thank you !

Page 31


La vision de la paix à travers les
programmes de l’Unesco
Mark Richmond
Directeur de la Division de
l'éducation pour la paix et le développement durable de l’UNESCO

A Vision of Peace
through
UNESCO Educational Programmes
by

Mark Richmond
Director
Division of Education for Peace and Sustainable Development

17 March 2012

The Foundations

The Preamble of the Constitution of UNESCO famously and
memorably declares that “since wars begin in the minds of men, it
is in the minds of men that the defences of peace must be
constructed”.
According to UNESCO‟s Constitution, the purpose of the
Organization is: “to contribute to peace and security by promoting
collaboration among 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 the peoples of the world, without
distinction of race, sex, language or religion, by the Charter of the
United Nations”.
UNESCO‟s Constitution states that lasting peace must “be
founded, if it is not to fail, upon the intellectual and moral
solidarity of humankind” in recognition of the fact that “war is
made possible by the denial of … democratic principles”.
34

Changing world context

UNESCO‟s work in promoting peace in response to a changing
world context:
– Immediate aftermath of Second World War
– Cold War and post-colonialism
– Post-Cold War: old antagonisms and new challenges
– Globalisation

New ways of working, new areas of focus

Contemporary and emerging challenges include: impact of
financial and economic crisis; cultural diversity and the politics of
identity; bigotry and intolerance; wider socio-economic
inequalities; ICTs: opportunities and threats; lack of intercultural
dialogue; etc.
35

UNESCO’s role vis-à-vis peace

• Not to be a peace negotiator but a fomentor of peace by promoting
key values, international cooperation and mutual understanding
• Not to be a peace-keeper but a tool of solidarity, a medium of
dialogue, a voice of reason, a reminder of our common humanity, a
preserver of channels of communication
• Not just to be a peace-builder repairing the damage after war and
violence have occurred but a peace-builder in the sense of
cultivating the possibilities for peace, hindering the descent
towards conflict and war and, whenever and wherever possible,
preventing the acceptability of war as a means to resolve
differences
• Not to be just a „peace talker‟ but a „peace doer‟ by undertaking
concrete activities in education, natural science, social and human
sciences, communication and culture sustained over time as well as
generating imaginative initiatives that can channel the desire for
peace into practical forms of action and support 36

How does UNESCO fulfil its role vis-à-vis peace?

• Through normative action
– e.g. the UNESCO 1974 Recommendation on Education for International
Understanding, Co-operation and Peace and Education relating to Human
Rights and Fundamental Freedoms, which was buttressed by the 1995
Guidelines (incorporating a Declaration and an Integrated Framework of
Action on education for peace, human rights and democracy)

• Through information and argument
– e.g. the 2011 Education for All Global Monitoring Report on “Armed Conflict
and Education” which highlighted the damaging consequences of conflict for
the EFA goals
– e.g. the Education under Attack 2007 and 2010 publications that drew
attention to targeted violence against schools, universities, teachers, pupils,
ministry officials, education aid workers, academics, etc.

37

(continued…)

• Through transversal programmes and intersectoral platforms
– e.g. the Culture of Peace programme in the 1990s which culminated in the
International Year for the Culture of Peace (2000) and an International
Decade for a Culture of Peace and Non-violence for the Children of the
World (2001-2010)
– e.g. the Intersectoral Platform for a Culture of Peace and Non-violence

• Through specific programmes and projects
– e.g. work on human rights education in the framework of the World
Programme for Human Rights Education (2005-); on violence in schools; on
Teaching Respect for All, a new project between UNESCO, USA and Brazil to
counter racism and discrimination in and through education; on Holocaust
remembrance and education; on education for global citizenship, including
links with education for sustainable development (ESD)
– e.g. work in post-conflict and post-disaster (PCPD) situations/humanitarian
crises in order to help educational recovery in general or promote peace,
reconciliation and non-violence through education projects, including
through some basic teaching of human rights (as a means of protection) and
peace (as a means of reconciliation)
38

(continued…)

• Through new approaches and improved methodologies
– e.g. promotion of more conflict-sensitive and peace-promoting policies and
programmes
– e.g. reconceptualisation of peace education in terms of skills, competencies
and attitudes (such as problem-solving, critical thinking, linking to local
action, ethical decision-making)
– e.g. combined or integrated approaches that link peace, human
rights, gender equality, tolerance, non-discrimination, cultural diversity, etc.

39

(continued…)

• Through networking and affiliated institutes and centres
– e.g. the UNESCO Associated Schools Project network; the UNESCO Chairs
and University Twinning and Networking programme; the Asia-Pacific Centre
of Education for Intercultural Understanding, in Seoul

• Through high-level advocacy and promotion
– e.g. establishment of a High-level Panel on Peace and Intercultural Dialogue
by UNESCO‟s Director-General in 2010
– e.g. the annual award of the Felix Houphouet-Boigny Peace Prize

40

Concluding remarks

• The fundamental importance of protecting education and ensuring
that education is protective

• Schools themselves must be safe and free from violence

• Education must address prejudice, discrimination, intolerance, etc.,
to enable children and young people to develop respect for human
rights and for the concept and practice of peace

• Towards to a new global citizenship for a globalised world

41


Les Centres du Rotary
pour la Paix
Modérateur : Cyril Noirtin
Représentant du Rotary International à l’UNESCO
Ancien membre de la commission des Centres du Rotary

Rotary Centers for International Studies in
peace and conflict resolution

Partnership between Rotary and universities
Uppsala Universitet,
University of Sweden
Bradford, UK
International Christian
University, Japan
Duke University –University
of North Carolina, USA

Chulalongkorn
University, Thailand

University of
Universidad del Queensland, Australia
Salvador, Argentina

Rotary Peace Centers: 2002 - today

Rotary World Peace Symposium

US$ 4.1 Million - 5% of 2010-11 TRF Programs Budget

Total Program Funding by Type (in millions)

Group Study
4.3 4.1 Exchange
11.9 Rotary Peace
Fellows
Ambassadorial
Scholarships
District Simplified
47.0
7.5
Grants
Matching Grants


Le témoignage d’un
boursier de la paix en
poste à l’Unesco
Andrezza Zeitune
Ancien Boursière et en poste à l’UNESCO

Education and Peace

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