ÐÏࡱá>þÿ uwþÿÿÿrstÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥ÁM ø¿bjbjâ=â= 1î€W€WAˆºÿÿÿÿÿÿl&< H\šTšTšT8ÒT4U4\T¿4FV:€V"¢V¢V²V²V²V²V…¾‡¾‡¾‡¾‡¾‡¾‡¾$ˆÁ ¨ÃN«¾²V²V²V²V²V«¾ZW²V²VÀ¾LZWZWZW²V(²V²V…¾ZW²V…¾ZW²ZW \bÅ´lY¾²V:V   |<*$Ã\>LšTÚV(1¸VY¾, ¿HT¿‡¸ÒöÃWXöÃY¾ZW\\ÙUnited Nations A/56/… Dist.: General General Assembly May 2003 Original: English ______________________________________________________________ Fifty-eighth session Agenda item ______ Sustainable Development and International Economic Co-operation COMMUNICATION FOR DEVELOPMENT PROGRAMMES IN THE UNITED NATIONS SYSTEM Note by the Secretariat The accompanying report is prepared by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and transmitted to the fifty-sixth session of the General Asssembly in response to General Assembly resolution 51/172 of 16 December 1996. * Provisional agenda CONTENTS I. Report on the implementation of General Assembly resolution 51/172, II. The declaration of the 8th Inter-Agency Round Table on Communication for Development (Managua, November 2001) III. United Nations Educational, Scientific and Cultural Organization (UNESCO) IV. United Nations Children's Fund (UNICEF) V. United Nations Population Fund (UNFPA) VI. Joint United Nations Programme on HIV/AIDS (UNAIDS) VII. Food and Agricultural Organization of the United Nations (FAO) VIII. United Nations Development Programme (UNDP) IX. United Nations Environment Programme (UNEP) I. Report on the implementation of General Assembly Resolution 51/172, including the recommendations of the 8th Inter-Agency Round Table on Communication for Development held in Managua, Nicaragua, 26-28 November 2001. Communication for Development lies at the heart of the challenge to involve people in the process of their own development. When successful, Communication for Development is a powerful tool in such areas as health, agriculture and population. It has contributed to poverty reduction and social progress in many countries and, in admittedly fewer countries, led to falls in HIV transmission rates. Communication for Development is a continually evolving field, in which one finds many approaches and ideologies and those who practise it come from a wide range of backgrounds and disciplines. As a programme intervention in its own right, Communication for Development, was initially promoted in the late sixties within the United Nations system by several UN agencies and funds. The Communication for Development Roundtable was conceived as an informal international forum for donors and those working in communication where approaches could be harmonised, news of progress given and good practices shared. [JP] Participants include UN agencies, bilateral agencies such as the United States Agency for International Development, universities and non-governmental organisations. Roundtables meet every two years, under the aegis of a UN agency chosen by rotation. The seventh Roundtable, held in 1998 in Salvador, Brazil and co-ordinated by UNICEF, concluded that greater priority needed to be given to evaluating communication programmes and more resources should be dedicated to developing capacities for catalysing changes in behaviour change. These topics, with specific reference to HIV/AIDS, became the subject of the 2001 Roundtable, organised by the United Nations Population Fund (UNFPA), in collaboration with the Panos Institute, the Rockefeller Foundation and the United Nations Educational, Scientific and Cultural Organization (UNESCO), and held in Managua, Nicaragua between 26 and 28 November 2001. The question examined at this roundtable was what role communicators have to play in future and whether current strategies, experience and knowledge are appropriate to slow the HIV/AIDS epidemic, and in which conditions they need to be expanded. The long-term goals for communicators included improved inter-agency collaboration in areas such as education and communication in reproductive health for adolescents, the retention of prevention, care and mitigation of the impact of the epidemic high on participants’ agendas, and strengthened alliances between governments and civil societies to maintain progress in such themes as rights, gender equity and social equality and reproductive and sexual health. Seventy participants were invited to Managua, representing a wide range of UN agencies, bilateral and other donors, non-governmental organisations and communication specialists. Preceding the meeting, a website hosted by the Communication Initiative carried background papers, outlined the goals of the Roundtable and facilitated a moderated electronic debate where some of the key issues were identified and discussed. This report comprises a summary of the discussions and conclusions of the 2001 Roundtable. UNFPA was entrusted to provide leadership in this timely initiative, which coincides with the UN renewed emphasis on inter-agency collaboration. The meeting opened with an overview of the role of communication in development in general and communication in HIV/AIDS programming in particular. Practice, evaluation and challenges are then examined from the perspective of three specific theories - Behaviour Change Communication, Communication for Social Change and Advocacy Communication. While recognising the value of this analysis, participants agreed that the priority was less to defend specific theories than to create bridges among them and promote common understandings, synthesise experiences and identify challenges and means of overcoming them. The final section of the report comprises conclusions from the plenary and workshop discussions, with the primary emphasis on the need to involve communities in all aspects of the development and evaluation of projects that affect them. Projects from a number of countries, including Nicaragua, are also highlighted as examples of where communication has succeeded in empowering communities. The lessons and experiences shared at the meeting revealed a growing sense of frustration, from the South and North, over the shortfalls of existing approaches. There was a strong feeling that developmental communication, while sometimes highly effective and participatory, is too often donor-led, narrowly focused, short term and uncoordinated – favouring quick-fix solutions rather than deep-rooted social change needed to turn around development issues. A combination of complementary communication approaches is required, with participation and community empowerment being the enduring motifs. The overall message of the meeting was to stress the need to pause and take stock of the current situation and incorporate lessons learnt, before deciding how to best turn today’s policy and donor climates to the benefit of those most affected by underdevelopment. At the end of the discussions, the key points were synthesised in the Declaration that follows this presentation. II. The Declaration of the 8th United Nations roundtable on Communication for Development, 26-28 Novembre 2001 The Communication for Development Roundtable brings together the United Nations Agencies, bilateral and multilateral donors, foundations, non-governmental organisations, scholars, and a number of practitioners in communications from throughout the world. The Roundtable meets every two years to provide strategic direction and input to development communication programs for the members of the Roundtable and the larger development community. The VIII Roundtable focused on the HIV/AIDS pandemic and the communication challenges it presents. The discussions examined the role of communication, its successes and failures and our attempts to deal with this pandemic. The Roundtable asserts: Communication for Development is a powerful process that has shown success in agriculture, population, health, education, and many other fields and has contributed substantially to social and economic progress and poverty reduction. Communication for Development is an essential process within human development and must be integrated in economic, political and social change. This process is more than information dissemination. It is a multi-strategy approach that involves and gives voice to all levels of society. Communication for Development is grounded in political, social and cultural contexts, guided by research, and ideally owned by those affected. Communication for Development must create informed public and private debate by creating the space for people's voices to be heard. Human rights are an inherent part of all Communication for Development. Communication not based on these principles has the potential to do harm. HIV/AIDS Communication HIV/AIDS communicators have been successful in broadening awareness, increasing knowledge of how HIV/AIDS is contracted, placing the epidemy in the context of human rights, increasing knowledge and demand for effective services and mobilising political support for national health plans. Local, national and international communities, however, have struggled to make an impact on overall HIV/AIDS rates. Despite increased attention and concern, the pandemic continues to spread. Countries that are making the most progress, for example Thailand and Uganda, are characterised by communication environments that feature high levels of accurate knowledge, interpersonal dialogue, public debate, local action, and central involvement of people living with HIV/AIDS. These characteristics are common across other HIV/AIDS initiatives that are making a difference in their countries and communities. The Communication for Development community will encourage and support this approach on a broader scale. Recognising this scenario, the Eighth Communication for Development Roundtable believes the following: The HIV/AIDS pandemic presents unique and unresolved challenges for Communication for Development. In the continuing absence of a cure and a vaccine for HIV/AIDS, the capacity of people to communicate with each other is a critical part of containing the epidemic. Despite the success noted above, existing HIV/AIDS communication strategies have proved inadequate in containing and mitigating the effects of the epidemic. For example, they have often: - Treated people as objects of change rather than the agents of their own change; - Focused exclusively on a few individual behaviours rather than also addressing social norms, policies, culture and supportive environments; - Conveyed information from technical experts rather than sensitively placing accurate information into dialogue and debate; - Tried to persuade people to do something, rather than negotiate the best way forward in a partnership process. Progress in slowing the epidemic will require a multisectoral response and use of Communication to tackle the behaviours related to the spread of the epidemic and to address its causes (inequality, prejudice, poverty, social and political exclusion, discrimination, particularly against women). The VIII Communication for Development Roundtable calls for: The international communication response to be rooted in and subject to local ownership and agendas; - A redirection of increased resources toward more effective communication programs based on the principles outlined above; - Programs to be accountable to those they are designed to benefit; - Increased investments in capacity building, training and research at the country level in communication for development strategies, evaluation, and appropriate indicators, and - A coordinated and concerted multisectoral international and in-country communication response among all partners, involving governments, NGOs, religious leaders, donors, the private sector and particularly those living with HIV/AIDS. Containing the pandemic will take many years, and the current renewed energy and commitment to fight this epidemic must be sustained. Measuring the impact of this work must happen over the long term. Although methodologies for evaluating impact of Communication for Development need to take into account this longer timeframe, short-term process indicators must ensure accountability. As immediate actions, the Roundtable proposes: - The formation of an international brain trust on HIV/AIDS communication strategies and tools. The work of this trust will feed into the planning for the Global Fund. - The collection and sharing of tools from key agencies/implementers to identify and improve access to proven tools and reduce duplication. - To call upon UNESCO to include this declaration in its biannual report on Communication for Development to the Secretary-General of the United Nations. . III. United Nations Educational, Scientific and Cultural Organization (UNESCO) The United Nations Educational, Scientific and Cultural Organization (UNESCO) has been concerned with communication since its inception in 1946, as reflected in Article 1.2 of the Constitution, which invites the Organization to ‘collaborate in the work of advancing the mutual knowledge and understanding of peoples, through all means of mass communication, and to that end recommend such international agreements as may be necessary to promote the free flow of ideas by word and image’. Unlike many other organizations, therefore, UNESCO sees communication as a major programme in its own right, not only as a support to, or as a vector of the development process. The New Communication Strategy, unanimously adopted by the General Conference of UNESCO at its twenty-fifth session in 1989, which requested the Organization “to encourage the free flow of information, at international as well as national levels, to promote its wider and better balanced dissemination, without any obstacle to the freedom of expression, and to strengthen communication capacities in the developing countries in order to increase their participation in the communication process” and “recognized the relevance for concerned actors, policy-makers and decision-makers to attribute increased importance to communication for development and encouraged them to include it …as integral component in the development of projects and programmes”;; The main orientations of UNESCO’s 'Communication for Development' have, in recent years, been in line with the main policy development of other leading United Nations agencies dedicated to human development. They followed Resolution A/C. 2/51/L.45 adopted by the United Nations General Assembly in 1996, which, inter-alia, 'stresses the need to support two-ways communication systems that enable dialogue and that allow communities to speak out, express their aspirations and concerns and participate in the decisions that relate to their development'. For UNESCO the challenge is to build a knowledge society based on the sharing of knowledge and incorporating all the socio-cultural and ethical dimensions of sustainable development. Beyond the technological aspects, the real challenge is to take account of the human dimension of the digital divide. In this respect, education constitutes a priority objective because there can be no Information for All Programme (IFAP) without education for all. Recent Policy Changes UNESCO 's action is in line with the objectives set out in the Resolution of the United Nations Economic and Social Council (July 2000) on "the role of information technology in the context of a knowledge-based global economy" and in the United Nations Millenium Declaration (September 2000). These texts call for the creation of an international strategic partnership to bridge the digital divide and establish a knowledge society that is open and non-exclusive. The World Summit on the Information Society (WSIS), that will be held in Geneva in 2003 and in Tunis in 2005, under the auspices of the International Telecommunication Union (ITU), will allow to take stock of all the issues at stack, to draw up a balance sheet of achievements and to define strategies for future action. Within the framework of communication in the service of humanity, UNESCO committed itself to programmes that promote and monitor the exercise of free expression, support media independence, pluralism and diversity, and emphasize professional training and development of human and infrastructure resources in communication. In an effort to strengthen the South-North dialogue, the strategy called for a better dialogue and equilibrium between and among regions, and a more regular flow of programmes and materials across economic and cultural frontiers. Another new focus of attention is centered on the new communication technologies, their socio-cultural impact, development potential and relevance to UNESCO’s spheres of competence, as well as on the need for media audiences to become media-literate. To counter warmongering propaganda and incitement to hatred in triggering and aggravating conflict, UNESCO continues, as it has done in the North-East Europe and elsewhere, to support, together with the United Nations and professional organizations, local media whose independence of the parties to the conflict is internationally acknowledged, which provide non-partisan information and which defend the values of peaceful coexistence and mutual understanding. UNESCO’s 31st General Conference (Paris, October-November 2001), broke new ground with the adoption of a Universal Declaration on Cultural Diversity. Adopted by acclamation, it is the first major international standard-setting instrument conceived to promote cultural diversity. Its adoption confirms the view that “intercultural dialogue is the best guarantee for peace, rejecting the ideas that conflicts between cultures and civilizations are inevitable”, said UNESCO Director-General Koïchiro Matsuura at the closing session of the General Conference. Communication is therefore an essential tool for reconstructing civil societies torn apart by conflict in Afghanistan and in the Middle East: freedom of the press, pluralism and independence of the media, development of community newspapers and radio stations are crucial to the re-establishment of social bonds and to the reconciliation process. The New Partnership for Africa Development (NEPAD) UNESCO has since its creation been an active partner of Africa’s communication development aspirations and endeavours. Especially today when Africa faces the risk of technological disparities. The Organisation is concerned with the challenge posed by today’s emerging information society, along with all the social, cultural and ethical implications The major challenges for Africa's communication development aspirations remain almost the same: Lack of, or insufficient access and exposure to modern communication sources; inadequate or weak infrastructure; a dearth of trained personnel; absence of communication and information policies for development. Concerning the dearth of trained personnel, and the absence of communication and information policies for development, UNESCO has decided to consider communication professional training as its priority, including the provision of equipment for communication practitioners with the knowledge and skills required to use communication instruments in support of national social, economic, political and cultural development in Africa. The shared commitment of NEPAD is to eradicate poverty and to place African countries on a path of sustainable growth and development. The Heads of State and Government of the African Union (AU) member states agreed to achieve the objectives (i) Investing in Africa's People in order for them to move from Social Exclusion to Global Inclusion (ii) Investing in ICT and Other Communication Basic Infrastructure in Africa. Corollary to the foregoing, UNESCO supports the training of African journalists recognising their pivotal role in Africa’s democratisation processes. Working hand in hand with relevant national authorities, efforts will be undertaken to ensure that laws that limit journalists’ freedom of expression are reviewed. Particular attention is provided to the communication aspirations of African women and youth who often are marginalized in the communication landscapes. Thus, support for the women speaking to women (community radio projects) will be strengthened to ensure that women are given the means of communication –without necessary creating a communication ghetto. The IPDC Programme To enhance its Communication for Development activities, UNESCO gives high priority to strengthening communication capacities in developing countries, in particular through the International Programme for the Development of Communication (IPDC), Funds-in-Trust projects and inter-agency cooperation. The IPDC, whose objective is to contribute to sustainable development, democracy and good governance by fostering universal access to and distribution of information and knowledge through strengthening the capacities of the developing countries and countries in transition in the field of electronic media and print press, has been instrumental in a broad range of Communication for Development activities, such as the promotion of press freedom, and media independence and pluralism, community media development, human resource development, computerization of both national and regional news agencies, and radio and television broadcasters. The Resolutions 'Information in the Service of Humanity (55/136,56/64, 57/130) adopted by the United Nations General Assembly at its 55th, 56th and 57th sessions in 2000, 2001 and 2002, which urge all countries, organizations of the United Nations system and all others concerned 'to provide full support for the International Programme for the Development of Communication of the United Nations Educational, Scientific and Cultural Organization, which should support both public and private media'. The IPDC on-going reform process, launched in the framework of UNESCO’s comprehensive reforms, has already allowed improving a number of important aspects of the Programme functioning since the IPDC Intergovernmental Council decided at its 22nd session to improve the IPDC working methods and to introduce new procedures related to preparation, selection, implementation, monitoring and evaluation of IPDC projects, to promote the best practices and projects achievements and to conduct a proactive fund-raising policy. The Council also decided to further concentrate the Programme on a limited number of well-defined innovative and catalytic projects and to give the highest priority to national, regional and interregional projects in the following areas of promotion of freedom of expression and media pluralism, development of community media, human resource development and promotion of international partnership. Further the Programme concentrate on a limited number of well-defined innovative and catalytic projects. The highest priiority is thus given to national, regional and interregional projects in the follwowing areas: - Promotion of freedom of expression and media pluralism - Development of community media - Human resource development - Promotion of international partnership The Programme for Creative Content A clear strategic objective is also promoting the expression of pluralism and cultural diversity in the media and world information networks. In pursuit of this objective, UNESCO will continue to encourage cultural and linguistic pluralism and the vitality of the various forms of cultural expression by giving support to the production and dissemination of media and information products at the local, national and regional levels. In the case of the media, as indeed for all communication and information techniques, the promotion of pluralism is a main challenge. A recent initiative launched by UNESCO in the area of local content production, a key aspect of development communication, is the new international Programme for Creative Content, aimed at stimulating creativity and innovation in local content production for television, radio and new media in developing countries. The ultimate objective of this international effort is to promote the expression of cultural and linguistic diversity through communication and information, contributing to building an inclusive knowledge society, where disadvantaged communities may fully participate. The target groups of this initiative are television and radio training institutions, television and radio directors, scriptwriters and producers, working independently, with community stations or with public service broadcasters. Community Media, the Community Media Centres (CMC) Information and communication technologies (ICTs) constitute a specific strategic objective in UNESCO Medium-Term Strategy for 2002-2007. They are expected to play a growing role in all of the Organization's fields of competence. The General Conference stressed that equitable access to cyberspace should enable better expression of cultural diversity in all its forms and called on UNESCO to continue its work on a standard-setting instrument on cyberspace. UNESCO will respond to the challenge of the digital divide by supporting institutional and human capacity-building in developing countries, the last developed countries and countries in transition. The experience gained from many projects and studies has demonstrated the fact that community radio is one of the most effective and least costly means of communication for development, especially in rural communities. It effectively provides social participation, literacy, health, child care, improved agricultural methods, vocational training, protection on the environment and other development goals. The Internet and associated technologies are pivotal to full and effective membership of the knowledge society. However, disparities of access, language barriers, the cost of the technologies and of connectivity, lack of awareness and motivation are creating a growing digital divide which hampers vital access to these important new resources for many. UNESCO’s Programme for Community Multimedia Centres (CMCs), which combine traditional community broadcasting with telecentre facilities continues to grow. CMCs have been or are now being established in some twenty countries in Africa, Asia, the Caribbean and the Balkans. The CMCs address the digital divide in developing countries and countries in transition, seeking to ensure that information, communication and knowledge become the basic tools of the poor in improving their own lives through an approach that is cost-effective, country-differentiated and empowerment-oriented. At the national, regional and international levels, UNESCO seeks to encourage supportive regulatory and policy frameworks to ensure community access to new technologies. In the field of capacity-building, the Organization is also creating training materials in close cooperation with key stakeholders. The resulting multimedia training kits are distributed on an open access basis and training workshops are organised. Public Service Broadcasting UNESCO continued to support the development of public service broadcasting through promoting editorially independent national public broadcasting services, especially in developing countries and countries in transition and to strengthen the educational and cultural mission of public service broadcasting as a gateway to the knowledge society. For the majority of the world population, comprising inhabitants of huge rural areas and illiterate people, radio and television remains the most available and widespread ICTs, with radio in the first place as primary communication medium. UNESCO has been committed to supporting and promoting public broadcasting as well as preservation of its contents which serve the interests of people as citizens rather than as consumers, by reaching all populations and specific groups and thereby contributing to social inclusion and strengthening civil society. UNESCO promoted best practices of the editorially independent PSB, advised Member States on legal, regulatory, financial and other major issues related to PSB; promoted associations of citizens for quality broadcasting and proposed, in cooperation with EBU and ITU, a model PSB law, as well as reference publications, such as ‘Public Broadcasting: Why? How’?’ 2001, and major regional meetings; "Challenges for Public Broadcasting in Africa" (Rabat, Morocco), “Citizen Participation in Broadcasting”, London, June 2001; “Legislation in the Field of Broadcasting – Public Service and Commercial Broadcasters”, Slovenia, May 2001; International seminar to initiate the drafting of laws on radio and television broadcasting, organized by UNESCO, ITU and URTNA in Dakar, June 2001). News Agencies UNESCO has since the early 80’s and 90’s launched programmes in support of international, regional and national news collection and distribution institutions. This has ranged from equipment procurement as well as the provision of relevant skills upgrading courses. UNESCO activities were particularly concentrated in Africa and included sub-regional initiatives such as WANAD (West Africa News Development Project), CANAD (Central Africa News Agency Development), SEANAD (South and East Africa News Agency Development Project). PANA (Pan African News Agency Development Project) was its continental flagship project. Other initiatives concerned CANA (Caribbean News Agency) and the computerisation of Arab, Asian and Pacific national news agencies. Today the role of national news agencies has completely changed principally due to the new communication and information technologies. Apart from the technological implications, necessitating more and more powerful computers and other telecommunication equipment, (which the poor countries cannot afford) it is the very concept of the national news agency that today needs to be studied. An important facet in strengthening news agencies still concerns the computerisation of news reception, processing and distributing activities of news agencies. This will facilitate the anchoring of news agencies at the heart of democracy and also facilitate the storage of news agency materials on such forms as CD-ROMs as well as websites. This will enable EFA activities to easily tap in news agency materials in support of illiteracy eradication activities and the supporting of extra-curricula reading activities thus greatly preventing the relapsing into illiteracy of neo-literates.. Professional Training Some of the earliest UNESCO programmes emphasised professional training, (initially in film, then in radio and television), following a model of basic training at local and national levels, intermediate skills training at regional levels, and advanced training through overseas attachments and study tours. The tradition is still very strong, although it has been modified over the years by a rising emphasis on community-based media practices, and the use of adapted, or appropriate media technologies. UNESCO’s action is based on partnerships and alliances within and outside the United Nations system. For example, the organization of the United Nations Round Table on Communication for Development, which has been held every two years since 1988, sees a gathering of experts and colleagues for a unique occasion to exchange experiences and information. UNESCO programmes on communication and information benefit from collaboration with, and contributions from, a wide range of partners. These include other United Nations agencies, bilateral development partners, international, regional, non governmental and intergovernmental organizations, professional communities and the private sector. UNESCO is an active partner for international initiatives such as the United Nations ICT Task Force, preparations for the World Summit on the Information Society (Geneva, 2003 and Tunisia, 2005) and the Global Knowledge Partnership. Another strong feature of the UNESCO programme is its emphasis on varied professional networks, organized both at regional levels and by media. It is through such networks that it vocalizes its concerns, and identifies human resources for project development; it is also from such networks that its ideas are drawn in the first place. It is also mostly through these networks that links with different theoretical and normative traditions have been maintained. For example, communication research in UNESCO has long been identified with the International Association for Media and Communication Research (IAMCR), a body original created under UNESCO auspices. Similar associations exist, and enjoy a comparable relationship, in the various world regions (for example AMIC in Asia, ACCE in Africa, ALAIC in Latin America, ECCR in Europe); in the majority of cases these links have been acknowledged by the granting of a formal status of association. Comparable relationships reinforce other traditions in the professional community (for example links with the IIC-International Institute of Communication, with CILECT - a non-governmental organization grouping film and television training schools, or JOURNET, a global network for professional education in journalism and media). There are similar networks for journalists (whose consultative regional meetings were assisted for many years by UNESCO), for press freedom and monitoring groups, or for documentalists (through the COMNET international communication documentation network). In this way, a variety of traditions can co-exist. The Communication Development Division participated in a large number of seminars and workshops in close cooperation with other United Nations agencies offering its communication expertise for preventive health information in Africa and Asia. Youth, Education and Information UNESCO is actively assisting young people to produce information themselves by facilitating the creation of youth information and communication networks, by supporting youth training in ICTs and by providing appropriate technologies to youth organisations. An important project for UNESCO is INFOYOUTH, a worldwide information network of government authorities, relevant agencies and youth organizations on youth-related issues. Run by an independant Steering Committee it seeks to make knowledge, experience and analysis of youth policies and issues available to all. Such an inventory of current trends and issues relating to youth matters enables decision-makers to keep up with pertinent information, as well as to have a back-up in formulating the corresponding national and regional strategies. The research and content production aspect in this field is developed namely through the elaboration of specific tools and guidelines, and the publication of books and CD ROM on the status of youth in different Members States and in the world. At the same time, INFOYOUTH raises awareness and facilitates the introduction of young people into new information and communication technology skills, particularly in deprived areas and post-conflict zones. Reflecting the major concern to secure better conditions for young people to access information, the establishment of various information structures and centres all over the world is a high priority. By collecting and providing information concerning the different youth activities and projects, these info-structures are meeting the constantly increasing needs of young people and youth NGOs for updated and reliable information. INFOYOUTH also provides access to information and supports the global effort against HIV/AIDS. INFOYOUTH is thus not only an Internet gateway to youth-related issues (www.infoyouth.org) but also encourages and sponsors concrete projects in favour of youth The exponential growth of the Internet use by households and schools prompted a renewed interest in the concept of Youth Media Education for its integration in formal and informal school curricula. UNESCO has therefore started a research programme on Media Literacy aiming to promote critical approaches of youngsters towards the media. After consultations with researchers and the realization of a number of surveys and studies to identify the local needs in a diversity of approaches to this issue, three main sets of actions were defined, aiming to; 1) a better cooperation between researchers and practitioners -teachers and radio/TV producers particularly in Asia and Africa; 2) development of regional programmes, publications and learning tools; 3) council on national legislature and regulations UNESCO paid an increased attention to studies and research in the field of Media Education through support to professional organizations such as International Association for Media and Communication Research (IAMCR), as well as its active participation at major events, particularly the Seville Experts Seminar in February 2002 which established regional policy priorities for thiese renewed programmes. In March 2003 the Thessaloniki Workshop elaborated a common Mediterranean curriculum on Media training for Teachers and a regional strategy for its integration in teaching programmes. It was crucial to strengthen cooperation with media research institutions and national regulatory authorities and educational institutions, through research and policy development aiming the modernization of secondary school programmes in the region. Main policy papers and studies on Media Literacy could be consulted at (www. unesco.org/webworld/thessaloniki) and are included in the CD-Rom series 'ci.com' Communication Research Research has always fulfilled an important role in UNESCO’s communication work, particularly now with the convergence and multiplicity of communication channels. But UNESCO is also interested in researching communication as a social process, not merely as a technical imposition on society, an entertainment industry, means of advertising campaigns nor as a mass media extension of the human voice or pen. With a policy of continued development and a strong will to be more and more participative, UNESCO is inviting researchers and practitioners, journalists, civil servants or teachers to contribute actively to UNESCO orientations and programmes in particular through regional and decentralized approaches. In November 2001 this was articulated at an expert meeting at Leicester University. A successful multi-author publication presented the most recent research and leading experiences on Community Media: Challenges to Development, Paris, March 2002 The broad areas for UNESCO's support for research activities in communication and information include: - Strengthening press freedom, independent and pluralistic media structures - Promoting Media Literacy in formal education programmes - Community multi-media centres, multi-purpose telecentres and social participation - Social and cultural impact of ICTs - Cultural and linguistic diversity in the cyberspace, ICTs and distance education UNESCO's Initiative BABEL The objectives of this initiative are to promote the use of multilingualism on the Internet in view of making access to its contents and services more equitable for its users worldwide, including developing countries and countries in transition. The project, based on the application of ICTs, aims at supporting linguistic and cultural diversity, prevent language segregation and protect languages in danger of disappearance. The project covers activities improving accessibility to information and its use in as many languages as possible through innovative developments in four general areas: Contents promotion in different languages; Language interoperability; Language preservation and Language training. To this end, three main strategies are envisaged: Policy formulation; Implementation of concrete research and development activities and Information dissemination. See the Website: http://www.unesco.org/webworld/portal_bib/ Gender Policies UNESCO continued to study the marginalization of women in national media landscapes and its impact on their access to development communication activities. It can be hypothesized that women’s inability to have equal access to the media also denies them the opportunity to have access to development communication activities. Thus, from an operational perspective the Organization continued to implement the project: “Women Speaking to Women” which establishes community radio stations run by and for women. The Women on the Net project is designed to foster social participation of women via the Internet. A practical handbook Women in the Digital Age seeks to introduce key themes for women in the digital age through some examples of how women are using the Internet. UNESCO consequently launched, jointly with the Pan-African News Agency (PANA), its bulletin entitled “Women of Africa” for dissemination in whole Africa. One of the major aims of the bulletin is to improve the professional standards of women journalists with the aim of increasing their participation in national media landscapes Conclusion UNESCO’s interest in communication is holistic, encompassing all aspects of the discipline - technological, social, political, and cultural. UNESCO's mandate is to promote the knowledge society as a whole, not a single perspective. For this reason UNESCO has a special obligation to collaborate with all the other organizations - multilateral and bilateral, international and regional, intergovernmental and non-governmental - in promoting South-North dialogue and reinforcing communication capacity in the developing countries. But to make the free flow of information more than a catchphrase involves movement, information flow and networking in all directions, among many partners, traditional and modern. It also requires intersectorality and interdisciplinarity. New technologies like the Internet can only realize their social applications through this kind of interdisciplinarity, as exemplified in UNESCO projects employing satellite technologies to educate at a distance. The links between the Programmes of the Communication and Information Sector, juxtaposing communication, information and informatics, need to be further consolidated, moving from a structural to a conceptual level that would mirror the emergence of a global information society. IV United Nations Children's Fund (UNICEF) UNICEF’s organizational transition to a programming cooperation approach based explicitly on the human rights of children and women and the Medium Term Strategic Plan (2002-2005) has important implications for communication programming. In particular, two areas need to be underlined: a stronger focus on the participatory dimension of communication - meaning a wider, more conscious, more systematic focus on the active involvement of all stakeholders at all stages of communication programming, from assessment to analysis, to planning and implementation; and an effort to focus on reaching the most vulnerable children, women, and communities. UNICEF recognizes that behaviour development and social change communication is one of the most important programmatic components in the achievement of the outcomes for children as the attainment of these outcomes strongly relies on changes in attitudes and behaviour of individuals, families, communities, civil society and decision makers, through increases participation and empowerment. Participatory research and other forms of consultation with the involvement of communities are increasingly utilized as the basis for the development of strategic and evidence-based communication interventions. At the headquarters level, the new programming guidance currently being developed includes training modules on strategic communication planning and community participation. In addition, several studies that have been completed on mainstreaming community participation, participatory communication and reaching the unreached and most disadvantaged groups form the state of the art in participatory communication. The experiences documented and widely shared provide substantive lessons that can be adapted to different situations. These studies contribute to the UNICEF programme guidance on human rights-based programming, that acknowledges communities that were once defined as “beneficiaries” as active participants and actors in analysing their situation, identifying solutions and taking action. Evidence indicated that by working together with communities, governments, civil society and non-governmental organizations, development communication programmes are more successful and sustainable. Through participatory communication UNICEF is putting communities at the centre of their own development and building community capacity through innovative approaches that emphasize dialogue as central to development, such as Appreciative Inquiry. Another area where there is a clear trend towards increased utilization of participatory communication approaches is the area of programming for adolescents. The review of country programmes carried out in the course of the past few years shows a change from the token involvement of adolescents in the implementation phase of projects to their increasing involvement during other phases – assessment, analysis, planning, monitoring and evaluation. In addition, a major communication initiative based on the principle of, “What every adolescent has a right to know”, has a clearly defined adolescents’ participation component at all stages, as well as an adolescents capacity-building component. The initiative places the key information gathering efforts in the hands of young people, with assistance from UNICEF and other experts. The resultant communication strategies raw upon a participatory process that empowers young people to actively engage with other partners to design, implement and evaluate efforts to meet their needs for HIV/AIDS information, knowledge and understanding. The Special Session on Children, and Follow-up A model of participation involving children and adults was achieved at the Children’s Forum, held form 5-7 May 2002 and at the General Assembly Special Session on Children, held from 8-10 May 2002 in New York. The Special Session and the related events brought together world leaders, national delegations, community representative and hundreds of children. For the first time in UN history, young people addressed the General Assembly on behalf of children, presenting bold ideas and creative solutions to the development issues that affect them directly. Channels set up expressly for the Special Session, or created in response to it, continue to encourage youth participation in communication for progress. UNICEF country offices were deeply involved in advancing public awareness and involvement through the “Say Yes for Children” campaign, which has secured the commitment of nearly 95 million pelple to create a world fit for children. New alliances between UNICEF and the BBC World Service, Fox Kids Europe, MTV Asia, and FIFA (the Federation Internationale de Football Association) all share the common and continuing aim of engaging people in an exchange of ideas about development issues. The internet medium in particular has the added benefit of allowing interation on a glonbal scale among children, and between children and adults. To this end, UNICEF has upgraded its own website,  HYPERLINK "http://www.unicef.org" www.unicef.org, making it an improved source of information on current development programmes and, in its Voices of Youth section,  HYPERLINK "http://www.unicef.org/voy" www.unicef.org/voy, of real-time discussions between youth in different parts of the world about a wide range of issues of interest to the young. Communication for development is also a means of advocating for children’s rights in all possible for a: influencing legislation and public opinion, and mobilizing resources for children, UNICEF’s Director of Communication currently chairs the UN Millennium Development Goals Communication Working Group, which coordinates communication work among UN organizations and agencies on the Millennium Development Goals. UNICEF has also contributed resources and ideas to the UN/BBC/DFID Partnership to promote the MDGs. The agenda set around the “World Fit for Children” – the outcome documents of the General Assembly Special Session on Children – and the Millennium Development Goals has wide implications for country-level communication programming as well. The new framework, with its focus on stages of development (“life-cycles”) rather than on vertical programmes, will require a further strengthening of integrated communication interventions which respond to the emerging holistic view of children’s survival, development and participation in each of the three lifecycles identified: early childhood, basic education period and adolescence. Strengthening communication work in the field “Communication” includes a number of different functions that can be grouped into two main categories: programme communication, and media/external relations communication. Although related, the functions under each category require distinct competencies that are often difficult to find in one person: the skills needed in programme communication – to communicate effectively with community groups, help people articulate their needs, solve problems, mater new skills etc. - are distinct from those needed in media/external relations communication, where the emphasis is on the development and implementation of media strategies, on telling the UNICEF story in compelling ways and producing quality materials for print, Internet and broadcast media. While the primary focus of programme communication is the achievement of specific country programme objectives, external communication is a corporate function that must respond to country, regional and global communication needs. The recognition of the different functions of programme communication officers and (media/external relations) communication officers has recently resulted in the development of new generic job descriptions. The new descriptions, finalized and released in 2000, cover the entire range of the programme communication and communication posts in UNICEF field offices, from regional advisers to country office assistants. Both programme communication and (media/external relations) communication are recognized as “core functions” within UNICEF, essential if UNICEF is to fulfil its mission and mandate. In small offices, both functions will likely continue to be performed by the same person, but there will be more clarity on the necessary communication skills to be found among the staff and consultants recruited to cover either or both of the functions. As a result of this clarification, UNICEF field offices have attracted staff with the right mix of competencies to undertake the tasks required in participatory communication, community empowerment, strategic communication planning, implementation and revaluation. Training and capacity-building A training package “Communication for behaviour change and development”, developed in 1998 and tested in several countries, has been finalized. One key strength of the training process is that it allows participants to learn the basic principles and processes of strategic communication for development planning, while planning the communication component of a specific programme or project, or of the country programme. To gain more mileage out of the package, short modular versions of the training have been extracted to cater for the different needs of countries and regions. A one-week workshop format has been extensively utilized, in collaboration with the World Health Organization (WHO), with country teams involved in polio eradication, but has also been utilized for new interventions, such; as prevention of parent-to-child transmission of HIV/AIDS. The value of the methodology, which combines training with actual planning, is in the shift it proposes from a standard training exercise to the application of the process to the real issues at stake, therefore engaging the participants more deeply and allowing them to see from the beginning of the process – through a step-by-step application of the methodology – its result in terms of communication for development programming. In addition, the methodology moves away from an “expert” approach, in which the communication expert produces the communication component of the programme, towards participatory communication planning, where all of the country’s team members (from government, UNICEF, other United Nations agencies and non-governmental organizations) are involved in the planning, with beneficial results in germs of sharing and learning skills as well as ownership of the final product, which has in itself important implications for the implementation of the strategic communication plan developed. To further support capacity building in regions and countries, UNICEF is undertaking a communication capacity assessment, starting with five of the seven regions that UNICEF operates. The result will be a database of communication experts that the countries and regions can draw upon. The assessment will also identify institutions that can be strengthened to facilitate training and/or offer communication support to programmes. UNICEF has signed a Memorandum of Understanding with the Johns Hopkins University Centre for Communication Programs. The purpose of the Memorandum is to further strengthen local and regional capacities and enhance the quality of communication planning, implementation and evaluation. Country-level communication for development experiences: trends and challenges The review of communication for development activities implemented at the country level, conducted on an annual basis by the UNICEF Programme Division, helps to define emerging trends and challenges as well as identify innovative experiences in country-level communication for development programming. UNICEF’s current strategic priorities –HIV/AIDS, Child Protection, Integrated Early Childhood Development, Immunization Plus and Girls’ Education – are at the centre of all communication for development. Audio-visual campaigns for “Girls” Education and “Fighting HIV/AIDS’ have been launched globally, with comparable materials for the remaining concerns planned for the future. Trends First, communication is increasingly seen as a necessary and integral component of country-level programming, rather than an ad hoc intervention. Secondly, while in the pas t the focus of country-level communication interventions was on the advocacy and social mobilization strategic components, in recent years there has been increasing understanding of the fact that “programme communication” – the communication strategy specifically aimed at reaching families, communities and individuals, to facilitate informed behavioural change – is a necessary strategic component and needs to be utilized in synergy with the other two, if sustained societal change is to be achieved. Also, increasing attention is being paid to the systematic use of research sata within the planning of strategic communication interventions. Overall, there is a clear move form the old Information, Education and Communication approach – mainly based on materials production, health education and use of mass media to share information and raise awareness – to a carefully planned, research-based, participatory and strategic communication planning methodology based on the principles of the “Triple A” (Assessment, Analysis and Action). Another notable trend is increased documentation of best practices and lessons learned and impact evaluation of communication interventions. Among the more recent documentation is the Sudan communication strategy for Female Genial Mutilation/ Cut (FGM/C) and the Bangladesh Child Domestic Workers initiative. Several evaluations have been completed this year, in Pakistan, Niger, Azerbaijan and Egypt. Other evaluation exercises are ongoing in Nigeria, India and Cambodia. The use of strategic communication planning processes has increased substantially in the course of the past few years, allowing country teams to view audience and channel selection as fundamentally linked to a process of participatory assessment and analysis of the country specificity in terms of meeting the rights of children and women. Although modern media, such as radio and television, continue to play a major role in most countries as communication channels of choice, increasingly interpersonal communication channels of choice, increasingly interpersonal communication is recognized as a necessary and complementary channel to informed and sustained behavioural development. Social mobilization continues to be extensively utilized at the country level to mobilize civil society organizations in support of development goals and to create an enabling environment for change. Non-governmental organizations, religious organizations, and the private sector have been increasingly mobilized for a variety of programmes, from working with religious leaders in Sudan to national immunization days in all polio endemic countries. Other civil society organizations, such as universities and medical associations, are increasingly involved in partnering with UNICEF on a variety of development goals. Challenges Challenges remain in “reaching the unreached” and emergency situations, which are two areas that deserve increased attention in terms of communication programming. The use of strategic communication planning for polio eradication in emergency contexts has however allowed countries to adapt existing methodologies, creating a richness of experience that needs to be recorded and shard, and whose lessons need to be integrated within existing communication guidance. In order to reach the unreached, microplanning and increased involvement of communities and influential community groups seem to be the two most important strategies emerging from experiences now being documented. V. United Nations Population Fund (UNFPA) UNFPA’s mandate is to extend assistance to developing countries, countries with economies in transition and other countries at their request to help them address reproductive health and population issues, and to raise awareness of these issues in all countries, as it has since its inception. The International Conference on Population and Development Plan of Action (ICPD PoA) mandates the following priorities in UNFPA’s advocacy communication: to build consensus around the ICPD Programme of Action principles and goals; to promote reproductive health and rights; to increase focus on young people and displaced persons; to integrate population issues in development; to advocate for gender equity, women’s empowerment and partnership with men, and; to mobilise resources for reproductive health and population issues. These issues call for looking more carefully at the role of sociocultural factors and of civil society, and require skilled and participatory communication interventions at the community and policy levels for dialogue and behaviour change. In support of population and development, reproductive health, reproductive rights and gender equity, UNFPA’s communication approach is to ensure complementarities between advocacy and other communication strategies critical to ICPD PoA’ and the MDGs; these include behaviour change communication, education, and social/community mobilisation, operating at three levels: global or inter-regional; regional; and country programmes. UNPFA is one of the co-sponsors of UNAIDS, and focuses its HIV/AIDS work on prevention issues. Because HIV/AIDS presents unique challenges for population and development communicators, in 2001, UNFPA organized the VIIIth International Roundtable on Communication for Development, in collaboration with the Panos Institute, the Rockefeller Foundation and the United Nations Educational, Scientific and Cultural Organization (UNESCO) in Managua, Nicaragua. The question examined at the Roundtable was what role communicators have to play in future and whether current strategies, experience and knowledge are appropriate to slow the epidemic, and in which conditions they need to be expanded. A report and an interactive DC-ROM on the proceedings were produced and disseminated in 2002. (See  HYPERLINK "http://www.comminit.com/roundtable2/" http://www.comminit.com/roundtable2/) Another major focus of the Fund’s communication work is the promotion of gender equity and women’s empowerment. These efforts to build national capacity in promoting gender awareness and fostering gender equality emphasize the essential role of advocacy, information, knowledge and awareness in improved policy dialogue, and attitudinal and behavioural changes. Support to building the advocacy capacity of women’s organizations, involving religious and cultural gatekeepers, and opening up public dialogue between government and civil society has made an impact, notably the progress made towards eradicating female genital cutting and other types of gender based violence, while recognizing the need for long-term, sustained and multisectoral efforts. An increasing number of countries report the existence of a national policy that promoted women’s rights, security or health. This is the result of advocacy and partnership with cultural, religious and legal gatekeepers to ensure the strengthening of cultural, legal and social norms that do not tolerate abuse of women, and protect and promote women’s fundamental human right not to suffer violence. Effective advocacy also needs a strong evidence base, and UNFPA has advocated for governments to give greater attention to sex-disaggregated data, and raised donor support to prioritize these efforts. UNFPA also supports community-based advocacy around gender issues, and is working to develop and mainstream more effective strategies to reach men and engage them in gender equality and women’s empowerment, as individuals, leaders, and parents. One of the Fund’s priorities is improving the reproductive health of adolescents and young people. Recognizing that many attitudes, behavioural lifestyles and gender perspectives are formed during the early adolescent years, communication strategies are geared towards creating an enabling environment to support adolescent health and development. Such climate includes encouraging open and frank discussion of young people’s concerns, including reproductive health and gender equity; advocating for and strengthening providers’ communication skills to offer youth-friendly information, counselling and other services; strengthening adolescents’ capacity to negotiate for healthy lifestyles to reduce their vulnerabilities to sexually transmitted infections and unwanted pregnancies; educating on HIV/AIDS, sexuality and reproductive health and life skills; organising communication campaigns to delay early marriages and pregnancies; promoting postponement of sexual initiation and condom use. Countries use various strategies, for example the development of adolescent-specific behaviour change communication materials, outreach to the armed forces, use of mass media, awareness raising among religious and political leaders, and partnership with churches to increase support for adolescent reproductive health. As a result, the percentage of service delivery points offering information, education, counseling and services to adolescents between the ages of 15 and 19 has increased. Continued investment in population and family life education into school curricula that aim to provide secondary school students with the necessary life skills to make informed reproductive choices, and to eliminate gender stereotypes, is bringing tangible results. Many countries in all regions report the institutionalisation of population and family life education in school systems, and concrete improvements in the quality of education through the introduction of new curricular contents and support for teacher training. New information and communication technologies offer additional opportunities to involve communities and get their voices heard in population and development issues. In that regard, telephone helplines are increasingly utilized within UNFPA country programmes for an assortment of age groups. Hotlines are part of multimedia campaigns or used in tandem with reproductive health service delivery. Similarly, UNFPA supports the development of compelling and culturally appropriate communications on ICPD through partnerships among local FM radio networks and health and education, youth and women community-based organizations. Other tools include distance learning on advocacy to train staff and national partners. At the global level, advocacy continues to ensure that the international community and international media are aware of the importance of the ICPD goals in achieving the MDGs. Another major aim of global advocacy is to help mobilize resources for population and reproductive health programmes. International events such as World Population Day, the annual launches of the State of World Population report and the growing use of Goodwill Ambassadors in countries throughout the world have been highly successful in creating support for and broad-based awareness of UNFPA’s global agenda and in promoting the Fund’s mandate and image. These international events also serve as the basis for many national-level activities as well. A recently revamped UNFPA website attracts and equips advocates for the goals of the ICPD with first-hand information. Finally, the new development frameworks also provide an important locus for ICPD advocacy, and UNFPA has used opportunities to integrate population, reproductive health and gender issues into national and sectoral policies and plans. UNFPA’s advocacy efforts help ensure that population and reproductive health concerns are fully reflected in international and national development frameworks, including MDG national reports, national poverty reduction policies and plans, sectoral development plans, CCAs and UNDAFs, and consolidated appeals for countries in conflict, emergency and post-conflict situations. VI. Joint United Nations Programme on HIV/AIDS (UNAIDS) The Joint United Nations Programme on HIV/AIDS (UNAIDS) recognizes the importance of communications programming to promote a social and political environment more conducive to HIV/AIDS prevention, care and impact reduction. The UNAIDS Secretariat along with its cosponsoring agencies and other members of the UN family has been in the forefront of raising HIV/AIDS issues in local, national and international levels. The UNAIDS communication programme follow two tracks: The first track supports the mission of UNAIDS as the leading advocate for HIV/AIDS. The second track of programme communication supports the implementation of behaviour change communication activities as part of the comprehensive interventions and services aimed at HIV/AIDS prevention among people. UNAIDS has intensified its advocacy communication efforts in the past two years. Using a multimedia proactive approach it has maintained HIV/AIDS at the top of the international development agenda and has highlighted HIV/AIDS concerns in many international and regional forums. The UN General Assembly Special Session on HIV/AIDS, held in July 2001, adopted a Declaration of Commitment which noted the role of communication in HIV/AIDS prevention and care. UNAIDS recognizes that without a strong communication component, the goals set out in the Declaration of Commitment cannot be effectively met. The UN General Assembly Special Session on HIV/AIDS was successfully positioned as a turning point in the world’s response to the global epidemic. As a result of the conference, governments and key civil society constituencies have increased significantly their commitment to an intensified response and there has been increased awareness of the central role that the United Nations plays in the fight against HIV/AIDS. Instrumental in this success was the extensive media coverage that was obtained worldwide which, according to the UN Secretariat, achieved an unprecedented level for a UN event. The communications strategy for the Special Session broke new ground in coordinating efforts across the UN system and utilizing the strengths of all partners. The strategy also evolved to support the Secretary-General’s Call to Action and his initiative for the Global Fund to fight AIDS, TB and Malaria. The regional call for action to fight HIV/AIDS in Asia and the Pacific, of 25 April 2001, the Abuja Declaration and Framework for Action for the fight against HIV/AIDS, tuberculosis and other related infectious diseases in Africa, of 27 April 2001, the PanCaribbean Partnership against HIV/AIDS, of 14 February 2001, the European Union Programme for Action: Accelerated action on HIV/AIDS, malaria and tuberculosis in the context of poverty reduction, of 14 May 2001, the Central Asian Declaration on HIV/AIDS, of 18 May 2001, the Kathmandu call for Accelerated action on HIV/AIDS in South Asia pf 3 Feb 2003, are some of the other main political events that have focussed on HIV/AIDS in recent months. UNAIDS has also publicized the critical dimensions of the epidemic to a wide range of audiences through both mass media and traditional means of communication. It produces a range of resource and policy material that inform decision-making at the policy level. The Global Report on HIV/AIDS 2002, annual epidemiological updates and several other flagship publications form the bedrock of the UNAIDS communication efforts to highlight the spread of the epidemic. UNAIDS took a leadership role in measuring the trends of the epidemic and applying the information for advocacy purposes. UNAIDS epidemiological information is currently seen as the most reliable estimates on magnitude of the epidemic. The UNAIDS best practices are seen as sound and credible examples of what works and can be replicated. They also set standards and policies on several issues. The UNAIDS website has emerged as one of the main sources for information for the media and the public at large. There are over a million hits at the UNAIDS website during key HIV/AIDS events such as the World AIDS Day and international and regional AIDS conferences. UNAIDS repositioned the World AIDS Day observance each year on December 1 into a longer campaign taking on difficult issues bringing together a wide variety of partners to help address them. Between 1997 and 1999 the World AIDS Campaign focussed on young people and children. In 2000 and 2001, the Campaign took as its theme the role and responsibilities of men in the AIDS epidemic. The Campaign aimed to involved men more fully in the effort against AIDS, to encourage men to take better care of themselves, their partners and their families and to promote programmes that respond more effectively to the needs of both men and women. The 2002-2003 campaign focuses on stigma and discrimination. In 2002 the campaign highlighted the individual’s role and responsibility in reducing stigma and discrimination, while the 2003 campaign will focus on the role of the institutions in eliminating stigma and discrimination at the institutional level. A global television campaign is being launched in 2003 on sigma and discrimination. UNAIDS also provides support to behaviour change programmes at the global and national level. It current efforts in this are guided by the goals set in the Declaration of Commitment which calls on all member to states to ensure by 2005 t hat a wide range of prevention programmes including information, education and communication is available in all countries, that these programmes are culturally sensitive and available in local languages, and that they reduce risky behaviour, encourage responsible sexual behaviour; reduce harm related to drug use and expand access to male and female condoms, clean injecting equipment, safe blood supplies, treatment of sexually transmitted infections and voluntary counselling and testing. The Declaration also set to a target to ensure that by 2005 at least 90 per cent and by 2010 at least 95%, of young men and women aged 15-24 have access to information education and life skills that enable them to reduce their vulnerability to HIV infection. UNAIDS has worked closely with various media organizations and national AIDS programmes to provide technical support in the implementation of behaviour change communication programmes. It has a long standing partnership with MTV which has focussed on raising awareness and providing life skills to young people through mainstreaming HIV/AIDS in it programming. UNAIDS initially partnered with MTV to produce a television series “Staying alive” which has contributed to raise critical HIV/AIDS issues and to give a voice to young people to express themselves. A range of Public service announcements and special concerts have also been organized to raise awareness. These programmes have been widely distributed to all television channels in the world free of copyright to ensure wide coverage. UNAIDS has also supported orientation of journalists across the world. UNAIDS has provided technical support to Sesame Workshop and South Africa Broadcasting Corporation in an pioneering effort to reach children aged 3-6 years and discuss HIV/AIDS issues with them. HIV/AIDS issues have been integrated into the existing Takalani Sesame street series, which primarily focuses on providing young children with innumeracy, literacy and life skills, The first series focussed on facts on HIV/AOIDS, stigma and support to children living with HIV/AIDS. The UN Secretary General and his wife have appeared on the show along with Kami, the HIV-Positive Muppet to address issues of living positively with HIV/AIDS. The UNAIDS “Communication Framework for HIV/AIDS’ has been applied at the country level in developing national communication programming strategies. UNAIDS is providing technical support to UN Theme Groups and national AIDS programmes around the world. It has also facilitated partnerships between private sector organizations and national AIDS programmes in implementing awareness programmes. It is a partner organization of the Communication Initiative, a web portal that serves as discussion forum and an electronic library of key resources on development communication. The Secretariat has identified, developed and disseminated Best Practice materials on communications programming. UNAIDS has also co-hosted with UNFPA and WHO an international consultation on social marketing and communication which brought together communication and social marketing experts to discuss strategies to bridge the condom gap internationally. The Inter-Agency task teams set up by UNAIDS on young people and mother-to-child transmission are also developing communicati on and advocacy strategies. VII. Food and Agricultural Organization of the United Nations (FAO) In its support to the implementation of Resolution 51/172 and the recommendations of the 2002 Inter-Agency Round Table on Communication for Development, the FAO Communication for Development Group, located in the Extension, Education and Communication Service (SDRE) has focused its attention on the following priority areas: - Identification and appraisal of communication needs in support of agricultural and rural development; - Application of appropriate communication policies, strategies, approaches, media and messages; - Development and implementation of communication training activities to build national capacity; - Effective use of communication methodologies and technologies with rural people, Communication is a fundamental element of any development concern. It rests on the premise that successful rural development calls for the conscious and active participation of the intended beneficiaries, especially women and the “poorest of the poor” at every stage of the development process. It is also essential for conveying relevant information and developing the skills needed to put agricultural .technologies to best use. For years FAO has been promoting and advocating the role of communication in sustainable development, more recently the Organization has given special attention to the emergence of newer communication approaches, media and tools. Communication for development is used for: people’s participation and community mobilization; for sharing knowledge and changing attitudes, behavior and lifestyles; for improving learning and training and rapidly spreading information; to assist with programme planning and formulation; to foster the support of decision-makers. FAO’s Communication for Development group carries out both normative and field activities, ranging from formulation of methodologies, policies and strategies to project design, implementation and evaluation. Emphasis is given to technical advice to governments on communication as part of development policy and on the establishment of national communication systems which can support development initiatives. Training in communication skills and methodologies is equally important in order to identify successful and cost-effective communication approaches for specific audiences and messages. For example, traditional folk media for population education, rural radio for community involvement and to reach remote areas, multi-media packages for farmer training, video for making community needs “visible” to development planners, and the Internet for linking researchers, extension agents, educators and producer groups to each other and to global information sources. Capacity Building in Communication for Development A critical factor in meeting the challenge of ensuring food security in developing countries is human resource development through knowledge building and information sharing. Farmers, their families and the staff of the organizations that support them, such as government extension agencies, non-governmental organizations and agribusinesses need up-to-date knowledge and information about improved farming. Communication processes and tools can significantly help in building consensus among development actors, fostering information sharing to advocate changes in policies, attitudes and social behavior, or exchange experiences and add value to their role in rural development. In this regard, FAO has provided training to rural radio broadcasters in Mali, Burkina Faso and other Francophone African countries to prepare programmes that reflect the information needs of rural audiences. FAO has a comparative advantage in creating and strengthening national capacities in the area for communication for development methods based on an in-depth understanding of the information needs and communication patterns of a particular target audience. FAO has experience and expertise to support capacity-building interventions that include: Training extension workers to improve their interpersonal communications skills and facilitating participatory involvement of farmers in defining heir own problems and reaching consensus on action to be taken; Training of rural producers, involving extension or subject-matter specialists as the vital interpersonal link, through the systematic use of a range of media, including face-to-face exchanges; Training rural radio broadcasters. In this regard, FAO is collaborating with the World Association of Community Radio Broadcasters (AMARC), which has a global network, to train broadcasters on reporting techniques for agricultural and food security issues; Support in the design and implementation of national communication policies in various, African countries (e.g. Burkina Faso, Ivory Coast, Cape-Verde and Guinea-Bissau), which stress the importance of capacity building in information and communication and strengthening collaborative partnerships between public agencies and private media outlets. FAO has worked with national policies makers from over 20 African countries to help develop national communication policies and action plans. Rural Radio Significant emphasis continues to be placed on the use of rural radio, which is one of the most widespread communication tools in developing countries. Particularly in Africa, radio is especially effective for reaching remote rural audiences and for responding to the community’s most urgent information needs on development and food security. Other media and communication processes are also used, often in an integrated approach, to stimulate the awareness and capacity of rural people to actively participate in development. In this context FAO hosted two important events which brought together radio professionals from the North and South to share ideas and experiences on knowledge and information dissemination for promoting rural and agricultural development. These were The International Workshop on Farm Radio Broadcasting, Information and Communication Technologies Servicing Rural Radio: New Contents, New Partnerships, and The Workshop on Rural Radio and Food Security. FAO has signed Letters of Agreement with the Intergovernmental Agency of French-Speaking Countries (AIF) and the World Association of Community Radio Broadcasters (AMARC) to strengthen collaboration in the field of rural, local and community radio. This collaboration aims at promoting consultation and information sharing among stakeholder groups to implement local and community radio stations. Information and Communication Technologies While Internet-based technologies are spreading rapidly in many developing countries, there is still a serious lack of basic telecommunication infrastructure. Equally critical is “information management”, the packaging of the right information at the right time to right people. Limited access to the Internet has given rise to worldwide concern about the digital divide and the knowledge gap it creates. Studies were conducted by FAO to identify innovative communication strategies, including the assessment of the role of the new information and communication technologies (ICTs) in rural development. The potential role of the new ICTs for improving agricultural productivity and food security was piloted and successfully implemented in a number of ICT applications such as the Virtual Extension-Research Communication Network (VERCON), and the Farmer Information Networks (FARMNets). VERCON aims at improving linkages between and within agricultural research and extension institutions by allowing them to develop, share, store and retrieve information. A VERCON project was implemented by the Egyptian Government with support from the FAO Technical Co-operation Programme. As a result, plans are now underway for replicating the initiative to cover all the Governatorates in the country. VERCON proposals are currently being developed also for Bhutan, Uganda and India. FARMNets is a network of rural people using communication tools and processes to facilitate the generating, gathering and exchanging of knowledge and information among themselves and with the intermediary organizations that work with them. It builds on FAO’s experiences in Chile and Mexico where electronic networks provided farmers with essential information and data on crops, inputs, prices, markets, weather conditions, etc. Training and capacity building were critical to farmer groups taking a decisive voice in managing the networks and for the extension and NGO staff that supported them. A FARMNet project is currently being implemented in three plot sites in Namibia through FAO’s Technical Co-operation Programme, and a FARMNet design has been prepared in collaboration with the Uganda National Farmers’ Association. FAO has a long tradition of supporting rural radio in member countries as a tool for agricultural development. Today, technological convergence means that radio can be linked to the Internet, offering a potentially powerful way to close the digital divide. FAO is helping to close the digital divide in rural areas by connecting community radio stations to the Internet and is training broadcasters to collect and adapt information for improved agriculture and food security. In addition, FAO is working with member countries and other UN agencies to formulate national communication policies that integrate the Internet information technologies and conventional media such as rural radio. The merging of ICT tools with more traditional communication media has been considered as viable solution to establish effective communication networks between information and knowledge providers and rural audiences. Common approaches on the integrated use of media and ICTs have been developed with partner organizations such as UNESCO, for applications which address the digital divide in some of the poorest communities of the developing world. UNESCO’s Radio Kothmale model and FAO’s proposal: “Relier la Radio Rurale à l’Internet”, though different in objectives, adopt the same type of principle and can provide potential areas of collaboration between the two agencies. Field Support In cooperation with national government, technical advice was provided on national communication policies and systems, for example in Senegal, Guinea-Bissau and Niger. Through participation in field programmes and projects, training was provide in communication skills, methodologies and media. Particularly on communication support to the Special Programme for Food Security, Natural Resource Management, ICTs for development and other FAO priority programs. A number of publications have been produced to document innovative field experiences and lessons learned in communication approaches and tools. These include among others: a case study on Tajikistan’s radio for private farmers, indigenous knowledge and Information systems in Eritrea and Communication for Natural Resource Management in Bolivia. Field experiences provided the basis for more normative publications on participatory communication and adult learning, guidelines on communication strategies, radio and ICTs in development. HIV/AIDS HIV and AIDS have substantial economic and social impacts on rural families and households. The disease is killing people in their most productive years, decimating the workforce and impoverishing households. FAO now regards the HIV/AIDS epidemic as a legitimate agricultural and food security topic and therefore an integral part of its activities, aiming to reduce its impact on rural populations, their livelihoods and farming systems. Appropriate communication processes can help to increase women and youth’s awareness towards prevention and their rights vis-à-vis reproductive health and socio-economic responsibilities in the society. FAO/UNFPA have on-going projects in Cameroon and Mali related to the promotion of reproductive health and gender equity. In Cameroon, the project aims at reaching women and youth to increase their access to health services. In Mali, the project objective is to change the attitude and behavior of men vis-à-vis women’s rights to reproductive health and socio-economic responsibilities in the society. VIII. United Nations Development Programme (UNDP) UNDP adopted ICT for development as one of its six main focus areas in 2000, in the belief that by marking ICT an integral part of development cooperation and solutions, developing countries and their partners can work to address the current economic, social and digital divides in more innovative and effective ways. However, UNDP has been actively involved in ICT for Development since 1993. Essentially, its new corporate ICTD strategy calls for a re-alignment in its country level programs, policy approach and even way of thinking with upstream policy advice and support to national consultative processes helping to structure and prioritise the design and implementation of the national e-strategies and related programmes so as to increase the benefits from deploying ICT to impact the achievement of development goals and enhance effectiveness and responsiveness in public service delivery. In this context, UNDP’s approach is inclusive and holistic so as to enhance broad national ownership, effectiveness and sustainability of the strategies and initiatives. Its assistance also supports the development of synergies and complementarities at the policy and implementation levels between ICTD policies and strategies and national development and poverty reduction strategies and PRSP's so that ICT can be effectively mainstreamed and be responsive to national development priorities. UNDP is currently providing programme and policy support in close to sixty countries. Through its Thematic ICT for Development Trust Fund operative since early 2002. It currently provides support for programmes in fifteen of these countries, with support for another sixteen upcoming in keeping with the streamlined strategic focus and with a view to encouraging resource mobilisation and initiative that are catalytic in nature. Policy-Strategy innovation is evident in countries like Mozambique where UNDP support in prioritising, costing and the adoption of an integrated approach has enhanced resource mobilisation and implementation potential in quick time. Requests for UNDP ICTD policy and strategy support have been increasing. In Azerbaijan, the President recently signed a special Decree on “Approval of the National Information Communication Strategy prepared by the Government of Azerbaijan and UNDP which was designated by the Government of Azerbaijan as the leading international partner in the field of ICT. UNDP assistance to move from ICT sector focused strategies to enhancing the role of ICT as an enabler has been initiated in countries such as Vietnam, where UNDP is working with the government to support national consultations to strengthen the development focus of the national IT master plan. Support in as support to enhance the effectiveness of small and medium scale enterprises. In the case of learning and skill enhancement – unlike some of the more mainstream approaches that focus on supporting ICT labs in schools – UNDP adopts a comprehensive approach focused on building ownership, content, capacity and addressing financial sustainability issues as well as training in its e-learning partnerships. Schools, particularly in rural areas, are viewed as community “hubs” for life-long e-learning and extension of ICT access and ICT facilitated services to communities at large. First in Malaysia, and later in Bolivia, an innovative partnership for “e-learning for life” has been launched with the Coca-Cola Foundation. In late October, in partnership with the Government of China (Ministry of Education) and DFID, a major initiative committing US$9.40 million to support the distance education and teachers’ training was launched in Western China. UNDP has also partnered with Cisco to support Networking Academies in LDCs of Africa, Asia and the Arab States. In 2002, ICT UN Volunteers were placed in academies in close to twenty developing countries mostly LDC’s, under the Unites umbrella. Many of them helped develop national project plans to expand Academy Programme, often provided technical support to governments in developing policy frameworks for projects implementation and expansion. At the global level, UNDP is actively involved in support to the preparatory processes at the prepcom, regional and national levels for the upcoming World Summit on Information Society (WSIS). In for a such as the Millennium Project and the Secretary General’s UN ICT Task Force UNDP’s contributions have focused on advocacy, enhancing awareness and co-operation in support of prioritised nationally owned e-strategies and support for leveraging ICT t o support the achievement of the MDGs. In Asia, UNDP’s regional ICT programme APDIP has launched a major analytical and policy review with the aim of determining good practices and policy lessons that can be drawn from attempt to deploy ICTs to address MDG priorities. A similar initiative is under development for a set of countries in Africa. At the country level, development goals and MDGs where ICT can have more of an imp act are being identified as priorities that can be addressed through national e-strategies and programmes. UNDP has also focused on assisting countries in special circumstances and post-conflict situations where ICT is a critical enabler for facilitating reconstruction, aid co-ordination and development activities in the country and strengthening human capacities in the civil service and for public service delivery. In Afghanistan, UNDP has also begun work in supporting ICT capacity development through establishment of a CISCO Network Academy Program (CNAP) in Kabul University, the provision of ICT technical workshops and through the establishment of ICT training centres at central and provincial levels for training of users. Its support for the establishment and management of “AF” (ccTLD) the Internet sector in Afghanistan is facilitating more cost-effective communication between Kabul and the provinces/districts and increasing access to information throughout the country and follows on support that it has previously provided in other countries such as Malawi, Benin, and Guyana. IX. United Nations Environment Programme (UNEP) The United Nations Environment Programme’s (UNEP) new motto is Environment for Development, and communications is seen as vital for achieving this goal UNEP is and will continue to play an increasingly collaborative role with sister United Nations (UN) agencies in the field of communications for development. UNEP’s flagship publication is the Global Environment Outlook (GEO). It is not only the most authoritative publication/reference work on the state of the environment, but also an effort that includes collaborating centres across the globe, scientists and policy-makers. It draws extensively on the work of other UN bodies and thus helps promote the UN systems work on development issues. The latest version, GEO-3 and coordinated by UNEP’s Division of Early Warning and Assessment, was launched in 2002 and published in Arabic, Chinese, French, Portuguese, Russian and Spanish. Its findings have been widely disseminated and reported in media. UNEP is playing an active lead and/or supportive role in communicating UN years and UN days. UNEP recently authored an Op-ED for World Water Day (22 March) on behalf of seven UN agency heads and the rector of the UN University in Japan. World water Day follows on from last year’s International Year of the Mountains. The UN’s Food and Agricultural Organization (FAO) was the lead agency with UNEP taking an active, collaborative, role in communicating the issues. World Water Day forms part of the 2003 International Year of Freshwater which UNEP is also helping to promote to a wider audience through events such as World Environment Day (June 5) where this year’s slogan is Water: Two Billion People Are Dying for It!! UNEP’s quarterly magazine, Our Planet, carries authoritative articles by leading figures. For example recent editions have included articles by Colin Powell, Pascal Lamy, President Fox of Mexico and others on issues ranging from the importance of sustainable development to national and regional stability to access and benefit sharing of genetic resources for developing countries. Other UN agencies are, from time to time, invited to contribute. For example, Jacques Diof of FAO wrote for the Mountains and Ecotourism edition in 2002 and Mark Malloch Brown of UNDP penned a piece in last year’s Global Environment Facility special edition. Our Planet has an annual print run of around 70,000 copies, many of which go to developing country subscribers. The Internet editions are read by around four million people from 118 countries. Readership over the past 12 months is up by nearly 20 per cent. Languages are English, French and Spanish with a Korean and a Russian language version produced by local UNEP-linked committees. Another notable development in the communications and development field is UNEP’s developing links with the marketing and advertising industries. Recognizing that many environmental messages, aimed at changing peoples life-styles and consumption patterns, are too doom-laden and a ‘turn off’, UNEP is forging links with these mass market media to devise ‘cool life-style messages”. It is hoped that this alliance will make it fashionable to be environmentally-friendly. The work is being undertaken by UNEP’s Division of Technology, Industry and Economics in Paris, France. Children and youth are important catalysts for change and a communications for development strategy which ignores these citizens would be flawed. UNEP, through its Division of Communications and Public Information (DCPI), has recently launched its TUNZA strategy with the endorsement of the organization’s Governing Council. TUNZA means “to treat with care or affection” in Kiswahili. Awareness building, capacity-building and information exchange are among the key thrusts of the new strategy. UNEP will also be strengthening and forging new links with sister UN agencies to ensure wider participation of children and young people in environmental issues. These links will include working with the Youth Unit of the UN Department of Economic and Social Affairs and closer working with the Associated Schools Project Network of the UN Educational, Scientific and Cultural Organization. A new forward-thinking and imaginative Tunza magazine, replacing the existing UNEP Teen Planet, will be launched shortly to further support and communicate the initiative to young people. An initiative called Michezo, which means “games” in Kiswahili, complements the Tunza strategy. Michezo seeks to link sports and a healthy environment through a variety of activities including the support for nature and sports camps, promotion of environmental awareness among those taking part in sports and through cooperation wth Olympic cities. UNEP is working closely with the Foundation for Global Peace and Environment and the Global Sports Alliance as well as other associations and UN agencies. UNEP is also working with other UN agencies in the Secretary General’s Task Force on Sport for Development and Peace. All UNEP’s divisions and units, increasingly coordinated by DCPI, are now exploiting the Internet to communicate environment and development issues to a wider audience. For example, UNEP’s International Environmental Technology Centre, based in Osaka, Japan, has developed a series of interactive web sites to provide the public and decision makers with case studies on environmental technologies ranging from cleaner energy systems to rainwater harvesting projects. DCPI is also carrying out an extensive over-haul and re-design of UNEP’s Internet services so as to enhance communication with governments, scientists, business, youth and children and of course the general public. Extra staff, including designers and those with editorial skills, have been recruited in order to make our electronic communications more attractive, simpler and more worthwhile to access for all these various facets of society. DCPI is also helping the UN Library, based here at UN headquarters in Nairobi. Significant improvements in areas such as Internet and Multimedia access are being undertaken.This is proving very popular among local students, NGOs and others and is helping on a regional level to improve communications for development. PAGE  PAGE 43 PAGE \# "'Page : '#' '"  See http//www.worldbank.org/poverty/strategies/overview.htm One United Nations Plaza, New York, NY 10017 Tel: (212) 906 5000 Fax (212) 906 5001 www.und.org ?JK[\lqrz|ÎÐåæ9;=>h…†‡¡¢£®ÅÌÔ¦1ab… c UZ­® yz""1"ê%ë%&ñ)ò)%/h/Ä3ô3Ö5'6öóóñíéæãóññóßÝñÓñóÊÀó¾¼·³±ñ³¼«ñ¼¥³¡³³ñ;aJ ;\aJ 5;aJ<5\ 6\]\>*5CJmHnHsH CJmHnHsH 5\mHnHsH 66]CJ$CJ5CJ$5CJ(5CJehrÊÿ<JK[\{|ÏÐåæù9:;<=>?h…†‡Ÿ ýýýýýýýýýýýýýýýýýýýýýýýýýýýýýAŒ[Œýýý ¡£¤¥¦§¨©ª«¬­®ÄÅÆÇÈÉÊËÌÕÖ×%&'¥ýýýýýýýýýýýýýýýýýýýýýýýýýýýýý¥¦12bc’“ÐÑ  O P „ † b c d ò ó q r WXtuæçÞýýýýýýýýýýýýýýýýýýýýýýýýýýýýýÞß®¯@A./…† yz{z { 8!9!"""ýýýýýýýýýýýýýýýýýýýýýýýýýýýýý"3"4"##<$=$ýýºýwýCEÆ€S´b¦.CEÆ€S´b¦.=$Í$Î$S%T%%¼ºwº4CEÆ€S´b¦.CEÆ€S´b¦.CEÆ€S´b¦.%Ÿ%ê%ë%ì%&&%'&'''ç'è'ñ)ò)Y*Z*b+c+ýýýýýýýýýýýýýýýºýCEÆ€S´b¦.c+, ,t,u,-¼ºwº4CEÆ€S´b¦·ðCEÆ€S´b¦·ðCEÆ€S´b¦.--‡-ˆ-ü-ý-ýºýwýCEÆ€S´b¦·ðCEÆ€S´b¦·ðý-$/%/&/'/(/)/*/+/,/-/k/l/Ó/¼ºººººººººººwCEÆ€S´b¦·ðCEÆ€S´b¦. Ó/Ô/S0T0œ0Q1ýºýw4CEÆ€S´b¦·ðCEÆ€S´b¦·ðCEÆ€S´b¦·ðQ1R1@2A2Ã3Ä3Å3ô3õ3Ÿ4 4ýºýýýýýýwýCEÆ€S´b¦ ·ðCEÆ€S´b¦ ·ð  4.5/5Ê5Ë5Ì5Ï5Ð5Ñ5Ò5Ó5Ô5Õ5Ö5¼ºwººººººººººCEÆ€S´b¦ ·ðCEÆ€S´b¦ ·ð Ö5×5(6)6Ã8Ä8·;¸;â=ã=¤?¥?¦?½?¾?AAÓBÔBýDþDùEúEÈGÉGöI÷ISKTKUKýýýýýýýýýýýýýýýýýýýýýýýýýýýýý'6(6)6ä8ð8#989@9b9c9e9²:´:¹:³;µ;¶;Û;ù;û<ß=¤?½?ÔGÖGWKŽKÔOÊP*Q0QyQzQT1T2TzT(U)U1U2U^U_UËVýVW!WRW^WnWzW|W‹WW”W¹W½WÃWÇWÒWßWàWáWñèåååáÚÔåÒÍÒåÉÉÅÃżÉɯŨ¨¨¨¨¨¨¨¨¨¨¨¨¡ B* PJph€ mHnHtH56\]mHnHsH  mHnHsH H*5\6] 6\]\ 6@ˆýÿ] 6@ˆýÿ\]@ˆýÿ\@ˆýÿ5B* PJph€5B* PJmHnHph€sH >UKVKWKXKYKZKKŽKìLíL"N#NÓOÔOyQzQµR¶RTTT1T2TáWâWÖY×Yo]p]G^ýýýýýýýýýýýýýýýýýýýýýýýýýýýýýáWâWóW/XùX×YÉZËZù[í^_Æb€ddƒdµdIgJgDj.n0nMnjn0oo‹o¤o¦oÒqÏrørsDs]sÚsÞtßtñtòt¸{Ï{”ˆ•ˆ¶ˆø PRv“w“ —0—X—`—b—y—›÷ðæðæðÞðÚÓÚÚÚÓÚÊÁ¶©¶ððð¦Ú¡ÚÓ—Ó—Ó——ÚÚ 56\]5\mHnHsH  5>*\aJB*aJmHnHphsH B*mHnHphsH aJmHnHsH aJmHnHsH  mHnHsH 5\H*mHnHsH 6]mHnHsH  mHnHsH PJmHnHsH 8G^H^^‚^£^¤^Á^Â^ë^ì^í^î^ï^ð^ñ^ò^ó^ô^__PaQad‚dƒd¶d·d‚fƒfIgýýýýýýýýýýýýýýýýýýýýýýýýýýýýýIgJgàháhCjDj/n0n1nMnNnÑqÒqÞtßtàtátâtãtätòtótáwâwgyhy·{¸{¹{Ï{ýýýýýýýýýýýýýýýýýýýýýýýýýýýýýÏ{Ð{È}É}fg·‚……ž‡Ÿ‡“ˆ”ˆ•ˆ¶ˆ·ˆ¸‰¹‰Û‹Ü‹ ¡¯°QRv“w“ì” •ýýýýýýýýýýýýýýýýýýýýýýýýýýýýý • •Á–– —a—b—c—z—{—˜™™CšDš™ššš›š>›?›¦›§›õ›1œœ¶œ (ýýýýýýýýýýýýýýýýýýýýýýýýýýýýý›)› (¤ Ò å +¢-¢.¢/¢‰¢ ¢¡¢££4£5£6£8£F£G£H£J£¤ ¤¤¤¤5¤8¤?¤G¤R¤a¤b¤²¤º¤Ë¤Õ¤6¥C¥3ª5ª‘ª’ªX´›¸Ë¸G¾H¾k¾l¾m¾{¾|¾ñ¾ò¾¿üòëòáÚÍÚÚÚÚÚÚÆÍÚÚÚÚÚÚÚÚÚÂÆÂëÂë·ë©·š·ë·ë0JOJQJ^JmHnHsH jUmHnHsH jUmHnHsH 5\ B* PJph€B* PJmHnHph€tH mHnHtH5\mHnHtH mHnHsH 5\mHnHsH 6]:()ÓžÔž” • Ò Ó Ô Õ å æ ,¢-¢G£H£6¥7¥8¥C¥D¥U§V§©©2ª3ª4ª5ª6ªýýýýýýýýýýýýýýýýýýýýýýýýýýýýý6ª7ª8ª9ª:ª;ª<ª=ª>ª?ª@ªAªBªCªDªEªFªGªHªIªJªKªLªMªNªOªPªQªRªSªýýýýýýýýýýýýýýýýýýýýýýýýýýýýýSªTªUªVªWªXªYªZª[ª\ª]ª^ª_ª`ªaªbªcª‘ª’ª¡®¢®ˆ±‰±W´X´¶‘¶š¸›¸œ¸ýýýýýýýýýýýýýýýýýýýýýýýýýýýýýœ¸Ë¸Ì¸ýºþº½‚½¯¿°¿³Á´ÁµÁ¶ÁKÂ4Ä5Ä6ÄdÄeÄ9È:ȑʒʔ˕˟̡̠ÌÀÌÁÌýýýýýýýýýýýýýýýýýýýýýýýýýýýýý¿¿¿-¿.¿°¿4Ä5ÄdÄ’Ê ÌÀÌäÙìÙ¬å·åcè§èÒé#êÞëàëœññÏñÐñÑñõñöñùñcó´µëaz? ¡­¯±êëò   Öá  ÌÖ!!$+&+@+…+ñæ×æÐÐÌÐÌÌÌÌÉǺ·¯­Ð£ÐœšÌÐÐÐÐÐÐ“Ì mHnHsH ; mHnHtH6]mHnHsH :mH nH sH u0JjU jU<aJ5\ mHnHsH 0JOJQJ^JmHnHsH jUmHnHsH jÁUmHnHsH :ÁÌÔÔËÕÌÕèÖéÖ8×9×gØhØãÙäÙåÙìÙíÙ­Þ®Þ‡àˆà;ã<ã/ä0äªå«å¬å·å¸åaèýýýýýýýýýýýýýýýýýýýýýýýýýýýýýaèbècèdèeèfègèhèièjèkèlèmènèoèpèqèrèsètèuèvèwèxèyèzè{è|è¦è§èýýýýýýýýýýýýýýýýýýýýýýýýýýýýý§èÍéÎéàëáëÓìÔì„î…îøñùñcódó=ø>øêë>?¡ýýýýýýýýýýºýýýýýýýýýýCEÆ€«c†*.¡¢£¤¥¦§¨©ª«¬­®±êëñ ò   MNòÕÖ×ØÙÚýýýýýýýýýýýýýýýýýýýýýýýýýýýýýÚÛÜÝÞßàá ¡opûü  ÉÊËÌÍÎÏÐÑÒÓÔÕÖýýýýýýýýýýýýýýýýýýýýýýýýýýýýýÖ×ØÙÚ!"!!c$d$d&e&ã&ä&”)•)"+#+$+%+&+'+(+)+*+++,+-+.+ýýýýýýýýýýýýýýýýýýýýýýýýýýýýý.+/+0+1+2+3+4+5+6+7+8+9+:+;+<+=+>+?+@+A+…+†+Ì,Í,6-7-›-œ-..ýýýýýýýýýýýýýýýýýýýýýýýýýýýýý…+†+ 6<6—?£?æBLCyCzC E7ER¨R5SDS,W:Wn[ž[ [¡[¢[´`µ`‡sæsAŒBŒHŒIŒJŒLŒMŒSŒTŒVŒWŒXŒ[Œ\ŒsŒuŒvŒwŒxŒ³ŒùõõññõñõõõêàÏõÈÅÈÅÈÅÈÅÈž·°¾©·¡·>*CJmH sH  j0JU 0JmH sH  CJmH sH  jCJU0J j0JU j0J<CJOJQJU^J6]mHnHsH  mHnHsH 6]5\ mHnHsH 0.X.Y.92:266 6<6=6@7¹9º9;;ç;©<ª=«=•?–?—?£?¤?|C}C E E E7Eýýýýýýýýýýýýýýýýýýýýýýýýýýýýý7E8E±H²H™JšJMMÙMÚM4S5S6SDSESUU+W,W-W.W/W0W1W:W;W¿YÀYQ[R[ýýýýýýýýýýýýýýýýýýýýýýýýýýýýýR[S[T[U[V[W[X[Y[Z[[[\[][^[_[`[a[b[c[d[e[f[g[h[i[j[k[l[m[n[¡[ýýýýýýýýýýýýýýýýýýýýýýýýýýýýý¡[¢[£[á\â\(_)_aašf›fœffžf†g‡gÊkËk¦o§o…s†s‡sˆs‰sŠs‹sŒssŽsýýýýýýýýýýýýýýýýýýýýýýýýýýýýýŽsss‘s’s“s”s•s–s—s˜s™sšs›sœssžsŸs s¡s¢s£s¤s¥s¦s§s¨s©sªs«sýýýýýýýýýýýýýýýýýýýýýýýýýýýýý«s¬s­s®s¯s°s±s²s³s´sµs¶sæsçst€tu u¤w¥wxxxyyy{z|zþ|ÿ|#~$~ýýýýýýýýýýýýýýýýýýýýýýýýýýýýý$~%~&~…~†~ĀŀWXH‚I‚YƒZƒû„ü„ô†õ†k‡l‡?‰@‰üŠýŠ;Œ<Œ=Œ>Œ?Œ@ŒAŒýýýýýýýýýýýýýýýýýýýýýýýýýýýýýAŒJŒKŒLŒXŒYŒZŒ[Œ´Œöôòöôòòððòî„üÿ„&`#$ / 01h°‚. °ÆA!°"°# $ %°°Ä°Ä ÄÁDÐÉêyùºÎŒ‚ªK© www.unicef.orgàÉêyùºÎŒ‚ªK© .http://www.unicef.org/ÏDÐÉêyùºÎŒ‚ªK© www.unicef.org/voyàÉêyùºÎŒ‚ªK© 4http://www.unicef.org/voy DÐÉêyùºÎŒ‚ªK© %http://www.comminit.com/roundtable2/àÉêyùºÎŒ‚ªK© Jhttp://www.comminit.com/roundtable2/$ i8@ñÿ8 NormalCJ_HaJmH sH tH HH Heading 1$$@&a$5\mHnHsH uFF Heading 2$@&5PJ\mHnHsH uNN Heading 3$$@&a$56\]mHnHsH u<A@òÿ¡< Default Paragraph FontHB@òH Body Text$a$OJQJ^JmHnHsH u.U@¢. Hyperlink >*B*phÿFPF Body Text 2$a$5\mHnHsH u&)@¢!& Page Number< @2<Footer  Æ9r mHnHsH u6*@¢A6 Endnote ReferenceH*VCRVBody Text Indent$„Ð`„Ða$PJmHnHsH u@+b@ Endnote Text1$CJPJaJh>V@¢q> FollowedHyperlink >*B* ph€€HQ‚H Body Text 3 dh1$CJaJmH sH tH @þ’@ Bulleted  & F#CJaJmH sH tH zþ¢z Author(s);$ Æ# Рp@ à°€P ð¤<7$8$H$a$6OJQJ\]^JaJZ>²Z Title$¤<¤<7$8$@&H$a$!6CJ KHOJQJ\]^JaJdÂd Header*$ Æ9r dh¤<¤<7$8$H$a$56OJQJ\]^JaJxþÒx antiago (1994),Sana'a$dh¤<¤<7$8$H$a$56OJQJ\]^JaJ:'@¢á: Comment ReferenceCJaJL@òL Comment Text @ˆýÿCJOJQJaJmH sH tH FþO¢F\ EmailStyle20B*CJOJQJ^JaJph”þ” Box`!$$d%d&d'd-D1$MÆ ÿÿNÆÿOÆÿPÆÿQÆÿa$CJOJQJaJmH sH tH FR"F Body Text Indent 2"$„h`„ha$TS2T Body Text Indent 3#$„hdh^„ha$mH sH Garcia´\‰lÿÿÿÿ¹¼‰îÿÿÿÿJK[\{|ÏÐåæù9:;<=>?h…†‡Ÿ ¡£¤¥¦§¨©ª«¬­®ÄÅÆÇÈÉÊËÌÕÖ×%&'¥¦12bc’“ÐÑOP„†bcdòóq r W X t u æ ç Þß®¯@A./…† yz{z{8934< = Í Î S!T!!Ÿ!ê!ë!ì!""%#&#'#ç#è#ñ%ò%Y&Z&b'c'( (t(u())‡)ˆ)ü)ý)$+%+&+'+(+)+*+++,+-+k+l+Ó+Ô+S,T,œ,Q-R-@.A.Ã/Ä/Å/ô/õ/Ÿ0 0.1/1Ê1Ë1Ì1Ï1Ð1Ñ1Ò1Ó1Ô1Õ1Ö1×1(2)2Ã4Ä4·7¸7â9ã9¤;¥;¦;½;¾;==Ó>Ô>ý@þ@ùAúAÈCÉCöE÷ESGTGUGVGWGXGYGZGGŽGìHíH"J#JÓKÔKyMzMµN¶NPPP1P2PáSâSÖU×UoYpYGZHZZ‚Z£Z¤ZÁZÂZëZìZíZîZïZðZñZòZóZôZ[[P]Q]`‚`ƒ`¶`·`‚bƒbIcJcàdádCfDf/j0j1jMjNjÑmÒmÞpßpàpápâpãpäpòpópásâsguhu·w¸w¹wÏwÐwÈyÉyf}g}·~žƒŸƒ“„”„•„¶„·„¸…¹…ۇ܇ ‰¡‰¯‹°‹QŒRŒvwì ‘ ‘Á’Â’ “a“b“c“z“{“”••C–D–™–š–›–>—?—¦—§—õ—1˜˜¶˜ ™ ™™(™)™ÓšÔš”œ•œÒœÓœÔœÕœåœæœ,ž-žGŸHŸ6¡7¡8¡C¡D¡U£V£¥¥2¦3¦4¦5¦6¦7¦8¦9¦:¦;¦<¦=¦>¦?¦@¦A¦B¦C¦D¦E¦F¦G¦H¦I¦J¦K¦L¦M¦N¦O¦P¦Q¦R¦S¦T¦U¦V¦W¦X¦Y¦Z¦[¦\¦]¦^¦_¦`¦a¦b¦c¦‘¦’¦¡ª¢ªˆ­‰­W°X°²‘²š´›´œ´Ë´Ì´ý¶þ¶¹‚¹¯»°»³½´½µ½¶½K¾4À5À6ÀdÀeÀ9Ä:đƒƔǕǟȠȡÈÀÈÁÈÐÐËÑÌÑèÒéÒ8Ó9ÓgÔhÔãÕäÕåÕìÕíխڮڇ܈Ü;ß<ß/à0àªá«á¬á·á¸áaäbäcädäeäfägähäiäjäkälämänäoäpäqäräsätäuäväwäxäyäzä{ä|ä¦ä§äÍåÎåàçáçÓèÔè„ê…êøíùícïdï=ô>ôüüêþëþ>?¡¢£¤¥¦§¨©ª«¬­®±êëñò  M N ò Õ Ö × Ø Ù Ú Û Ü Ý Þ ß à á  ¡opûü  ÉÊËÌÍÎÏÐÑÒÓÔÕÖ×ØÙÚ!"c d d"e"ã"ä"”%•%"'#'$'%'&'''(')'*'+','-'.'/'0'1'2'3'4'5'6'7'8'9':';'<'='>'?'@'A'…'†'Ì(Í(6)7)›)œ)**X*Y*9.:.22 2<2=2@3¹5º577ç7©8ª9«9•;–;—;£;¤;|?}? A A A7A8A±D²D™FšFIIÙIÚI4O5O6ODOEOQQ+S,S-S.S/S0S1S:S;S¿UÀUQWRWSWTWUWVWWWXWYWZW[W\W]W^W_W`WaWbWcWdWeWfWgWhWiWjWkWlWmWnW¡W¢W£WáXâX([)[]]šb›bœbbžb†c‡cÊgËg¦k§k…o†o‡oˆo‰oŠo‹oŒooŽooo‘o’o“o”o•o–o—o˜o™ošo›oœoožoŸo o¡o¢o£o¤o¥o¦o§o¨o©oªo«o¬o­o®o¯o°o±o²o³o´oµo¶oæoçop€pq q¤s¥sttxuyu{v|vþxÿx#z$z%z&z…z†zÄ|Å|W}X}H~I~YZû€ü€ô‚õ‚kƒlƒ?…@…ü†ý†;ˆ<ˆ=ˆ>ˆ?ˆ@ˆAˆLˆXˆYˆ‰˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜@0€€˜@0€€˜@0€€˜0€€˜@0€€˜@0€€˜@0€€˜@0€€˜@0€€˜@0€€˜@0€€˜@0€€˜@0€€˜@0€€˜@0€€˜@0€€˜@0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜@0€€˜@0€€˜@0€€˜@0€€˜@0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜@0€€˜@0€€˜@0€€˜@0€€˜@0€€˜@0€€˜@0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜@0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€š@0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€˜0€€š@0€€š@0€€˜@0€€ 0 '6áW›¿…+ÊÚÜáæî ¥Þ"=$%c+-ý-Ó/Q1 4Ö5UKG^IgÏ{ •(6ªSªœ¸ÁÌaè§è¡ÚÖ.+.7ER[¡[Žs«s$~AŒËÍÎÏÐÑÒÓÔÕÖ×ØÙÛÝÞßàâãäåçèéêëìíïðñòóôõöÌGºlº{ºñº»-»œíÐíõí‰Xÿ„Xÿ„Xÿ„ !•!Ôÿ•€¼!•ô¡ý¡AˆZˆ[ˆ‰Ñ¡,¢AˆZˆ[ˆ‰_a†B—Bô¡ý¡Y¦c¦@ˆAˆZˆ‰ÿÿArtigas'C:\My Documents\UN-Report-DRAFT-315.docArtigas'C:\My Documents\UN-Report-DRAFT-315.docArtigasA:\UN-Report-DRAFT-315.docArtigasA:\UN-Report-DRAFT-315.docArtigasWC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of UN-Report-DRAFT-315.asdArtigas'C:\My Documents\UN-Report-DRAFT-315.docArtigas'C:\My Documents\UN-Report-DRAFT-315.docArtigasWC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of UN-Report-DRAFT-315.asdArtigasWC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of UN-Report-DRAFT-315.asdArtigas'C:\My Documents\UN-Report-DRAFT-315.doc(JDpzÁÿÿÿÿÿÿÿÿÿÁ”錖ÿÿÿÿÿÿÿÿÿÖ Þ fÿÿÿÿÿÿÿÿÿ…#Í>þz ÿÿÿÿÿÿÿÿÿÒGxèyrRÿÿÿÿÿÿÿÿÿm¶\àŠmÿÿÿÿÿÿÿÿÿdÍŽëjÿÿÿÿÿÿÿÿÿóÎ Œ”:ÿÿÿÿÿÿÿÿÿ4ÿÿÿÿÿÿÿÿÿÚ#^ò|:gÿÿÿÿÿÿÿÿÿb+Yfj¨àžÿÿÿÿÿÿÿÿÿfÔkb{.ÿÿÿÿÿÿÿÿÿ¶DÎmhSöÿÿÿÿÿÿÿÿÿv¾pHV€ÿÿÿÿÿÿÿÿÿÔ6Øqœ²ø°ÿÿÿÿÿÿÿÿÿÐxvuö!>Fÿÿÿÿÿÿÿÿÿ…:wîZîÿÿÿÿÿÿÿÿÿž ytG¤ÿÿÿÿÿÿÿÿÿ»@,~üÈ-ÿÿÿÿÿÿÿÿÿ„ˆ„àþƈ^„ˆ`„àþOJQJo(‡hˆH·ðh „ „˜þÆ ^„ `„˜þo(‡hˆH.‚ „p„LÿÆp^„p`„Lÿ‡hˆH.€ „@ „˜þÆ@ ^„@ `„˜þ‡hˆH.€ „„˜þÆ^„`„˜þ‡hˆH.‚ „à„LÿÆà^„à`„Lÿ‡hˆH.€ „°„˜þÆ°^„°`„˜þ‡hˆH.€ „€„˜þÆ€^„€`„˜þ‡hˆH.‚ „P„LÿÆP^„P`„Lÿ‡hˆH.„Є˜þÆÐ^„Ð`„˜þo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.&„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(()„„0ýÆ^„`„0ýo(.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.h „Є˜þÆÐ^„Ð`„˜þOJQJo(·ðh „ „˜þÆ ^„ `„˜þOJQJo(oh „p„˜þÆp^„p`„˜þOJQJo(§ðh „@ „˜þÆ@ ^„@ `„˜þOJQJo(·ðh „„˜þÆ^„`„˜þOJQJo(oh „à„˜þÆà^„à`„˜þOJQJo(§ðh „°„˜þÆ°^„°`„˜þOJQJo(·ðh „€„˜þÆ€^„€`„˜þOJQJo(oh „P„˜þÆP^„P`„˜þOJQJo(§ðh „Є˜þÆÐ^„Ð`„˜þOJQJo(·ðh „ „˜þÆ ^„ `„˜þOJQJo(oh „p„˜þÆp^„p`„˜þOJQJo(§ðh „@ „˜þÆ@ ^„@ `„˜þOJQJo(·ðh „„˜þÆ^„`„˜þOJQJo(oh „à„˜þÆà^„à`„˜þOJQJo(§ðh „°„˜þÆ°^„°`„˜þOJQJo(·ðh „€„˜þÆ€^„€`„˜þOJQJo(oh „P„˜þÆP^„P`„˜þOJQJo(§ðh„Є˜þÆÐ^„Ð`„˜þo(.€ „ „˜þÆ ^„ `„˜þ‡hˆH.‚ „p„LÿÆp^„p`„Lÿ‡hˆH.€ „@ „˜þÆ@ ^„@ `„˜þ‡hˆH.€ „„˜þÆ^„`„˜þ‡hˆH.‚ „à„LÿÆà^„à`„Lÿ‡hˆH.€ „°„˜þÆ°^„°`„˜þ‡hˆH.€ „€„˜þÆ€^„€`„˜þ‡hˆH.‚ „P„LÿÆP^„P`„Lÿ‡hˆH.„Є˜þÆÐ^„Ð`„˜þo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.h „Є˜þÆÐ^„Ð`„˜þOJQJo(·ð€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„<„,ûÆ<^„<`„,ûo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.9„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„l„üýÆl^„l`„üýo(()€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ. „8„0ýÆ8^„8`„0ý>*PJo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„Є˜þÆÐ^„Ð`„˜þo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ. „8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ. „8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„´„´ýÆ´^„´`„´ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ. „8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.  „8„0ýÆ8^„8`„0ý>*PJo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„Є˜þÆÐ^„Ð`„˜þo()€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„h„˜þÆh^„h`„˜þo(.„h„˜þÆh^„h`„˜þo(.„Є0ýÆÐ^„Ð`„0ýo(..„Є0ýÆÐ^„Ð`„0ýo(... „8„ÈûÆ8^„8`„Èûo( .... „8„ÈûÆ8^„8`„Èûo( ..... „ „`úÆ ^„ `„`úo( ...... „ „`úÆ ^„ `„`úo(....... „„øøÆ^„`„øøo(........„Є˜þÆÐ^„Ð`„˜þ.„ „˜þÆ ^„ `„˜þ.„p„˜þÆp^„p`„˜þ.„@ „˜þÆ@ ^„@ `„˜þ.„„˜þÆ^„`„˜þ.„à„˜þÆà^„à`„˜þ.„°„˜þÆ°^„°`„˜þ.„€„˜þÆ€^„€`„˜þ.„P„˜þÆP^„P`„˜þ.-„•„˜þÆ•^„•`„˜þo(.€ „e„˜þÆe^„e`„˜þ‡hˆH.‚ „5„LÿÆ5^„5`„Lÿ‡hˆH.€ „ „˜þÆ ^„ `„˜þ‡hˆH.€ „Õ „˜þÆÕ ^„Õ `„˜þ‡hˆH.‚ „¥„LÿÆ¥^„¥`„Lÿ‡hˆH.€ „u„˜þÆu^„u`„˜þ‡hˆH.€ „E„˜þÆE^„E`„˜þ‡hˆH.‚ „„LÿÆ^„`„Lÿ‡hˆH.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„Є˜þÆÐ^„Ð`„˜þo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.„8„0ýÆ8^„8`„0ýo(.€„ „˜þÆ ^„ `„˜þ.‚„p„LÿÆp^„p`„Lÿ.€„@ „˜þÆ@ ^„@ `„˜þ.€„„˜þÆ^„`„˜þ.‚„à„LÿÆà^„à`„Lÿ.€„°„˜þÆ°^„°`„˜þ.€„€„˜þÆ€^„€`„˜þ.‚„P„LÿÆP^„P`„Lÿ.( q4;·eµTž yN0ÝV…#ÍP…/ÆJ¼%Ú#^š]Ö Þ j]¶-´%éMVPš/ìm¶…:w¶DÎmv¾p\ßê ÿ0ÒGxU'ü'fÔk»@,~ÐxvuYÏ1—VUb+Yf‹_”?VbŒO ö408µNY´Ug‰#}kˆ÷-o8JDÔ6Øq4?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~€‚ƒ„…†‡ˆ‰Š‹ŒŽ‘’“”•–—˜™š›œžŸ ¡¢£¤¥¦§¨©ª«¬­®¯°±²³´µ¶·¸¹º»¼½¾¿ÀÁÂÃÄÅÆÇÈÉÊËÌÍÎÏÐÑÒÓÔÕÖ×ØÙÚÛÜÝÞßàáâãäåæçèéêëìíîïðñòóôõö÷þÿÿÿùúûüýþÿþÿÿÿ      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`aþÿÿÿcdefghiþÿÿÿklmnopqþÿÿÿýÿÿÿýÿÿÿýÿÿÿvþÿÿÿþÿÿÿþÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿRoot Entryÿÿÿÿÿÿÿÿ ÀF`²<*$Ãx€Data ÿÿÿÿÿÿÿÿÿÿÿÿø1TableÿÿÿÿÿÿÿÿöÃWordDocumentÿÿÿÿ1îSummaryInformation(ÿÿÿÿÿÿÿÿÿÿÿÿbDocumentSummaryInformation8ÿÿÿÿÿÿÿÿjCompObjÿÿÿÿjObjectPoolÿÿÿÿÿÿÿÿÿÿÿÿ`²<*$Ã`²<*$Ãþÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿþÿ ÿÿÿÿ ÀFMicrosoft Word Document MSWordDocWord.Document.8ô9²q