<
 
 
 
 
×
>
You are viewing an archived web page, collected at the request of United Nations Educational, Scientific and Cultural Organization (UNESCO) using Archive-It. This page was captured on 19:57:21 Aug 08, 2016, and is part of the UNESCO collection. The information on this web page may be out of date. See All versions of this archived page.
Loading media information hide
WELCOMEAbout UNESCO UNESCO Media ServicesProgrammesDocumentary ResourcesUNESCO Worldwide
EnglishFrançais
  Home Contacts PrintSend Subscribe
 EDUCATION Education Today Newsletter
July - September 2002
INSIDE
Edito
LEARNING WORLD
FOCUS
Education for All by 2015
BRIEFS
Bookshelf
Agenda
Download the Newsletter
Arabic - Chinese - English
French - Spanish -Russian

 


  LITERACY? YES. BUT WHEN?
If efforts to teach the millions of illiterates to read and write are to succeed, some questions must be answered. Focus, a four-page dossier, looks at the scope of illiteracy worldwide, at who should be targeted, at what works and at why governments are not more active.
Literacy---Yes--But-When.gifEdito - The splendid view from my office at UNESCO headquarters in Paris evokes many facets of the human activity. In the distance the Palais de Chaillot houses museums that cater to our need to understand older civilizations and to enjoy the work of creative human imagination through the centuries. On my side of the Seine soars the Eiffel Tower, a monument to science, technology and industrial progress. Closer still is the rear courtyard of the École Militaire where cavalry officers exercise horses in the morning and bands play on summer afternoons. Below my window is the Place de Fontenoy, named after an eighteenth century battle in the War of the Austrian Succession. It is a nice irony that UNESCO, an organization dedicated to constructing the defences of peace, is surrounded on all sides by streets named for famous military figures, three maréchaux de France, Frédéric de Lowendal, Maurice de Saxe and Philippe de Ségur, and one admiral, le bailli Pierre de Suffren.

Such contradictions are not unique to Paris. Any large city reminds us that Tolstoy's famous title War and Peace sums up the history of humankind and a basic tension of the human condition. What changes with time is the nature of war and peace. New weapons make war even more devastating and cause more casualties among civilians than among combatants. Economic and social development makes peace even more agreeable for the rich but seems to widen the gap between them and the poor. Furthermore the multiplication of civil
wars and local conflicts traps large numbers of people in poverty, interferes with the economic activities of adults and prevents the education of children.
As the stakes of the choice between war and peace become higher, encouraging people to seek peace rather than war becomes increasingly important. Education cannot carry the whole burden of this task but it can make a contribution. This first issue of Education Today draws the lessons from UNESCO's long experience in promoting education for a culture of peace. One unsurprising conclusion is that young people learn to live together in peace as much from the atmosphere of the school and the attitudes of the teachers as from the curriculum.

John Daniel
Assistant Director-General for Education

   

:: 2005
 

WANTED! TEACHERS
January - March 2005
:: 2004
 

SCIENCE EDUCATION IN DANGER?
October - December 2004
THE PRICE OF SCHOOL FEES
July - September 2004
EDUCATING RURAL PEOPLE
April - June 2004
EDUCATION MINISTERS SPEAK OUT
January - March 2004
:: 2003
 

NEW TECHNOLOGIES: MIRAGE OR MIRACLE?
October - December 2003
THE MOTHER-TONGUE DILEMMA
July - September 2003
EDUCATION: WHO PAYS?
April - June 2003
EDUCATING TEENAGERS
January - March 2003
:: 2002
 

HIGHER EDUCATION FOR SALE
October - December 2002

LITERACY? YES. BUT WHEN?
July - September 2002

EDUCATION FOR WAR OR FOR PEACE?
April - June 2002

guest (Read)
About UNESCOContact the WEBMASTER    ID: 3899