Role in equity, research and science diplomacy
Monday, 15 November 2010
Quazi Faruque Ahmed
The flag which shows a variation of the Parthenon, the ancient Greek temple located in Athens, has become familiar with the people in all continents who readily recognise it as the symbol of UNESCO. This specialised agency of the United Nations contributes to peace and security by promoting international collaboration through education, science, and culture in order to further universal respect for justice, the rule of law, and the human rights along with fundamental freedoms proclaimed in the UN Charter. To quote Irina Bokova, the first woman Director General of UNESCO: "UNESCO was born from a simple idea: since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed... The new context demands that the conditions necessary for mutual and peace building be rethought. We must build a lasting universal human community, drawing on the fundamental values of humanity, and first and foremost on the resources of the mind. These are the stakes of this new humanism where UNESCO has a leading role to play." (Address in Milan, Italy on October 7, 2010.)
US Secretary of Education Arne Duncan echoed it in a different language while elaborating 'The Vision of Education Reform in the United States' on the 4th of this month: "When UNESCO was founded in 1945, much of Europe, Russia, and Japan lay in ruins. The promise of universal education was then a lonely beacon-a light to guide the way to peace and the rebuilding of nations across the globe. Education is still absolutely the key to eliminating gender inequalities, to reducing poverty, to creating a sustainable planet, and to fostering peace. And in a knowledge economy, education is the new currency by which nations maintain economic competitiveness and global prosperity. Our goal for the year will be to work closely with global partners, including UNESCO, to promote qualitative improvements and system strengthening. With such a shared commitment, we believe that we can greatly reduce the number of children out of school and ensure that the children who are in class are actually learning. Ultimately, education is the great equaliser. It is the one force that can consistently overcome differences in background, culture, and privilege."
Research and development: Challenges from emerging countries
UNESCO Science Report 2010 reveals: while the USA, Europe and Japan are still leading the global research and development (R&D) efforts, they are increasingly being challenged by emerging countries... Led mainly by China, India and the Republic of Korea, Asia's share increased from 27 to 32 per cent between 2002 and 2007. Over the same period, the European Union, USA and Japan, have registered a decrease. In 2002, almost 83 per cent of research and development was carried out in developed countries, by 2007 this share had dropped to 76 per cent.
The proportion of researchers in developing countries also increased from 30 per cent in 2002 to 38 per cent in 2007. Two thirds of this increase is due to China alone. In 2007, China, with its 1,423,400 researchers, was on the verge of overtaking the USA and the European Union. Today, Europe, USA and China each contribute 20 per cent of the world's researchers, followed by Japan (10 per cent) and the Russian Federation (7.0 per cent). While still in the lead, the developed countries have also seen their share of scientific publications drop from 84 per cent in 2002, to 75 per cent in 2008. During this period, China's share more than doubled, increasing from 5.2 per cent to 10.6 per cent, the number of articles published by researchers in Latin America has also increased, mostly from Brazil.
This transformation is being helped by the extremely rapid development of the Internet, which has become a powerful vector for disseminating knowledge. Throughout the world, the number of connections leaped noticeably from 2002 to 2007. But this advance is even more significant in emerging countries. In 2002, just over 10 out of 100 people, globally, used the Internet. There are over 23 users per 100 today.
The development of science diplomacy
According to UNESCO, "Increasingly, international diplomacy will take the form of science diplomacy in the years to come. In this respect, UNESCO must and will pursue its efforts to strengthen international partnerships and co operation. This science dimension of diplomacy was one of the original reasons for including science in UNESCO's mandate. It has fundamental significance for UNESCO nowadays, at a time when science has tremendous power to shape the future of humanity and when it no longer makes much sense to design science policy in purely national terms."
UNESCO National Commissions in
different countries
As of October 2009, UNESCO counts 193 Member States and seven Associate Members. They became members on different dates though function mostly in the name of 'National Commission'. However, India which became a member of UNESCO during the British period on November 4, 1945, the name of its National Unit is 'Indian National Commission for Cooperation with UNESCO', which collaborates with its counterparts of Asia and the Pacific in particular: Bhutan, Bangladesh, China, Japan, New Zealand, Republic of Korea and Sri Lanka. The UNESCO National Commission of the Philippines was created on May 26, 1951 through Republic Act No. 621 and is attached to the Department of Foreign Affairs headed by its Secretary as Chairman. It primarily advises the Government on matters relating to UNESCO and appropriate ways and means by which educational, scientific and cultural developments could best benefit the country. It serves as a liaison body between the Government and UNESCO. The Korean National Commission for UNESCO (KNCU) since its establishment on January 30, 1954 is contributing to the promotion of UNESCO's ideals and activities both within and beyond the national borders of Korea. The Act Concerning UNESCO Activities, adopted in 1963 and fully revised in 2007, provides KNCU with a firm legal basis for carrying out its various functions. The Act sets forth the Commission's guiding principles and provides for the full autonomy of its programmatic, administrative and financial management. It performs in advisory, consultative and coordinating capacity. It serves, as a liaison between UNESCO and the ministerial departments, organisations, institutions and individuals in Korea, maintains relations with other National Commissions for UNESCO, actively participates in the planning, implementation and evaluation of UNESCO's programmes and activities and organises UNESCO related activities through the creation of diverse partnerships with governmental and non-governmental organisations at the national, regional and international levels.
Bangladesh context
Bangladesh became a member of UNESCO on October 27, 1972. UNESCO is continuously in high esteem in the eyes of teachers and all concerned with education throughout the world, including that of Bangladesh, particularly because of the 'Recommendation' of UNESCO along with ILO, concerning the status of teachers adopted in 1966 and 1997 which include: firstly, "Since education is a service of fundamental importance it should be recognised as a responsibility of the state." secondly, "Educational planning should form an integral part of total economic and social planning undertaken to improve living conditions" and thirdly: "To provide teachers with the means to ensure a reasonable standard of living for themselves and their families as well as to invest in further education or in the pursuit of cultural activities thus enhancing the professional qualification."
The activities of Bangladesh National Commission for UNESCO (BNCU) however, are not up to the mark. During the five year rule of BNP Jamaat Government BNCU was thoroughly politicised. The subsequent two year Caretaker Government, despite some steps in education, also did not take any remedial measures. However, there is enough scope for expansion of its functions especially, in assisting and drawing teachers' training programmes in their related fields particularly before bringing any change in the syllabus, development of curricula etc., facilitating various programmes for the improvement of education, culture, science and technology. The assistance of UNESCO and the experiences of its national commissions in different countries can contribute significantly. I strongly hold the view that BNCU should be run and managed on an autonomous basis with a non partisan character. The Education Ministry should play a facilitating role but BNCU should no more be considered as its apex body. The instance of South Korea may be taken into consideration in this regard. After all education and an important body like UNESCO National Commission which are supposed to promote education, science and culture must be allowed to remain above controversies and partisan debates.
Prof Quazi Faruque Ahmed is Chairman, Initiative for Human Development (IHD) and Chief co-ordinator National Front of Teachers and Employees (NFTE). e-mail:
principalqfahmed@yahoo.com
The flag which shows a variation of the Parthenon, the ancient Greek temple located in Athens, has become familiar with the people in all continents who readily recognise it as the symbol of UNESCO. This specialised agency of the United Nations contributes to peace and security by promoting international collaboration through education, science, and culture in order to further universal respect for justice, the rule of law, and the human rights along with fundamental freedoms proclaimed in the UN Charter. To quote Irina Bokova, the first woman Director General of UNESCO: "UNESCO was born from a simple idea: since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed... The new context demands that the conditions necessary for mutual and peace building be rethought. We must build a lasting universal human community, drawing on the fundamental values of humanity, and first and foremost on the resources of the mind. These are the stakes of this new humanism where UNESCO has a leading role to play." (Address in Milan, Italy on October 7, 2010.)
US Secretary of Education Arne Duncan echoed it in a different language while elaborating 'The Vision of Education Reform in the United States' on the 4th of this month: "When UNESCO was founded in 1945, much of Europe, Russia, and Japan lay in ruins. The promise of universal education was then a lonely beacon-a light to guide the way to peace and the rebuilding of nations across the globe. Education is still absolutely the key to eliminating gender inequalities, to reducing poverty, to creating a sustainable planet, and to fostering peace. And in a knowledge economy, education is the new currency by which nations maintain economic competitiveness and global prosperity. Our goal for the year will be to work closely with global partners, including UNESCO, to promote qualitative improvements and system strengthening. With such a shared commitment, we believe that we can greatly reduce the number of children out of school and ensure that the children who are in class are actually learning. Ultimately, education is the great equaliser. It is the one force that can consistently overcome differences in background, culture, and privilege."
Research and development: Challenges from emerging countries
UNESCO Science Report 2010 reveals: while the USA, Europe and Japan are still leading the global research and development (R&D) efforts, they are increasingly being challenged by emerging countries... Led mainly by China, India and the Republic of Korea, Asia's share increased from 27 to 32 per cent between 2002 and 2007. Over the same period, the European Union, USA and Japan, have registered a decrease. In 2002, almost 83 per cent of research and development was carried out in developed countries, by 2007 this share had dropped to 76 per cent.
The proportion of researchers in developing countries also increased from 30 per cent in 2002 to 38 per cent in 2007. Two thirds of this increase is due to China alone. In 2007, China, with its 1,423,400 researchers, was on the verge of overtaking the USA and the European Union. Today, Europe, USA and China each contribute 20 per cent of the world's researchers, followed by Japan (10 per cent) and the Russian Federation (7.0 per cent). While still in the lead, the developed countries have also seen their share of scientific publications drop from 84 per cent in 2002, to 75 per cent in 2008. During this period, China's share more than doubled, increasing from 5.2 per cent to 10.6 per cent, the number of articles published by researchers in Latin America has also increased, mostly from Brazil.
This transformation is being helped by the extremely rapid development of the Internet, which has become a powerful vector for disseminating knowledge. Throughout the world, the number of connections leaped noticeably from 2002 to 2007. But this advance is even more significant in emerging countries. In 2002, just over 10 out of 100 people, globally, used the Internet. There are over 23 users per 100 today.
The development of science diplomacy
According to UNESCO, "Increasingly, international diplomacy will take the form of science diplomacy in the years to come. In this respect, UNESCO must and will pursue its efforts to strengthen international partnerships and co operation. This science dimension of diplomacy was one of the original reasons for including science in UNESCO's mandate. It has fundamental significance for UNESCO nowadays, at a time when science has tremendous power to shape the future of humanity and when it no longer makes much sense to design science policy in purely national terms."
UNESCO National Commissions in
different countries
As of October 2009, UNESCO counts 193 Member States and seven Associate Members. They became members on different dates though function mostly in the name of 'National Commission'. However, India which became a member of UNESCO during the British period on November 4, 1945, the name of its National Unit is 'Indian National Commission for Cooperation with UNESCO', which collaborates with its counterparts of Asia and the Pacific in particular: Bhutan, Bangladesh, China, Japan, New Zealand, Republic of Korea and Sri Lanka. The UNESCO National Commission of the Philippines was created on May 26, 1951 through Republic Act No. 621 and is attached to the Department of Foreign Affairs headed by its Secretary as Chairman. It primarily advises the Government on matters relating to UNESCO and appropriate ways and means by which educational, scientific and cultural developments could best benefit the country. It serves as a liaison body between the Government and UNESCO. The Korean National Commission for UNESCO (KNCU) since its establishment on January 30, 1954 is contributing to the promotion of UNESCO's ideals and activities both within and beyond the national borders of Korea. The Act Concerning UNESCO Activities, adopted in 1963 and fully revised in 2007, provides KNCU with a firm legal basis for carrying out its various functions. The Act sets forth the Commission's guiding principles and provides for the full autonomy of its programmatic, administrative and financial management. It performs in advisory, consultative and coordinating capacity. It serves, as a liaison between UNESCO and the ministerial departments, organisations, institutions and individuals in Korea, maintains relations with other National Commissions for UNESCO, actively participates in the planning, implementation and evaluation of UNESCO's programmes and activities and organises UNESCO related activities through the creation of diverse partnerships with governmental and non-governmental organisations at the national, regional and international levels.
Bangladesh context
Bangladesh became a member of UNESCO on October 27, 1972. UNESCO is continuously in high esteem in the eyes of teachers and all concerned with education throughout the world, including that of Bangladesh, particularly because of the 'Recommendation' of UNESCO along with ILO, concerning the status of teachers adopted in 1966 and 1997 which include: firstly, "Since education is a service of fundamental importance it should be recognised as a responsibility of the state." secondly, "Educational planning should form an integral part of total economic and social planning undertaken to improve living conditions" and thirdly: "To provide teachers with the means to ensure a reasonable standard of living for themselves and their families as well as to invest in further education or in the pursuit of cultural activities thus enhancing the professional qualification."
The activities of Bangladesh National Commission for UNESCO (BNCU) however, are not up to the mark. During the five year rule of BNP Jamaat Government BNCU was thoroughly politicised. The subsequent two year Caretaker Government, despite some steps in education, also did not take any remedial measures. However, there is enough scope for expansion of its functions especially, in assisting and drawing teachers' training programmes in their related fields particularly before bringing any change in the syllabus, development of curricula etc., facilitating various programmes for the improvement of education, culture, science and technology. The assistance of UNESCO and the experiences of its national commissions in different countries can contribute significantly. I strongly hold the view that BNCU should be run and managed on an autonomous basis with a non partisan character. The Education Ministry should play a facilitating role but BNCU should no more be considered as its apex body. The instance of South Korea may be taken into consideration in this regard. After all education and an important body like UNESCO National Commission which are supposed to promote education, science and culture must be allowed to remain above controversies and partisan debates.
Prof Quazi Faruque Ahmed is Chairman, Initiative for Human Development (IHD) and Chief co-ordinator National Front of Teachers and Employees (NFTE). e-mail:
principalqfahmed@yahoo.com