Unesco braving crisis at 68

Unesco continues to remain in high esteem in the eyes of all concerned with education, science and culture throughout the world, even in the face of "crippling" fund cuts by the USA. The specialised agency of the United Nations enters 68 years today. It was thrown into severe financial crisis in October 2011 when Washington cancelled its grant on the issue of full membership of Palestine. Unesco was forced to slash spending, freeze job hires and cut programmes after the US fund cut, which made up 22% of its budget. The organisation, which promotes global education and supports press freedom among other tasks, started the year with a deficit of $150 million out of $653 million in its budget for 2012 and 2013, To cover up the deficit, UNnesco, under the leadership of Irina Bokova, the 60-year old former Bulgarian foreign minister and the first ever woman Director General, created an emergency fund to obtain cash, primarily from other members. She managed to raise $69 million, including $20 million each from Saudi Arabia and Qatar, as well as smaller donations from countries including Turkey, Indonesia and Algeria. It has also received specific project funding from countries that have particular interests in certain fields. However, it fills gaps, but not in the long-run, Bokova said.
Unesco implements activities in education, natural sciences, social and human sciences, culture, communication and information. It supports research in comparative education, and provides expertise and fosters partnerships to strengthen national educational leadership and the capacity of countries to offer quality education for all. This includes eight specialised institutes in different topics of the sector and an international network of 644 Unesco Chairs, involving over 770 institutions in 126 countries. Unesco has official relations with 322 international non-governmental organisations (NGOs). Most of these are "operational," and a select few are "formal." The highest form of affiliation to Unesco is "formal associate," and the 22 NGOs with formal associate (ASC) relations occupy offices at Unesco. Prominent among them are: (1) Education International (EI), (2) International Association of Universities, (3) International Council for Film, Television and Audiovisual Communication, (4) International Council for Philosophy and Humanistic Studies (5) International Council for Science (6) International Council of Museums, (7) International Council of Sport Science and Physical Education, (8) International Council on Archives, (9) International Federation of Journalists, (10) International Federation of Library Associations and Institutions, (11) International Federation of Poetry Associations, (12) International Music Council, (13) International Social Science Council, (14) International Theatre Institute, (15) International Union for Conservation of Nature and Natural Resources, (16) World Association of Newspapers, and (17) World Federation of Unesco Clubs, Centres and Associations.
In view of its recognition of the role of teachers in education, Unesco has undertaken steps for improvement of the status, standard and overall contribution to quality of education by teachers in Bangladesh. A series of studies have been conducted including status and capacity development for primary and secondary education in 2008, inclusive education in 2009, and capacity development of Non Formal Education (NFE) teachers/facilitators in 2010. The findings of these studies contributed to the formulation of National Education Policy in 2010 and gave a better understanding of Unesco's instruments, namely Unesco and ILO Recommendation concerning Status of Teachers (1966) and Unesco's recommendation regarding teachers' status in higher education (1997). Unesco Dhaka office has published the translated version of the two Recommendations. Recently, it has started dialogue on shadow education system and private tutoring -- which is a huge problem in the country in terms of amount of investment by the parents. The book Confronting Shadow Education System has been translated into Bangla and disseminated to policymakers.
In connection with the three-day meet of cultural diversity ministerial forum which began in Dhaka on May 9 this year, Irina Bokova visited Bangladesh for the first time. Delegates from 30 Asia-Pacific countries participated in the programme. Prime Minister Sheikh Hasina inaugurated it at the Bangabandhu International Conference Centre and Irina Bokova attended as guest of honour. There was a joint statement titled "Dhaka Declaration" on the concluding day with a special call for strengthening cultural cooperation in the perspective of sustainable development in the region. Dhaka University conferred Doctor of Law on her during the visit.
During her hectic Dhaka visit, Irina Bokova also visited Brac Centre. "Education should be about something more than just read and write, it's about sustainable development of education, it's about knowing our environment, about taking initiative and much more than that." She said this while in conversation with Sir Fazle Hasan Abed on May 9. They talked about Brac's activities in the education arena. The innovative approaches of Brac Education Programme like boat schools in haor areas, mother language based school for ethnic children and special education opportunity for children with special needs came up for discussion.
Bangladesh became a member of Unesco on October 27, 1972. I have already mentioned the role of Unesco Dhaka office which represents the Paris-based headquarters. But I do not have adequate idea about the activities of Bangladesh National Commission for Unesco (BNCU). I believe however, that there is 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., and 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. The instance of South Korea may be cited as an example.

The writer is Chief Coordinator, National Front of Teachers and Employees.
E-mail: [email protected]