UNECSO Education Sector Meeting with the Directors of Five Category 2 Centers
Beijing Normal University
Beijing, China，5 – 7 May 2009

 

FINAL REPORT

 

 

 

 

 

Beijing, June 2009

Table of Contents

I. Preamble
II. Objectives of the Meeting
III. Institutional Achievements
IV. Outputs and Outcomes
V. Common Challenges
VI. Recommendations

Annexes
1. Provisional Agenda
2. Welcome and Opening Remarks
3. Introduction to the draft Integrated Comprehensive Strategy for Category 2 Centers under the auspices of UNESCO:
Mr. Alexandre Sannikov, Chief, Liaison of Institutes, Field Offices and External Partners, UNESCO
4. Name List of Participants
5. Draft Integrated Comprehensive Strategy for Category 2 Centers

 
I. Preamble

The Directors of the 5 Category 2 Centers attached to UNESCO Education Sector, namely the Asia-Pacific Centre of Education for International Understanding (APCEIU) in the Republic of Korea, the International Centre for Girls’ and Women’s Education in Africa of the African Union (AU/CIEFFA) in Burkina Faso, the Guidance, Counseling and Youth Development Centre for Africa (GCYDCA) in Malawi, the Regional Centre for Educational Planning (RCEP) in the United Arab Emirates, and the International Research and Training Center for Rural Education (INRULED) in China, assembled in Beijing, China, 5--7 May 2009, to discuss the future collaboration strategy for the Category 2 Centers with the presence of the UNESCO Assistant Director-General for Education and other UNESCO colleagues from Headquarters, Bangkok Regional Bureau and Beijing Office.

 

The meeting was the first ever event organized by UNECO, supported by UNESCO’s official partner in China, the Chinese National Commission for UNESCO, in promoting its category 2 centers to contribute to UNESCO central mission and programme priorities. As “a historical milestone for UNESCO and the Category 2 Centers”, the meeting provided an opportunity for sharing information on institutional achievements, lessons and challenges, and for development of future strategies in enhancing their contributions to UNESCO goals and Mid-Term Programme.

 

Addressing the opening session, chaired by Mr. Abhimanyu Singh, Director, UNESCO Beijing Office, were Mr. Alexandre Sannikov, Chief, Liaison of Institutes, Field Offices and External Partners, UNESCO Education Sector; Prof. Dong Qi, Vice President, Beijing Normal University; Ms. Zhu Xiaoman, Director, INRULED; and Mr. Zhang Xinsheng, former Vice Minister of Education, Chairman of the Chinese National Commission for UNESCO, and former Chairman of UNESCO Executive Board, who opened the meeting.

 

The UNESCO Integrated Comprehensive Strategy for category 2 centers (181 EX/FA/PX/DR.6 Rev.), which was just adopted by the 181st Session of the Executive Board and recommended for approval of the 35th Session of the General Conference, was introduced by Mr. Alexandre Sannikov from UNESCO HQs.

 

Mr. Nicholas Burnett, UNESCO Assistant Director-General for Education, addressed the meeting. In referring to the global financial crisis resulting in the cuts of spending on education in many countries, he emphasized the need to maintain and increase spending on education as a human right and to get out of the recession and help the subsequent growth. He pointed to the lack of monitor of education development and the lack of mechanism for monitoring as ‘the biggest problem’, and called for actions on the education of the disadvantaged, the capacity-building of educational staff including millions of teachers, and the improved skills for the unemployed.

 

The Assistant Director-General elaborated on directions and strategies of UNESCO programmes with a limited budget, and stressed areas for improvement, including programme content (literacy; teachers; technical expertise; and alignment with C5 budget document. As for the Category 2 Centers, he advised on the need to enhance institutional technical expertise for better contribution to UNESCO goals and programme priorities.

 

Mr. Gwang-Jo Kim, Director, UNESCO Bangkok Office, addressed the meeting on “Challenges and opportunities for UNESCO’s education programme in Asia and the Pacific”, as three of the five Category 2 Centers are located in the region. In referring to progress in Education for All (EFA) as presented in Global Monitoring Report 2009, he focused on four key issues and areas: global inequalities due to global wealth divide and wealth gap; teacher shortage and teacher quality; financing; and aid and governance. He elaborated on major challenges to education in the Asia-Pacific region, including: a)providing better quality education; b)framing literacy in the framework of lifelong learning; c)finding the best mix of academic and vocational programmes and developing path ways to higher education through secondary education; d)strengthening the development of higher education, creating better quality assurance and diversifying the types of higher education institutions, with better quality assurance; e)developing a relevant national ICT, making it more accessible and affordable; f)building capacity for ESD leadership and programming; and g)finding proper mix between public and private financing and between centralized and decentralized system of governance.

 

As to the needed response to the challenges, Mr.Kim proposed his visions on lines of Education for All; Education for ESD; research and development of innovations on emerging educational issues; modalities for intervention; evidence-based policy advice and advocacy; monitoring and evaluation of educational systems; strengthening regional networks on themes; and improving teacher education. The regional Director expressed strong support to Category 2 Centers and offered to designate regional “focal points” at Asia-Pacific Bureau for Education for related Category 2 Centers.

 

The deliberations of the meeting was made in light of UNESCO draft integrated comprehensive strategy for UNESCO category 2 centers (181 EX/FA/PX/DR.6 Rev.), which includes the following considerations:

— Category 2 centers are “associated with UNESCO’ but “legally outside the organization”. They enjoy “legal and functional autonomy”;
— The activities of category 2 centers “must be global, regional, subregional, or inter-regional in scope”;
— The Director-General shall undertake every two years a mapping exercise of all category 2 centers on information provided by sectoral focal points in liaison with the director and staff of category 2 centers;
— For governance purpose, each centre must “be independent of UNESCO and have legal capacity necessary for the exercise for its function under the laws of the country in which it is located;
— Category 2 Centers should contribute to UNESCO programmes while UNESCO may contract them to ‘implement concrete programme activities’ and may provided technical assistance for the centers, programme activities in accordance with UNESCO strategic goals and objectives;
— Category 2 centers are encouraged to deliver high quality work with a view to contributing to the objectives of UNESCO and promoting its impacts, relevance and visibility in the field.

 

In their presentations on “Institutional Introduction”, the Directors of the five UNESCO Category 2 Centers shared with each other and other participants on the Center’s a) brief histories; b) achievements and key challenges; c) the role of the host government and National Commission for UNESCO; d) approaches to programmes planning and financing, and e) working with other partners in host countries and in the region.

 

The Directors focused their discussions on institutional achievements made, lessons learned and challenges to face. They deliberated on follow-up actions in light of UNESCO Education Sector’s priorities and programmes.

 

In light of UNESCO priorities and strategies of next Mid-term Programme and insightful professional inputs of Assistant

Director-General, Mr. Nicholas Burnett, and Director of UNESCO Bangkok Office, Mr. Gwang-Jo Kim, the participants of the Meeting had serious discussion on how to build a strong network and enhance cooperation in better contributing to UNESCO mission and porgramme actions in the respective areas of the Centers’ comparative advantages and strengths. Perspectives and proposals were made as to how to strengthen effective collaboration among Category 2 Centers and between Category 2 Centers and UNESCO, and how to enhance effective between the Centers and UNESCO and among the Centers, how to evaluate work of Category 2 Centers, and how to further improve effectiveness of the Centers’ action-oriented results-based programmes/projects in light of the draft Integrated Comprehensive Strategy for Institutes and Centers under the auspices of UNESCO.

 

All participants were invited to attend a “Public Forum on Ensuring Equality in Education: Challenges and Responsibilities”, which was organized by Chinese authority and addressed by UNESCO Assistant Director-General for Education.

Grateful acknowledgement was made by all the participants to UNESCO (HQs, UNESCO Beijing Office, UNESCO Bangkok Office), the Chinese National Commission for UNESCO, the hosting institution which is Beijing Normal University, and INRULED for the successful organization of the meeting of Category 2 Centers to deliberate strategies in achieving UNESCO’s programme priorities. Appreciative thanks were also conveyed by all meeting participants to  Mr. Nicholas Burnett, UNESCO Assistant-General for Education; Mr. Alexandre Sannikov as Chief of  Liaison of Institutes, Field Offices and External Partners, and Ms. Xuesong Shen as programme officer also from the Liaison, UNESCO Education Sector; Mr. Gwang-Jo Kim, Director, UNESCO Bangkok Office; Mr. Abhimanyu Singh, Director, UNESCO Beijing Office and Mr. Min Bista, Education Programme Specialist, UNESCO Beijing Office, for their substantive intervention and professional reorientation of and strong support to the category 2 Centers. 

 

II. Objectives of the Meeting Achieved
The following objectives, set for the Meeting, were successfully achieved:

1. To establish a common understanding of the Integrated Comprehensive Strategy for Institutions and Centers under the auspices of UNESCO (Category 2);
2. To develop a better comprehension of the comparative advantages and challenges of the 5 Category 2 Centers attached to Education Sector; and
3. To develop a comprehensive collaboration strategy aimed at maximizing institutional strengths in line with the UNESCO’s priority areas.

 

III. Institutional Achievements of the Category 2 Centers
Two sessions of the meeting were devoted to presentations by directors of the five category 2 centers to exchange information on institutional achievements. Amongst all operations, key results have been achieved by the five category 2 centers in promoting policy dialogues, capacity building/training, research, information services, and networking and partnership. Based on presentations at the meeting, the following gives a snapshot of what has been achieved (with the hosting category 2 center, INRULED in China, followed by other four centers listed in alphabetic orders):

 

1. INRULED:
INRULED was jointly founded by the Chinese Government and UNESCO in 1994, based on a Memorandum of Understanding. The MOU was renewed by Chinese Minister of Education, Mr. Zhou Ji, and UNESCO Director-General, Mr. Koiichi Matsruua in 2003. With strong support from UNESCO HQs through UNESCO Beijing and Bangkok Offices, as well as the Chinese Government by way of the National Commission for UNESCO, INRULED has been able to plan and implement projects/activities in accordance with UNESCO programme priorities, especially in EFA for sustainable rural development. Since its inception the Center had been located in Baoding, Hebei Province, and, for more effective functioning it was re-located to Beijing Normal University in 2008. At its 10th anniversary, UNESCO Director-General sent message highly commending INRULED as ‘a good example of South-South cooperation’.

 

Policy dialogue
Through nearly 100 international/regional conferences/seminars/forums and dissemination of its publications, INRULED has been facilitating policy dialogue on EFA in rural areas, rural education for poverty alleviation and rural development, technical-vocational education and skills development, rural-urban migrants and education of their children, teacher education for quality in EFA, etc.

 

Research
Comparative and inter-national studies have been made a key component of the Center’s programmes and a solid foundation for informed research-based policy-making in education for rural development. By 2008, 62 comparative studies and research projects have been organized to cover literacy and post-literacy education, rural adult and vocational education, women and girls education, education for poverty reduction, agricultural higher education for rural development, use of ICT for rural education, rural human resources development and so on.

 

Capacity building/training
Over sixty training workshops have been conducted on various themes, including vocational-technical education and skill development, literacy for poverty reduction and income generation, life skills, application of ICT in education for rural development, and teacher professional development for quality education. Three of the workshops were organized exclusively for African women educators and development officers, and policy-makers of education and rural development, with financial support from the Ministry of Commerce, China.　

 

The Center has been also a member of Consortium of  APPEAL (Asia-Pacific Programme of Education for All, UNESCO Bangkok). INRULED has also been an implementing agency of China’s donation to support teacher training for EFA in Africa, in partnership with IICBA (International Institute for Capacity Building in Africa).

 

Scholarships and fellowships have been offered to contribute to capacity building of young professionals and institutions engaged in education for rural development in developing countries.

 

2. APCEIU
Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO was established in 2000, International Year for a Culture of Peace, by the agreement between the Government of Republic of Korea and UNESCO. As a Category II organization, APCEIU is mandated to promote EIU towards a Culture of Peace in the region in collaboration with governments, National Commissions for UNESCO, academia and civil society of UNESCO Member States in Asia and the Pacific region.

 

Research/Policy Dialogue

In order to elevate the capacity of expert research within the region on the social needs, development levels and operating systems in planning and implementing a broad range of practices in EIU, APCEIU conducted seven (7) International Symposium on a Culture of Peace (01-07) and five (5) Sub-regional Consultation Meetings (06-08) for the Development of EIU Policy with 118 participants.

Three volumes of academic journal ‘Journal of EIU,’ eleven (11) EIU Best Practices Monographs, four (4) research books on multicultural education were published as results of research projects.

 

Capacity Building/Training

Eight (8) Asia-Pacific Training Workshop on EIU and fifty (50) sub-regional and national workshops and forums were held. Along with the training workshops six (8) experts workshops and twenty (20) advisory meetings were held. More than 3200 education experts, teachers, teacher educators and government officials from the region revisited EIU in the development of educational policy, curriculum and learning/teaching materials.

 

Information Services

For the distribution of information on EIU, more than forty (40) learning materials, story books and multimedia resources were published in English, Korean, Chinese, Persian, Japanese, and Vietnamese with the cooperation fro various partners in the region. English magazine SangSaeng and E-Newsletter are periodic publications that are also available at APCEIU’s website www.unescoapceiu.org. Four on-line database Asia Photo Archives, Asia Music Archives, E-learning site ‘Life and Culture of Asia’, and the database for activity reports are also available.
 
Networking and Partnership

To enhance networking among Member States and UNESCO Field Offices towards effective programme implementation and policy-oriented approach, APCEIU has been actively participating in relevant meetings and workshops including UNESCO General Conference, APEID International Conference, SEAMEO Centre Directors Meeting, Asia-Pacific Deans of Education Forum, trainings organized by civil society and  various meetings related to ESD, EFA and Peace Education. APCEIU has signed 31 MOU with partners in the field of research, teacher training and information sharing.

 

Capacity building/training :
* Gender issues in education and training are central to CIEFFA’s activities. The Center has been promoting girls’ and women’s education, training and empowerment (Africa).
l Workshop held on « Gender, education, development and progress of African societies » whose proceedings were published (March 2003) ;
l A training course in Information and Communication Technologies (ICT) for the benefit of EFA gender focal points of the member countries of the Economic Community of West African States (ECOWAS) (October 2002).
l Training 14 young girls from Lycée Philippe Zinda Kaboré (Ouaadouou, BURKINA FASO) on the use of multimedia resources, in partnership with WORD LINKS (2003, 2004)
l CIEFFA/FAWE national workshop on « What technical, material and financial support strategy for an adequate response to the demand caused by the advocacy for girls’ education? » (January 2007, Ouagadougou)
l Sub-regional seminar on parity in education/ training for an appropriation of the guide produced on the issue of « parity enrolment in education» (January 2007, Ouagadougou)-
l Validation workshop of the practical guide on « gender and human rights in education systems »  (September 2007, Bamako), with the financial contribution of the Economic Commission for Africa/African Centre for gender and social development (ECA/ACGSD)
l Awareness-raisin workshop the fight against HIV / AIDS in environment in the ECCAS member States (November 2005)
l Gender and leadership training for the benefit of 30 women in executive positions in the Ministries of Education, Finance, and the Promotion of Women,  in Cameroon (May 2007) ; in Gabon (September 2007).

Networking and partnership
Efforts were made in promoting youth development and participation e.g. youth forums

4. GCYDCA
The Guidance, Counseling and Youth Development Centre for Africa (GCYDCA) have made a number of significant achievements.

 

Policy dialogue:
The Centre is guided by a legal framework that has been developed and signed by member countries and this offers a framework for policy implementation across various institutional components.

There has also been an open sharing on best practices with member countries by way of exposing country policy documents on Guidance and Counseling and related programmes.

 

Capacity building/Training
l Certificate course in Guidance and counseling
l Diploma course in Guidance and Counseling
l There are 12 short term training programmes already done since 2006
l Training Modules in print and e-learning format have been developed
l Certificate Programme in Guidance, Counseling and Youth Development has been developed and training has been conducted for member countries
l Diploma Programme in Guidance, Counseling and Youth Development programme has been developed and training has been conducted
l Short-term training for Trainers of Trainers has been conducted in:
Peer Education, Mental Health, HIV and AIDS, Classroom Connections and Entrepreneurship education, Girls in Science,
 
Research:
Networking with Universities and professional associations in research work is an ongoing process with various respective member countries across various areas of Guidance and Counseling and youth development.

 

Information services:
The Centre has ongoing information flow with member countries, international organizations, development partners and related sister organizations through journals, e-learning and generic communication systems.

 

Networking and partnership:
The Centre plans to conduct one regional conference for all practitioners and one for youth in the member states. There is support to attend international seminars and conferences in other countries e.g. SADC conducted an international seminar in Gaborone, Botswana in 2008.

 

4. RCEP:
RECEP was officially inaugurated in November 2007, with a Vision and Mission “to be a Pioneer Centre that extends the excellent training services necessary in building the Capacity of the Regional Educational Leadership in Educational Planning , Management and leadership. Its programmes have focused on Training, Knowledge dissemination, Research and Studies and Consultation.

 

Policy dialogue
Appropriate support was extended to the Ministries Of Ed. ( MOE) in the RCEP Member states to develop their education systems and improve their capacities in the realms of Educational Planning, Management & Leadership.

 

Research
RCEP in coordination with IIEP & Beirut Office are planning to establish both the Arab research Network and the Arab Planners Network, in the coming few months.

 

Capacity building/training
Relevant training and consultancy services have been provided in the areas of Educational Planning, Management, Policy and leadership. Training was organized for the pedagogical staff in all levels (senior, middle and junior) in Educational Planning Management, Policy & Leadership. Consultation and technical assistance were extended to Member States ( MOES ) in urgent priority areas such as ‘Activation of training, with application of modern approaches’ and
‘Application of distance learning methods in training purposes’. In cooperation between RCEP, IIEP & Beirut Office, RCEP hosted the UNESCO staff training course (July 2008).

 

Information services
The Center has been promoting dissemination of Educational  Knowledge , Management & Educational Planning current issues.

 

Networking and partnership
RCEP has formed linkages with ALESCO and ISESCO, together with all these other organizations of the Higher Education Institutes and Universities in the region. Some research network is planned.

IV. Outputs and Outcomes
Directors of the five category 2 centers attached to UNESCO Education Sector, presented respective institutional achievements, common lessons to learn and challenges to face. Participants discussed such key issues as what might be the solutions to the problems encountered; how the work of Category 2 Centers should be evaluated; how to plan Centers’ work along the lines of UNESCO Education priorities; how to link the work of Category 2 Centers with UNESCO Education sector’s priorities and programme; etc.

 

Heated discussions were made on how to build up a strong network and enhance cooperation, with focus on such major issues as ways to strengthen the collaboration among Category 2 Centers; ways to enhance effective collaboration between Category 2 centers and UNESCO HQs/field offices; ways by which UNESCO could assist Category 2 Centers’ work; ways to enhance effective communication between Category 2 centers and UNESCO and among Category 2 centers; ways to report  the Centers’ work to the HQs, Field offices and the world outside UNESCO, etc.

 

The fruitful deliberations by the five category 2 centers led to major outputs and outcomes as expected, which include the following:

1. A clear and common understanding of the Integrated Comprehensive Strategy for category institutes and centers under the auspice of UNESCO, achieved through the introduction and clarification by UNESCO Section Chief of Liaison of Institutes, Field Offices and External Partners and participants’ discussions;

2. A better comprehension facilitated of the comparative advantage of the five category 2 centers and their challenges in respected areas;

3. Potential areas of collaboration among the Centers identified within the framework of South-South Cooperation；

4. Ways to further strengthening the capacities of the Centers explored and a consensus reached;

5. Ways to promote better collaboration and cooperation between UNESCO HQs/field offices and the Centers

6. Category 2 Centers’ visibility increased and collaboration among the Centers and between them and UNESCO improved through networking and fundraising strategies development.

V. Common Challenges
The following were identified as common challenges faced by the category 2 centers:.
 
1.  Legal identity and recognition
To be fully recognized and operate effectively in the hosting countries, the category 2 centers need be officially registered in accordance with laws and regulations in the host country, and yet some centers, founded through UNESCO procedures, have had difficulty in establishing their legal identity in the host countries. On the UNESCO side, due to their status of ‘association with UNESCO’ but outside the Organization, the category 2 centers have been well-informed of UNESCO mid-term, biennium and annual programmes, and their roles and contributions to UNESCO goals have not been made known to UNESCO and its member States.

 

2. Communication
There has been uncoordinated information management between the field offices (multi-country bureaus/clusters, Regional bureaus) and the UNESCO operational centre, the Headquarters, as well as unsystematic coordination amongst Category 2 Centers.

 

3. Resource mobilization
As category 2 centers are usually not included in the ‘implementing agencies’ responsible for ‘Main Line of Actions’, by which UNESCO budgetary resources are allocated, most category 2 centers have not been getting involved in the ‘mainstream’ of programme planning and implementation, and have therefore had difficulty in securing UNESCO financial support in most cases. In some cases, the centers have been largely dependent on unstable financial support from government of the host country; in others, due to lack of budgetary allocation there have been problems in running costs and programme implementation. Participants agree that resources have to be mobilized from diversified sources through effective fundraising strategies and improved institutional capacities in needs-based and results-oriented project planning and implementation.

 

4. Sustainability
Ever changing boards of governors and lack of continuation in some cases have led to much time wasted and resources spent on orientation of new board members.

 

5. Programme delivery
Lack of funds and limited opportunities of sharing best practices amongst Category 2 Centers have negatively affected the quality of programme delivery.

 

6. Staff Development
In order to ensure quality programme implementation and institutional capacity building, staff development for planning, research, networking and fund-raising is highly requested. Category 2 Centers should be provided with opportunities for trainings and participation at UNESCO’s meetings especially at the regional level.

VI. Recommendations to UNECSO and Host Countries
 
The Directors of the 5 Category 2 Centers attached to UNESCO Education Sector, namely the Asia-Pacific Centre of Education for International Understanding (APCEIU) in the Republic of Korea, the International Centre for Girls’ and Women’s Education in Africa of the African Union (AU/CIEFFA) in Burkina Faso, the Guidance, Counseling and Youth Development Centre for Africa (GCYDCA) in Malawi, the Regional Centre for Educational Planning (RCEP) in the United Arab Emirates, and the International Research and Training Center for Rural Education (INRULED) in China, assembled in Beijing, China, on 5 to 7 May 2009 to discuss the future collaboration strategy for thee Category 2 Centers with the presence of the UNESCO ADG for Education,

 

Having deliberated on key issues aimed at strengthening and maximizing our output and contribution towards quality education:

 

The category 2 institutes and centers state their common desire to strengthen our own capacity as members of UNESCO Family in achieving UNESCO’s missions by means of strong partnership and joint collaboration activities. We will work with the Member States, the field offices, the international community, the civil society and the private sector to increase the visibility and impact of UNESCO in our respective countries and regions.

 

The participating centers agree that closer cooperation is needed among ourselves to utilize our resources more effectively to achieve successful alignment with UNESCO visions  and Education Programme priorities for sustainable development.

Recalling the 33 C/5 Resolution 90, 34 C/5 Resolution 90,

 

Further recalling the Draft Integrated Comprehensive Strategy for Institutes and Centers under the auspices of UNESCO (Category 2) (181 EX/66. Add) adopted by the 181st Session of the Executive Board in 2009,

 

Recognizing that education plays an important role in achieving sustainable development worldwide and it can only be reached through various thematic approaches including rural education, international understanding, youth development, education for all especially for girls and women., 

 

Participants in the meeting made unanimous recommendations to UNESCO, to the hosting Member States and to the Centers themselves in the following lines:

 

1. A network of Category 2 Centers be created and continually strengthened through the support of UNESCO and the Member States, with ‘Focal Points’ for category 2 institutes/centers appointed at UNESCO country/sub-regional offices, regional bureaus for education.
2. Category 2 Centers designate the Centre that hosted the Meeting as a Focal Centre responsible for the follow up of the recommendations that will serve for two years term on a rotation basis to maintain the network and to share information till the next meeting;
3. Category 2 Centers better focus on areas of respective strengths and comparative advantages to contribute to UNESCO’s programme priorities in light of UNESCO 35C/5 strategies and programme priorities;
4. The governments of respective hosting Member States further commit themselves to support Category 2 Centers in terms of established legal entity status, reasonable funding, infrastructure and staff development;
5. Programme actions and activities should be made for policy dialogue and experiences sharing and strategy development for education to respond to the global financial crisis especially for disadvantaged populations in Africa and Asia;
6. UNESCO consolidate and strengthen partnerships and build up closer connections with various stakeholders, the private sector and the media in order to strengthen activities of Category 2 Centers in their countries and region;
7. Category 2 Centers be enabled to develop partnership with UNESCO’s global and regional and sub-regional networks such as UNEVOC, ASPnet, UNESCO Chair/UNITWIN programmes, APEID/APPEAL, APNIEVE, etc.
8. UNESCO Education Intranet be developed for linkages to all Category 2 Centers and related networks;
9. UNESCO develop specific sector strategy on engagement and interaction with Category 2 Centers and include this strategy in 35 C/5 to recognize the important contributions and partnership with its category 2 Centers;
10. UNESCO promote accelerated guidance and solutions to problems with the provision of contact point in each programme sector and facilitate cooperation between Category 2 Centers and field offices, by appointing clear focal points for substantive content matters and technical support;
11. UNESCO should help with Category 2 Centers’ fund-raising efforts by circulating the pertinent information and informing Category 2 Centers the financial procedure related;

12. UNESCO shall make efforts to create possible opportunities, during or before its General Conferences or other significant international gatherings, to organise, as a side event, a meeting of all Directors of Category 2 Centres.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Annex IV:
Name List of Participants

Name  Title Email Address
UNESCO
Mr. Nicholas Burnett ADG/ED,UNESCO Headquarters n.burnett@unesco.org 7, place de Fontenoy, 75352 Paris 07 SP, France
Mr. Alexandre Sannikov Chief, ED/EO/IFE, UNESCO Headquarters a.sannikov@unesco.org 7, place de Fontenoy, 75352 Paris 07 SP, France
Ms. Xuesong Shen  Programme Specialist and Liaison Officer, ED/EO/IFE, UNESCO Headquarters x.shen@unesco.org 7, place de Fontenoy, 75352 Paris 07 SP, France
Mr. Gwang-Jo Kim Director, UNESCO Bangkok Office gj.kim@unesco.org Mom Luang Pin Malakul Centenary Building 920 Sukhumvit Road, Prakanong Bankok 10110, Thailand
Mr. Abhimanyu Singh Director,UNESCO Beijing Office abh.singh@unesco.org Room 1503, Building 5, Waijiaogongyu, Jianguomenwai Beijing,100600 P.R.China
Mr. Min Bahadur Bista Programme Specialist for Education, UNESCO Beijing Office m.bista@unesco.org Room 1503, Building 5, Waijiaogongyu,Jianguomenwai Beijing,100600 P.R.China
Centres
Ms. Aminata Elisabeth OUEDRAOGO/BANCE Director, CIEFFA oaminataelisabeth@yahoo.frcieffa@cieffa.org  01 BP 1318 Ouagadougou 01, Burkina Faso
Mr. SAWADOGO Mamadou Officer in charge of Education and specialist in English, CIEFFA cieffa@cieffa.orgmamsawatt@yahoo.com  01 BP 1318 Ouagadougou 01, Burkina Faso
Mr. LEE Seunghwan Director, APCEIU shlee@unescoapceiu.org  #1006 UNESCO House, 50-14 Myeongdong-2-ga, Jung-gu, Seoul, Republic of Korea
Ms. LEE JI Hyang External Relations, APCEIU jhlee@unescoapceiu.org  #1006 UNESCO House, 50-14 Myeongdong-2-ga, Jung-gu, Seoul, Republic of Korea
Ms. Xiaoman Zhu Director, INRULED xiaomanzhu415@hotmail.com  19 Xin Jie Kou Wai Da Jie, Haidian District, Beijing 100875, PRC
Mr. Nanzhao Zhou, Co-Director for International Programmes,INRULED zhounz@hotmail.com  19 Xin Jie Kou Wai Da Jie, Haidian District, Beijing 100875, PRC
Ms. Zhiqin Zhou External Relations/Secretary, INRULED zhiqinworld@gmail.com  19 Xin Jie Kou Wai Da Jie, Haidian District, Beijing 100875, PRC
Ms. Qin Hangyin Project Specialist, INRULED hyqin@yahoo.com  19 Xin Jie Kou Wai Da Jie, Haidian District, Beijing 100875, PRC
Ms. Mahra Hilal Mohd Essa AlMutaiwei Director, RCEP mahra.hilal@rcep-unesco.ae  P.O.box : 68855 - Regional cent for educational Planning  -  Sharjah –UAE
Mr. Kenneth Hamwaka Executive Director, GCYDCA khamwaka@yahoo.com gcydca@globemw.net  PO. Box 30058, Lilongwe 3, Malawi
Ms. Thelma Majela Director of programmes, GCYDCA   PO. Box 30058, Lilongwe 3, Malawi
Chinese National Commission for UNESCO
Mr. Xinsheng Zhang Chairman, Chinese NATCOM hylz@yahoo.com  37 Xi Dan Da Mu Cang Hu Tong, Beijing 100816, PRC
Mr. Yue Du Deputy Secretary-General, Chinese NATCOM duy@moe.edu.cn  37 Xi Dan Da Mu Cang Hu Tong, Beijing 100816, PRC
Ms. Jianhong Dong Chief, Education Sector, Chinese NATCOM jhd@moe.edu.cn  37 Xi Dan Da Mu Cang Hu Tong, Beijing 100816, PRC

 

 

 

 

 

Acknowledgement

A report on a meeting will be meaningful only if the meeting has relevance and significance. The UNESCO Education Sector Meeting with the Directors of the Category 2 Centers was the first of its kind in organizing all category 2 centers under the auspices of UNESCO to deliberate integrated comprehensive strategy in better contributing to UNESCO missions and programme priorities. For the fruitful outcomes of the Meeting, a Vote of Thanks was made by all participants, at the end of Meeting with the Directors of the Category 2 Centers, to the Chinese authority represented by Mr. Zhang Xinsheng, the then Chairman of the Chinese National Commission for UNESCO; to UNESCO and Mr. Nicholas Burnett, Assistant Director-General for Education; Mr. Alexandre Sannikov, Chief, Liaison of Institutes, Field Offices and External Partners, Education Sector, UNESCO; Mr. Gwang-Jo Kim, Director, UNESCO Bangkok Office; Mr. Abhimanyu Singh, Director, UNESCO Beijing Office; to Mr. Du Yue, Deputy Secretary-General, the Chinese National Commission for UNESCO on behalf of the Chinese Government; to Prof. Dong Qi, Vice President, Beijing Normal University, which hosts UNESCO-INRULED, and to Prof. Zhu Xiaoman, Director of INRULED. In fact all participants congratulated themselves for what were achieved at the Meeting.

Developing the Final Report on has been a collective exercise, with inputs from each and all participants of the Meeting. Special thanks are extended to Ms. Lee Ji-Hyang from APCEIU and Dr. Kenneth Hamwaka from CIEFFA for their first draft. Deep appreciation is made to Ms. Xuesong Shen, Programme Specialist at UNESCO Liaison of Institutes, Field Offices and External Partners, for provision of UNESCO documents concerning category 2 centers and for her valuable suggestions made in improving the Report. I want also to thank my colleague Ms. Zhiqun Zhou at INRULED, who helped collect information on all category 2 centers and provided useful information based on recordings made during the Meeting.

Last but not least, our grateful thanks are extended to each and all participants of the Meeting, who collectively contributed to the success of the Meeting and made valuable inputs into the completion of this Report. 

 

Zhou Nanzhao
Co-Director for International Programmes
UNESCO-INRULED
Beijing, China