UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION. Address by Mr Federico Mayor

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1 DG/94/25 Original: French UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION Address by Mr Federico Mayor Director-General of the United Nations Educational, Scientific and Cultural Organization (UNESCO) to the Annual Conference of Headteachers of Junior and Senior Secondary Schools The role of education in the face of the challenges of the twenty-first century Koudougou (Burkina Faso), 26 August 1994

2 Arise, Africa, And stand on your own two feet. Show the tremendous strength You have held for centuries in the warmth of your hands, free now to join in an embrace. (---) Banish the moneymakers and misers and map out the road that you wish to travel, the venue of memory and oblivion. Your diversity is your fortune - DG/94/25. (---) Awake, Africa And show the immensity of your soul In the full light of day (...) Mr President, Mr Minister of Secondary and Higher Education and Scientific Research, Honourable Ministers, Mr High Commissioner, Distinguished Headteachers, Ladies and Gentlemen, It is a great pleasure for me to be with you here today. As you know, I am a former teacher myself and I have never really been able to break away from teaching altogether. Education is an aspect of our activity as human beings that has always fascinated me, and I am now more than ever convinced that it holds the key to our future, certainly to our future as individuals, but also as a community, our common future. It is education which, in the twenty-first century - in other words, only the day after tomorrow - will make all the difference between life and death on this earth of ours. We shall have occasion to come back to this later. Passionately interested as I am in education, while on my travels and official visits as Director- General of UNESCO I have always wanted to see for myself how it is put into practice in the various parts of the world and in the different cultures that are such a source of wealth to us. In this regard, Africa is the place where I have seen education at its most representative, where I have had the most moving experiences and have come face to face both with the stark reality of education at work and with the nobility of the ideal it enshrines. Many of the things I have discovered I owe to this continent of Africa I began by quoting a few lines from a poem of mine because I felt that it was the best way of illustrating my faith in the continent, its resilience and its resourcefulness. Africa is spoken of as being a problem continent. Far from it! I look upon it as offering a solution, a variety of solutions, to our problems. True, we cannot ignore the blunt facts, the many grave difficulties with which the countries of Africa are having to contend. All I want to do is to emphasize their vast and often underestimated potential for resolving them, so long as the will exists to mobilize that potential and put it to good use.!

3 DG/94/25 - page 2 As you know, UNESCO has focused its energies on that capacity, especially in connection with its Priority: Africa' programme, adopted by the General Conference in 1989, and the range of activities arising out of the 'Africa as a priority' proposal made at the General Conference in I am convinced that we must go even further in the process whose aim is to enable Africans to speak for themselves and take their own decisions, and to listen to what they have to say. Indeed, it is high time for Africa itself to say what it wants from all our areas of competence, and for what reason and in what form. It was because I was so convinced of this that I suggested to the General Conference in 1993 that 'Consultations for Africa' be convened in February This will be a major event - for you, for us and for the international community at large. It is an event that is necessary, an opportunity not to be missed. I therefore invite all of you, ladies and gentlemen, to help us in preparing these consultations by all the means at your disposal for alerting and briefing the population, both in your professional capacities and in your family and social lives or your lives as members of associations or civil society. Africa will make its voice heard only if its representatives at the consultations are people who can be counted on to speak on behalf of its living forces and the forces of civil society as a whole. What role does education play in present-day African societies? What role should it play? It is up to you to tell us. I shall merely confine myself here to telling you briefly of my own beliefs and feelings on the subject, and also of my doubts. What Africa needs, first and foremost, is peace. In that respect, this continent is no different from any other. Nothing can be done to achieve the well-being and happiness of human beings as long as discord, violence and war stalk the world. Nothing useful, nothing really worth while, nothing beautiful ever took root in blood-soaked earth. From this standpoint, too, Africa projects a contrasting image for all the world to see, with its horrendous barbarity in some regions and its hope of rebirth through dialogue in others. It may be that education's most important role, and its most immediate and noble justification, lies in peace-building. Education is the means whereby children get to know the 'others', learn not to hate them, appreciate them and, indeed, love them. Education is the means whereby the values that will guide children's future lives take shape in their minds. Education is the means whereby children come to form and adopt the attitudes that will be theirs in adult life and will determine the path they will take both as individuals and as members of society. I beg those of you who, in your schools, are responsible for moulding these young people's minds, to be sure to place the emphasis - in the curricula, in the way you apply them, in the examples you give and the games you organize - on recognizing and accepting difference, on the values of tolerance and open-mindedness, on attitudes of restraint, moderation and reason. If these qualities can become part of the mind-set of our young people, then a peaceful future will be guaranteed. You have a decisive mission to perform in this respect, because you are dealing with people in their adolescence, that wonderful and terrible stage in their lives when everything seems possible and their ability to think for themselves is developed, when their sense of helplessness can have a devastating effect, but when feelings of generosity start to emerge. What better soil could there be for planting the seeds of peace? Peace comes first. After that, it will be possible to talks of resources, work and efforts for development, the generation of growth and the distribution of its rewards. With its abundance

4 DG/94/25 - page 3 of raw materials, its considerable resources in the form of forestry, fisheries and hydro-power, its vast human potential, its sound university networks, Africa has many points in its favour. In any event, it has all the ingredients of development. Yet over and above the adverse twists and turns of the world economy, the skewed trading relations and the unfair financial terms imposed on it, over and above the blows inflicted on it by natural disasters, Africa is also labouring under other serious handicaps, especially - as you know better than I - when it comes to the training of its human resources. In this respect, I am delighted that Burkina Faso's political leaders are still giving education the priority they attached to it back in 1990, and that it is being allocated a substantial proportion of the country's budget. I know the difficulties from which the education system is suffering - I am thinking in particular of its unit costs - and the efforts that are being made to overcome them. Needless to say, basic education for all must continue to be the primary goal of Burkina Faso's education strategy. But secondary education must not be neglected. The skills deficit is, for example, particularly glaring in science and technology, which have become key sectors where stupendous progress is being made and where any lagging behind means that the already intolerable gap between North and South will grow even wider. I am convinced that the sharing of knowledge generally, and of scientific and technological knowledge in particular, is both a moral duty and the mandatory route to our shared future, and I have therefore undertaken to study new ways in which UNESCO could help the countries of Africa in that respect. In the case of higher education in the basic sciences, for example, UNESCO has just concluded an agreement with the French National Council for Scientific Research (CNRS), which will make it possible for Frenchspeaking researchers from the developing countries to receive training in France and for French researchers to visit those same countries to organize conferences and meetings with local teams. My wish - and I need your help in this - is that African decision-makers should be made more aware of the importance of the fundamental scientific disciplines. You probably know that I am not particularly fond of the concept of 'applied science': I like to say that there is no such thing as applied science, but only science which needs applying. As far as science and technology education is concerned, the relevant features of African culture must not be overlooked, because modernity should not mean breaking with the past on the contrary, the deeper people's roots, the higher they will grow. The traditional technologies which people use in their everyday lives must continue to occupy their rightful place, in whatever sphere of activity; their value must be enhanced and advantage taken of their adaptation to local conditions. This cultural dimension of secondary education is perhaps still underestimated even today. There has been a tendency - in the developing countries, too - to look on training at this level of education only in terms of the scientific and technical disciplines, while 'general culture', languages, history and geography, and philosophy, are left out of the limelight of modernity. Yet knowledge has an incalculable education function! The fact is that learning in what we used to call the 'humanities' really means learning who we are, where we come from and how we live, and giving some thought to the whys and wherefores of the world and of life itself. The process of democratization which is spreading swiftly throughout the African continent - a process that can only give us cause for delight - must without fail be accompanied by the spread of literacy to every corner of that continent. Over and above this, however, education has to go deeper and extend further than the mere acquisition of basic knowledge, if we want every individual to be equipped to face the challenges, take part in the democratic debate, particularly at the municipal level, and perform his or her role as a citizen in the full

5 DG/94/25 - page 4 meaning of that term. Descartes said: 'I think, therefore I am'. From the standpoint of citizenship, we can translate this postulate as 'I take part, therefore I exist'. If I do not take part, I do not exist as a citizen. If rights and duties remain empty concepts or words which people pick up and repeat without really knowing what they mean, they will serve no useful purpose in the hands of citizens. The 1990s must not be another lost decade for Africa This continent must not cross the threshold of the third millennium in a poorer state than it was in 20 years earlier. It is true that there are many impediments, over which it has no control, and which are preventing it from forging ahead. But serious difficulties can be overcome if it takes its destiny into its own hands. It is predicted that Sub-Saharan Africa will be condemned to stagnation if its rate of economic growth remains below that of its population expansion. In that eventuality, three hundred million people - about half the continent's current population - would be living below the poverty line. There is one fact we have known for a long time - and all the surveys and statistics are agreed on it - but it is now borne out by the report which the United Nations Population Fund has just published. This is that population growth is in inverse proportion to the education of women. The longer girls - and the adolescents they later become - can continue to attend school, the better placed they will be to choose the number of children they wish to have and the timing of their births. Unfortunately, it has been obvious for much longer still that the vicious circle formed by poverty, illiteracy and inordinate population growth has been steadily gaining strength. What chance is there of people no longer suffering from hunger, when what little food there is must be shared among more and more of them? What chance is there of people no longer suffering from injustice, when mothers who are still young but already worn out by repeated pregnancies can offer their children neither the material support nor the emotional security and moral upbringing that they are expected to provide? We must do our utmost to develop education for women, who are the mainstay of the family and hence of the development of society. You, who are the living embodiment of secondary education in this country, know it for a fact that, when it comes to education, gaps still exist between the sexes in primary school, but that these gaps become even more glaring in secondary school. In spite of the short-term difficulties, the difficulties they have to face, day in, day out - because the struggle for survival goes on day in, day out - parents need to be made to understand that it is just as important for their daughters to continue to attend school as it is for their sons - perhaps even more important. It is important for them as parents, and for their daughters, their children and grandchildren, for their village and the development of the region and, beyond that, for the rapid development of the national community as a whole. If every family makes the effort to ensure that girls attend school, we can just imagine how many educated young women will, in ten years' time, be providing the national community with the labour and the children of hope.

6 DG/94/25 - page 5 In its approach to the problems of education all over the world, there is one fact which UNESCO never overlooks. This is the key role played by teachers, at one and the same time as purveyors of knowledge, guides, sources of inspiration, role models and friends. On 5 October next, when the 45th International Conference on Education opens in Geneva, the day will be proclaimed International Teachers' Day. In response to the many requests it has received from Member States, UNESCO will formally recognize this Day, which will be celebrated in all countries by the organization of a variety of events, at which we hope to see people give free rein to their imagination and enthusiasm. As practitioners of a difficult and demanding art, teachers - and especially teachers in the developing countries - are entitled to our esteem and gratitude. Allow me to convey those sentiments on behalf of UNESCO to all of you gathered together here today, along with our every encouragement.

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