DRAFT PROGRAMME AND BUDGET FOR 2012-2013 (36 C/5)

Preliminary proposals by the Director-General concerning the Draft Programme and Budget for 2012-2013 (36 C/5)

Major Programme I – Education

42. Underlines the importance of supporting countries in their efforts to accelerate progress and attain all EFA goals and the two education-related MDGs by 2015;

43. Emphasizes the paramount importance of responding to the education needs of African countries in line with Priority Africa;

44. Underlines UNESCO’s strong commitment to Priority Gender Equality and, in particular, its abiding commitment to education for girls and women, requiring the full implementation of the Priority Gender Equality Action Plan (GEAP) for 2008-2013;

45. Reaffirms the need for the development of education for dialogue, tolerance and reconciliation, human rights education, values education, education for democracy and citizenship education as part of the promotion of a culture of peace and non-violence, including from an intersectoral perspective;

46. Emphasizes the continuing need to strengthen global advocacy of EFA in all its dimensions; 47. Recognizes the importance of a comprehensive, system-wide approach to education and lifelong learning, including formal, informal and non-formal education;

48. Calls on UNESCO to exert its leadership role for the Decade of Education for Sustainable Development (DESD) in an effective manner;

49. Reaffirms the importance of strengthening the linkages between ESD and EFA;

50. Insists on a comprehensive and integrated follow-up to all major education conferences held from 2008 onwards;

51. Calls for increased action in the area of higher education and research, including the followup to the recommendations of the 2009 World Conference on Higher Education and strengthened collaboration with the United Nations University (UNU) and the University for Peace;

52. Reaffirms the need to strengthen South-South cooperation at all levels of education with a view to the achievement of the education-related Millennium Development Goals (MDGs) and the six EFA goals and to intensify fund-raising efforts as part of UNESCO’s strategy in this field;

53. Considers it desirable to develop mechanisms for innovative financing for education in Member States;

54. Stresses the importance of scaling up activities for the development of capacities and competences in the area of teacher training and of pursuing vigorously the Teacher Training Initiative for Sub-Saharan Africa (TTISSA);

55. Underlines the need to focus in Major Programme I on secondary education, skills development and technical and vocational education and training (TVET), science education and the use of ICTs in education;

56. Emphasizes the importance of category 1 institutes in education and their crucial contribution to UNESCO’s programme;

57. Underscores the importance of responding to the needs of countries in post-conflict and post-disaster situations and of developing adequate approaches to disaster-risk reduction in the area of education;

58. Calls for increased cooperation with EFA partners at all levels, including United Nations organizations and non-governmental organizations at the global, regional and country levels;

59. Expresses its commitment to strengthen the links and dialogue with UNESCO’s networks in support of the internationally agreed education goals and UNESCO’s values and to that end, to fully mobilize the Associated Schools Project Network, the UNESCO Chairs, the University Twinning Programme (UNITWIN), the UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) network, and regional and subregional education networks and programmes;

60. Points to the important role of knowledge management and of the exchange of good practices, lessons learnt and feedback on the work of UNESCO’s field offices, institutes and networks in improving the Organization’s policy advice and capacity development activities;

61. Underlines the need for UNESCO, as a global leader in education, to undertake foresight activities, including future-oriented analysis and a global policy dialogue on emerging trends and challenges in education beyond 2015;