unesco. executive board; 162nd; proposals on an overall...

162 EX/INF.8PARIS, 27 September 2001Original: English

UNITED NATIONS EDUCATIONAL,SCIENTIFIC AND CULTURAL ORGANIZATION

EXECUTIVE BOARD

Hundred and sixty-second Session

Item 4.2 of the provisional agenda

PROPOSALS ON AN OVERALL STRATEGY FOR UNESCO'S INSTITUTESAND CENTRES, AND THEIR GOVERNING BODIES

COMPARATIVE DATA ON UNESCO INSTITUTES AND CENTRES

SUMMARY

As a supplement to the “Proposals on an overall strategy forUNESCO institutes and centres and their governing bodies”(162 EX/18), this document provides comparative data on thestatutes, governing bodies, staff, budgets and main activities of theten institutes and centres that are, at present, institutionally part ofUNESCO. It also includes brief overviews of their results andprospects, pending initiated or foreseen evaluations.

Further information is available in documents: 31 C/REP.1(IBE); 31 C/REP.2 (IIEP); 31 C/REP.3 (UIE); 31 C/REP.6 (IITE);31 C/REP.7 (IESALC); 31 C/REP.8 (IICBA); 31 C/REP.21 (UIS).

162 EX/INF.8

UNESCO International Bureau of Education (IBE)(Geneva, Switzerland)

Year ofcreation

Created in 1925; integrated in UNESCO in 1969

Statutes andhost countryagreements

Integral part of UNESCO since 1969 (15 C/Res. 14.1, 19 C/Res. 1.521, 21 C/Res. 1.13,24 C/Res. 4.3, 25 C/Res. 1.2.1, 28 C/Res. 1.10 and 22, 29 C/Res. 3, 30 C/Res. 3)Agreement on ownership of part of the building (1999)

Governingboard

A Council composed of 28 Member States elected by the General Conference (half of themembers change every two years)

Staff 1

Director (since 2000): Ms Cecilia Braslavsky, D2 (Argentina), appointed followinginternational competitive selection under the supervision of the Chairperson of the IBECouncil.Total UNESCO staff – 21: 1 D2, 1 P5, 4 P4, 3 P3, 3 P1/P2, 2G6, 4 G5, 2 G4 and 1 G3Non-UNESCO staff – 9: 4 professional (short-term) and 5 service (temporary)

Financialauthority

Financial allocation approved by the General Conference. Special account established in 1994under special financial regulations reported to the Executive Board. Budget approved by theCouncil.

1996-1997 1998-1999 2000-20012002-2003(estimate)

UNESCO

Regularprogramme 7,762,830 5,762,800 4,876,000 4,591,000

Host country

Extrabudgetary 55,000 49,000 690,000 690,000

Other

Extrabudgetary 712,000 752,000 1,445,000 2,310,000

Financialcontributions2

(US $)and sources

Total 8,529,830 6,563,800 7,011,000 7,591,000

In-kindcontributions

Premises (2,400 m2) were purchased by UNESCO in 1984 with the help of the Swiss FederalAuthorities, who paid 2,255,300 CHF out of 6,255,300 CHF and offer today an interest freeloan.

Mandate-specialization

Information exchange, capacity-building and policy dialogue in the field of educationalcontents, methods, structures and curriculum development; organization of the InternationalConference on Education.

Main activitiesand outputs(1996-2001)

• development of data banks on national education systems (World Data on Education);educational innovations (INNODATA);

• 12 meetings organized on capacity-building and networking for curriculum development atregional and subregional levels;

• resources and information made available through the website “Policy dialogue:organization of the International Conference on Education (45th session, 1996;46th session, 2001)”;

• publications: “Prospects” (UNESCO journal on education); surveys, comparative studies;meeting reports, educational practices, monographs on educational innovations.

Last externalevaluation

1999 (Report by Professor D. Lawton of the University of London).

Additional information available on the IBE website: http://www.ibe.unesco.org

1 As foreseen for 2002-2003.2 Data source: UNESCO’s approved budget as adjusted (regular programme) and data provided by IBE

(extrabudgetary contributions).

http://www.ibe.unesco.org/

162 EX/INF.8 – page 2

IBE: Brief overview of results and prospects

One of IBE’s major responsibilities has been the organization of the InternationalConference on Education (ICE), normally every two years, in addition to maintaining animportant documentation centre, publications and training activities.

During the past six years, three major results have been achieved: (a) a significantchange in the modalities of organization of the International Conference on Education inorder to transform it into a more dynamic forum for policy dialogue on educational issues andproblems; (b) harnessing new information and communication technologies (started in 1995)to facilitate linkages between users of educational information throughout the world, usingcomputer networking in research collaboration, information exchange, resource sharing andcommunication; and (c) the reorganization of IBE into an international centre specializing ineducational content (started in 1998), combining the Bureau’s traditional vocation(comparative education, educational information) with a new orientation focusing on thedevelopment of regional and subregional networks of specialists.

During the current biennium, IBE’s activities have focused on the central theme of“learning to live together”. The future development of IBE will be closely linked with theimplementation of the recommendations and action plans adopted by the 46th session of theInternational Conference on Education (“Education for all for learning to live together:contents and learning strategies – problems and solutions”, Geneva, 5-8 September 2001).

In the next biennium, IBE is expected to:

(a) contribute to strengthening capacity-building in the domain of curriculumdevelopment, through its international curriculum development network;

(b) develop a platform and an observatory of educational contents, methods,structures and curriculum change processes;

(c) promote policy dialogue among decision-makers, educators and other partners inthe field of educational content, methods and structures.

As a specific task, it will provide strategic and qualitative inputs for the implementationof the Dakar Framework for Action – especially as far as the preparation of nationalprogrammes and projects is concerned. These inputs will include, among others: (i) thesystematization and analysis of curriculum development processes; (ii) modules for trainingcurriculum development specialists; (iii) a component of a flagship (inter-agency) programmeon AIDS and education; (iv) a wide range of information resources, criteria, and empoweredcurriculum developers to improve learning for young people under conditions of poverty.

In accordance with the proposed new strategy on UNESCO institutes and centres(162 EX/18, para. 20), starting from document 32 C/5, the future budgetary allocations to IBEshould be decided after an evaluation of its performance and the alignment, if necessary, of itsproposed programmes with the overall priorities of UNESCO under Major Programme I.


UNESCO International Institute for Educational Planning (IIEP)Paris (France) and Buenos Aires (Argentina)

Year ofcreation

1963


Integral part of UNESCO (12 C/Res.1.213; 14 C/Res. 14; 15 C/Res.13; 30 C/Res. 4)Host-Country Agreement between the Government of the French Republic and UNESCO(1954); Instrument sent by the French authorities providing the Institute's building (1970)

Governingboard

A Governing Board composed of 12 members, of whom 4 designated by internationalorganizations and 8 elected, including the Chairperson

Staff 1

Director (since 1999): Mr Gudmund Hernes, D2 (Norway), appointed upon therecommendation of the Governing Board following international competitive selectionTotal UNESCO staff – 56: 2 D2, 1 D1, 5 P5, 4 P4, 11 P3, 3 P1/P2, 3 G7, 8 G6, 9 G5 and 10G4; Non-UNESCO staff – 23: 7 professional and 16 service

Financialauthority

Financial allocation approved by the General Conference. Financial regulations and rulesunder the IIEP special account. Budget approved by the Governing Board.

1996-1997 1998-1999 2000-20012002-2003(estimate)

UNESCO

Regularprogramme

6,087,600881,0003

5,822,400824,2003

5,406,000553,5003

5,100,000550,0003

Other

Extrabudgetary 10,930,058 11,198,558 8,859,743 9,829,000


(US $)and sources

Total 17,898,658 17,844,800 14,819,243 15,479,000


Rent-free premises and services provided by the French Government (estimated atUS $1 million yearly)


Advanced training and research in the field of educational planning and administration andcapacity-building in the field


• training of high-level planners and managers through the Advanced Training Programme(ATP);

• training of administrators and managers through (i) 20 short intensive courses (ITC) atregional or national level; (ii) 10 distance education courses; (iii) Net Forums and courses;

• supporting training institutions in Member States through training of trainers and thecreation and animation of different networks;

• institutional building through networking of research teams in ministries of education anduniversities (e.g. the Southern Africa Consortium for Monitoring Educational Quality(SACMEQ) – a network of ministries of education providing integrated training andresearch programmes);

• supporting national administrations in the design/implementation of specific policies toimprove education systems (upon request);

• policy-oriented research on the social and economic dynamics of educational development;

• provision of the Secretariat of the International Working Group on Education – an informalgroup of aid agencies and foundations and hosting the Association for the Development ofEducation in Africa (ADEA).


1999 (Report by Professor D. Lawton of the University of London).

Additional information available on the IIEP website: http://www.unesco.org/iiep

1 As foreseen for 2002-2003.2 Data source: UNESCO’s approved budget as adjusted (regular programme) and data provided by IIEP

(extrabudgetary contributions).3 Funds decentralized for execution to IIEP under the Participation Programme.

http://www.unesco.org/iiep


IIEP: Brief overview of results and prospects

IIEP was created by UNESCO to meet certain identified needs: to train thoseresponsible for educational planning; to research into educational planning; to disseminatenew concepts, methods and techniques in the field of planning and management.

Over the past six years, IIEP has trained some 480 high-level specialists in educationalplanning. Most of the former trainees are involved in policy formulation, implementation ormonitoring in their countries. Many of them have become heads of planning or ministers. Inaddition, more than 700 administrators and managers have been trained and are now workingat various institutional levels in the respective education systems, which represents aconsiderable contribution to national capacity-building.

Furthermore, a number of national institutions in Member States have beenstrengthened through training of trainers, policy advice and networking. Two networks oftraining institutions have been supported in Asia and Latin America, as well as a researchnetwork in southern Africa. International and regional cooperation has been further advancedthrough the International Working Group on Education and the Association for theDevelopment of Education in Africa (ADEA).

Recently, IIEP has diversified its training programmes and modernized their delivery, inparticular through the use of ICTs. This work will continue in the future. More attention willbe paid to regions such as East Asia, Central Asia and Eastern Europe, and IIEP’sdecentralized operations will be adjusted in accordance with UNESCO’s overalldecentralization strategy. The main programme objectives include:

(a) reinforcing Member States’ capacity-building for the management, planning andadministration of education systems;

(b) strengthening national, subregional and interregional training programmes ineducational planning and administration, in cooperation with the other UNESCOeducational institutes, as well as the UNESCO Institute for Statistics, regionaloffices for education and other field units;

(c) research and studies aimed at the upgrading of knowledge in educational planningand administration, and at the production, sharing and transfer of knowledge andthe exchange of experiences and information in educational planning andadministration among Member States.

IIEP plays an important role in the implementation of the Dakar Framework for Action,in particular as regards capacity-building for the preparation and implementation of nationalplans and programmes. Furthermore, the IIEP Director has been appointed as Coordinator ofUNESCO’s activities against HIV/AIDS, within the United Nations system-wide concertedaction.

In accordance with the proposed new strategy on UNESCO institutes and centres(162 EX/18, para. 20), starting from document 32 C/5, the future budgetary allocations to theInstitute should be decided after an evaluation of its performance and the alignment, ifnecessary, of its proposed programmes with the overall priorities of UNESCO under MajorProgramme I.


UNESCO Institute for Education (UIE)Hamburg (Germany)

Year ofcreation

1952


Established by UNESCO as a foundation under German Civil Law, to which UNESCO staffmembers have been detached; endorsed by several resolutions of the General Conference(e.g.: 30 C/Res. 5)Host country agreement: discussions under way

Governingboard

A Governing Board composed of 11 members, appointed by the Director-General; onemember is a national of the host country

Staff 1

Director (since 1999): Mr Adama Ouane, D2 (Mali), appointed upon the recommendation ofthe Governing Board following an international competitive selectionTotal UNESCO staff – 5: 1 D2, 2 P5 and 2 P4;Non-UNESCO staff – 16: 8 professional and 8 service

Financialauthority

Financial allocation approved by the General Conference; financial authority delegated to theGoverning Board, which appoints an external auditor.

1996-1997 1998-1999 2000-20012002-2003(estimate)

UNESCO


Host country

Extrabudgetary 2,420,000 2,070,000 2,050,000 1,450,000

Other

Extrabudgetary 380,000 1,040,500 1,098,000 2,300,000


(US $)and sources

Total 4,216,540 4,703,000 5,238,000 5,650,000


The City of Hamburg provides a rent-free building and services (estimated at US $500,000per biennium). In 1996-1997, the building was entirely renovated (estimated atUS $3 million). Belgium and Canada have provided experts and consultants.


Adult education and lifelong learning including adult basic education, literacy and non-formaleducation.


• preparation and organization of the Fifth International Conference on Adult Education(CONFINTEA V, 1997); coordination of its follow-up;

• research, capacity-building and exchange of experience in the field of adult and lifelonglearning;

• follow-up to the Dakar World Education Forum (objective 4);

• organization of Global Dialogue 7 “Building Learning Societies – Knowledge, Informationand Human Development” (EXPO 2000, Hanover, Germany);

• publications: “International Review of Education”; monographs and reports on literacy andadult education;

• information network ALADIN (Adult Learning and Documentation Network).


Ongoing; the previous evaluation was carried out in 1999 (Report by Professor D. Lawton ofthe University of London).

Additional information available on the UIE website: http://www.unesco.org/education/uie

1 As foreseen for 2002-2003.2 Data source: UNESCO’s approved budget as adjusted (regular programme) and data provided by UIE


http://www.unesco.org/education/uie


UIE: Brief overview of results and prospects

UIE specializes in adult and non-formal education within a framework for lifelonglearning. Its work includes research, training and documentation dissemination. The Institutehas a documentation centre and publishes the well-known International Review of Education.

UIE has contributed to all major education conferences organized by UNESCO, inparticular the World Education Forum in Dakar (2000). As the main organizer of the FifthInternational Conference on Adult Education CONFINTEA V (1997), it was instrumental inbringing together different stakeholders, both regionally and globally; it has facilitated policydialogues and debate among Member States, NGOs and research institutions and contributesto capacity-building through collaborative research projects, advisory services and exchangeof experiences. Through a growing network of institutions and individual researchers, UIEhas contributed to mobilizing support for adult education in the context of lifelong learning.

In 2002-2003, efforts will be made to strengthen UIE’s catalytic role in promoting thefollow-up to CONFINTEA V and its distinct contribution to the implementation of the DakarFramework for Action, objective IV (adult literacy and continuing education), focusing inparticular on:

(a) mobilizing inter-agency cooperation and partnerships for the implementation ofadult learning policies as an integral component of national development plans;

(b) enhancing national capacities to provide diverse formal and non-formal forms ofadult and continuing education opportunities for all;

(c) stimulating studies and research designed to foster innovative approaches forattaining the goal of learning throughout life and strengthening its linkage tolearning at the basic level;

(d) further developing its clearing-house services in the field of adult and lifelonglearning.

Furthermore, UIE is to undergo a major institutional change. The German authoritieshave informed UNESCO of their decision to phase out, by the end of 2005, their institutionalgrant to UIE and to replace it by project-based funding. At the same time, they are prepared tosign a new host country agreement regarding UIE aimed at transforming the long-standingfoundation under German law into an international institute.

In accordance with the proposed new strategy on UNESCO institutes and centres(162 EX/18, para. 20), starting from document 32 C/5, the future budgetary allocations to theInstitute should be decided after an evaluation of its performance and the alignment, ifnecessary, of its proposed programmes with the overall priorities of UNESCO under MajorProgramme I. An external evaluation is under way and should be completed by the end of2001.


UNESCO Institute for Information Technologies in Education (IITE)Moscow (Russian Federation)

Year ofcreation

1997


Integral part of UNESCO (29 C/Res. 6; 30 C/Res. 6)Host-country agreement: 1998, complemented by a Protocol signed in December 2000

Governingboard

A Governing Board composed of 11 members, appointed by the Director-General; onemember is a national of the host country

Staff 1

Director (since 1998): Mr Vladimir Kinelev, D1 (Russian Federation), appointed by theDirector-GeneralTotal UNESCO staff – 3: 1 D1, 1 NOD (2001) and 1 NOC (1999);Non-UNESCO staff – 44: 20 professional and 24 service

Financialauthority

Financial allocation approved by the General Conference. Special account established in 1999under special financial regulations reported to the Executive Board. Budget approved by theGoverning Board.

1996-1997 1998-1999 2000-20012002-2003(estimate)

UNESCO

Regularprogramme 881,800 1,200,000 1,100,000

Host country

Extrabudgetary 191,600 581,000 600,000

Other

Extrabudgetary – – 2,500,000


(US $)and sources

Total 1,073,400 1,781,000 4,200,000


Rent-free premises (5,000 m2) and equipment for an estimated amount of US $2.5 million perbiennium. In 1997-1998, the Russian Government undertook a major renovation of thebuilding and provided basic equipment (estimated at US $12 million).


Information exchange, research and training concerning the application of information andcommunication technologies in education


• creation of a clearing house and of an international network of focal points (32 countries)for exchange and dissemination of information and best practices with regard to theapplication of ICTs in education;

• research and studies on the application of ICTs in education, including distance and specialeducation, education via the Internet, digital libraries for education, etc.;

• launching of 8 national pilot projects: Moldova (training and retraining of educationalpersonnel); Kazakhstan (distance education for rural schools); the Russian Federation (in-service teacher training); Ukraine (distance teaching/learning); Armenia (special needseducation); Kyrgyzstan (distance learning); Tadjikistan (national programme on ICTapplication in education); and a subregional pilot project “ICT Application in the Systemsof Education of the CIS countries”;

• organization of 26 international expert meetings and workshops on ICTs in education,particularly for CIS countries;

• creation of a portal, consisting of a website, a database and interactive tools.


No external evaluation to date.

Additional information available on the IITE website: http://iite.artstyle.net

1 As foreseen for 2002-2003.2 Data source: UNESCO’s approved budget as adjusted (regular programme) and data provided by IITE


http://iite.artstyle.net/


IITE: Brief overview of results and prospects

IITE is a recently established institution. Among its first outputs are:

• Developing and launching pilot projects in several Member States, based on theresults of IITE’s applied research;

• Initiation of regular training activities (e.g. a two-month course for policy-makersand decision-makers with participation of high-level representatives of theministries of education from 13 European and CIS Member States);

• Development of an international network of focal points. Beginning offunctioning as a clearing house for collecting, exchanging and disseminatinginformation and best practices related to the ICT usage in education.

IITE is broadening its scope by associating international experts as project coordinatorsand resource persons. In 2002-2003, its activities will be geared towards:

(a) reinforcing national capacities in Member States for the application of ICTs intheir education systems;

(b) launching national, regional and subregional training programmes on the use ofICTs in education in collaboration with the ministries of education andUNESCO’s field offices;

(c) undertaking research and studies aimed at the development and upgrading of theIITE information system for facilitating the exchange of experience andinformation on ICT usage in education among UNESCO Member States;

(d) implementing operational projects in its field of competence.

In accordance with the proposed new strategy on UNESCO institutes and centres(162 EX/18, para. 20), starting from document 32 C/5, the future budgetary allocations to theInstitute should be decided after an evaluation of its performance and the alignment, ifnecessary, of its proposed programmes with the overall priorities of UNESCO under MajorProgramme I. An external evaluation is foreseen in 2003.


UNESCO International Institute for Higher Educationin Latin America and the Caribbean (IESALC)

Caracas (Venezuela)

Year ofcreation

1998 (originally established in 1976 as the Regional Centre for Higher Education in LatinAmerica and the Caribbean, CRESALC)


Integral part of UNESCO (30 C/Res. 7)Host country agreement: 1984; negotiations for a new agreement envisaged

Governingboard

A Governing Board composed of 13 members: 9 members chosen by the Heads of Delegationof GRULAC at the UNESCO General Conference, 3 - appointed by the Director-General and1 member representing NGOs appointed by the Director-General

Staff 1

Director (since 2001): Mr Claudio Rama, D1 (Uruguay), appointed upon the recommendationof the Governing Board and following international competitive selectionTotal UNESCO staff - 14: 1 D1, 1 P5, 1 P3, 1 P2, 1 L7, 4 L6, 4 L4 and 1 L3Non-UNESCO staff - 8: 2 professional and 6 service

Financialauthority


1996-19973 1998-1999 2000-20012002-2003(estimate)

UNESCO


Host country

Extrabudgetary 13,000 13,000 13,000 200,000

Other

Extrabudgetary – – 120,296 500,000


(US $)and sources

Total 2,521,890 2,453,740 2,508,596 2,900,000


Building provided free-of-charge by Venezuela (estimated at US $180,000 yearly);Travel grants provided by the Instituto Colombiano de Credito Educativo (ICETEX),Colombia.


Reform of higher education, recognition of studies and diplomas, inter-university cooperation


• several seminars and courses on university reform, management and financing for theformation of a new category of leaders;

• several seminars on distance education within the framework of the IberoamericanNetwork for Informatics and Telematics in Education (RIBIE);

• advisory services on institutional accreditation and evaluation to the Juan Misael SarachoAutonomous University in Tarija (Bolivia), the University of the Republic of Uruguay(UDELAR), and to the Central University of Venezuela (UCV); creation of a Network forEvaluation in Latin America and the Caribbean;

• follow-up to the Dakar Forum: presentation of proposals for cooperation in this field in thePROMEDLAC VII Conference (Bolivia, 2001);

• strengthening regional cooperation and networking;• publications of the “Respuesta” series.


No external evaluation to date

Additional information available on the IESALC website: http://www.iesalc.unesco.org.ve

1 As foreseen for 2002-2003.2 Data source: UNESCO’s approved budget as adjusted (regular programme for 1996-2001) and data

provided by IESALC (extrabudgetary contributions).3 Allocation to CRESALC.

http://www.iesalc.unesco.org.ve/


IESALC: Brief overview of results and prospects

Based on the experience of its predecessor CRESALC and with the recent appointmentof its first Director, IESALC is now becoming fully operational. Measures have been taken toimprove the internal organization of the Institute (in relation with the closure of the UNESCOCaracas Office). Cooperation with the Education Sector is well established. The GoverningBoard has been established and associated with the appointment of the new Director.

IESALC’s programme is fully integrated into the follow-up of the World Conference ofHigher Education (1998). Statutes and financial regulations are in place.1 In the years tocome, IESALC will concentrate its efforts on raising extrabudgetary funds including from thehost country. In 2002-2003, IESALC is expected to play a leading role in the region inimplementing UNESCO’s strategy to ensure the right to quality tertiary education based onmerit and equity, in particular for marginalized target populations, through:

(a) contributing to the renewal of higher education in Latin America and theCaribbean through regional follow-up to the World Conference on HigherEducation;

(b) initiating and reinforcing inter-university cooperation including the establishmentof specialized cooperation networks focusing on research, planning, managementand evaluation in the field of higher education; and

(c) acting as clearing house and reference centre supporting Member States andinstitutions in the improvement of higher education.


1 The statutes may require some harmonization with those of the other institutes and centres, in particularas regards the procedure for the election of the Governing Board, under which 9 out of 13 memberselected by heads of delegation of GRULAC to the General Conference.


UNESCO International Institute for Capacity-Building in Africa (IICBA)Addis Ababa (Ethiopia)

Year ofcreation

1999


Integral part of UNESCO (30 C/Res. 8).Host country agreement: negotiations under way.

Governingboard

A Governing Board composed of 12 members, appointed by the Director-General as follows:9 members from the region, one of whom is a national of the host country; 2 members fromregional organizations and 1 member representing the bilateral donor community.

Staff 1

Director (since 1998): Ms Fay King Chung, D2 (Zimbabwe), appointed by the Director-General.Total UNESCO staff – 5: 1 D2, 1 P4 , 1 NOA and 2 NOC.Non-UNESCO staff – 12: 3 professional, 9 service (under local contracts).

Financialauthority

Financial allocation approved by the General Conference. Special account established inApril 2001 under special financial regulations reported to the Executive Board. Budgetapproved by the Governing Board.

1996-1997 1998-1999 2000-20012002-2003(estimate)

UNESCO

Regularprogramme 607,690 1,300,000 1,200,000

Other

Extrabudgetary – 211,000 3,000,000


(US $)and sources

Total 607,690 1,511,000 4,200,000


Office space and services provided by the Ethiopian Government.


Capacity-building in the field of teacher education and curriculum development in Africa.


• initiation of a teacher education network and capacity upgrading programme;

• launching of a teacher education network (Senegal, Liberia, Ethiopia, Madagascar andZimbabwe);

• distance education degree programme with Indira Gandhi National Open University;

• multigrade pilot project in Ethiopia;

• workshops on interactive textbook writing; in the use of ICTs for teachers and teachertrainers;

• creation of electronic libraries.



Additional information available on the IICBA website: http://www.unesco-iicba.org

1 As foreseen for 2002-2003.2 Data source: UNESCO’s approved budget as adjusted (regular programme) and data provided by IICBA


http://www.unesco-iicba.org/


IICBA: Brief overview of results and prospects

Recently established, IICBA has focused its programme on teacher education, theproduction of electronic libraries and the use of information technologies in teacher educationinstitutions in Africa. It has made progress in establishing and animating specialized networksof national centres and projects. Coordination with the Regional Bureau for Education inAfrica is ensured by the placement of an IICBA programme specialist in Dakar.

The programmatic focus of IICBA has been identified. Efforts will be made to betterintegrate its action into the African regional strategy for the follow-up of Dakar and intoSubprogramme I.2.2, MLA 4 “Improving teacher education and the status of teachers”. Therecruitment of an additional education specialist is envisaged. A report on IICBA’s operationswill be submitted to the forthcoming Conference of African Ministers of Education(MINEDAF VIII, December 2002).

In 2002-2003, the Institute will aim to contribute to:

(a) reinforcing national capacities for teacher education and other areas of educationaldevelopment in Africa;

(b) strengthening the utilization of information and communication technologies ineducation in cost-effective and affordable modalities;

(c) linking educational development more closely to economic planning anddevelopment in Africa and cooperate for this purpose with the relevant regionaland subregional organizations (e.g. OAU and SADC);

(d) creating networks of institutions in Africa to facilitate exchange of skills andexperiences.



UNESCO European Centre for Higher Education (CEPES)Bucharest (Romania)

Year ofcreation

1972


Integral part of UNESCO.Host country agreement: 1972.

Governingboard

An Advisory Board composed of 12 members: 8 appointed by the Director-General and 4designated by international organizations at the invitation of the Director-General

Staff 1Director (since 1999): Mr Jan Sadlak, D1 (Canada), appointed following internationalcompetitive selection and consultation with the Advisory BoardTotal UNESCO staff – 23: 1 D1, 1 P5, 2 P3, 1 NOA, 2 L7, 5 L6, 1 L5, 5 L4, 2 L3 and 3 L1

Financialauthority

Allocation from the regular budget (Education Sector, Division of Higher Education);UNESCO Financial Regulations and Rules apply.

1996-1997 1998-1999 2000-20012002-2003(estimate)

UNESCO


Host country

Extrabudgetary 61,300 56,200 72,000 60,000

Other

Extrabudgetary 265,000 351,550 257,500 500,000


(US $)and sources

Total 1,999,116 2,172,797 2,314,516 2,560,600

In-kindcontributions(1996-2001)

The Romanian Government provides a prestigious building as well as technical services(estimated at US $400,000 per biennium). Until 2000, the local staff of the Centre wasdetached by the Romanian Government (18 L posts).


Reform of higher education, recognition of studies and diplomas, inter-university cooperation.


• exchange of information and advisory services on reform and development of highereducation in Europe, in particular in the countries of Central and Eastern Europe;

• contribution to analysis and policy development through projects such as: "StrategicIndicators for Monitoring Higher Education in the 21st Century"; Teaching in Classical andVirtual Universities; Institutional Models of Teacher Education, etc.;

• contribution to various regional initiatives concerning higher education, e.g. the TaskForce Education and Youth in South East Europe (the Enhanced Graz Process);

• provision of the secretariat to a specialized network for the implementation of the Councilof Europe/UNESCO Convention on the Recognition of Qualifications concerning HigherEducation in the Europe Region;

• publications: Higher Education in Europe (quarterly review in English, with the Frenchand Russian versions as e-journal available on the Centre’s website); monographs, studiesand papers on higher education; studies on science and culture; reports of the meetings.



Additional information available on the CEPES website: http://www.cepes.ro

1 As foreseen for 2002-2003.2 Data source: UNESCO’s approved budget as adjusted (regular programme) and data provided by CEPES


http://www.cepes.ro/


CEPES: Brief overview of results and prospects

In 2002, CEPES will have completed 30 years of action in the field of higher education.

Over the last six years, CEPES has reinforced its cooperation with other regionalorganizations both governmental and non-governmental, as well as OECD and the WorldBank. This resulted in several extrabudgetary projects that were entrusted to CEPES forexecution, in particular in the field of higher education management. The long-standing workof CEPES in the field of recognition of diplomas has resulted in the adoption of a jointUNESCO/Council of Europe Convention, which forms today the basis for cooperation in thefield of academic mobility. CEPES has also prepared a policy paper on higher educationreform in South-East Europe and is frequently invited to provide advice and technicalassistance to relevant institutions of the subregion. The Centre has been particularly active inpreparing the World Conference on Higher Education, the recommendations of which willguide the programme of the Centre in the years to come. CEPES plays an active role in theTask Force on Education and Youth in South-East Europe (the Enhanced Graz Process).

In 2002-2003, CEPES is expected to play a key role in implementing UNESCO’sstrategy to ensure the right to quality tertiary education based on merit and equity, inparticular for marginalized target populations, with regard to the European region. Under thisstrategy, the use of ICTs and open learning/distance education methods will be encouragedand innovative modes of financing higher education will be explored. CEPES will continue itsefforts to ensure recognition of studies and mobility of students, faculty and researchers, inparticular through the joint UNESCO/Council of Europe Convention, as well as to promoteuniversity autonomy and academic freedom. It will also provide support to Member States,especially those in transition for capacity-building at the system and institutional levels.

A pending administrative issue is the harmonization of its status with that of the otherUNESCO institutes and centres, such as IESALC, within UNESCO’s overall decentralizationstrategy. This implies a modification of its statutes and the establishment of a special account.

In accordance with the proposed new strategy on UNESCO institutes and centres(162 EX/18, para. 20), starting from document 32 C/5, the future budgetary allocations to theCentre should be decided after an evaluation of its performance and the alignment, ifnecessary, of its proposed programmes with the overall priorities of UNESCO under MajorProgramme I.


UNESCO International Centre for Technicaland Vocational Education and Training (UNEVOC)

Bonn (Germany)

Year ofcreation

2000


Integral part of UNESCO (30 C/Res.9).Host country agreement: 2000.

Governingboard

To be established

Staff 1

Director (since 2001): Mr Rupert Maclean, D1 (Australia), appointed following an internalrecruitment procedure.Total UNESCO staff – 3: 1 D1; 1 P4 (from August 2001) and 1 P1/P2 (Associate Expert);negotiations for additional staff under way.Non-UNESCO staff – 2: 2 service contracts.

Financialauthority

Allocation from the regular budget (Education Sector, Division of Secondary, Technical andVocational Education); UNESCO Financial Regulations and Rules apply.

1996-1997 1998-1999 2000-20012002-2003(estimate)

UNESCO

Regularprogramme 209,320 964,000

Host country

Extrabudgetary 826,300 1,180,500

Other

Extrabudgetary 20,000 300,000


(US $)and sources

Total 1,055,620 2,444,500


The German Government provides rent-free premises, services and programme support(estimated at US $500,000 per biennium); programme support by the private sector.


Clearing house and networking in the field of technical and vocational education and training,coordination unit of the UNEVOC-network


• organization of the workshop on “Learning for Life, Work and the Future: StimulatingReform in Southern Africa through Subregional Cooperation”, Botswana, December 2000;

• organization of a series of meetings held on the occasion of the UNESCO conference ontechnical and vocational education and training (March 2001, Adelaide);

• continuous development of the international UNEVOC Network of national focal points(UNEVOC Centres);

• information and knowledge management services provided to target groups (UNESCO-UNEVOC Electronic Mail Forum, website).



Additional information available on the UNEVOC website: http://www.unevoc.de

1 As foreseen for 2002-2003.2 Data source: UNESCO’s approved budget as adjusted (regular programme) and data provided by

UNEVOC (extrabudgetary contributions).

http://www.unevoc.de/


UNEVOC: Brief overview of results and prospects

The establishment of the International Centre for Technical and Vocational Educationwas preceded by an international project – UNEVOC (1992-1998), mainly funded byGermany. The project was subject to an external evaluation, which led the InternationalCongress on Technical and Vocational Education (Seoul, 1999) to recommend theestablishment of a permanent structure as of 2000.

The Centre is still in the initial phase of its institutional development. In 2002-2003, itsprogrammes are to expand in cooperation with partners, in particular ILO, the World Bankand the private sector. The Centre will play a leading role in promoting the effectiveimplementation of the Convention on Technical and Vocational Education (1989) and theRevised Recommendation concerning Technical and Vocational Education (2001), as well asthe recommendations of the Seoul Congress, to ensure the right of all, especially thedisadvantaged, marginalized and excluded groups, to have access to TVET. It will continue tocoordinate, with the help of ICTs, the UNEVOC Network, which will be strengthened,particularly at regional and subregional levels. It will also provide refresher training for TVETpolicy-makers and practitioners from developing countries.

Among issues under consideration are the creation of a governing body and theestablishment of a special account.

In accordance with the proposed new strategy on UNESCO institutes and centres(162 EX/18, para. 20), starting from document 32 C/5, the future budgetary allocations to theCentre should be decided after an evaluation of its performance and the alignment, ifnecessary, of its proposed programmes with the overall priorities of UNESCO under MajorProgramme I.


International Centre for Theoretical Physics (ICTP)Trieste (Italy)

Year ofcreation

1964 (under UNESCO’s administrative responsibility since 1996)


ICTP is ruled under a Tripartite Agreement signed by the IAEA, UNESCO and the ItalianGovernment and ratified by an act of the Italian Parliament in January 1995.

Governingboard

A Steering Committee composed of 4 members: one representative of UNESCO, onerepresentative of the IAEA, one representative of Italy and the Director.The Chairperson of the Scientific Council is appointed jointly by the Directors-General ofUNESCO and IAEA, after consultations with the Steering Committee and the Director of theCentre.

Staff 1

Director (since 1995): Mr Miguel A. Virasoro, ADG (Argentina) appointed by the Director-General of the IAEA (before entry into force of the Tripartite Agreement).Total staff – 139 (on ICTP payroll): 1 ADG, 1 D1, 5 P5, 5 P4, 8 P3, 13 P1/P2, 4 G7, 8 G6,28 G5, 37 G4, 17 G3 and 12 G1/G2.

Financialauthority

Financial allocation under Major Programme II. Special account established in 1996 underspecial financial regulations reported to the Executive Board (full financial autonomy).

1996-1997 1998-1999 2000-20012002-2003(estimate)

UNESCO

Regularprogramme 791,000 1,015,000 1,015,000 1,015,000

Host country

Extrabudgetary 30,232,559 27,045,019 29,950,000 32,000,000

IAEA

Extrabudgetary 3,355,182 3,563,587 3,900,000 3,900,000

Other

Extrabudgetary 3,938,800 3,303,306 4,450,000 4,450,000


(US $)and sources

Total 38,316,923 34,926,912 39,315,000 41,365,000


Host country: two buildings provided free-of-charge by the Italian Government in Trieste.


Advanced training, research and networking in theoretical and applied physics and pure andapplied mathematics, with special focus on the developing countries.


• organization of one-month training courses and study visits at ICTP (in total, some24,000 fellows and visitors from more that 120 countries);

• organization of some 350 regional and national conferences in other locations;• organization and coordination of the associates programme (700 scholars from

82 countries);• organization and delivery of Diploma Course (250 graduates since 1991);• award of Dirac Prize, ICTP Prize and ICO-ICTP Prize;• more than 2,400 articles published in scientific journals;

• dissemination of information and publications through the ICTP website.


1999

Additional information available on the ICTP website: http://www.ictp.trieste.it

1 As foreseen for 2002-2003.2 Data source: UNESCO’s approved budget as adjusted (regular programme) and data provided by ICTP


http://www.unevoc.de/


ICTP: Brief overview of results and prospects

ICTP contributes to improving university teaching in the basic sciences, particularly inphysics and mathematics through advanced training and research. It also promotesinternational cooperation and networking among scientists, in particular by hosting andsupporting the Third World Academy of Sciences (TWAS) and the InterAcademy Panel(IAP). Important partnerships have been established with the United Nations University(UNU), the Swedish International Development Cooperation Agency (SIDA), the EuropeanCommission (EC), the European Space Agency (ESA), the Kuwait Foundation forAdvancement of Sciences (KFAS), the Italian National Research Council, the Italian NationalInstitute of Nuclear Research and others.

Since its inception in 1964, 75,000 scientists, usually during the early stages of theircareers, have participated in ICTP training and research activities. Many have gone on todistinguished careers as professors and academic administrators in their home country. Inaddition, the ICTP Associates Programme currently has more than 2,000 alumni, includingmany deans of academic departments in universities in the developing world. Apart from thepromotion of basic scientific training and research, ICTP has been a meeting place forscientists from all parts of the world.

In 2002-2003, ICTP will continue to lead UNESCO’s efforts in the advanced researchtraining of scientists, and especially young scientists, as well as university and pre-universityteaching staff in physics and mathematics, in collaboration with other internationalspecialized institutions. It will encourage new techniques to enhance practical laboratory workin these disciplines in developing countries and countries in transition, based on theexperience gained in the previous biennium and reflecting new trends in education. The use oftheoretical physics and mathematics in modelling climate change and complex environmentalsystems will be explored.

Particular attention will be paid to increased substantive integration of ICTP’s activitiesinto Major Programme II and closer coordination with Headquarters (in particular, withregard to personnel policy and regulations), other institutes and field offices within the overalldecentralization strategy.

In accordance with the proposed new strategy on UNESCO institutes and centres(162 EX/18, para. 20), starting from document 32 C/5, the future budgetary allocations to theCentre should be decided after an evaluation of its performance and the alignment, ifnecessary, of its proposed programmes with the overall priorities of UNESCO under MajorProgramme II.


UNESCO Institute for StatisticsMontreal (Canada)

Year ofcreation

1999


Integral part of UNESCO Secretariat (30 C/Res.43 and 30 C/Res.44).Host country agreement: 2000.

Governingboard

A Governing Board composed of 12 members: six members elected by the GeneralConference and six members designated by the Director-General

Staff 1

Director (since 1999): Ms Denise Lievesley, D2 (UK), appointed by the Director-Generalfollowing an open recruitment procedureTotal UNESCO staff – 56: 1 D2; 3 P5; 6 P4; 11 P3 and 12 P1/P2 (including 1 AssociateExpert); locally recruited staff: 2 G7; 5 G6; 14 G5 and 2 G4.Non-UNESCO staff – 2: 2 P5

Financialauthority


1996-1997 1998-1999 2000-20012002-2003(estimate)

UNESCO

Regularprogramme 1,910,0003 6,820,000

6,820,000500,0004

Host country

Extrabudgetary – 2,129,870 520,920

Other

Extrabudgetary 400,000 2,686,000 3,200,000


(US $)and sources

Total 2,309,889 11,635,870 11,040,920


The Canadian Government provides rent-free premises and covers running costs of the UIS.The British Government and the French Government each provide a civil servant onsecondment. The Swedish Government provides an Associate Expert, so does the DanishGovernment (until September 2001).


Gathering quality statistical information in UNESCO’s fields of competence; interpreting andreporting on the global situation with regard to education, science and technology, culture andcommunication.


• consulting with the international community in order to determine the long-term dataneeds of Member States and regional and international organizations;

• carrying out fundamental reviews of work in the areas of science and technology, cultureand communication to enable the preparation of a future strategy;

• conducting "Survey 2000", in order to obtain a core set of quality education data for1998/1999, supported by training workshops in all regions;

• working with Member States to implement ISCED97 (the revised International StandardClassification of Education);

• developing the programme on World Education Indicators (WEI), with OECD;• supporting statistical capacity-building within countries, including the Africa-wide

Strengthening National Education Statistical Information Systems (NESIS) programme;• elaborating a strategy to implement the Dakar Framework for Action.



Additional information available on the UIS website: http://unescostat.unesco.org

1 As foreseen for 2002-2003.2 Data source: UNESCO’s approved budget as adjusted (regular programme) and data provided by UIS

(extrabudgetary contributions).3 Out of US $6,593,700 allocated for statistical programmes in 1998-1999.4 EFA Observatory: Helping Member States in monitoring and achieving EFA goals (under cross-cutting

themes).

http://unescostat.unesco.org


UIS: Brief overview of results and prospects

The creation of UIS in 1999 responded to a strongly felt need to improve substantiallythe quantity and quality of international statistical data in the areas of education, science andtechnology, culture and communication.

Since 1999, much time has been devoted to administrative and personnel matters, aswell as to negotiations with the Canadian authorities concerning the future location of UIS. Atpresent the Institute is in the process of moving from Headquarters to its permanent locationin Montreal.

At the same time, UIS has carried out or initiated a number of important programmeactivities, such as: the WEI (World Education Indicators) project carried out jointly by OECDand UIS; the implementation of the ISCED97 (International Standard Classification ofEducation), the statistical assessment for the World Education Forum, various surveys ofMember States, and the activities carried out by the NESIS (National Education StatisticalInformation Systems) programme in Africa. The year 2000 marked a departure for thestatistical services of UNESCO, as UIS, apart from its own programme of work, providedstatistical backstopping and quality assurance to all programme sectors of the Organization.

In 2002-2003, UIS will concentrate on:

(a) monitoring emerging policy priorities and information needs so as to furtherimprove UNESCO’s international statistical database and its system for thecollection and dissemination of cross-national statistics within UNESCO’s fieldsof competence by reinforcing communication with the Member States andcooperation with the field offices and partner agencies and networks;

(b) developing new statistical concepts, methodologies and standards in the areas ofeducation, science and technology, culture and communication;

(c) building national statistical capacity by participating in sector analysis and projectwork in collaboration with development agencies, and through the disseminationof technical guidelines and tools, training of national personnel, and providingexpert advice and support to in-country statistical activities;

(d) strengthening statistical analysis in partnership with research institutions so as toprovide value added to available data and to generate wider use of information insupport of policy- and decision-making.

An important specific task of the Institute will be acting as the EFA Observatory formonitoring progress towards development goals.

In accordance with the proposed new strategy regarding UNESCO institutes and centres(162 EX/18, para. 20), starting from document 32 C/5, the future budgetary allocations to theInstitute should be decided after an evaluation of its performance and the alignment, ifnecessary, of its proposed programmes with the overall priorities of UNESCO across allmajor programmes.


19 574 700

18 401 630

7 324 930

5 099 040

5 422 890

2 821 000

8 730 000

1 907 960

2 081 800

209 320

0 5 000 000 10 000 000 15 000 000 20 000 000

IIEP

IBE

CRESALC/IESALC

UIE

CEPES

ICTP

UIS (1999)

IICBA (1999)

IITE (1997)

UNEVOC (2000)

Existedbefore

1996

Createdafter1996

19%17% 17%

21%

0

20,000,000

40,000,000

60,000,000

80,000,000

100,000,000

120,000,000

1996-1997 1998-1999 2000-2001 2002-2003Number of institutes: 5 7 8 8

Regular programme funds allocated to the institutes and centres in 1996-2001(in US $)

Total: US $71,573,270

Evolution of UNESCO’s contributions to its educationinstitutes/centres1 as % of MP I budget2

1 ICTP and UIS not included.2 Approved budget as adjusted.


Proposed financial allocations to UNESCO institutesand centres in 2002-2003 (in US $)

Total: US $27,389,600

______________

* UIS financial allocation of US $6,820,000 + US $500,000 for a cross-cutting project.

4 590 000

5 100 000

1 900 000

1 100 000

2 200 000

1 200 000

2 000 600

964 000 1 015 000

7,320,000*

0

4 000 000

8 000 000

IBE IIEP UIE IITE IESALC IICBA CEPES UNEVOC ICTP UIS

IBE17%

IIEP19%

UIE7%

IITE4%

IESALC8%

IICBA4%

CEPES7%

UNEVOC4%

UIS26%

ICTP4%

unesco. executive board; 162nd; proposals on an overall...

Documents