Youth and beace

Some wqs of promoting among yomg people

the ideals of peace and international understanding

Unesco

Youth and peace

Published in 1964 by the Uniged Nations Educational, Scientijc and Cultraal Organization

Place de Fontenqy, Paris-le Printed by Imprimevie Polychrome, Gentilly (Seine)

@ U n m 1964 Printed in France P.D.Kir ID.ICIA

Contents

Introduction . . . . . . . . 7 School and higher education . . . . . Exchanges and personal contacts. . . 23 Action outside the school. . . . . . 34 How Unesco helps . . . . . . . 39

II

Appendixes I Some relevant texts of international origin 5 1 I1 Some useful materials . . . . . 64

Introduction

This pamphlet presents an inventory of the main forms of action which have proved effective in pro- moting among youth the ideals of peace, mutual respect and understanding between peoples, with some general observations and suggestions concern- ing them. It is hoped that official and unofficial agencies, and institutions, organizations and indivi- duals concerned with youth will find such a review help- ful in planning programmes and activities in this field. The material in the pamphlet has been drawn

mainly from a report on ‘Measures designed to pro- mote among youth the ideals of peace, mutual res- pect and understanding between peoples’ 1 prepared by the Secretariat of Unesco for the Economic and Social Council of the United Nations and the General Conference of Unesco. This report, drawn up in the light of consultations with individual experts, Unesco National Commissions, international non-governmen- tal organizations and several organizations in the United Nations system, was subsequently transmitted by the Economic and Social Council to the General Assembly of the United Nations. The study led to a certain number of conclusions

concerning measures to promote among youth the ideals of peace, mutual respect and understanding between peoples. It confirmed, for example, that as I. Document Unesco/ED/18g.

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a general principle in the planning of action, the real attitudes and interests of youth must be considered, and that ways must therefore be found to involve young people themselves in planning. Experience indicates that programmes proceeding from broad moral imperatives towards generalized ends may be met with indifference, suspicion or cynicism. Thus, whereas a project with an abstract aim such as ‘inter- national understanding’ may arouse little enthusiasm, many young people are ready to take part whole- heartedly in practical tasks of which better interna- tional understanding is an indirect but significant out- come. The most successful measures seem to be those which offer opportunities for participation in projects aimed at specific, tangible results. Another conclusion was that the effectiveness of

measures depends in part upon the extent to which they can arouse a feeling of unity among young people regardless of the geographical, cultural, economic or political distances which may separate them. They wish to develop a sense of community on a world- wide basis, and activities which help them to pursue this aim have a strong appeal. The study further showed that, although many

types of action have been carried out, there are no signs of complacency as to the means thus far deployed or the results achieved. Instead, there is a widespread feeling that greater efforts are necessary and that approaches and methods must be improved. There is apparently no need to invent new forms of action, but rather to extend and intensify existing programmes, projects and activities. The great variety of these is itself an encouraging sign, demonstrating as it does that effective work can be done within the frame- work of different cultures, economic systems and material conditions. Efforts to promote international understanding

among young people seem to be hampered mainly

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iZ t the United Nations school in New York, attended by children of differcnt nationnlitics, pupils line tip on the playground

(Unesco/D. Budnik)

Education for international understanding should begin early

T h e spirit of a school m a y have more effect than the subject inattcr talrglit

In Yugoslavia, the Secretary-General of a school Unitcd Nations Club gives a report to the members. Thc poster s:iys: ‘To livc in peace as good neighbours’.

Secondary school pupils can assimilate complex facts ancl ideas about world affairs

A rearhcr a school it1 Pakist:~n givcs :I lesson on the United Nations (Unitecl Nations photo)

‘Education. . . shall further thc activities of the United Nations for the maintenance of peace’- U nivcrsal Declaratioi~ of 1 Iuman Rights

by a lack of financial support, the shortage of teachers and youth leaders trained for the work, inadequate provision for education for international understanding in school programmes, and a scarcity of suitable educational materials of all kinds. A less tangible but equally vital need confirmed by the study is for stronger official encouragement, assistance and co- operation. In the view of many who were consulted during

preparation of the report, basic research also is indis- pensable to the further progress of work in this field. Especially valuable would be co-ordinated study by centres of educational and psychological research on prejudices and on the formation of attitudes condu- cive to mutual respect and understanding. There is also need for research on the conditions under which international contacts and exchanges produce the best results, on techniques of group work, and on the evaluation of experimental programmes and acti- vities, to mention only a few of the subjects proposed. The obstacles and needs highlighted by the report

immediately suggest areas where efforts should be intensified. Some of the main ones are scanned in the first three chapters of the booklet. The role of Unesco in measures to promote better international understanding among young people is briefly des- cribed in the fourth chapter. This is followed by an appendix in which a selection of relevant official texts of international origin are given for reference and by a second appendix giving a short list of mate- rials useful in programmes to promote ainong youth the ideals of peace, mutual respect and understanding between peoples.

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School and

higher education

The Universal Declaration of Human Rights proclaims that ‘Education . . , shall promote understanding, tole- rance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace’ (Article 26). In the closely-knit world of the second half of the

twentieth century, it seems clear that schools and other institutions of learning must help to develop among the youth of different countries mutual know- ledge, understanding and respect as well as a sense of responsibility towards the community of nations. Occasionally fears are expressed that pursuit of these aims may lead to a distortion of facts, the evasion of unpleasant realities or other lapses in educational integrity. This need not and of course should not happen. Omissions and falsifications are commonly the basis of misunderstanding, not of better under- standing. Studies of the question and the experience of many schools and teachers demonstrate that educa- tion for international understanding must be founded on honest, objective scholarship. They also show that education of every type and kind can make some contribution.

Primay edzlcation

The foundations of international understanding can

be laid in the primary school. Indeed, it is especially important that effective work be done at this level, first, because during these years children form fun- damental attitudes which they carry with them into later stages of education and even into adult life, and, second, because most of the world’s school- ’ children do not continue beyond the primary stage. Most educators agree that one of the main tasks

of the primary school should be to help children form healthy, well-balanced personalities. If they acquire respect for the rights of their fellows, a constructive approach to differences, a willingness to co-operate, and a sense of individual responsibility, they will be all the better prepared for the concepts of interna- tional understanding. Thus, the spirit of the school and the nature of the teacher-pupil relationship may be of more importance than the subject matter taught. But direct teaching for international understanding

is also possible. Many teachers believe that it should be undertaken with children from the age of 7 or 8 onwards. They can begin, for example, to learn something about other countries and their customs and about activities of the United Nations and its related agencies. It is important, however, not to confront children with information or abstract ideas beyond their grasp.

Classes in elementary geography or social studies may provide a background for learning about other peoples. Reading, writing and drawing lessons can also be adapted to this purpose. Foreign languages, which are being taught in increasing numbers of pri- mary schools, also offer excellent possibilities. There are many ways of adapting such subjects to the pur- poses of international understanding. This has often been done, for example, by: Using simple reading materials, both fiction and non- fiction, about children in other lands;

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Using translated excerpts from books for children published in other countries;

Telling about famous men and women of other coun- tries, often in connexion with anniversaries ;

Having the children act out stories and perform songs and dances from other lands;

Collecting pictures, handicrafts, household objects, etc., for expositions about other lands;

Organizing exchanges of albums, toys, letters, tape recordings, etc., with schools in other countries ;

Observing international anniversaries such as United Nations Day and participating in activities related to the work of international organizations (e.g., the Unesco Coupon Scheme, Unicef campaigns, the Freedom from Hunger Campaign).

Two of the main difficulties in developing education for international understanding in primary schools are the shortage of suitable materials for teachers and pupils and the need to improve the preparation of teachers. Measures to promote education for inter- national understanding at this level might well be concentrated on these two crucial problems.

Secondary education

The main work of education for international under- standing has generally been carried out in the secon- dary school. Pupils at this level can assimilate fairly complex bodies of knowledge and ideas bearing on relations between countries and peoples in the contem- porary world. Many have already developed the faculty of examining questions critically and objectively, of forming independent judgements. This stage of their growth, then, is a propitious one for pursuing the objectives of international understanding. In addition, secondary curricula and syllabuses

present a wide range of possibilities for systematic teaching for this purpose. It is generally accepted

that such teaching should not form a separate and distinct course of study but should be integrated into all courses to the extent appropriate. Among the studies usually included in secondary curricula, his- tory, geography, civics, literature and foreign lan- guages are generally recognized as offering good opportunities but imaginative teachers also explore the resources for international understanding in the creative arts, in new social science courses based on economics and anthropology and in the natural sciences and technology. As at the primary level, the general atmosphere

of the school and the spirit of teacher-pupil relations are important for the success of programmes. A major contribution can also be made by imaginatively planned extra-curricular activities. These are especially effective when they are linked to work in the class- room. Where the syllabus is overburdened or inflexible, extra-curricular activities may serve as the means for fostering interest in other cultures and world affairs. Activities which can serve the purpose well are

many and various. They include: publication of a school newspaper in which attention is given to inter- national subjects; observance of international ‘days’ or ‘weeks’ (e.g. United Nations Day); establishment of an international relations club or Unesco club; organization of model United Nations meetings; exchanges of materials with schools in other coun- tries ; group travel abroad ; participation in interna- tional welfare campaigns and preparation of displays or expositions on international themes. It conside- rably strengthens the role of activities when time can be set aside for them in the school programme and when they can be given some financial support. The chief obstacles to the intensification of edu-

cation for international understanding at the secon- dary level are well known. Among the main problems

is that of finding ways to introduce new content and materials into curricula that are in most instances already overloaded. This difficulty can be met by action of several kinds. In many countries, for example, teachers have considerable latitude in the treatment of studies. Experience shows that if the educational authorities encourage them to exercise initiative and to experiment, they will find a place for new subject matter in school programmes. Moreover, curricula are by no means static; there is a widespread move- ment for school reform and curriculum revision. Where changes are being made, there is an oppor- tunity to broaden provisions for teaching about the contemporary world. Even in countries where no modifications of the curriculum are contemplated, the syllabus for particular subjects is renewed from time to time. This procedure may serve as an occasion to incorporate in the history course some material on previously neglected civilizations; to bring up to date the treatment of social and economic factors in geography teaching; to enlarge the cultural scope of language and literature courses, or, in civics, to place greater emphasis on international institutions and co-operation. Another widespread problem is that of outmoded

public examination requirements, which may impede or prevent progress along the lines indicated above. The possibility of revising examinations so that they take adequate account of the objectives of education for international understanding should receive careful study. In a number of instances it has been demon- strated that such revision can give great impetus to education for international understanding. As at the primary level, more and better materials

are needed for teachers and pupils in most countries. Many textbooks now in use should be revised or replaced, and a much wider range of suitable mate- rials-posters, filmstrips, films, recordings, etc.-

should be produced. Without these, the schools can hardly be expected to achieve the best results. In a few countries, however, the problem is not a pau- city of materials but an abundance which makes selec- tion difficult. In these instances publication at regular intervals of up-to-date bibliographies and lists, and the general reinforcement of documentation services, would be helpful.

Teacher training

The key to the problem of promoting education for international understanding, many educators think, is the selection and training of teachers. In their view this counts for more in making programmes effective than curricula, syllabuses and materials. To be properly prepared for the task, teachers in

training need to learn new approaches which will enable them to make the most of the possibilities presented by such subjects as geography, history, civics, literature, art and natural science. They should be encouraged to extend the range of education for citizenship so that it will encompass responsibilities in the international community and in efforts for peace. Teacher-training institutions should try to give all students a knowledge of world affairs and of the role of the United Nations and its related agencies. It is also often suggested that all future teachers should learn at least one foreign language. Further, they need to acquire a broad knowledge of effective teach- ing methods and materials and of the sources from which teaching aids, documentation and other ser- vices can be obtained. Above all, many educators believe, teacher-training

institutions should stimulate a desire to foster international understanding. How this can best be done is a matter that requires further study, but it seems evident that conferences and seminars on the

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subject, opportunities for study and travel abroad and international exchanges of teachers can help to strengthen interest in education for international understanding. For the training of teachers in service, refresher

courses and seminars have often produced good results. Professional journals can play an important part by publishing articles on the subject, practical teaching suggestions and up-to-date lists of materials. As in the case of secondary education, revision of

teacher-training curricula may be difficult because of rigid educational traditions or requirements. While efforts should nevertheless be made to reform exist- ing programmes, particular attention might be given to planning new curricula for institutions being set up on a national or regional basis. At the same time, the appropriate educational authorities in each coun- try might consider the possibility of introducing into the programmes of all teacher-training institutions at least one course of study on education for inter- national understanding concerned with subject matter, methods and materials.

The contribution of universities

Although the number of young people who have the opportunity for higher education is relatively small, many leaders in local, national and international affairs come from this group. The university thus has special responsibilities in the field of education for international understanding. Scholarship knows no frontiers, and universities

have long had international interests and activities. By strengthening their traditionally international orien- tation, they can enhance the value of their contribu- tion to international understanding. This can be done through teaching programmes, scholarly work in the field of international relations, teaching programmes,

international exchanges of students and teachers and extra-curricular activities. Many institutions of higher learning are free to

organize their programmes and to determine the content of courses. Their independence may preclude the establishment of common provisions for education for international understanding at this level, but it has the considerable advantage of leaving the way open for each institution to develop its own pro- gramme dynamically in the light of experience and changing needs. Many have done so with remarkable success. By providing for the systematic scholarly study of

international relations, for example through the esta- blishment of chairs of international relations in facul- ties of social or political science, universities can make a deeply significant contribution to progress in rein- forcing the legal, social, economic and political foun- dations of international understanding and co-opera- ration. This is an educational task of the highest order and importance. The part played by university courses is often deter-

mined by the specialization of students. Because of requirements in their particular field of study, some may have little or no opportunity to pursue studies concerned with other cultures or international rela- tions. In these circumstances two things assume par- ticular importance: the information and attitudes that individual professors in all fields attempt to convey in their courses, and extra-curricular activities which attract members of the student body irrespective of their field of study. Obviously it would be an important advance if

institutions which have not already done so would introduce courses required for all students providing basic knowledge of the main cultures of the world and of international relations. In addition, faculties and administrations might give stronger support to

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extra-curricular activities-international relations clubs, United Nations student associations, debating socie- ties, reading groups, etc.-which can make a contri- bution to international understanding. To stimulate international exchanges, universities might offer lan- guage concessions to foreign students (for example, permitting them to present theses in their own tongue) and give due recognition to work done by students in universities abroad. Universities are also in a good position to promote

student participation in voluntary service projects in other countries, international youth meetings and travel schemes. Establishment at each institution of information services on opportunities of this kind would be a useful measure. Of particular interest in this context is the growing

collaboration of universities in projects for aid to institutions in developing countries. This sometimes involves lending members of the faculty for temporary service abroad as well as receiving foreign groups for advanced study. These international links should do much to foster mutual understanding and respect among intellectuals, scholars and scientists of different countries.

Teaching about the United NationJ

Because it can be of particular value in promoting better international understanding and the ideals of peace through education at different levels, teaching about the United Nations merits special attention. Throughout their school years young people should have opportunities to learn about the expanding role of the United Nations system of organizations in world affairs and human welfare. These organizations represent humanity’s most ambitious attempt to esta- blish machinery for the preservation of peace and the development of international co-operation. If they

are to accomplish the tasks assigned to them, people everywhere must have a feeling of personal involve- ment in their work and a sense of responsibility for the achievement of their aims. The importance of teaching about the United

Nations has been affirmed by the General Assembly in several resolutions1 as well as by the General Conference of Unesco. Every four years the Member States of the two Organizations are invited to provide reports on progress in teaching about the United Nations. These country-by-country surveys, together with reports from teachers’ meetings and conferences, articles in teachers’ journals and other sources, pre- sent a rich variety of examples of the ways in which teaching about the United Nations has been carried out at all levels of education. In the primary school, teaching about the United

Nations has been extended downwards in some coun- tries to include quite young children of 7 or 8. They learn, for example, how their country co-operates with others through United Nations activities in areas of familiar, everyday concern such as postal services, transport or health; take part in observances of spe- cial days such as Human Rights Day or World Health Day; study and reproduce the flags of United Nations Member States and make simple charts to illustrate needs and problems in their own country or region. Pictures, posters, photographs and filmstrips provide a vivid introduction to the United Nations’ varied activities and the people involved in them. In the upper grades of primary school and in the

secondary school, pupils generally learn about the United Nations at appropriate points in history, geo- graphy, social studies and civics courses. In some

I. Resolution 1511(XV) of 1960, for example, states that ‘knowledge and understanding of the aims and activities of the United Nations and its related agencies contribute to the fostering among young people of the ideas of peace and international co-operation and should therefore be promoted as widely as possible’.

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school systems, short courses or teaching units, cen- tring on the work of the United Nations, are used. At this stage, pupils are ready to learn in some detail

about the structure and functions of the United Nations system. The main purpose of the teaching often is to present the pupils with a realistic picture of the practical activities and achievements of the United Nations and its related agencies. While not over- looking political and moral issues and the problems they pose, teaching in the secondary school, particu- larly in the early years, can more profitably concen- trate on the work of United Nations organizations to raise standards of living and improve human welfare. For advanced students in secondary school and in

higher education, the work of the United Nations system can be a rich source of topics for research and discussion easily related to many different fields of study. Many students have selected these topics as the subjects of theses in final examinations. The effectiveness of teaching in schools about the

United Nations of course largely depends on the training of teachers for the work. Teachers in service as well as teachers in training need special prepara- tion. In addition to instruction about the United Nations system, teacher-training courses should include practice in the use of effective methods and teaching aids, information about materials on the United Na- tions and suggestions on how these can be adapted for use with different age levels.

Teachers in service should be assisted in planning and carrying out programmes on the United Nations through attendance at seminars, conferences and demonstration lessons. Teaching suggestions and reading lists might be included in teachers’ perio- dicals. The lack of materials and aids with texts in appro-

priate languages, suitable for use with different age groups and in different environments, is one of the

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main problems in promoting teaching about the United Nations. The greatest needs are for brief sup- plementary texts bringing up to date the information included in school textbooks and for all kinds of visual materials. Education authorities, teachers’ orga- nizations, publishers and writers of textbooks should be encouraged to collaborate in the preparation of materials for teachers and pupils. Oacial directives to encourage teaching about the

United Nations, the incorporation of specific provi- sions in prescribed curricula for schools and teacher- training institutions, and the inclusion of related ques- tions in public examinations are other measures which would be effective in stimulating teaching about the United Nations.

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Exchanges and

personal contacts

The young person’s ideas, attitudes and general out- look may be profoundly affected by the experience of becoming acquainted with people from other coun- tries through studying, working or travelling abroad. It cannot be assumed that experience of this kind will always result in better international understanding, but there is no doubt that under the right conditions it can lead towards friendship and mutual respect. This is one of the reasons for the keen interest shown nearly everywhere in action to promote international contacts and exchanges. Their extension, it is felt, can only further the cause of good relations and peaceful co-operation among peoples. The forms of international contact and experience

open to young people today are many. Some of these are noted below.

Stub abroad

For the promotion of better international under standing study abroad offers especially valuable possi- bilities. Whether the individual spends many months in a foreign educational institution or only a few weeks attending a vacation course, he is likely to find himself with people who are well equipped to introduce him to the host country and its way of life. Very often, too, courses of study concerned with the

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language, culture, history or social system of the host country are available. And, if the potentialities of the situation are fully realized, the visitor is not the only one to profit, for through him his hosts can learn about his own country. From the point of view of international under-

standing, study abroad produces the best results, gene- rally speaking, when foreign students are integrated as fully as possible into the life of the educational institution and the local community. Such integration comes more easily if the visitor has had an orientation course before leaving his own country and if student leaders at the host institution have received adequate ‘briehng’ on their responsibilities to the foreign stu- dent. Living with a family in the host country may aid the process. Many institutions now provide spe- cial services to help students from other countries adapt to their new surroundings. The important thing is that they should not remain outsiders, perhaps iso- lated with their compatriots in small groups. The number of foreign students in institutions of

higher learning represents only about 2 per cent of estimated world enrolments. The main impediment to expansion of programmes of study abroad is, of course, financial, and the most effective way of foster- ing them would be for governments, institutions and other agencies to give them more generous material support. Other helpful measures would be to offer reduced rates for student travel for educational purposes and to expand youth hostel facilities. The achievement of wider international agreement on the equivalence of studies, degrees and diplomas would also be an effective stimulus. Another useful step might be to re-examine the conditions attached to fellowship awards, which are sometimes narrowly restrictive. Wider awareness of opportunities for study abroad could be ensured by increasing advance publicity for fellowship awards, vacation courses, study tours, etc.

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Young people need to learn h o w nations can co-operate in dealing with world problcms

School clubs can foster interest in world affairs and other cultures

Teacher training: the key to education for interna- tional u ntlc rs ta n tl i ng

Higher education has special rcsponsililities for tlcvcIoping future leadership

All these measures and others are necessary if the movement of students across borders is to become a broad and steady flow.

International meetings

To an ever greater extent young people from diffe- rent countries are coming together in meetings spon- sored by official agencies, non-governmental organi- zations or other bodies to discuss matters of common interest. World problems are frequently on the agenda and, conscious of their future responsibilities, the participants may focus attention on such subjects as the maintenance of peace and the improvement of relations between nations and peoples. Many of the young people who take part are leaders of the youth of their own countries and are thus in a position to stimulate constructive action upon their return home. Thus, if the follow-up is effective, the impact of the ideas generated at international meetings may be felt far beyond the circle of those who were present. Whatever the theme of a meeting may be, its contri-

bution to international understanding will depend to a certain extent on the methods of organization used. Conferences bringing together large numbers from many countries are advocated by some; others hold that relatively small meetings yield the best results. Either may be effective if the size of the meet- ing is well suited to its particular purposes. Experience seems to indicate that discussions are more fruitful if participants are limited in number or if, in the case of large congresses, they can be divided into relatively small groups, coming together regularly for plenary sessions and social activities. The programme and rules of procedure should

ensure that participants will have equal opportunities to express themselves and will be able to mingle,

communicate freely and become acquainted as indi- viduals. At large meetings the use of questionnaires to ascertain the participants’ languages, special inte- rests, hobbies, etc., can be valuable in organizing both the official business and the social life of the gathering. The kind of arrangements made for housing of

delegates may be important from the point of view of international understanding. The value of the expe- rience may be heightened if they can live as the guests of families in the host country. Some organizers believe, however, that a meeting achieves more for interna- tional understanding when participants from different countries can be housed together. Purposes and topics of discussion should be clearly

defined in advance. In general, exploring thoroughly one or two significant subjects of interest to all par- ticipants is more successful than trying to cover a too-lengthy or too-complicated agenda. Whenever appropriate, discussions should be linked to possi- bilities for practical action. Many international youth meetings in fact conclude with the adoption of sug- gestions or recommendations for further action. Most organizers feel that an effort should be made to keep these as realistic as possible, and that at least some should be of a kind which can be translated into prac- tical action in a reasonable time without encountering too many obstacles. Even those international meetings which have no

direct concern with contemporary problems can contri- bute valuably to international understanding. Meet- ings of an artistic character, for example, such as music or drama festivals, have often had great suc- cess in establishing friendly relations between parti- cipants from different countries. The role of international youth meetings in the

promotion of better international understanding would be strengthened if governmental and non-govern- mental agencies were to encourage more strongly

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the consideration on all appropriate occasions of questions connected with improving relations be- tween peoples and nations. On the material side, there is great need for suitably equipped international centres, with adequate collections of documentation and materials, where meetings of young people from different countries can be held. The establishment of a sufficient number of such centres, especially in those regions where they are now almost entirely lacking, would be highly effective in promoting international contacts among youth.

Programmes for yoang workers

In recent years international travel of workers for vocational training or other educational purposes has considerably increased. Support for workers’ travel programmes has come from governments, intergovernmental organizations, cultural exchange agencies, workers’ organizations, employers’ asso- ciations, industrial firms and non-governmental orga- nizations. An international federation of workers’ travel associations helps to promote and co-ordinate this growing movement. Some international exchanges take the form of

training programmes (often ‘on the job’) for young workers. These can be valuable not only for economic development but also for better international under- standing. While acquiring or perfecting skills to be put to use on their return to their own countries, the trainees at the same time have an opportunity for direct experience of another culture. Under the right conditions, as in the case of students, both the visi- tors and their hosts may profit. Other types of programmes also are organized.

They may aim at broadening the general knowledge of workers, or their knowledge of industrial organi- zation, of social welfare programmes or of labour

organization. All such programmes are potential contributors to international understanding. For training abroad to be of maximum benefit, the

trainee should be able to relate the knowledge he acquires to needs and conditions in his own country and to share the fruits of his experience widely with other workers. In selecting trainees, thus, conside- ration should be given to their general education as well as their professional skill and to their abilities as teachers and leaders. Young people are also brought into contact with

life in other countries through working for pay abroad, whether for a limited time in connexion with their training or education or indefinitely for other reasons. Regulations in the host country, however, may make this difficult; indeed, according to the International Labour Office, the greatest single obstacle to the exchange of workers is the lack of suitable machinery to facilitate the placing of foreign workers in industry while ensuring that regulations are observed. Other problems arise from the need for adequate safeguards to protect foreign workers from exploitation as a source of cheap labour. Such problems lie outside the scope of the present notes, but obviously the conditions under which young people work abroad will do much to determine whether a period of paid employment in another country shall or shall not contribute to better international understanding. The expansion of programmes for young workers

will require the improvement of national and interna- tional machinery for exchanges and, in many coun- tries, the granting of broader legislative concessions to facilitate the employment of foreign workers for training or other educational purposes. Progress in these matters is likely to be gradual, but in the mean- time other helpful steps can be taken. For example, counselling services to assist foreign trainees and workers might be established. Efforts could be made

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to initiate or intensify programmes designed to orien- tate young foreign workers to the new cultural envi- ronment in which they find themselves. Clearing- house services for the international exchange of infor- mation on opportunities could be improved. Such measures as these would do much to ensure that the experience of young workers abroad was constructive from the point of view of international understanding.

Volzmtary service

The natural idealism of many young people is balanced by a strong sense of realism. For these, voluntary service abroad in practical tasks that lead to tangible results may have a special appeal. The most widespread type of voluntary service is

the international work camp. At these camps teams of young people from different countries work toge- ther on projects requiring unskilled or semi-skilled labour. Camp life, evening discussions, participation in the life of the local community and recreational activities encourage comradeship and mutual respect. More than two million young people have taken

part in work camps throughout the world in a single year. The geographical extension of the movement, with its remarkable growth in recent years in the Far East, in Africa and latterly in Latin America, has made it almost inevitable that better understanding and peaceful co-operation among nations should become one of its main themes. In addition, volunteers from a variety of national

and international organizations concerned with youth and voluntary service have taken part in ‘Friendship’ work camps in a number of countries in both Eastern and Western Europe. There is now a trend towards the formation of long-term service teams, composed on the same broad international basis, for work in developing countries.

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There has been a marked development among other voluntary service activities as well. Some national governments and non-governmental agen- cies have launched or expanded various projects in this field, such as programmes to provide for developing countries the technical and educational services of young volunteers who work without pay. The United Nations and its related agencies are studying the possibilities for using young volunteer technicians for long-term service in their develop- ment programmes. Stronger official support and wider publicity would

stimulate the further development of schemes of voluntary service. Where appropriate, foreign teams of experts working in the developing countries might co-operate by transmitting information on opportuni- ties for personal service to interested organizations. Strengthening of facilities for the international ex- change of information of this kind would also be useful.

International sports events

Sport, which is a common feature of life in both industrial societies and developing countries, is to a steadily increasing extent a factor in international relations. Few kinds of contact between people of different countries arouse so much interest and feel- ing as sports events; and they can contribute effec- tively to better understanding among the young people who participate in them and also among the vastly greater numbers who attend them as spectators or follow them through the press, radio, television and cinema. To do this, however, they must be conducted in such a way that they do not become manifesta- tions of chauvinism, racism, or aggressive nationalism, but instead demonstrate the principles of team work, fair play and mutual respect.

Measures taken in recent years to strengthen the role of sport in developing international understand- ing have included the establishment of two inter- national non-governmental organizations whose aims include this purpose: the International Council of Sport and Physical Education, and the International Council on Health, Physical Education and Recrea- tion. Many methods for intensifying action have been proposed. For example, in connexion with competi- tions, cultural programmes dealing with the host country and the country or countries from which participants come might be arranged. Governing bodies of sports clubs and associations might provide information for the use of spectators. More and better opportunities could be provided for participants in sports events to become acquainted with the people and the way of life of the countries they visit. Special efforts should be made to keep the organization of international sports free from discrimination on grounds of race, religion or politics. Finally, it has also been suggested that, if sport is to fulfil its voca- tion of promoting friendship among peoples, prac- tices which link nationalism to athletic performance must be abandoned.

Vi.rjts to homes abroad

Interest in possibilities for young people to stay with families abroad, chiefly to learn languages, has grown in recent years. Because of the personal relationship which must prevail between guest and host, it is difficult to organize such visits through official chan- nels, but some governments sponsor or encourage them. For the most part, however, they are handled by private agencies, non-governmental organizations, schools, etc. The experience of some agencies indicates that

boys and girls over the age of 1 5 are most likely to

3'

profit from family visits. They seem to be especially successful when a group of ten to twelve young people can stay for about four weeks with families in the same community, coming together frequently to discuss their impressions, attend lectures or visit places of interest. For the purpose of learning about the way of life of the host country the smaller towns off the tourist track seem preferable to large cities. Host families as well as visitors need to make care-

ful preparations for the visit. The experience may make considerable demands on those involved, and unless these are met satisfactorily it may be a failure from the point of view of international understanding. Governmental and non-governmental agencies con-

cerned with exchanges of this kind could make a useful contribution by issuing bulletins giving infor- mation about opportunities, practical suggestions and general guidance, as is already done in a few instances. They might also explore possibilities for more ex- changes between widely separated countries and regions.

Increasing numbers of young people are establishing contact with people in other countries and learning about their way of life through travel for recreational purposes. The development of tourism has been especially remarkable in Europe, but in most other parts of the world also more young people are visi- ting foreign countries for recreation than ever before. There can be no doubt that tourism is helping to

bring the peoples of the world closer together and to promote better understanding among them. Never- theless, more could be done to realize its possibilities in this respect. One helpful measure-already carried out in a good

many countries-would be to simplify procedures for

obtaining tourist visas and formalities on the arrival and departure of foreign tourists. Also, services for receiving, guiding and assisting foreign visitors might be strengthened. An especially useful measure would be to increase in all regions the number of youth hostels offering inexpensive accommodation, as would the further development of international holiday camps with educational and cultural programmes. Fellowship schemes providing minimum funds to enable young people to travel abroad, making their own way as much as possible, have had excellent results in developing their initiative, resourcefulness and international understanding, and these schemes might well be expanded. Steps might also be taken to improve the quality of the information material available to the tourist before and during his visit to a foreign country. Finally, campaigns to develop a hospitable public attitude towards foreign visitors and to educate tourists as to their responsibilities while abroad would help to ensure that tourism pro- duces the best effect on travellers and their hosts.

33

Action outside the school

Most of the world's young people receive no formal schooling after the age of 12. Thus, the knowledge and experience that will help to promote the ideals of peace and better international understanding in this group must be provided by other means.

Action in the communit3,

It is difficult to generalize about community action, as it may take many forms, depending on the size, educational and material resources and character of the community. Such action has involved a wide variety of organizations, institutions, agencies and services: for example, municipal bureaux, civic centres, business, professional and labour organizations, religious establishments and groups, libraries and museums and educational institutions. Activities have included literacy campaigns and other kinds of adult education; organization of discussion groups; film showings, displays and expositions; language classes and cultural programmes organized by national or foreign information services, establishment of mobile libraries and cinemas, contests and competitions and a host of others. In planning action it should be kept in mind that

young people are not an isolated group. They are subject to many influences in their environment, and

34

programmes which single them out may defeat them- selves because of conflict with some of these. Action directed towards young people, thus, should form part of a general programme for the community as a whole. One example is provided by local efforts in support of international aid projects such as those mentioned previously, which may help to educate the entire community about conditions in other coun- tries. Another can be found in the practice of linking or ‘pairing’ towns in different countries. Still another is the growing practice of organizing the observance of such international events as United Nations Day or Week on a community-wide basis.

Youth clubs, organixations and movements

Youth clubs and movements meet important social and psychological needs of young people and, as corporate, organized groups, can make a significant contribution to international understanding. Regional or international sports meetings, cultural

festivals, youth rallies and conferences, and interna- tional work camps and other schemes of voluntary service bring together members of youth groups from different countries on a common ground of shared experience and interest. Established youth groups can demonstrate their

solidarity with young people abroad by making a practical contribution to the progress of youth orga- nizations in developing countries ; they can invite their members to conferences in the home country; arrange hospitality for them, welcome them as foreign students and raise funds to finance the expansion of new organizations and the training of leaders. New organizations urgently need trained leaders.

Training centres might be set up in developing coun- tries, sponsored by youth organizations that are already well established. Alternatively, those selected

35

for training might gain useful experience as the guests of youth groups in other countries. Youth organizations and clubs in all countries can

undertake study and research concerning the prin- ciples of mutual respect and international understand- ing. Courses on international relations should be included in training programmes for youth leaders; themes relating to international understanding might be selected for discussion at youth conferences and forums and, as the subject of lectures, articles in youth periodicals, and of international art or essay contests. In some countries, young people out of school in

the age group I 5 -I 8 have few opportunities of join- ing youth organizations. Clubs and centres organized by trained leaders should be developed for this group, possibly under the sponsorship of education autho- rities or schools. To promote the aims of peace and mutual understanding these young people might be encouraged to join their local or national United Nations Associations where they would learn about other countries and their problems and the activities of the United Nations and its agencies. Particularly developed in some countries are Inter-

national Relations Clubs or Unesco Clubs, which are usually organized within the framework of school education but as an extra-curricular activity. They provide opportunities for young people to acquire knowledge of other cultures and inter- national affairs not presented through classroom teaching. Any measures to promote international under-

standing among youth require the sympathetic in- terest and support of young people themselves if they are to succeed. A practical way of winning their support is to engage them directly in planning and carrying out some of these measures, using the facilities of their own youth organizations.

Press, radio and film

Public information services and mass media of all kinds can have a powerful influence. If their contri- bution to international understanding is to be as widespread and effective as modern techniques per- mit, however, great efforts must be made to over- come illiteracy and to remove barriers to the free movement and exchange of information. Broadcasting services, the press and the cinema

should intensify their efforts to provide educational programmes and materials designed for young people. At the same time, young audiences should be encou- raged to make a critical judgement of the content and quality of the material presented to them, and to demand high standards in information media. Radio, television and cinema in many countries

play an important part in the leisure-time occupations of youth. Programmes for entertainment incorporat- ing educational material intended to develop mutual appreciation and understanding of other countries can exert an influence on large numbers of young people. Round-table discussions, quiz programmes and interviews in which they can take part themselves have a special value both for the audience and the participants. These media are rapidly becoming the most effec-

tive means of reaching young people who are not yet completely literate. To improve the services pro- vided for them, and to broaden their scope, govern- ments and responsible agencies should encourage the exchange of scripts and film with other countries, wherever appropriate, and pool information on the planning and orientation of educational programmes for youth. In this connexion, producers might be urged to make more films dealing with the life of young people in their respective countries, for dis- tribution abroad, and for the use of centres and agen-

37

cies concerned with education of youth out of school. Where literacy is not a problem, publishers and

editors of periodicals and youth magazines, and the journals of youth organizations, might include more materials on international affairs and other countries in their publications. Newspapers should endeavour to present current events with fairness and impar- tiality and to devote space to general information about foreign countries and their way of life. Some of these publications might regularly reproduce texts and photographs available from the United Nations and related agencies on projects for economic and social development around the world. In the absence of suitable youth journals, the local newspaper might print a weekly page or supplement especially for young readers. In planning the expansion and improvement of

information services for young people out of school, teachers, education institutes and youth organizations should be consulted as far as possible, and their help enlisted in selecting materials and topics.

How Unesco helps

Among other tasks assigned to Unesco by its Consti- tution is that of contributing to peace by promoting collaboration among the nations through education, science and culture and by advancing the mutual knowledge and understanding of peoples. It is thus in pursuit of its basic purposes that the Organization has always been closely concerned with measures to promote among youth the ideals of peace, mutual respect and understanding between peoples. Methods of work have included the establishment

of an international institute for youth; the promotion of special projects; the organization of conferences, seminars and expert meetings; the production and distribution of printed, visual and audio-visual mate- rials; the provision of fellowships for travel and study; the execution of studies, surveys and research; and the provision of services for the international co-ordi- nation of activities and the international exchange of information. In many instances projects have been carried out by Unesco National Commissions or by non-governmental organizations with financial aid and other assistance from Unesco. Examples are given below.

The Interiiational Institute for Youth

Founded in 195 2, the International Institute for Youth

is located at Gauting, about 20 kilometres from Municn in the Federal Republic of Germany. The purposes of the institute are defined as follows in its consti- tution: I. To support, without prejudice to national, racial or cultural differences, all activities capable of developing in youth the spirit of international co-operation and a sense of responsibility with regard to the international community.

2. To encourage contacts between the youth of dif- ferent countries.

3. To give to young people the opportunity of studying from an international standpoint the con- ditions of youth in different countries, the ordinary methods of co-operation between young people and the major problems of international co-opera- tion.

4. To assure the full support of youth for the efforts of Unesco to mobilize the young people of every country in the service of peace and international co-operation.

The Governing Board and staff of the institute are international in composition. The main methods of work are study seminars, usually attended by twenty- five to thirty experienced youth leaders from dif- ferent countries, at which the participants exchange ideas and consider possibilities for practical action; and smaller meetings of experts to study new prob- lems and suggest how to apply the findings of edu- cational, psychological and sociological research to work with youth. These seminars and meetings have often dealt

with matters directly related to promoting the ideals of peace, mutual respect and understanding between peoples. An example is the seminar on teaching about the United Nations at which leaders of international youth organizations examined ways of making the mork of the United Nations and its related agencies

In Ghana, :IS in many other countries, tmvelling lihr.1ries hring reading iiuxri.d ti) outlving ti)wns (LTncsco/l':iul Alinnsv)

Belgian, Dutch and Indonesian participants in an intcrnntional rnlun- tnry work camp takc time rdf fnr music

(Ilne.;c,.,/l.(~)uis \'an 1)aridm)

Voluntary service in practical projects has a strong aplXd1 for mdlly )'OUflff 1TCOple

Youth leaders cif clifferent countries can learn inuch froni cac-li 1)111c~

International co-opcration: tc~)morron-'s responsihilitj- for locla)+ y0Lllll

better known among young people. One result of the seminar was the publication of a series of study guides dealing with various aspects of the United Nations and its activities (see Appendix 11). To aid and complete the work of the International

Institute for Youth and to serve national youth orga- nizations in other parts of the world, two regional centres, the Asian Youth Institute in the Philippines and the Latin American Youth Institute in Havana, have been established with assistance from Unesco.

Special projects

The best instance of direct action by Unesco to improve school education from the point of view of international understanding is the system of Asso- ciated Schools Projects established by Unesco in 195 3. The purposes of the project are to encourage and assist secondary schools and teacher-training institu- tions in different countries to carry out special activities and experiments designed to increase knowledge of world problems and international co-operation and to develop better understanding of other peoples. The number of participating Member States has increased from ~j in 1953 to 43 in 1964 and the number of participating institutions from 3 3 to 300 in the same period. The ultimate object of the under- taking is to exert an influence on education generally through the experience of this nucleus of institutions. The system is, in effect, an international network of pilot projects whose purpose is to establish educa- tional precedents in this field which other schools, in ever larger numbers, can follow. The project has demonstrated its value in a number

of ways. It has led to the development of a great variety of examples of activities which can be carried out by the ordinary school or teacher-training insti- tution and which are therefore of general educational

significance. It has also demonstrated that not only is it possible to teach for international understanding without overloading or disrupting the school pro- gramme but also that such teaching enriches the content and increases the impact of school subjects. Further, it has helped in the development of methods of research and techniques of evaluation in a field of education where little along this line had previous- ly been done. It has led to the production of new teaching materials and aids adapted to the particular requirements of different schools in different countries. What is very important indeed, finally, is that it has aroused increasing interest among educational autho- rities in the problem of education for international understanding and has paved the way for large-scale national programmes in this field. An outstanding illustration of this last point is provided by the nation- wide project launched in India with the assistance of a Unesco expert. With the co-operation of various State departments of public instruction, workshops for teachers have been held in different parts of the country and at the beginning of 1964 some 3 jo secon- dary schools and teacher-training institutions were taking part in the programme. The National Commis- sion provides materials and teaching suggestions, with assistance from the United Nations Information Centre in New Delhi. It also publishes a periodical entitled World in the Classroom, containing examples of completed projects, articles on the organization of the programme, background information for teachers and practical suggestions. Another special project which constitutes an impor-

tant part of Unesco’s work with youth has been the system of Associated Youth Enterprises. This integrated programme of experimental projects contributing to international understanding and co- operation or to the development of social respon- sibility among young people is carried out in close

42

co-operation with international youth organizations having consultative relations with Unesco. Since I 960, Unesco has given assistance to some forty new associ- ated youth enterprises, most of which were concer- ned with education for international understanding and co-operation. A third example which can be mentioned under

this heading is the Major Project for Mutual Ap- preciation of Eastern and Western Cultural Values. Launched in 1956, this ten-year undertaking aims at bringing about a better mutual comprehension be- tween peoples of the Orient and the Occident through a wide range of activities in Member States. A subs- tantial part of the programme is concerned with the education of young people in school and out of school.

Confere-ences, seminars and expert meetings

Measures for promoting among youth the ideals of peace, mutual respect and understanding between peoples have been considered at many conferences, seminars and meetings of experts organized by Unesco or with its assistance. At the time when these notes were prepared, plans

were being made for an International Conference on Youth to be held by Unesco at Grenoble (France) in August 1964. Participants were to be leaders of youth organizations and services, and items on the agenda included several bearing directly on this subject. The contribution of sport to international under-

standing was a topic of discussion at an international conference on the role of sport in education orga- nized with the assistance of Unesco at Helsinki in I 95 9. Fostering better international understanding has also been considered at a number of conferences for leaders in the field of adult education convened by non-governmental organizations with the assis- tance of Unesco.

43

Seminars for teachers to consider how education can best contribute to international understanding have formed an important part of Unesco’s action almost from the outset. Some have considered the problem as a whole; for example, the entire field was surveyed by the first seminar on the subject held at Skvres (France), in 1947. The regional and national seminars organized in connexion with the Associa- ted Schools Project have generally done the same, and the International Meeting of Representatives of Associated Schools (Shes, 1963) again examined the problem in a comprehensive way. Other seminars have been concerned with parti-

cular school subjects and with better methods of teaching them-for example, history, geography, and foreign languages-and some have examined problems for which Unesco has a particular responsibility, such as teaching about the United Nations or about the principles of human rights. In addition to organizing seminars itself, Unesco

has often assisted its National Commissions in dif- ferent countries and international non-governmental organizations in planning, financing and conducting seminars for teachers. For example, the Unesco Ins- titute for Education in Hamburg, in co-operation with different National Commissions, has organized a series of annual seminars for young teachers at which various questions related to education for interna- tional understanding have been studied. Similarly, Unesco has collaborated with the World Federation of United Nations Associations since 1949 in a series of regional seminars on teaching about the United Nations. Up to 1964, nineteen of these had been held in different parts of the world. Unesco has often been guided in its activities by

international committees of experts convened to give advice on aspects of education for international under- standing. Some of these committees, like some of

44

the teachers’ seminars, have dealt with the problem as a whole (for example, the Expert Committee on Education for International Understanding and Co- operation, and the International Advisory Com- mittee on the School Curriculum). Others have studied particular technical questions (for example, the Expert Working Party on Methods and Instruments of Evaluation in Education for International Under- standing, and the three international expert commit- tees which have studied the problem of improving school textbooks from the standpoint of mutual appreciation of Eastern and Western cultural values).

Production of materials

Unesco produces, or collaborates in producing, a variety of materials intended to help in promoting the ideals of peace and better international under- standing. Some are designed for the general public, including young people in or out of school (such as Tbe Unesco Cowier, a monthly magazine);\ some’ for teachers, youth leaders or others concerned with the education of young people (such as the booklet enti- tled Telling the UN Story: New Approacbes to Teaching aboat the United Nations and its Related Agencies). These materials are normally issued by Unesco in only two or three languages-English, French and sometimes Spanish-but many have been translated into other languages in Unesco Member States. They include books, pamphlets, documents, periodicals, poster sets, films, filmstrips and radio and television programmes. Recently issued materials of interest in this connexion are listed in Appendix 11.

Fellowships for travel and study

Unesco’s programme provides for the granting of a limited number of fellowships and travel grants to

youth leaders, teachers and educators as a means of furthering international understanding. For example, travel grants have been awarded to leaders in youth work to enable them to broaden their cultural expe- rience, establish international contacts and to gain new experience which can be used in developing acti- vities in their own countries or organizations. In connexion with the Associated Schools Project, fel- lowships have been provided for some of the teachers or others responsible for the work in different coun- tries to permit them to visit Associated Schools abroad and, when their itineraries made it feasible, the head- quarters of the United Nations or some of its related agencies. A third example is to be found in the Major Project for Mutual Appreciation of Eastern and Western Cultural Values, which provides awards for leaders in school and out-of-school education in the East and in the West to enable them to learn about each other’s culture and way of life by direct experi- ence and observation.

Sttldies, stlrveys and research

To guide efforts in this field and to strengthen the effectiveness of methods and programmes, there is a need for studies, surveys and research. Unesco has encouraged and assisted this kind of action through a number of projects in the fields of education, social science and mass communication, and through the Unesco International Institute for Youth. An example which immediately comes to mind is

the study of ‘Measures designed to promote among youth the ideals of peace, mutual respect and under- standing between peoples’ upon which this booklet is largely based. As the first step in this project the Secretariat prepared a preliminary discussion paper reviewing types of action undertaken for the purpose, some commonly recognized problems and some

possible forms of intensified action. This document was distributed to Unesco National Commissions, Specialized Agencies and international non-govern- mental organizations, which were invited to send their observations on ways of intensifying action to the Director-General of Unesco. The final report 1 was prepared in the light of comments received. An understanding of the attitudes, beliefs and opin-

ions of young people is prerequisite to the devel- opment of effective programmes. In achieving this understanding, basic research can be of great value. Unesco has participated in such research, for example on child development in different cultures, attitudes about race, the stereotyped ideas held by people of various countries about those of other countries, and intergroup relations. In recent years Unesco has embarked on an attempt to diagnose the causes of racial prejudice among young people, with the aim of finding ways to prevent such prejudice from developing, An inquiry carried out among young secondary school students in three countries (France, Federal Republic of Germany, United Kingdom) can be considered as the first comparative study of its kind to be made. In 1964 the inquiry had reached the stage of revision and checking of its complicated statistical correlations and results were expected to be ready for publication in 196j. A similar example of basic research is provided by the inquiry on the essential values to which young people in the Orient and in the Occident are attached. This inquiry, which was completed in 1964, was carried out with the aid of international non-governmental organizations in six countries (Canada, Cuba, India, Japan, Malaya, Nether- lands). Another type of research is represented by the

Associated Schools Project, one aim of which is to

I. Document Unesco/ED 189, 3 May 1962.

47

develop and evaluate new methods of education for international understanding. To that end, many of the participating schools have employed written tests and other devices to determine what effect experimen- tal programmes have had on pupils’ attitudes. Still another kind of study is exemplified by the project for the international exchange and review of school geography textbooks, the object of which is to improve their content from the point of view of international understanding.

Co-ordination and clearing-house services

If measures to promote among youth the ideals of peace, mutual respect and understanding between peoples are to produce the best results, a better co- ordination of efforts is necessary. At present, while measures are generally judged to be inadequate, there is often a paradoxical overlapping in program- mes. Unesco already assists in the co-ordination at the

international level of certain activities in this field. One of the best examples is that of its aid to the deve- lopment of international voluntary work camps. In 1948 it called the first Conference of Organizers of Work Camps, which led to the establishment of a permanent international co-ordinating committee. This committee has been instrumental in the striking expan- sion of the movement and in the improvement of its effectiveness as a means of promoting better interna- tional understanding. One of Unesco’s most important functions is to

serve as an international centre for the assembling and exchange of information and documentation. This is a continuous operation. O n the one hand the Secretariat gathers source material from around the world; on the other, it supplies information to National Commissions, other governmental or

non-governmental organizations, educational institu- tions, mass communication media, etc. As the information flows into Unesco House some

of it is recorded in publications and documents which are widely distributed. Among those relevant to the education of young people for better international understanding are two biennial publications-Sta4 Abroad, and the Unesco Haridbook of International Ex- changes-which provide detailed information on thou- sands of opportunities for study and travel in many different countries. Another type of clearing-house service is represented by such bibliographies as those on ‘Textbooks and International Understanding’ and on ‘Teaching about the United Nations and its Spe- cialized Agencies’. Still another kind is represented by the semi-annual circular InternationaL Understanding at School, the purpose of which is to disseminate infor- mation about the activities of Associated Schools and to maintain liaison among them.

The foregoing brief survey of Unesco’s action to pro- mote among youth the ideals of peace, mutual res- pect and understanding between peoples is not an exhaustive account. It is hoped, however, that these examples of measures most directly related to the purpose will serve to indicate the scope and charac- ter of Unesco’s contribution. The Member States of Unesco, in the General

Conference resolution I. 143 given in Appendix I have called for an intensification of action in this field. In the widespread effort which is already under way, Unesco will continue to fulfil its essential though rarely spectacular role of stimulating and collaborating in action by governmental and non-governmental organizations, agencies and institutions, complementing their work with those services and programmes at the international level which it is particularly suited to provide.

49

Appendix I

1. EXCERPTS F R O M T H E C H A R T E R OF T H E UNITED NATIONS

W e , the peoples of the United Natiotis Determined To save succeeding generations from the scourge of war, which twice in our lifetime has brought untold sorrow to mankind, and To reaffirm faith in fundamental human rights, in the dignity and worth of the human person, in the equal rights of men and women and of nations large and small, and To establish conditions under which justice and respect for the obli- gations arising from treaties and other sources of international law can be maintained, and To promote social progress and hetter standards of life in larger freedom,

A n d for these ends To practice tolerance and live together in peace with one another as good neighbors, and To unite our strength to maintain international peace and security, and To ensure, by the acceptance of principles and the institution of methods, that armed force shall not be used, save in the common interest, and To employ international machinery for the promotion of the econo- mic and social advancement of all peoples,

H a v e resolved to combirte our efforts to accomplish these aims Accordingly, our respective Governments, through representatives assembled in the city of San Francisco, who have exhibited their full powers found to be in good and due form, have agreed to the present Charter of the United Nations and do hereby establish an international organization to be known as the United Nations.

I'

Putposes and principles Article I

The Purposes of the United Nations are: I. To maintain international peace and security, and to that end:

to take effective collective measures for the prevention and removal of threats to the peace, and for the suppression of acts of aggression or other breaches of the peace, and to bring about by peaceful means, and in conformity with the principles of justice and international law, adjustment or settlement of international disputes or situations which might lead to a breach of the peace;

2. To develop friendly relations among nations based on respect for the principle of equal rights and self-determination of peoples, and to take other appropriate measures to strengthen universal peace;

5. To achieve international cooperation in solving international problems of an economic, social, cultural, or humanitarian character, and in promoting and encouraging respect for human rights and for fundamental freedoms for all without distinction as to race, sex, language, or religion; and 4. To be a center for harmonizing the actions of nations in the

attainment of these common ends.

International econonzic and social cooperation Article -jj

With a view to the creation of conditions of stability and well-being which are necessary for peaceful and friendly relations among nations based on respect for the principle of equal rights and self-determina- tion of peoples, the United Nations shall promote: (a) Higher standards of living, full employment, and conditions of

economic and social progress and development; (b) Solutions of international economic, social, health, and related

problems ; and international cultural and educational cooperation; and

(c) Universal respect for, and observance of, human rights and fun- damental freedoms for all without distinction as to race, sex, language, or religion.

2. EXCERPTS F R O M THE CONSTITUTION OF UNESCO

The Governments of the States Parties to this Constitution on behalf

That since wars begin in the minds of men, it is in the minds of men of their peoples declare:

that the defences of peace must be constructed;

That ignorance of each other’s ways and lives has been a common cause, throughout the history of mankind, of that suspicion and mistrust between the peoples of the world through which their differences have all too often broken into war;

That the great and terrible war which has now ended was a war made possible by the denial of the democratic principles of the dignity, equality and mutual respect of men, and by the propagation, in their place, through ignorance and prejudice, of the doctrine of the inequality of men and races;

That the wide diffusion of culture, and the education of humanity for justice and liberty and peace are indispensable to the dignity of man and constitute a sacred duty which all the nations must fulfil in a spirit of mutual assistance and concern;

That a peace based exclusively upon the political and economic arran- gements of governments would not be a peace which could secure the unanimous, lasting and sincere support of the peoples of the world, and that the peace must therefore be founded, if it is not to fail, upon the intellectual and moral solidarity of mankind.

For these reasons, the States Parties to this Constitution, believing in full and equal opportunities for education for all, in the unres- tricted pursuit of objective truth, and in the free exchange of ideas and knowledge, are agreed and determined to develop and to increase the means of communication between their peoples and to employ these means for the purposes of mutual understanding and a truer more perfect knowledge of each other’s lives;

In consequence whereof they do hereby create the United Nations Educational, Scientific and Cultural Organization for the purpose of advancing, through the educational and scientific and cultural relations of the peoples of the world, the objectives of international peace and of the common welfare of mankind for which the United Nations Organization was established and which its Charter pro- claims.

Article I. Purposes and functions

I. The purpose of the Organization is to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and fun- damental freedoms which are affirmed for the peoples of the world, ‘without distinction of race, sex, language or religion by the Char- ter of the United Nations.

(a) Collaborate in the work of advancing the mutual knowledge and understanding of peoples, through all means of mass communication and to that end recommend such international

2. To realize this purpose the Organization will:

53

agreements as may be necessary to promote the free flow of ideas by word and image;

(b) Give fresh impulse to popular education and to the spread of culture ; by collaborating with Members, at their request, in the deve- lopment of educational activities; by instituting collaboration among the nations to advance the ideal of equality of educational opportunity without regard to race, sex or any distinctions, economic or social; by suggesting educational methods best suited to prepare the children of the world for the responsibilities of freedom;

by assuring the conservation and protection of the world's inheritance of books, works of art and monuments of history and science, and recommending to the nations concerned the necessary international conventions ; by encouraging co-operation among the nations in all branches of intellectual activity, including the international exchange of persons active in the fields of education, science and culture and the exchange of publications, objects of artistic and scien- tific interest and other materials of information; by initiating methods of international co-operation calculated to give the people of all countries access to the printed and published materials produced by any of them.

3. With a view to preserving the independence, integrity and fmit- ful diversity of the cultures and educational systems of the States members of this Organization, the Organization is prohibited from intervening in matters which are essentially within their domestic jurisdiction.

(c) Maintain, increase and diffuse knowledge;

3. EXCERPTS F R O M T H E UNIVERSAL DECLARATION OF H U M A N RIGHTS

Preamble

Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the founda- tion of freedom, justice and peace in the world, Whereas disregard and contempt for human rights have resulted

in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been pro- claimed as the highest aspiration of the common people, Whereas it is essential, if man is not to be compelled to have re-

course, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law,

54

Whereas it is essential to promote the development of friendly relations between nations, Whereas the peoples of the United Nations have in the Charter

reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom, Whereas Member States have pledged themselves to achieve, in

co-operation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental free- doms, Whereas a common understanding of these rights and freedoms is

of the greatest importance for the full realization of this pledge,

Now, therefore, THE GENERAL ASSEMBLY

proclaims

THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common stan- dard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recog- nition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdic- tion.

Article 26. (I) Everyone has the right to education. Education shd be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

(3) Parents have a prior right to choose the kind of education that shall be given to their children.

Article 27. (I) Everyone has the right freely to participate in the cul- tural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.

(2) Everyone has the right to the protection of the moral and

material interests resulting from any scientific, literary or artistic production of which he is the author.

Article 28. Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized.

4. EXCERPTS F R O M T H E DECLARATION OF T H E RIGHTS OF T H E CHILD

Preamble

Whereas the peoples of the United Nations have, in the Charter, reaffirmed their faith in fundamental human rights, and in the dignity and worth of the human person, and have determined to promote social progress and better standards of life in larger freedom, Whereas the United Nations has, in the Universal Declaration of

Human Rights, proclaimed that everyone is entitled to all the rights and freedoms set forth therein, without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status, Whereas the child, by reason of his physical and mental immaturity,

needs special safeguards and care, including appropriate legal protec- tion, before as well as after birth, Whereas the need for such special safeguards has been stated in

the Geneva Declaration of the Rights of the Child of 1924, and recog- nized in the Universal Declaration of Human Rights and in the statutes of specialized agencies and international organizations concer- ned with the welfare of children, Whereas mankind owes to the child the best it has to give,

Now therefore, THE GENERAL ASSEMBLY

proclaims

THIS DECLARATION OF THE RIGHTS OF THE CHILD to the end that he may have a happy childhood and enjoy for his own good and for the good of society the rights and freedoms herein set forth, and calls upon parents, upon men and women as individuals and upon volun- tary organizations, lo& authorities and national governments to recognize these rights and strive for their observance by legislative and other measures progressively taken in accordance with the fol- lowing principles:

Principle 7

The child is entitled to receive education, which shall be free and

compulsory, at least in the elementary stages. H e shall be given an education which will promote his general culture, and enable him on a basis of equal opportunity to develop his abilities, his individual judgment, and his sense of moral and social responsibility, and to become a useful member of society. The best interests of the child shall be the guiding principle of

those responsible for his education and guidance; that responsibility lies in the first place with his parents. The child shall have full opportunity for play and recreation, which

should be directed to the same purposes as education; society and the public authorities shall endeavor to promote the enjoyment of this right.

Principle IO

The child shall be protected from practices which may foster racial, religious and any other form of discrimination. H e shall be brought up in a spirit of understanding, tolerance, friendship among peoples, peace and universal brotherhood and in full consciousness that his energy and talents should be devoted to the service of his fellow men.

5. U N I T E D N A T I O N S G E N E R A L A S S E M B L Y R E S O L U T I O N 1172 (xv) OF 1 8 D E C E M B E R 1960

Measnres designed to promote among youth the ideals of peace, niufual respect and understanding between peoples

The General Assembly, Being convinced that, in order to achieve the aim stated in the Charter of the United Nations, namely, to save succeeding generations from the scourge of war, it is a matter of importance and urgency that the younger generation of today should be brought up in a spirit of peace, mutual respect and understanding between peoples,

Reafifnli?Jg the principle embodied in the Universal Declaration of Human Rights, the Declaration of the Rights of the Child and Artide 14 of the draft covenant on economic, social and cultural rights, that young people should be brought up in a spirit of peace, understanding, tolerance and friendship among nations,

Noting with concern that the education of youth in various parts of the world has not yet been oriented to achieve these objectives,

Considering that the free and unrestricted exchange, through all means, between young people from different countries, of ideas and opin- ions capable of promoting the ideals of peace, mutual respect and understanding among peoples will contribute to the strength- ening of international confidence and the improvement of rela- tions between States,

57

Recalling General Assembly resolution I 397(xIv) of 20 November 1959, and Economic and Social Council resolution 803(xxx), of 3 August 1960, which, inter alia, invites the United Nations Educational, Scientific and Cultural Organization to study the possibilities of formulating principles for bilateral, regional and international action regarding relations and exchanges in the fields of education and culture,

I. Recommends that governments, non-governmental agencies and individuals should take effective action to promote among youththe ideals of peace, understanding and mutual respect between peoples;

2. Invites governments, non-governmental agencies and individuals also to encourage the free and unrestricted exchange, through all means, between young people from different countries, of ideas and opinions capable of promoting the ideals of peace, mutual respect and understanding among peoples;

3. Invitef the appropriate Specialized Agencies, and especially the United Nations Educational, Scientific and Cultural Organization, to consider ways of intensifying international, national and volun- tary action in this field, including the possibility of formulating a draft of an international declaration setting out the basic prin- ciples concerning the promotion among youth of the ideals of peace, mutual respect and understanding between peoples, and to report on these considerations to the Economic and Social Council, if possible at its thirty-second session;

4. Requests the Economic and Social Council, in transmitting its recom- mendations on these reports to the General Assembly, to take into account the views expressed by Member States at the fifteenth session of the Assembly concerning the need to promote among young people the ideals of peace, understanding and mutual respect between peoples ;

5. Farther request$ the Economic and Social Council, when transmit- ting its comments to the General Assembly on the next report of the United Nations Educational, Scientific and Cultural Organi- zation requested in Council resolution 803(XxX), to take into account the present resolution and the discussions which have taken place thereon.

6. RESOLUTIONS ADOPTED BY THE GENERAL CONFERENCE OF UNESCO

Resolution 8. I (eleventh session, I 960). Peacef.l and neighboar& relations

The General Conference, Guided by the principles of Unesco’s Constitution, which proclaims that the fundamental purpose of the Organization is to contribute to peace and security,

SEcbscribir2g to the aims and principles set forth in United Nations General Assembly resolutions I 236(XII), ‘Peaceful and neighbourly relations among States’, and I~oI(XIII), ‘Measures aimed at the implementation and promotion of peaceful and neighbourly rela- tions among States’,

Holding that the tasks of developing education, science and culture, improving the well-being of mankind and promoting internatio- nal co-operation on a footing of equality and mutual advantage can be carried out only in conditions of peace and peaceful and neighbourly relations among States,

Calls upon Member States: (a) To be guided by the principles of peaceful and neighbourly rela-

tions in their dealings with one another; (b) To refrain from war propaganda in any form; (c) To include in their educational programmes provisions for bring-

ing up the rising generation in the spirit of peaceful and neigh- bourly relations, mutual international understanding and co- operation;

Imtructf the Director-General in the carrying out, by all the Depart- ments of the Secretariat, of their activities with respect to education, the training of the nations’ skilled manpower, the eradication of illiteracy and the development of science and culture, to take as B basis the principles of peaceful and neighbourly relations among States with different social and economic systems.

Resolution I. I j 3 I (eleventh session, I 960). Edmation for itzternationatal utzderstapiditg

The General Conference, Recalhzg that, as stated in its Constitution, Unesco was created ‘for the purpose of advancing, through the educational and scientific and cultural relations of the peoples of the world, the objectives of international peace and of the common welfare of mankind for which the United Nations Organization was established and which its Charter proclaims,

Considering that every display of racial intolerance or alleged national superiority militates against these fundamental objectives and constitutes a threat to international peace, security and under- standing,

Beitzg of the opiniort that a suitable upbringing, imbued with a spirit of tolerance and objectivity, can effectively help to eradicate those factors which oppose the establishment of genuine and lasting inter- national understanding,

Condenm any display of intolerance among the different races or peoples as a violation of the high principles which prompted the creation of the United Nations and of Unesco;

Urges Member States to redouble their efforts to ensure that education shall always be based on the principle of tolerance, the spirit of strict objectivity and the desire to maintain peaceful relations among the different nations and races;

Invites the Director-General to consider the most effective means of contributing in future, in the field of education, towards ensuring and developing international understanding, and to report on this subject to the General Conference at its twelfth session.

Resolution I. 143 (twelfth session, I 962). Education for internafional understanding

The General Conference, Recalling the terms of the preamble to the Constitution, declaring that ‘it is in the minds of men that the defences of peace must be cons- tructed’, and resolution 1. I j 3 I, adopted at its eleventh session, which expresses the opinion that ‘a suitable upbringing, imbued with a spirit of tolerance and objectivity, can effectively help to eradicate those factors which oppose the establishment of genuine and lasting international understanding’ and urges Member States ‘to redouble their efforts to ensure that education shall always be based on the principle of tolerance, the spirit of strict objectivity and the desire to maintain peaceful relations among the different nations and races’,

Noting paragraph 3 of resolution 1572(XV) of the United Nations General Assembly, by which Unesco was invited to prepare a report describing ways of intensifying international, national and volun- tary action in order to promote among youth the ideals of peace, mutual respect and understanding between peoples,

Considering it necessary, especially where evidence of attitudes contrary to the ideas set forth above is encountered, and in order to avoid any recurrence thereof, to continue work for education in line with the principles of Unesco,

Stressing the importance of the part that international youth organiza- tions can play in promoting international understanding among young people,

I. Takes note with satisfaction of the report (IzC/PRG/I) submitted by the Director-General in accordance with resolution I 572(XV) of the United Nations General Assembly;

2. Expresses the belief that the full flowering of abilities and talents, and of the highest moral qualities, in free men, in whom intellec- tual achievement, moral integrity and physical perfection are harmoniously blended, is a basic factor in the development of societies ;

3. Appeals to Member States, National Commissions and interna- tional, regional, national and local public organizations concerned

60

with the education of the young, for the younger generation to be brought up in the spirit of the ideals of peace, friendship and respect for other peoples, with measures taken to counter any propaganda harmful to international peace and friendship ;

4. Urges Member States, with this development in mind, to expand their programmes of activities for young people, based on the pursuit of truth, understanding and objectivity, as one of the best means of promoting the ideals of peace, mutual respect and under- standing between peoples and of fostering exchanges between young people of different countries, whatever their social and eco- nomic systems, so that the spirit of peace and friendship may be spread among young people;

5. Draws the attention of Member States to the useful ideas set out in the report for practical measures which may assist in such expan- sion;

6. Recommends that the Director-General include in the agenda of the International Conference on Youth, the holding of which is pro- posed for 1964, the question of measures designed to promote among youth the ideals of peace, mutual respect and under- standing between peoples.

7. DRAFT DECLARATION P R E P A R E D IN THE THIRD C O M - MITTEE OF T H E GENERAL ASSEMBLY OF T H E UNITED NATIONS’

Measures designed to promote among youth the idenls of peace, mrdtiral respect and understanding between peoples

The General Assembly, Recalling that under the terms of the Charter of the United Nations the peoples have declared themselves determined to save succeeding generations from the scourge of war,

Recalling further that the United Nations has affirmed in its Charter its faith in fundamental human rights, in the dignity of the human person and in the equal rights of men and nations,

Reafirming the principles embodied in the Universal Declaration of Human Rights, the Declaration on the Granting of Independence

I. Eighteenth session, agenda item 47; document A/C.3/L.1183/Rev.3 of 18 December 1963. At the time when this booltlet was being prepared, the draft declaration was being circulated for comment to Member States of the United Nations, national commissions of Unesco and international non-governmental organizations concerned with youth, in response to resolution 1965(XVIII) adopted by the General Assembly of the United Nations in 1963. Copies of the draft declaration were also sent to participants in the International Conference on Youth organized by Unesco in 1964.

61

to Colonial Countries and Peoples (resolution 1514(XV) ), the Declaration on the Elimination of all Forms of Racial Discrimi- nation (resolution 1904 (XVIII) ), General Assembly resolution IIOOI) condemning all forms of propaganda designed or likely to provoke or encourage any threat to the peace, the Declaration of the Rights of the Child (resolution 1386(XIV) ) and General Assembly resolution I 572(XV), which have a particular bearing upon the upbringing of young people in a spirit of peace, mutual respect and understanding among peoples,

Taking into consideration the fact that in the conflagrations which have dicted mankind it has been the young people who have had to s d e r most and who have furnished the greatest number of victims,

Convinced that young people wish to have an assured future and that peace, freedom and justice are among the chief guarantees that their desire for happiness will be fulfilled,

Bearing itz mind the important part being played by young people in every field of human endeavour and the fact that they are destined to guide the fortunes of mankind,

Bearing in mind furthermore that, in this age of great scientific, tech- nological and cultural achievements, the energies, enthusiasm and creative abilities of the young should be devoted to the material and spiritual advancement of all peoples,

Convinced that the young should know, respect and develop the cul- tural heritage of their own country and that of all mankind,

Convinced furthermore that the education of the young and exchanges of young people and of ideas in a spirit of peace, mutual respect and understanding between peoples can help to improve interna- tional relations and to strengthen peace and security,

Proclaims this Declaration on the promotion among youth of the ideals of peace, mutual respect and understanding between peoples and calls upon governments, non-governmental organizations and youth movements to recognize the principles set forth in this Declaration and to ensure their observance by means of appro- priate measures.

I

Young people shall be brought up in the conviction that in our time war can and must be eliminated from the world and that general and complete disarmament and friendly relations and co-operation among States are absolutely necessary to the maintenance of peace.

I1

The education of the young shall prepare them for mutual understand- ing, international co-operation, friendship, respect between peoples, democracy and human progress.

62

All means of education, instruction and information intended for the young should foster among them the ideas of peace, humanism, liberty and international solidarity and of any idea which helps to bring peoples closer together.

111

Young people shall be brought up in the knowledge of the dignity and equality of all men without distinction as to race, colour or ethnic origin, and in respect for fundamental human rights and for the right of peoples of self-determination.

IV

In order to promote mutual understanding and closer contact among young people of all countries, it is necessary to encourage and faci- litate exchanges, visits and meetings for the purpose of joint partici- pation in educational and cultural activities in the spirit of this Decla- ration. To the same end encouragement should be given to the twinning

of towns, without any discrimination, directly or under the auspices of national or international organizations.

V

National and international associations of young people must be encou- raged to promote the ideas of peace, mutual understanding, the equal rights of all nations and the final abolition of colonialism and of racial discrimination. Youth organizations and movements should take part, without

any discrimination, in the work of educating the young, in accor- dance with these ideals. All organizations based on ideas contrary to the principles of this

Declaration must be strongly condemned.

VI

The aim in educating the young shall be to develop all their faculties, and to train them to acquire higher moral qualities, to be deeply attached to the noble ideas of peace, liberty, the dignity and equality of all men, and imbued with respect and love for humanity and its creative achievements. To this end the family has an important role to play. Young people must become conscious of their responsibilities in

the world they will be called upon to manage and should be inspired with confidence in a future of happiness for mankind.

Appendix I1

BOOKS

BIBBY, Cyril. Race, prgudice and education. Published under the aus- pices of Unesco. London, Heinemann, 1959. 90 p. 7/6 stg. English only.

Bulletin of the International Federation of Organixations for School Corres- pondence and Exchanges (FIOCES) . Published yearly in a bilingual edition (French/English) with financial assistance from Unesco. FIOCES, 29 rue d'Ulm, Paris-je.

COLLART, Yves. Disarmament. Published under the auspices of the World Federation of United Nations Associations, with financial assistance from Unesco. The Hague, Martinus Nijhoff, 1958. IIO p. English and French.

Common sfandard of achievement (A) : the Universal Declaration of Human Rights. Published with financial assistance from Unesco. Geneva, World Federation of United Nations Associations, 1961. 39 p. English and French.

DAVIES, T. Ivor. Teaching about the Orient. Paris, Unesco, 1961. 31 p. English, French and Spanish.

DHINGRA, Baldoon. A guide to Asian l$e and thought for young people: a selected bibliography. Published with financial assistance from Unesco. Brussels, World Assembly of Youth, 1959.46 p. English and French.

Education for international understanding: examples and suggestions for classroom use. Paris, Unesco, 1958. Reprinted 1964. 116 p. English, French and Spanish. $1.50; 7/6 stg.; FF 5.zr.

FRADIER, Georges. East and West: towards mutt& understanding? Paris, Unesco, 1959. 49 p. -_ . Encounters and celebrations. Some aspects of the mutual appreciation of Eastern and Western cultural values. Paris, Unesco, 1963. 82 p., illus. English, French and Spanish.

How to plan and conduct model UN meetings: a bandhook for organizers. Prepared by the United Nations in co-operation with Unesco. New York, Oceana Publications Inc., 1961. 124~. English only. $1.50.

JUVIGNY, Pierre. Towards equality in edncation. Paris, Unesco, 1963. 84 p. English, French and Spanish.

KENWORTHY, L. S. Telling the UN stay. New approaches to teaching about the United Nations and its related agencies. Paris, Unesco, 1963. 166 p. English, French and Spanish. $2; 61- stg.; FF 4.50.

MACLURE, Stewart. ‘If you wish peace, cultivate jnstice’. The International Labour Organisation after forty years. Published with financial assis- tance from Unesco. Geneva, World Federation of United Nations Associations, 1960. 64 p. English, French and Italian.

Manuals on adult and youth education. Paris, Unesco. $1.25; 61- stg.; FF 4.50. English, French and Spanish. I. FilmsP@s; use, evalutation andproduction. 1 960. 54 p. illus. 2. NEIJS, Karel. Literaq primers. 1961. 113 p. illus. 3. Simple reading material for adults: its preparation and use. 1963.

Needs and openings for skilled long-term uolunteers in the developing counfries. A study carried out under the Unesco Associated Youth Enter- prise System. Paris, Co-ordination Committee for International Voluntnry Work Camps, 1963. 43 p. English.

Race question in ntodern science (The). Paris, Unesco, 1959. 373 p. $5; 20/- stg.; FF 14.

Sport, work and culture. Report of the International Conference on the Contribution of Sports to the Improvement of Professional Abili- ties and to Cultural Development, organized by the Government of Finland with assistance from Unesco, Helsinki, 195 9. Helsinki, Finnish National Commission for Unesco, 1960. 242 p. English and French.

StuG abroad. Fifteenth edition. Paris, Unesco, 1964. 648 p. Published every two years. $4; 201- stg.; FF 14. Trilingual, English, French and Spanish. (In preparation: Unesco handbook of internafiotial ex- changes: education, science, culture, mass communication).

Stub guide series on the United Nations. Vols. I to 4. New York, Oceana Publications Inc. $1.50 per volume. English only. (Material assem- bled by the Unesco Youth Institute, under the auspices of Unesco and in co-operation with the United Nations and other United Nations organizations concerned.) Vol. I: l7urldpeace and the United Nations. 1962. 113 p. Vol. 2: Food for lfe-food for thought. 1962. 125 p. Vol. 3: Towards nzankind’s better health. 1963. 103 p. Vol. 4: Energ and skills for hutnaia progress. 1963. 104 p.

I. What is Unesco 1 2. International aid for progresr.

Your friends in France. Prepared with financial assistance from Unesco. Paris, World Confederation of Organizations of the Teaching Profession, 1962. 17 p. illus. $0.75. English and French,

95 p. illus.

Unesco information maiauals. Paris, Unesco. English, French and Spanish.

PERIODICALS

Education abstracts. Quarterly. Paris, Unesco. Per copy : $0.60; 31- stg.; FF 2. English, French and Spanish. Vol. XI, nos. 4 and 5: Textbooks and international understanding. Vol. XI, no. 7: Citixenship education for girls. Vol. 14, no. 4: Psycholog of adolescence. Vol. 16, no. I: Out-of-school education foryouth.

$I; 51- stg.; FF 3.50. English, French and Spanish. No. 21: The place of sport in education. No. 29: Teaching about the United Nations and the Specialized Agencies:

No. 3 5: New trends in youth organizations: a comparative study. International journal of adult andyouth education. Quarterly. Paris, Unesco. Per copy: $0.50; 213 stg.; FF 1.25. English, French and Spanish. Vol. I 3, nos. I and 2: Problem of the social inadaptation ofyoung people. Vol. 14, no. 4: Pbysical education.

International social science journal. Quarterly. Paris, Unesco. Each num- ber: $2; Io/- stg.; FF 6.

International understanding at school: a circular on the Unesco Associated Schools Project in Education for International Understanding. Twice yearly. Mimeographed. Paris, Unesco. English and French.

Orient-Occident (News of Unesco’s Major Project on Mutual Apprecia- tion of Eastern and Western Cultural Values). Every two months. Paris, Unesco. English, French and Spanish.

Unesco courier. An illustrated monthly magazine. Paris, Unesco. En- glish, French and Spanish (Arabic, German, Italian, Japanese and Russian editions also available). 30 cents (Canada); I/- stg.; FF 0.70.

Unesco features. A bulletin for press and radio. Twice monthly in English, French and Spanish. Monthly in Arabic. Paris, Unesco.

Educational studies and documents. Several issues a year. Paris, Unesco.

a selected bibliograpty.

DOCUMENTS

Assistance available to youth and adult education groups for the stu4 of international problems. Unesco document WS.oj6r.184. 1961. 29 p. Offset. English and French.

List of federations of ititernational relations clubs, Unesco clubs and similar societies. Unesco document WS.0860.117. 1960. 31 p. Offset. English, French and Spanish.

Reading materials for use in teaching about Eastern cultures. Paris, Unesco. Offset. English and French. Unesco/TE/I: Cambodian National Commission for Unesco. Tales from Cambodia. 1961. 9 p.

Unesco/TE/z: Japanese National Commission for Unesco. In Japan with Japanese children. 1961. 23 p.

66

Unesco/TE/ 3 : Philippines National Commission for Unesco. The

Unesco/TE/4: Thailand National Commission for Unesco. Thai-

WILLCOCK, J. B. Preparing teachers for international understanding. Ham- burg, Unesco Institute for Education, 1962. Offset. 100 p. $I; 7/6 stg.; FF 5.50; DM 4. English only.

World list of rural youth organizations. Offset. Unesco document WS. 0860.125. 1960. 27 p. Trilingual, English, French and Spanish.

Philz$pines. 1962. 33 p.

land. 1963. 41 p.

VISUAL M A T E R I A L S

Poster sets. Paris, Unesco. Text in English, French, Spanish and Russian. I. Going to school around the world. 2. For all children. 3. Africa, challenge for the future.

FILM ST RIPS^

Gifts of knowledge. Paris, Unesco, 1963. 42 frames. Colour, English, French and Spanish.

Gijts from the world. Paris, Unesco, 1962. 37 frames. Colour. English, French and Spanish,

Orient-Occident: two fables. Paris, Unesco, 1963. 38 frames. Colour. English, French and Spanish.

Study abroad. Paris, Unesco, 1958. 30 frames. English, French and Spanish.

UN in Asia. Paris, Unesco, 1960. 36 frames. English, French and Spanish.

Unesco fables. Paris, Unesco, 1959-63. 35-40 frames. Colour. English, French and Spanish. No. 2: India; no. 3: Iran; no. 4: Japan; no. 5: Greece; no. 6: Finland.

What is race? Paris, Unesco, 1953. 32 frames. Colour. English, French and Spanish.

FILMS^

Fable for friendbz). Czechoslovak Cartoon Film Studios, for Unesco, 1958. 11 mins. Sound, colour. 16 and 35 mm. English, French and Czech.

Orient-Occident: aspects of an exhibition. Paris, Unesco, 1960. 21 mins. Sound, black and white. 16 and 35 m m . English, French and Spanish.

I. For information on the distribution terms for films and filmstrips, please write to: Department of Mass Communication, Unesco, Place de Fontenoy, Paris-7e.