Mr President of the Federal Republic of Germany (His Excellency Mr Roman Herzog),
Madam Prime Minister of the People's Republic of Bangladesh (Her Excellency Ms Sheikh Hasina),
Madam President of the Bundestag (Professor Rita Sussmuth),
Mr Mayor of the Free and Hanseatic City of Hamburg (Doctor Henning Voscherau),
Excellencies, Ladies and Gentlemen,

A warm welcome to Hamburg and to this opening session of the Fifth International Conference on Adult Education. It is appropriate that we should meet in this modem and dynamic city, which - today as in the past - is a great centre of international exchange and co-operation. Since the last Conference in this series held in Paris in 1985, the situation of the world - politically, economically and socially - has been utterly transformed. We are, in effect, already living in a new century even if the calendar has yet to register the fact. The question before us is to define the new roles that adult education must play to meet the aspirations of women and men in all countries within the new world that is taking shape about us.

But first let me share with you my deep sense of loss at the death of one of the most outstanding educators of our time, the late Paulo Freire of Brazil, who confirmed only two months ago his intention to be with us here in Hamburg. The link he established between literacy and liberation has revolutionized the whole concept of education. He was remarkable for the integrity of his vision, which made him the champion of the powerless and the oppressed, and the integrity of his action, which was founded on a continual dialogue between theory and practice. Alas, Paulo Freire is no longer with US. The world has lost a great man, UNESCO has lost a dedicated partner, and I personally have lost a dear friend.

I have been consulting with the Government of Brazil and other Member States of UNESCO about the best way to keep the legacy of Paulo Freire alive, and I am pleased to announce that UNESCO intends to establish an International Award to commemorate and perpetuate Paulo Freire's work. May I ask you, Ladies and Gentlemen, to observe one minute of silence in remembrance of Paulo Freire. Thank you. On Thursday evening, we will hold a special commemorative ceremony for Paul Freire and for Dame Rita Barrow of Barbados, another great citizen of the world who fought all her life for the empowerment of women and of all citizens.

Ladies and Gentlemen,

This Conference, organized by UNESCO and hosted by the Government of Germany and the Hanseatic City of Hamburg, is the result of more than two years of active preparation in all regions of the world. It represents a coming together of the international community around a subject of growing importance and concern: adult education and learning. In this co-operative undertaking, UNESCO is joined by sister agencies of the United Nations - FAO, ILO, WHO, UNFPA, UNDP and UNICEF as well as by the European Union, OECD and the World Bank. We are pleased that other inter-governmental agencies from all regions of the world are also represented at this meeting.

This Conference is different from the previous one in so far as it aims at establishing a close dialogue and partnership between governments and the NGO community and the institutions which provide adult education programmes. While it is for Member States to decide on the outcome of this conference, we feel it should be done in close cooperation with representatives of civil society. We have therefore chosen not to have a parallel NGO conference but to bring all the actors, public and private, together throughout the conference. This is a challenge. But if we succeed, this will already be an important achievement and could set a trend for the future. The role of NGOS, as well as employers, unions and other social partners, is increasingly vital in all forms of adult learning, Nearly all governments, NGOs and co-operating partners represented here have contributed intellectually and/or materially to the holding of this Conference. You are too numerous to thank, individually, but let me assure you that we are deeply grateful. The simple truth is that this Conference could not have been organized without your contributions and support.

UNESCO is deeply honored by the participation of the President of the Federal Republic of Germany, Professor Roman Herzog, in this opening session of our Conference, Your presence here, Mr President, symbolizes the importance that Germany attaches to international co-operation in education and, more particularly, the growing importance of adult education and lifelong learning both in Germany and throughout the world. We are deeply grateful for the attachment that Germany has always shown to UNESCO and to its essential purpose of "advancing, through the educational, scientific and cultural relations of the peoples of the world, the objectives of international peace and of the common welfare of mankind". Your generous support to the UNESCO Institute for Education, which Germany and the City State of Hamburg have hosted since 195 1, is evidence of this commitment. The Institute, as you are aware, has played a leading role in organizing this Conference, working closely with the UNESCO Secretariat at Headquarters, with our offices in more than 60 countries and with our co-operating partners.

We are also very grateful, Madam Hasina, that you have found the time - as you did at the last conference on micro-banking and despite all the heavy responsibilities of your high office - to be with us to demonstrate your support for the empowerment of people, particularly women, through expanded educational opportunity and to help articulate their hopes and expectations.

Nearly half a century ago, the first International Conference on Adult Education took place in Elsinore, Demmark. Looking back at that Conference, we are impressed by its powerful conviction that the citizens themselves - when given the resources and opportunity to inquire and learn - can become an important force in building global peace and by the far-sighted decisions it took to advance the cause of adult education as a means to shaping a more just and more peaceful I world - Today who can doubt the growing need for adult education in a world in which change is increasingly our only certainty?

How will the Hamburg Conference be remembered fifty years hence? The answer will depend on our vision and commitments, now and hereafter. Much has been achieved over the last fifty years, and UNESCO can itself claim to have made a substantial contribution to the development of adult education in the areas of policy formulation, strategy implementation, research and training, and standard setting. Its 197é Recommendation on Adult Education, which is still the most comprehensive instrument in the field, continues to offer important guidelines for the future. Our task must be to build on these foundations in the light of the major challenges and opportunities of our time as they relate to adult and continuing education.

An overriding challenge is that which preoccupied our predecessors at Helsingor - laying the foundations of an enduring peace. The situation has of course changed enormously over the past half century: today the greatest challenges to peace arise not between societies, but within them. Yet, even as the character of war has changed, the hope of an enduring peace remains elusive. I believe that it will remain so while we continue to gear investment to fighting improbable wars rather than addressing the problems that constitute the most potent threat to human security. It has been my constant message for over a decade that we must be prepared to pay the price of peace as we have always been prepared to pay the price of war. To do this, we must invest not in arms but in the capacity of men and women for dialogue and understanding and for contributing to the goal of sustainable development, This cannot be done for us but only by us. It requires a fundamental transformation in the way we perceive the world - a change that must come from within through a process of lifelong education in the fullest and noblest sense of the term. This conference is an occasion for us to reflect together how adult and continuing education can contribute most effectively towards this goal.

Mesdames, Messieurs,

Il est clair que, sans conscience d'une citoyenneté planétaire, le monde de demain ne pourra relever les défis qui s'annoncent. Comme vous vous en doutez, je suis très déçu par les résultats du deuxiéme Sommet de la Terre qui s'est tenu récemment i New York. La gravité des périls se confirme, et que font les responsables politiques ? Trop peu. Si, malgré tout, nous demeurons optimistes, c'est précisément parce que nous voyons apparaître dans toutes les régions du monde des sociétés civiles conscientes et responsables, qui sonnent l’alarme, participant A la recherche de solutions et contribuent A l’action concrète. Encore faut-il que ces hommes et ces femmes puissent développer leurs compétences pour intervenir, parer aux risques écologiques et aux dangers d'épidémies, améliorer les conditions de vie et promouvoir ainsi le développement, maîtriser l'évolution démographique, etc. C'est d'abord en faisant fond sur les personnes, en investissant dans la créativité et la capacité d'initiative, que nous pourrons affronter les problèmes de demain. Le courage et l'imagination de l'être humain sont nos meilleurs atouts, il faut permettre à ces qualités de s'épanouir en y associant la connaissance.

Je rêve que les femmes et les hommes de tous les pays puissent chaque jour, ne serait ce que pendant une heure, apprendre, se recycler, progresser. le rêve, avec l'évêque Grundvig, Dame Nita Barrow, Paulo Freire et Julius Nyerere, de voir partout des millions de personnes se réunir, parler, prendre des initiatives. Pour survivre, pour mieux vivre, pour jouir d'une qualité de vie appréciable, les hommes et les femmes d'aujourd'hui doivent pouvoir continuer d'apprendre tout au long de leur vie. Pour sortir vainqueurs des crises d’économiques qui les assaillent, tous les pays doivent faire en sorte que tous leurs ressortissants, quel que soit leur statut socio-professionnel, améliorent en permanence leurs connaissances et leurs compétences et participant ainsi tant à 1'effort d'accroissement de la productivité qu'au résultat d'un travail devenu plus productif.

L'éducation des adultes connaît depuis deux décennies un développement rapide. Le nombre des adultes qui, chaque année, bénéficient d'activités de formation dépasse même, dans certains pays, le nombre total de jeunes inscrits A 1'école obligatoire, Toutefois - on ne le rdpétera jamais assez - tous n'y ont pas accès, loin s'en faut. L'éducation et la formation des adultes demeurent encore le privilège des populations les plus fortement scolarisées, des hommes plus souvent que des femmes, des pays les plus riches, des zones urbaines les mieux équipées. Trop souvent, les offres de formation ne tiennent pas assez compte de la diversité culturelle. Or, aucun être humain ne peut continuer à se former tout au long de sa vie s'il ne peut pas d'abord le faire dans sa langue, s'il ne peut établir ce qu'il apprend à sa propre expérience, S’il ne peut établir les liens qui donnent sens et pertinence au savoir extérieur . Il nous faut donc reconsidérer l'objectif d'égalité des chances, pour l'insérer dans le contexte d'un monde pluriel où 1'égalité et la diversité soient reconnues comme des dimensions complémentaires et prises en compte comme telles dans les systèmes et les projets éducatifs. II s'agit de favoriser l'évolution vers des sociétés "arc-en-ciel", où tous les citoyens puissent tout au long de leur vie s'épanouir, forger leur identité et dialoguer avec les autres.

The problem of exclusion is fundamental. The expansion of adult education must not serve to widen the gaps between those who have access to learning opportunities and those who do not. This is a problem within no less dm between societies. In the industrialized countries, for example, gender imbalance is prevalent throughout the fast growing sector of work-related adult education. Similarly, discrimination against girls and women persists in literacy and non-formal education despite repeated denunciations. Adult education must not be conceived as a commodity or service to be purchased only by those who can pay. We hold to our belief in education as a means toward greater equality in a painfully unequal world. The long-term cost of any other approach would be one that our societies, individually and collectively, could not afford to pay.

Adult and non-formal education, thanks to its flexible structures and its need-oriented approach, has demonstrated impressive capacity for realizing many of the objectives of lifelong learning. It follows that its major objective is not only to compensate for an inadequate legacy of initial education, but to sustain the capacity of youth and adults to leam. It should be seen as an integral part of a global scheme for lifelong learning. That will earn adult education a legitimate place in the education system where it can contribute to continuing personal development and to updating occupational knowledge and skills.

By enabling youth and adults to take up and continue leaming throughout their lives using a variety of modalities and flexible patterns of study, adult education is making a profound contribution to the creation of a learning society. There is increasing recognition, in developing and indusrialized societies alike, that investment in the learning society is a crucial factor of economic success. Yet, as we look around the world today, we realize that adult education in the vast majority of countries does not enjoy a high priority on the national agenda. It is generally underfunded and understaffed, and remains the poor relation of the education family. It is my hope that this conference, above all else, will propose practical suggestions and generate commitments to ensure that all adults have the opportunity to learn and increase their skills through the building of stimulating learning environments at work and in the conununity.

The revolution in information technology, which is having such a far-reaching impact on all human activities, poses a twofold challenge: how to enable the ordinary people to have access to the technology and how to use the technology more effectively in education, particularly in adult education. I am fully aware of the difficulties that developing countries are facing in their endeavour to obtain and utilize the new technology. There should be a serious international effort to ease those difficulties so that these countries can also move quickly into the information age. It is with this aim in mind that I am proposing to the forthcoming session of the General Conference to establish an International Institute for Information Technology in Education which will be located in Moscow.

In this context, we must not neglect to make full use of established technologies in adult education. The radio, and the television can go a long way toward meeting some of the critical needs of many countries at a relatively low cost. There are some successful experiences in many parts of the world. UNESCO for its part - notably through its Leaming Without Frontiers (LWF) progranune - will spare no effort to help the developing countries build their national capacities for using all forms of technology in education. We shall seek the support of our partners both within the UN system and outside the system, particularly in industry, to develop a new initiative for the use of technology in adult and non-formal Education. This initiative will be based on community involvement and will respond to the training needs of the learners using indigenous languages and providing technical and vocational skills. In this connection, special attention needs to be given to the 49 LDCs, and to Africa in particular, where needs are so great and urgent.

Ladies and Gentlemen,

I am sure that you will agree with me that one of the most serious challenges facing us is ensuring the universal right to literacy and basic education. Today, there are nearly 1,000 millions people who have not acquired literacy skills, and there are millions who have been unable to sustain them, even within the most prosperous countries. Everywhere in the world, literacy is a gateway to fuller participation in community life. It can enable both women and men to understand better the interconnections between personal, local and global realities, Equal opportunity in literacy and non-formal basic programmes - which must be innovative and adapted to changing needs - is essential to enable them to make their full contriibution to society and to go on learning throughout life.

Mesdames, Messieurs,

La considération des nouveaux enjeux sociaux de l'éducation tout au long de la vie et des politiques et actions nécessaires feront de la Conférence mondiale de 1997 sur l'éducation des adultes un moment privilégié et un espace inédit pour étendre le débat et susciter des engagements concrets. Au-delà, et paradoxalement, cette conférence se préoccupera surtout d'investissements. Investir, oui, mais alors d'abord dans les êtres humains, pour libérer les réserves de productivité culturelle, sociale et économique existant au sein des populations adultes.

Ce sera la reconnaissance de la nécessité de cet investissement social et des partenariats requis pour l'assurer qui fera de la Conférence de Hambourg un succès. Celle-ci prendra ainsi le relais des propositions adoptées par le Sommet de Copenhague sur le développement social en 1994, du plan d'action adopté a Beijing en 1995 en conclusion de la deuxième décennie sur les femmes, de l’"Agenda 21 " de Rio et des recommandations faites en 1993 au Caire sur les questions de population et en 1996 au Sommet de Rome sur l'alimentation. Chacune de ces conférences concluait à la nécessité d'une participation active des populations et de la prise d'initiatives par las collectivités locales. II convient ici, A Hambourg, de faire des propositions concrètes pour que les femmes et les hommes de cette planète puissent accroître leur capacité d'agir et poursuivre leur formation sur la durée de leur vie.

L'éducation est un instrument stratégique indispensable au développement humain durable. C'est un outil. Mais c'est aussi un droit de chaque personnel le droit de devenir un citoyen actif et créatif. Apprendre, c'est enfin une joie, car chacun y trouve un sentiment de liberté, d'épanouissement et d'autonomie. Une fois goûtée, la joie d'apprendre ne s’oublie pas; elle se répète et se reproduit, tout au long de la vie; elle ne s'épuise jamais.

Permettez-moi de céder un peu du temps qui m'est attribué A Mme Nonkosinathi Hathuka, d'Afrique du Sud. Ecoutons ce qu'ont à nous dire, par sa voix, ceux qui savent, pour en avoir profité, ce que 1'éducation des adultes veut dire, Mme Hathuka.

J'ai maintenant le plaisir de proposer A la présidence de cette Conférence Mme Rita Süsmuth, qui est non seulement présidente du Parlement allemande mais aussi elle-même spécialiste de l'éducation des adultes. Si cette proposition vous agrée, vous pouvez l'indiquer par vos applaudissements fournis. Sous la présidence de Mme Süsmuth, cette Conférence ne peut qu'être un grand succés. Tous mes voeux en ce sens vous accompagnent. Je vous remercie.

Assalamu Alaikum.

Let me express my heartfelt thanks and deep gratitude to you for giving me the opportunity to address this august forum. I am honored to be here with all the distinguished participants. It is an opportunity to share with you my views world on adult literacy, which is of crucial importance for the community at present.

Nearly nine hundred million population predominantly belonging to developing nations are illiterate. With technology advancing steadily they find themselves in an increasingly disadvantageous position. The gap between the literate and the illiterate in a developing society is likely to grow wider in future. The Human Development Centre has recently termed South Asia as the poorest, the most illiterate. the most malnourished, the least gender-sensitive and the most deprived region in the world. This region has a very low female literacy rate. It is time now for the world community to make a concerted effort to eradicate illiteracy, which, is one of the main causes of disparity in the global family.

Excellencies,

Adult literacy covers all aspects of continuing education. In modem industrialized societies, continuing education has become an accepted phenomenon. In this system more than one third of the population participate every year in organized educational activities. The educational scenario in these countries shows that adult learners now exceed the total population of students in primary and secondary schools.

Hon'ble Chairperson,

It has been universally recognized that basic education is one of the prime factors in economic, social and political development. Empirical studies indicate a strong and positive relationship between investments in basic education and changes in economic productivity. Education also has a relationship with health and social well-being. the growth of democracy and the conservation of environment. A recent study found that farmers with only four years of education are 9 per cent more productive than farmers with no education. Literacy gains of 20 to 30 per cent can boost a nation's GDP by é to 8 per cent and improve nutritional status significantly.

Ladies and Gentlemen,

May I take the liberty to recall that the first international conference on adult education nearly fifty years ago laid stress on international cooperation in adult education. Later, three other conferences held in Montreal, Tokyo and Paris addressed issues relating to adult, non-formal and continuing education. These conferences addressed a very wide range of issues, including the goals of achieving universal literacy, establishing a framework for international cooperation, creating a genuine spirit of democracy, increasing learning opportunities for all age-groups, promoting gender equality and contributing to sustainable development.

The policy guidelines of these conferences, however, stimulated uneven initiatives by different national governments. South Asia has a literacy rate of 48 per cent compared to 77 per cent in the rest of the developing world. Its share of the world's total illiterate population is 4é per cent which is twice as high as its share of the world's total population. There are more children out of school in South Asia than in the rest of the, world. The Arab States and the Sub-Saharan region have a slightly better performance in this regard, with literacy rate of 55 per cent and 53 per cent respectively. However, the East Asian countries have by now achieved a high literacy rate of 9é per cent. This level of literacy was achieved through the sustained implementation of forward-looking national action plans stimulated by policy prescriptions in various international fora. This achievement is a source of inspiration for nations languishing in poverty and illiteracy.

Hon'ble Chairperson,

The concept of adult education is not new in Bangladesh. After the liberation of Bangladesh in 1971 our great leader, the Father of the Nation Bangabandhu Sheikh Mujibur Rahman felt the utmost necessity of education for national development and prosperity. Despite many other pressing concerns, he accorded high priority on education and said, "Education would be our first and foremost tool for national development.' He recognized the need for establishing a uniform, mass-oriented and universal system of education and extending free and-compulsory education to all children. This noble goal was enshrined in the constitution of Bangladesh. During his tenure of office the primary education system was brought under government funding despite severe resource constraints. His government established 11 thousand new primary schools, appointed about 50 thousand teachers and made primary education compulsory. Besides, over 150 thousand primary school teachers were given the status of government employees. Some incentives like arrangements for meals for primary students, free education for female students up to class VIII, and the free supply of books, pencils and papers were undertaken to encourage children to attend school. During this period, in Education Commission was formed with an eminent educationist Dr. Qudrat-e-Khuda as its Chairman to give the traditional colonial system of education a modern, scientific, professional and technical nature. This commission recommended the establishment of one adult education centre in each village and the use of social institutions as education centres. The commission also recommended eradication of illiteracy in the shortest possible time through a social movement ensuring participation of people of all walks of life. But it is a matter of great regret that the Father of the Nation Bangabandhu Sheikh Mujibur Rahman was assassinated on the 15th August, 1975 by a group of traitors and conspirators. With his brutal killing the whole process of development in our country was shattered and disrupted and the people were deprived of their rights of franchise. This was followed by a period marked by coups, killings, exploitation and oppression. The people were neglected and their life became unbearable under poverty, illiteracy, terrorism and tyranny. Against the backdrop of these tragic developments we launched a mass movement in order to create awareness among the people about their right to food and franchise. After a long and arduous struggle the common people of the country emerged victorious. Through an election under a neutral caretaker government we were able to establish their right of franchise. The people gave my party a clear mandate through a free and fair election to run the country and we assumed the responsibility. of the government on June 23, 1996. Now, it is our firm conviction that the change of power should be through ballots, not bullets.

After establishing the people's right of franchise we have been making relentless efforts to establish people's right to food through alleviation of poverty. We consider education at all levels as one of the major factors of poverty alleviation. We are committed to eradicate illiteracy from our country within the next 10 years. Our government formed the National Committee to frame an Education Policy which would submit its report soon. Besides a constitutional obligation, Bangladesh is committed to attain its universal literacy objectives in international fora such as World Conference on Education for All, World Summit for Children and E-9 Summit. In the backdrop of the aforesaid commitments, the expansion of education has been emphasized to build a development oriented and skilled human resource base capable of facing the challenges of the twenty first century. We are also committed to the structural reforms in the field of literacy that must accompany our drive for eradication of poverty through education and empowerment of the people.

Hon'ble Chairperson,

Recognizing the fact that the formal education system alone. cannot eradicate illiteracy from society. it was thought necessary to embark upon a Comprehensive Non-Formal Education programme (NFE). Bangladesh has adopted forward-looking strategies to keep pace with the very fast changing. global order. Our governments aim is to develop the nation's human resources, equip it with the necessary technical and professional skills needed to support a process of sustainable development. In order to strengthen the institutional and monitoring capacity of Non Formal Education our Government has established a National Council for Primary and Mass Education with the Head of the Government as the Chairperson. Right from the ministry down to literacy centres, 9 types of committees have been organized to ensure people's participation at every level.

Hon'ble Chairperson,

I would like to share with you some of our experiences in Integrated Non-Formal Education Programme and other ongoing literacy programmes. A successful literacy programme depends on awareness in the target-group along with availability of education opportunities. If properly motivated, targeted people may, come forward to participate in programme implementation. This enabling environment can be transformed into a full-fledged literacy movement, which is termed in our country as total literacy movement ((TLM). This approach has enabled complete eradication of illiteracy in two districts and four thanas (sub-districts) already.

We further observe that empowerment of Women can be accelerated through greater participation of women learners in literacy activities. Adult literacy programme in our country comprises at least 50 per cent female literacy centres. Recent programme evaluations revealed that female learners are better performers compared to their male counterparts, in learning endeavours. The female community is becoming more and more aware about its rights, and its responsibilities.

Hon'ble Chairperson,

Nearly 50 years have elapsed since the holding of the first international conference on literacy. But pervasive illiteracy is yet to be stamped out in some areas tithe world. It should no longer be viewed as a problem of any individual nation or area. It should rather be viewed as a challenge for mankind. Nations which are still struggling need to have a massive people's movement for both the literate and the non-literate so that literacy programmes are extensively spread all over the country. Also, for developing countries concerns like equal access to technology, information. and their cost, their impact on present and future educational systems are particularly important and should be taken into account. We are aware that technology is shifting the focus from teaching to learning from classrooms, to lifelong learning in communities. Countries coping with millions of non-literate adults need assistance so that they can provide these target group with literacy and consequently lead them to improved

Hon'ble Chairperson,

Excellencies,

Ladies and Gentlemen,

May I now urge the world community to forge concerted efforts to address the following issues in order that the curse of illiteracy can be removed from the face of the earth as early as possible.

Creating awareness of learning needs among target-groups through extensive social mobilization. Intensifying the struggle against illiteracy through the alliance of government and non-govemment agencies. Seeking cooperation of countries which have demonstrated -remarkable achievement in the field of adult education. Linking formal and non-formal education under the perspective of life-long learning. Ensuring high quality of adult and continuing education p. w a s through mutual sharing of ideas and resources. Prioritizing women's literacy and enhancing the scope for their employment. Linking functional education, skill development, income-generating activities, micro credit approaches with continuing education programmes. Ensuring that the highest priority is given to adult education programmes both by the respective Governments as well as aid agencies.

I believe that these efforts through international cooperation will bring forth a prosperous world community one in which even the poorer developing nations can begin to share in the new growth possibilities opened up by recent technological advances. In this new age of ideas and dominance of intellectual capital, we must ensure that our people have the education and skills to tap the emerging information and communication technoligies. Today all of us must work to forge a structure of cooperation to usher in a global community completely free of illiteracy and thereby create an environment for effectively coping with the challenges and taking advantage of the new opportunities of the coming millennium.

I thank you all once again for inviting me to this conference and patiently listening to my statement.