50 years for Education p.220

PROMOTING THE QUALITY AND PERTINENCE OF EDUCATION — THE ASSOCIATED SCHOOLS PROJECT

1974
Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms
1975
International Meeting on Programmes and New Approaches in the ASP, UNESCO, Paris
1977
International Consultation to examine the extension of ASP to the university level, UNESCO, Paris
1980
In-depth evaluation of the ASP
1983
International Congress, Thirtieth Anniversary of ASP, Sofia
1993
International Symposium, Fortieth Anniversary of ASP, Soest, Germany
1995
Adoption of the Integrated Framework for Action on Education for Peace, Human Rights and Democracy, General Conference of UNESCO, Paris
1995-2005
United Nations Decade for Human Rights Education

A CULTURE OF PEACE

The Integrated Framework for Action on Education for Peace, Human Rights and Democracy (12) underlines the importance of the contribution of the associated schools in building up a culture of peace. The ASP Strategy and Plan of Action for 1994-2000, adopted on the occasion of the ASP’s 40th anniversary, (13) foresees a significant expansion in the number of schools participating in ASP and intends to strengthen the network’s operation with a view to setting the young people of today, and the decision-makers of tomorrow (14) on the educational path that will lead them to defend the long-term interests of our planet, and to construct a culture of peace. (15)

VIOLENCE IN SCHOOLS

While world attention is caught by random violent acts perpetrated in a school, such as the tragic murder of sixteen schoolchildren and their teacher as they participated in a gym class in Dunblane, Scotland, a soon-to-be-released report from Education International indicates that there are many forms of violence that permeate schools. This violence can and must be addressed by the education systems and by the communities they serve if we are to permit the majority of students the right to an education free from fear of violence.

The majority of students in schools are not subjected to acts of physical violence but in many cases verbal violence or threats of violence, intimidation and classroom disruption by a small percentage of students make life difficult and learning even more so.

Education International, September 1996

‘No to the forces of might.
Yes to the force of reason.’
Federico Mayor,
Director-General of UNESCO

‘There is no way towards
peace; peace is the way’
(Abraham Muste, teacher, Sri Lanka)

HOW TO JOIN ASP
Who can join?
Schools (pre-schools, primary schools, secondary schools, including technical and vocational schools, and teacher-training institutions) can apply to their National Commission for UNESCO.
Conditions for joining
Agreement to undertake an experimental educational project on one of ASP’s four main themes of study for a minimum of two years and to report to UNESCO each year on results achieved.
UNESCO and Associated schools
The schools accepted in the Project receive a certificate of participation signed by the Director-General and regularly receive documentation. UNESCO provides financial and technical assistance, on request, for conducting workshops and seminars, the preparation and publication of teaching materials, study visits, etc.
What happens to results of ASP Projects?
Those evaluated as effective and innovative are introduced into other schools so that ASP has a multiplying effect. At the international level, UNESCO reports on them in its newsletter Looking at the ASP and in its bulletin International Understanding at School.
Amadou-Mahtar M’Bow
(Senegal)
Director-General of UNESCO from 1974 to 1987
Among those measures which thus seem to all to be essential are those which aim to start international education at the pre-school level, to permeate nonformal and adult education activities therewith, to strengthen the system of associated schools and to use the resources of the UNESCO Clubs to the full.
Opening speech, Intergovernmental Conference on Education and International Understanding, Co-operation and Peace..., UNESCO, 12-20 April 1983
Federico Mayor
(Spain)
Director-General of UNESCO since 1987
I believe that international education must come to be seen for what it is, not an utopian prescription for international concord, but rather a necessary, practical preparation for living in today’s and tomorrow’s increasingly global society.
Speech, International Symposium on the occasion of the 40th Anniversary of ASP, Soest, Germany, 12 September 1993
Kofi Annan
(Ghana)
Secretary-General of the United Nations since 1997
The first ingredient of political stability is an informed citizen. The first ingredient of economic progress is a skilled worker. And the first ingredient of social justice is an enlightened society. Education is, thus, the key to global peace and well-being.
Address to the American Council on Education, February, 1997

UNESCO CLUBS The UNESCO Clubs movement came into being just after the creation of the Organization and represented a tangible expression of the enthusiasm and idealism of people from many nations. The first UNESCO clubs were created in 1947 in Sendai and Kyoto (Japan) and in Denver, Colorado (United States of America). There are now more than 5500 UNESCO Clubs in 115 countries. Whilst most Clubs are meant for young people and found in schools or universities, often set up in liaison with the ASP, there are also clubs for adults, sometimes called UNESCO Associations, and mixed clubs attended by young people and adults alike.
The Clubs’ activities promote the Organization’s ideals and reflect its major concerns. A wide variety of domains are rep-resented - replanting forests, rural and community development, protection of the environment and of the world cultural heritage, literacy, books and reading, education for human rights, and promoting the status of women, etc.
A World Federation of UNESCO Clubs, Centres and Associations was founded in 1981, to which they all now belong.
Distribution by region (5.500 Clubs, 115 Countries)

TO KNOW MORE (see also CD-ROM, vol. I)

HOW TO JOIN ASP *Who can join?* Schools (pre-schools, primary schools, secondary schools, including technical and vocational schools, and teacher-training institutions) can apply to their National Commission for UNESCO. *Conditions for joining* Agreement to undertake an experimental educational project on one of ASP’s four main themes of study for a minimum of two years and to report to UNESCO each year on results achieved. *UNESCO and Associated schools* The schools accepted in the Project receive a certificate of participation signed by the Director-General and regularly receive documentation. UNESCO provides financial and technical assistance, on request, for conducting workshops and seminars, the preparation and publication of teaching materials, study visits, etc. *What happens to results of ASP Projects?* Those evaluated as effective and innovative are introduced into other schools so that ASP has a multiplying effect. At the international level, UNESCO reports on them in its newsletter Looking at the ASP and in its bulletin International Understanding at School.	Amadou-Mahtar M’Bow (Senegal) Director-General of UNESCO from 1974 to 1987 Among those measures which thus seem to all to be essential are those which aim to start international education at the pre-school level, to permeate nonformal and adult education activities therewith, to strengthen the system of associated schools and to use the resources of the UNESCO Clubs to the full. Opening speech, Intergovernmental Conference on Education and International Understanding, Co-operation and Peace..., UNESCO, 12-20 April 1983 Federico Mayor (Spain) Director-General of UNESCO since 1987 I believe that international education must come to be seen for what it is, not an utopian prescription for international concord, but rather a necessary, practical preparation for living in today’s and tomorrow’s increasingly global society. Speech, International Symposium on the occasion of the 40th Anniversary of ASP, Soest, Germany, 12 September 1993 Kofi Annan (Ghana) Secretary-General of the United Nations since 1997 The first ingredient of political stability is an informed citizen. The first ingredient of economic progress is a skilled worker. And the first ingredient of social justice is an enlightened society. Education is, thus, the key to global peace and well-being. Address to the American Council on Education, February, 1997
UNESCO CLUBS The UNESCO Clubs movement came into being just after the creation of the Organization and represented a tangible expression of the enthusiasm and idealism of people from many nations. The first UNESCO clubs were created in 1947 in Sendai and Kyoto (Japan) and in Denver, Colorado (United States of America). There are now more than 5500 UNESCO Clubs in 115 countries. Whilst most Clubs are meant for young people and found in schools or universities, often set up in liaison with the ASP, there are also clubs for adults, sometimes called UNESCO Associations, and mixed clubs attended by young people and adults alike. The Clubs’ activities promote the Organization’s ideals and reflect its major concerns. A wide variety of domains are rep-resented - replanting forests, rural and community development, protection of the environment and of the world cultural heritage, literacy, books and reading, education for human rights, and promoting the status of women, etc. A World Federation of UNESCO Clubs, Centres and Associations was founded in 1981, to which they all now belong. Distribution by region (5.500 Clubs, 115 Countries)
TO KNOW MORE (see also CD-ROM, vol. I)

FOOTNOTES:

(12) Proposed by the International Conference on Education in 1994 and approved by the General Conference of UNESCO, 1995.

(13) In 1993 at Soest, Germany, on the occasion of an International Symposium.

(14) Launching an Associated Universities Project is envisaged.

(15) Festivals to promote a culture of peace have been held or are foreseen in several countries, notably within the framework of the United Nations Decade for Human Rights Education (1995-2005).

TO KNOW MORE (see also CD-ROM, Vol. I)

Seeds for Peace: The Role of Pre-school Education in International Understanding. UNESCO, 1985. ED-85/WS/11. (English, French, Spanish)
Innovative Methods in the Associated Schools Project. Lise Tourtet. UNESCO, 1988. (English, French)
The Associated Schools Project: a Review of its Expansion and Development. Susan Lechter and Ulla Ryking. UNESCO, 1993. (English, French)
International Symposium on the Occasion of the Fortieth Anniversary of the Associated Schools Project (ASP), 1993. Report. UNESCO, 1994. (English, French)
UNESCO Associated Schools Project (ASP) for Promoting Education for Peace, Human Rights, Democracy and International Understanding. List of Participating Institutions by Region. UNESCO, 1995. (Trilingual: English/French/Spanish)