UNESCO is an intergovernmental
organization. Whatever its Secretariat in Paris does, it does at the
behest of government representatives at the General Conference or at
sessions of the Executive Board. The record of UNESCO's attainments
and drawbacks, therefore, must be seen primarily as the record of
governments to implement, nationally and regionally, plans and
projects that they have themselves prioritised. It is only against
this background that UNESCO's activities in the past half century can
be measured.
Broadly speaking, the nature of activities is two-fold: for the
public at large, they represent the monumental, visible, high-profile
work done by the Organization against the backdrop of history: the
project for the comprehensive study of the Silk Roads, for instance,
or the international campaigns launched. for the safeguarding of the
world's priceless treasures: Mohenjodaro in Pakistan, the Cultural
Triangle in Sri Lanka, the Valley of Kathmandu in Nepal, the city of Bagerhat in Bangladesh, the temple of
Borobodur in Indonesia., or, further afield, the safeguarding of
Venice in Italy and the Acropolis in Greece and -- the most famous of
them all -- the rescuing of the temples of Abu Simbel in Egypt from
the rising waters of the Nile following the construction of the Aswan
Dam.
However, not too many people know that UNESCO stepped in to help
young, independent countries by providing material and human resources
for a host of new institutions: teacher training colleges, schools for
engineers and technicians or the training of thousands of teachers.
The Organization's discreet but extremely useful role in developing
libraries, archives and documentation services often remains unnoticed
but it has done much to broaden access to these centres. For
instance, the General Information Programme is an unprecedented effort
to organise library and documentation resources. Still fewer know --
outside the scientific community -- of the work done by UNESCO in
launching man, international scientific programmes in geology,
hydrology, oceanography or the environment. These ventures have been
driven by two aims: to further knowledge and its application on a
worldwide scale, and to instil an awareness of the impact of
scientific and technological progress oil the future of mankind.
The UNESCO Office in India, which began. as a. science office,
was established in 1948 as UNESCO's first decentralised office in
Asia. Initially known as the South Asia Science Cooperation Office
(1948-68), then as the Field Science Office for South Asia (1969-74) and
still later as the Regional Office of Science and Technology for South
and Central Asia (ROSTSCA), it is now known simply as the UNESCO New Delhi Office.
It covers eleven countries of South and Central Asia including
Afghanistan, Bangladesh, Bhutan, India, Iran, Maldives, Mongolia,
Myanmar, Nepal, Pakistan and Sri. Lanka.
UNESCO's mission in its science programmes is to encourage the
development of science, although the Organization itself does not
undertake scientific research. Nor does it function primarily by
making research grants to scientists outside the Organization, as do
some development agencies (although it does give some research
grants). UNESCO's role is best described as a promoter of science or
as a `mover' of scientific activity. The actual initiatives that
UNESCO takes may be relatively small in themselves and set in motion
or managed by at most a small number of scientists, but they are --
and at any rate have the potential to be -- greatly amplified by the
actions of others.
In its early years the work of the Office centred on forging
links between scientists and scientific institutions in the region and
those in other parts of the world. The many symposia and seminars
organised by UNESCO on areas of science that were of interest to the
region's member states were intended to serve as fora for bringing
scientists together. This was followed by a more active role --
sometimes small, at other times more prominent in the setting up of
scientific and technical institutions, scientific documentation
centres, research institutions, regional networks and centres of
advanced studies. Some of these activities were part of UNESCO's
ongoing programmes in science, others were tied to projects and were,
therefore, timebound. Most of the work done in those years fell into
seven broad categories: basic sciences, applied sciences, earth
sciences, marine sciences, water sciences, environmental sciences, and
informatics given the presumed variety of readers of this book and also
because UNESCO's activities in science and technology are so numerous,
this brief overview of the Organization's New Delhi Office is based on
a necessarily selective approach. It must also be borne in mind that
a large part of the Organization's work - in its breadth and depth -
deals with research and training, with catalysing and providing the
stimulus and setting the high scientific standards necessary for
developing schemes and facilities in countries that lack them.
The field of basic sciences is a case in. point: to promote the
study of chemistry, UNESCO has, for many years, taken the initiative
to encourage laboratory work in colleges and university courses
through support given to the fabrication, supply and maintenance of
robust, simple and reliable low cost equipment for students. This
programme on Locally Produced Low Cost Equipment for Chemistry
teaching, based in the University of Delhi, not only led to training
workshops, in Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri
Lanka, apart from many others countries outside, the region, but also
to the design, assembly, testing, maintenance and use of this
equipment and to the production of manuals.
Elsewhere, UNESCO's activities in science have been less
broadbased and more specialised. The variety of workshops held in the
countries of the region and sponsored by UNESCO attest to this: The
International Workshop on Isolation and Structure Elucidation of
Natural Products in Chemistry (Karachi) for instance., or the
Workshops on Electrochemistry of Semi-Conductor Electrolyte Interface
and Photoelectrochemical Cells (Bombay) and Photochemical and
Biological Aspects of Medicinal and other Related Plants of Sri Lanka
(Peradeniya) and the National Symposium on Geomicrobiological
Techniques in Biohydrometallurgical Practices (Pune). Consultancy
services, travel grants, fellowships and technical assistance (in terms of expertise and equipment) are so many
means by which UNESCO has backed teaching, research and institution-
building while Chairs created in the fields of Energy Engineering
(IIT, Delhi), Ecotechnology (M.S. Swaminathan Foundation, Madras),
Science Capability (Jawaharlal Nehru Centre for Advanced Scientific
Research, Bangalore) and Culture (Indira Gandhi National Centre for
the Arts, New Delhi) is the Organization's way of upholding standards
of excellence and enhancing research.
All of this has been carried out in response to the needs
articulated by UNESCO's member states. In science, regional science
and informatics networks -- umbrella organizations enabling scientists
in different disciplines to interact and debate issues of interest and
urgency -- were created: the South and Central Asian Medicinal and
Aromatic Plants (SCAMAP), Botany 2000 Asia, the Asian Symposium on
Medicinal Plants, Spices and Other Natural Products (ASMPSONP), Asian
Coordinating Group for Chemistry (ACGC) and the Regional Informatics
Network for South and Central Asia (RINSCA) among others. Apart from
this, the New Delhi Office has all along worked closely with the Asian
Physics Education Network (ASPEN), the Conference on the Application
of Science and Technology to the Development of Asia (CASTASIA -- for
science policy) and the Committee on Science and Technology in
Developing Countries (COSTED). Interestingly, at an ASOMPS meeting in
Manila in 1992, the 283 participating scientists from 31 countries
adopted the Manila Declaration concerning the Ethical Utilisation of
Asian Biological Resources.
Several premier institutions in India received UNESCO's technical
help in the initial stages of their development. These range from
schools of planning and architecture, electronics, ocean biology,
turbo machinery, combustion, power engineering, foundry and forge technology to scientific documentation, scientific instruments
and arid zone research. Teacher training for engineering colleges was
begun and engineering colleges at Allahabad, Bhopal, Durgapur,
Jamshedpur, Mangalore, Nagpur, Rourkela, Tiruchchirapalli were started
with UNESCO's technical support. The most significant example of
such. cooperation was with the Indian Institute of Technology, Bombay,
where UNESCO extended wide-ranging help in the shape of laboratory
equipment, books for libraries, training facilities, experts and
consultants and UNESCO fellowships. The Central Electrical
Engineering Research Institute at Pilani, too, was a major
beneficiary: UNESCO loaned the services of several experts for
advanced techniques in semi-conductor devices, fellowships, study
tours and equipment.
Regional training courses -- the Organization's forte -- have
fashioned pools of scientific talent not only in India but in the
region as well. Over the years, UNESCO has collaborated regularly
with the Wadia Institute of Himalayan Geology on a structural geology
course, with the University of Roorkee on a post-graduate hydrology
course, with the National Geophysical Research Institute in Hyderabad
on an exploration geophysics course, with Anna University in Madras on
a water resources management course and with the Central. Arid Zone
Research Institute in Jodhpur on a course on the rehabilitation of
degraded arid land ecosystems. In recent years, projects on mangroves
and on biochemical engineering and biotechnology have been completed
while another on ecotechnology is receiving substantial support.
In the field of environment, the thrust has been on biodiversity
conservation, rehabilitation and the management of natural resources.
Workshops, training programmes, studies and research have been carried
out in arid and semi-arid ecosystems, tropical forests
and national parks.
A highpoint of the environment programme was a
one-month regional mobile training seminar held in India and Nepal
three years ago for managers of protected areas. it involved an
on-the-spot study of the problems and conditions of these areas and
the kind of management strategies that could be adopted. Lately,
funds have been generated from different donors for studies in
ecosystem rehabilitation and long-term research sites in, tropical
forests.
Whereas it was only in 1991 that the mandate of the New Delhi
Office was enlarged to include education, UNESCO -- through its Paris
headquarters and its Bangkok Office had been working actively in this
field in India for many years. As far back as 1962, a centre was
established in New Delhi as part of a Regional Programme for Primary
Education in Asia. This new Regional Training Centre for Education
Planners, Administrators and Supervisors in Asia as it was then known,
was one of four such centres set up -- the others were in Bangkok,
Manila and Bandung. They were intended to provide short, in-service
training courses for government officials for Asia in educational
planning. In time, this institution was renamed the National
Institute for Educational Planning and Administration (NIEPA).
However, UNESCO's action in education has not been limited to
training, planning, literacy, women and girls or primary education --
although this is certainly a large part of what the Organization is
doing today. UNESCO understands education in its broadest and most
comprehensive sense as something all-encompassing and lifelong; hence
the array of extremely diverse subjects with which it has dealt: farmers' training,
population education, script writing for education television, post
graduate engineering education and research upgrading of audio-visual
units for partially deaf children, book development for the National
Institute for the Visually Handicapped, Tamil encyclopedia for
children, courses for book illustrators and directors of UNESCO clubs,
nutrition and health education, study on traditional technologies,
training in education buildings in earthquake-prone areas to name only
a few.
Technical assistance given to young institutions at the moment of
their founding or at a crucial period in their development could be
counted among UNESCO's early achievements in this country: the joint
UNESCO-UNDP venture with die Government of India for technical
assistance to the Centre for Educational Technology (which later
became CIET); centres of excellence for postgraduate agriculture
education and research created in 23 universities; and the development
of reading rooms in North India are among the well-known examples that
can be cited here. The latter, in fact, were small libraries with
approximately 200 titles prepared specially for rural readers, and
their establishment was followed by a large book distribution
campaign. And on the subject of libraries, UNESCO was instrumental in
extending library and documentation facilities to the Indian Institute
of Mass Communication in 1981-83 and in setting up a mini-printing
press.
Many of UNESCO's educational activities in India have been in the
nature of meetings and training programmes but the Organization can
claim a more `creative' legacy as well. For instance, a Children's
History of India was published in 1960 to enable Associated Schools in
other countries to obtain authentic literature and materials on the
life and culture of India.
In 1972, a Sanskrit Conference was held in New Delhi and inaugurated
by the President of India; in 1964 UNESCO supported an International
Youth Festival in 1964 and in 1969-70 it helped in organising an
international Gandhi Darshan Exhibition.
From time to time, UNESCO brings out multi-media kits which,
given the variety and flexibility of teaching-learning strategies they
offer, are useful teaching aids. Prototype multimedia packages were
prepared for environmental education under a project in 1986; so, too,
was a multimedia kit of teaching in one-teacher schools. More
recently simple resource packs for teachers of children with learning
disabilities and those for curriculum planners of school health
education to prevent AIDS and STD have been designed and field tested
by UNESCO Paris and introduced in India through workshops on these
subjects.
In 1987, an important education programme -- Asia Pacific
Programme of Education for All (APPEAL) -- was launched in New Delhi
by the then Director-General Amadou Mahtar M'Bow with the three-fold
aim of eradicating illiteracy in the Asia-Pacific states,
universalising primary education and supporting continuing education.
Founded on five basic principles -- the guaranteeing of education as a
means of development and as a fundamental human right; recognition of
the rich cultural heritage of the region; quality and relevance of
education; strengthening of each country's capabilities; and special
emphasis on the education of women and girls -- APPEAL also laid down
the modalities of regional cooperation.
Taking off from the 1990 World Conference on Education for All in
Jomtien, Thailand, and later from the 1993 E-9 Summit in New Delhi,
the New Delhi Office, jointly with the Indian authorities, launched a
series of initiatives in India and South Asia to tackle EFA concerns through distance education, open schooling, learning
without frontiers and through an improvement of the status of
teachers. The threat that linked them was a common concern for the
qualitative improvement of education, with the stress being laid
firmly on education of women and girls -- now considered a priority
area.
However, the specific problems of street children were
simultaneously addressed, if only in a small way, and the scope of the
Organization's activities was widened to include special education,
HIV/AlDS education and education for child labourers as well.
Recently, a series of three successful workshops on Women and
AIDS were conducted in Bihar, Kerala and Nepal under UNESCO
sponsorship. They centred on questions such as "Why Women and AIDS",
sexual behaviour, implications for women, risk reduction, awareness
and self protection, the development of culturally sensitive. teaching
and learning material, etc. Interestingly, such culture-specific
material to get across the AIDS message was produced by the women
participants themselves at each of the workshops in. the form of
plays, slogans, songs and stories. The wide-ranging materials on
different aspects of social, economic and family life that the
meetings threw up testified to the keen interest and involvement the
women showed in what, after all, affected their lives directly.
Distance education and open learning have assumed special
importance in the E-9 countries and are now seen as an alternative
educational delivery system. (It may be recalled that UNESCO was
involved in the training of distance educators through a pilot
workshop in 1984). They focus on teacher training and non-formal
education, on overcoming the barriers of remoteness, social
disadvantage and inequitable resource distribution through high
technology, media-based materials, school clusters and local resource
persons and thereby extend learning opportunities to more People. Since 1995, and as a
first step in the preparation of a management system for coordinating
open schooling in India, the Office has embarked on the making of a
database on distance education and open schooling for EFA in India -
complete with information on programmes, courses and instructional
materials ill print, audio and video forms. Thus, what began in a
small way -- the education programme was, after all, the junior
partner in an office dominated largely by the science programme has
grown steadily from localised initiatives, papers and studies to
district and block level operations.