Friday, February 12, 2016

Turning Our Dreams To Shame RIP Asami Nagayika‬ u walked our mile and a half

Call it cultural illiteracy, because beyond the gender insensitivity that has engendered the storm over the rape and murder of Japanese Steelpannist at the Trinidad and Tobago Carnival 2016, we have been ripping our hearts out to teach, to spark some knowledge so others may understand the meaning and place of culture, in national development, and in not just the soft spots of dance and jump up and make people feel nice in bikini and beads, but as an economic earner, in cultural diplomacy, in cultural politics, in sustainable development, in our place in the world and for cultural understanding -  walking the mile and a half (listen to Asami playing one of Trinidad and Tobago's classical folk pieces...
 AsamiNagayika‬ is just another one in a graveyard of cultural icons sacrificed on the alter of ignorance to narrow and myopic interests, turning our dreams to shame. RIP ‪#‎AsamiNagayika‬  For love of‪#‎TrinidadandTobago‬ and ‪#‎Steelpan‬ Just another day in our paradise in pain.
Japan understands cultural diplomacy and cultural economics ‪#‎Japan‬ was the first country to invite me in, and open my life up to other journeys ‪#‎LenBoogsieSharpe‬ may remember the spark of cultural connection that inspires three decades hence. The‪#‎JapaneseGovernment‬ also sponsored our ‪#‎UNESCO‬ workshops for strengthening Trinidad and Tobago's and the ‪#‎Caribbean‬'s ‪#‎CulturalHeritage‬ see my photo albums though they were heavily resisted by like forces of ignorance. So we reap the whirlwind. 
My heart goes out to your family and country of Asami. You are not the first. Would you be the last? 
I am sharing one of your love notes of my country here, with some of my own. Perhaps when we would compare our love notes in the other place. Let my people awake! 
 ‪#‎LiTTscapes‬ ‪#‎Demokrissy‬‪#‎LeavesOfLife‬ ‪#‎GlocalKnowledgePot‬ @krisramp JapanEmbassy Trinidad@lolleaves
Coming Up: In War and Peace From Hiroshima to Home: My 30 year journey through the landscapes of global cultural diplomacy  
Related Links:
jus-call-me-cooligan
The world-in-fishbowl
The-other-magnificent-seven



 

Focus Resources from citizen surveillance to real crime

One would think that given the need to focus all possible resources available into finding the rapist and murderer of #Japanese Steelpannist ‪#‎AsamiNagayika‬ at #TrinidadCarnival2016 that all hi-tech surveillance equipment will be redirected into that effort rather than wasting time, energy and resources on private citizens' accounts, online and offline, and running interference with citizen's social media and online and offline media and other business eh? #SignOfTheTimes 

Wednesday, January 27, 2016

A path out of mayhem and murder


On my way to a river lime ('cause it In We Blood, if you know what I mean), but since you asked for a quick statement, here is, until I have time to review what is being said.
The Paris experiences in the midst of the attacks both within and outside UNESCO have made very real to me how fragile is a democracy, and how one or a few misguided individuals can precipitate violent extremist behaviour that is damaging to an entire country or the world. On the other hand, it also brought home to me the need to focus on areas of my much neglected private life, which I am trying to do, for there were times, caught near the attacks and in the ensuing panic aftershocks following the November 13th Paris attacks, I was not even sure if I would make it back home.
I am not a political football, nor ever envisioned being the subject of the latest episode of the national soap opera of slash and burn when I accepted the requests and nominations to serve by legitimate established processes including to serve as Chair of the Education Commission in a process that began at UNESCO in April 2015.
At a time when school children are being murdered, butchered, brutalised, raped and executed on our streets, and schools are increasingly becoming zones of violence and bullying, amidst a host of social ills and economic woes, it is astounding that persons have the time to train rhetorical and metaphorical guns on me, a citizen.
There seems to be a lot of misinformation in circulation that could easily be resolved through dialogue if officials wish to be so engaged, without turning all into a national and international circus. As our leaders set the national agenda, they ought to be sensitive to how their actions impact the society and youths and those who are looking for role models and patterning their behaviours on what they see being played out at senior levels.
I have not yet had the opportunity to examine what was said from the Hansard and I have no intention of engaging with anyone in a ‘he said, she said’ battle as I have been trying to recoup my energies as it was an extremely traumatic situation within UNESCO and outside with the Paris attacks.
When one is abroad it is the national flag one waves. I assure the national community that at all times I sought and received the best possible guidance from UNESCO officials and colleagues to manage some very precipitous situations not just in relation to the Trinidad and Tobago delegation, but other countries’ as well, with internal issues and strife much greater than what we profess to have.
UNESCO has a vast array of experience as a competent organisation charged with ‘building peace in the minds of men and women’ with a lot of experience in managing such situations and I was fortunate to benefit from that expertise in piloting through the challenges being presented as a national in an international environment and I thank the UNESCO officials for this. This was to ensure that the integrity of the established processes were maintained for shaping the UNESCO Global Education Agenda to 2030, which included addressing the rising violence and extremism in societies, failure and drop out rates, the digital divide, illiteracy, and poverty and disempowerment. To all reports those interventions were well administered and well received and there is a solid and forward looking global education agenda to the year 2030 with budgetary provisions that was adopted by international consensus.
UNESCO is a rich arena for workable solutions to many of these social ills that are not just localised to Trinidad and Tobago and energies of those attending the meetings should have been focused on harnessing those opportunities to maximum benefits they could bring home. Perhaps there could have already been pre-emptive interventions implemented to begin stemming this haemorrhaging of our youths in bloody attacks. Perhaps one or two of those lives that have been taken over the past weeks could have been saved, had such energies been redirected to find solutions. Paris itself is a city with a history of struggle in carving, developing and building the world's democratic traditions, as Trinidad and Tobago could well be too.
 One expects that when there are so many demands on our resources, that our country and its leaders are refocusing energies to harvest every opportunity and harness every talent, skill and experience in trying to tide through very challenging social and economic situations and utilise the invaluable opportunities of being at a space as UNESCO, overflowing with visionary solutions for many of these social ills and help positively impact the national psyche.
This is what I am trying to do at the moment, drawing on international knowledge and experiences, those within UNESCO and in the context of the Paris attacks to examine and identify avenues for impacting the levels of violence and extremism and other social ills in our societies. One’s perspectives on life changes when one comes so close to near death, you see, and there were times I was not sure that I would see home again so I have never been so appreciative of meh friends and family and dem.
As with all my other undertakings, I have tried to perform tasks assigned to me in relation UNESCO to the best of my abilities and to hold up my country in the best possible light in those functions. I hope that I would have contributed something to enlightening and enriching those spaces as they have augmented my life experiences.
None of my work over the last three decades, as a journalist, nor my involvement in strengthening civil society, national and international multilateral and international processes is dependent on the politics of the day, nor the office, nor title I hold which I view as mere transient spaces to be utilised, not to own as one’s private or individual serfdoms, although it is important that the political process understand, engage and dialogue to ensure that benefits are consolidated for the best roll out for the society. I imagine that that was how they have been using the time in Parliament.
I continue to wish the Honourable Ministers and Government every success

Postscript:  I am on private time at the moment, much needed after some 30 uninterrupted years in public virtually round the clock. Could hardly bring myself to listen to the Parliamentary records just based on the feedback I am getting. My work speaks for itself. 
Devoting much needed time to close friends and family only for some much needed regeneration of spirits and re- immersion in my country in perhaps the best season to so do, Carnival.
Hope and trust the public can respect that. Will revert with responses when I feel sufficiently renergised to resurface.
I continue to wish the Ministers and Government every success. and a happy Carnival to all.




                                                        CARNIVAL FEVER GRIPS LITTSCAPES FANS: 

Tuesday, November 17, 2015

Weeding out violent extremism Message from UNESCO Chair Education Commission Attacks in Paris

(l-r)Chair, UNESCO Education Commission, Dr Kris Rampersad  consults with
Commission Secretary Head of Education Section at UNESCO Borhene Chakroun
at UNESCO 38th General Conference, Paris, France
Education towards building a culture of peace in our societies

Immediate implementation of the UNESCO Education Agenda to 2030 which includes measures to weed out violent extremism both inside and out formal school arenas becomes more imperative than ever.
The time is now for public officials, politicians, academics, media, the private sector and civil society to come together in solidarity and consolidate to impact the environment of extremism which devastated Paris.
My sympathies and heartfelt condolences go out to the French people and indeed all in our global communities who have been rocked by the violence in Paris and in which I was myself caught over the past few days.
The effects of violent extremism we have all witnessed in Paris these past few days show none of us are immune and signals more than ever the relevance and significance of the work of our Commissions and our efforts through UNESCO and otherwise of reaching into its root causes to grow a culture of peace both inside and outside of schools.
More than ever we see the need for public officials, politicians, academics, the media, the private sector and civil society to consolidate and band together against hate, discrimination, prejudice at local, national levels that feed and lead to violent extremism. The time has passed for rhetoric and postering and for more specific action and leadership by example, for role models to youths in schools and communities.
We know the powerful educational influences of the informal arenas of culture, information and social spaces as communities, places of worship, homes and families.
In addition to focussing on reform and revisioning the education programmes, budgets, systems and structures, is the need to engage the equally powerful formal and informal systems of the families, homes, communities and social relations at national and global levels. The Education Commission commands the largest share of UNESCO’s programme budgets and premiere programme focus among UNESCO’s aligned functions in Culture, Human and Social Sciences, Science, and Information and Communication.
It is not business as usual.SDG4 as a central mandate of UNESCO as the lead UN agency for Education, to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”
We must nurture generations who can rise above prejudice and discrimination whether it is at political, social or economic levels that are responsible for so much of the social strife that occupies UNESCO’s attention today.
The new Education agenda mandates us to recognise that most of learning occurs not inside a classroom wall, but outside: not within school hours but outside on the streets, in communities, in religious institutions, in families, among gangs and peers as my friends from the UNESCO Youth Forum can testify.
The purpose of our education agenda is not just to form or inform, but also to remake, reform and transform; to break down the barriers of prejudice, discrimination, and conflict to respect the natural human rights as citizens and as global beings


Related Links: 
In a State of Statelessness: Attacks in Paris
Paris awakes to shock of attacks
Paris bombings tonight
Planning education for a better world
A light from UNESCO 
UNESCO Education Commission adopts programmes budgets
UNESCO Executive Board paves way for General Conference
Happy 70th Birthday to UNESCO
UNESCO TT Rep asks US Sect of State to support Caribbean SIDS
UNESCO asked to review economic categorisations of SIDS

Saturday, November 14, 2015

In a State of Statelessness: A stranger took me in. Attacks in Paris

In a State of Statelessness: A stranger took me in.

Last evening’s events in Paris and Beirut that have seen more than a hundred dead and more than 200 wounded, bring home very sharply the fragility with which our life and freedoms should be guarded and the important need for leadership that inspires peace, reconciliation and settlement of disputes through non violent means.
That has been the raison d etre of our work at UNESCO, in the last two years: most recently as Chair of the Education Commission; on the Executive Board and even before since I have been working with communities across the Caribbean region to strengthen cultural confidence, identities, mutual respect and promote intercultural dialogue.
Last evening's attacks on Paris and the experience of being so close  to the mayhem brought closely home that the spirit of goodness in people is alive and well, despite the trauma that accompanied and is only now setting in at the thought of how close a call it was, again, to be almost accidentally, in the line of fire, of insurrection and siege.  And this morning as we braved venturing out not knowing the extent of the state of emergency, that feeling strengthened as Paris and her admirers reaffirmed that we are not cowing behind closed doors in cafes, in grocers, at their monuments as we did at the Sacre Coeur overlooking the city Paris this morning and lit a candle for peace in the world and for peace in my country.
Searching the Google Map to establish my location, I awoke this morning to the reality that I was not very far from the districts that had been bombed when a stranger took me in. In a split second she had assessed that with the all-round panic I would not make it to where I was staying. Her home was close by. She ushered me up the hill and some winding roads and into what I thought was the safety of her home. In my mind the actions of the bombings were some distance away on the other end of Paris. She knew that it was in the district neighbouring.
When we got in and turned on the news to see bits and pieces of the damage. She connected me to her wifi so I could be in touch with friends and family. She made her couch, got me fresh clothes and hot tea while we discussed the unfolding news. She must have been trying to find strength in making herself useful. Sometime, while we were looking at the news she just started bawling. ‘Why were people like that? Why? It was uncalled for.’ She could not stop. She was an American living in Paris for some 30 years, a singer. She had gone out, the first time in a long while, she said, with another friend, French, also a singer, to listen to the singer in that restaurant, also her friend.
I was sitting at a table and they asked for the seats next to me. We started talking about music and Paris, the Caribbean, America.
And just as the singer was about to begin her last rounds our phones started beeping with news flashes.
We paid bills and grabbed coats and it was then she said I should follow them. By the time we stepped outside the streets in one of the most vivacious districts of Paris – Montmatre – was already emptying out. not a cab in sight and we guessed that the metro would have been halted or clogged with the mayhem.
I stranger took me in. Thinking about it now I want to bawl like she did, kneeling on her bed and bawling. We didn’t need the hate crimes and the suicide bombings and the lives lost: the impetus of ignorance and arrogance. We wanted leaders with vision and a passion to do what was necessary to change, not to perpetuate animosity and negativity. It was not business as usual. That is what I told the opening of the Education Commission that I chaired. The violence in schools, one of the issues on the agenda of the Education Commission being debated have roots in the minds of men and women and politicians and academicians and homes and communities and those had to be addressed by the education system too because they reached into the schools and created the problems of violence and bullying there.
A stranger took me in and officials in my country seemed intent on pushing out.
I had gone to that district at the other end of Paris to escape the negativity that had been brought into an environment trying to build peace, encourage dialogue and negotiate compromise and that was threatening to undermine the work we were trying to do on the UNESCO Education Commission. Many of these were negotiated positions and actions accomplished through months and in some cases years of discussions, dialogue, debate and compromise, through various fora.
On Monday November 4, at the start of the High Level meeting on the Framework for Education to 2030, I was escorted by the Secretary to the Education Commission to the Trinidad and Tobago nameplate which forum I was invited to address as Chair of the Education Commission, a position proposed by the Executive Board in April, reaffirmed in November and which was endorsed by the General Conference the day earlier.
However, I was told by the Minister who headed the T&T Delegation that I was not to sit with the Trinidad and Tobago delegation. I was confused. I was at UNESCO as a citizen of Trinidad and Tobago flying the flag of Trinidad and Tobago in the work of UNESCO. “You are not needed here,” he said. “Go.”
I left the room, shocked, I guess, and dejected and rejected. Sometime later I was told that the speaking time allotted to the. Chair of the Education Commission had been appropriated as well.
It did not end there.
I was ‘not a member of the Trinidad and Tobago delegation’. That message came in a note three days later, addressed not to me, but to a member of the UNESCO Secretariat. I wasn’t copied in on the note, but UNESCO brought it to my attention as they wanted to understand and thought I could explain as they had looked and could not find any of the three persons named as the Trinidad and Tobago delegation on the seats with the Trinidad and Tobago nameplates in the two rooms where meetings were being held.
I was as confused as they were. It was unprecedented that a member state would isolate its representative, and one who was chairing a commission, and not any commission, the flagship education commission at that and deliver the message in that manner. It raised many questions and no one to answer them. It had the desired effect to make everyone uncomfortable. On no man’s land, I began to understand the feeling of statelessness.
Officials in my own country were trying to deny my national identity? On the other side of town, a stranger would take me in.
“I have a refugee in my house,” the stranger who took me into her house laughed to her friend who called the check in on her during the night of the attack. She knew nothing of the situation I had been facing, but somehow the reference seemed appropriate.
In the week that the ‘delegation’ had been here they could have asked for an audience with anyone in UNESCO and get it; and I was there for any discussions as well. I had made several times to dialogue. That was the modus operandi of UNESCO. Fostering dialogue. But dialogue can only happen if parties agree to. It takes two hands to clap. And two to make a debate that can stimulate a flow of ideas and enrich a nation. But we know what has been the fate of calls for national leadership dialogues and debates. Is it any wonder?
No reasons given. We were all left guessing. We worked out various scenarios to ensure that the good work of the Commission and its achievements would not be jeopardised. Some may not know how to put partisan interests behind them in favour of the national and global interests, but that was the forte of UNESCO; that was the kind of preparation I had been undergoing for the last many years, functioning with its sometimes very cumbersome instruments and processes from community levels across the Caribbean, with other intergovernmental agencies trying to utilise them and more recently as a member of the Executive Board trying to refine them, make them applicable and relevant and then connecting them and aligning the global agenda as Chair of the Education Commission, to the local needs and interests raised by states.
I had just come from rooms where various international agendas were being tabled. Leaders were expressing the rhetoric of commitment to various UNESCO’s and the UN ideals.
In the rooms of the various commissions and committees were working our way to find consensual ground for these competing interests and agendas, and on all counts, with a slam of a hammer, the aide of an experienced and competent secretariat, I found great satisfaction in thumping the hammer - to signify that we had reached a consensus and the issue was resolved and ‘adopted’. Moments like that peaked and the room filled with tension when I announced the item on UNESCO’s role in protecting cultural property in occupied Arab Territories, a hot topic issue that has been raging in the international arena. We had had behind the scenes discussions with both parties, Isreal and Palestine, on how the matter could be handled with minimal disruptions but in a room full of a diverse range of Member States, any State could change the tone and timber of the dialogue. So it was with relief that when Member States took the floor it was to commend the ‘consensual’ and conciliatory tone of the discussions.
It is in reflecting on that, of what can be done, and at what we have achieved, and the high commendation of my colleagues, both in the room and outside, to members of the Trinidad and Tobago delegation, and to members of the UNESCO Secretariat and the Director General that the trauma began to set in, on what a fragile place Trinidad and Tobago sits.
I have devoted most my time and energies of the last two years, and the decade earlier, to these processes; to broadening the space for Trinidad and Tobago, for the Caribbean, for Latin America, for Small Island Developing States – all these felt not fully integrated and included and we had been beginning to broaden those spaces as well as increasing opportunities for cross regional collaborations through the Commonwealth and across UNESCO/UN defined regions. I felt proud that from a small island state I was able to win the approbation and confidence and support of my colleagues to represent UNESCO interests at both governing organs of UNESCO – the Programme and External Relations Commission of the Executive Board four  consecutive times is quiet a vote of confidence;  and thereafter to Chair the Education Commission of the General Assembly – especially as education was the flagship programme area of UNESCO and member states had tremendous ideas and expectations of what needed to be done to meet the needs of the next generations.
Except for the tremendous show of support, confidence and strength from international colleagues and the UNESCO family, I am left a refugee it seems, by officials of my country.
No one has called or attempted to contact me to find out how I am faring, except relatives, the social media and conventional media friends.
The second letter had come unsigned at the end of day on the day before the Divali holiday in Trinidad and Tobago, and signed the day after. The workload of the Commission was occupying my time so mails didn’t get cleared until the end of the week. That’s when I saw the instructions that I was to not attend any other Executive Board meetings in a letter that tried erroneously to link the representation on the Board 2013 to 2017 to the post of Chair of the National Commission for UNESCO which four year term 2011 to 2015 ended in August 2015. They are unrelated. That the instructions have come while I am in Paris, away from home, performing functions raise their own questions.
I am awaiting an explanation, reasons: whether my performance or competence is being questioned, and dialogue as I had requested before I left Trinidad and Tobago as I commended the new office holders and wished them success in carving a way forward for Trinidad and Tobago.
That way forward should not be one that leaves citizens isolated and marginalised. That was the feeling that had me looking for a space away from the meeting rooms and cocktail chatter at the close of the work day at UNESCO to the other end of Paris where the vitality of people singing and dining and reaching out to each other in easy and difficult circumstances, when amidst the bombings and explosions in a foreign country, a stranger took me in and convinced me more than ever, as the UNESCO motto reads:
Since wars begin in the minds of men and women, it is in the minds of men and women that the defenses of peace must be constructed.




http://www.trinidadexpress.com/20151116/features/a-stranger-took-me-in

Newsday:

http://newsday.co.tt/letters/print,0,220660.html


Opposition on auto-pilot
Monday, November 30 2015
THE EDITOR: The Leader of the Opposition recently said the Government was on auto-pilot. This is untrue.
The Government is alive and well. If anything, the Opposition seems to be on auto-pilot.

Maybe because of its upcoming internal elections. How else can it explain its silence on issues haunting our nation currently.

How is it that our representative for UNESCO can be left stranded in Paris amidst the terror attacks and citizens were only made aware of this from reading international news? My heart goes out to Dr Kris Rampersad who was forced out of the UNESCO meetings in Paris by the minister heading the TT delegation without any explanation, just a cold-hearted “you are not needed here.” Thank God for the kind heart of a local who took Rampersad in amidst the siege.

The Opposition must be on auto-pilot as six-year-old Ezekiel McIntyre from Sea Lots pleads with the public for assistance in raising $150,000 for open-heart surgery in Cuba as he has been turned away by the Government and is nearing his deadline.

Three million dollars in paintings and trips to London for $1,900-a-plate dinners for Balisier House have taken precedence over the life of a child and the Opposition is yet to be heard.

While they battle each other, touting their achievements and who is more for the people, the people are being abused and neglected.

We are in a sorry state of affairs here in TT .

Allan Hewitt Maraval 


@time @Un @nytimes @newyorker +BBC_Life +BBC World Have Your Say +PBS NewsHour +Breaking News +The New Yorker +BBC News +The New York Times +Washington Post +The Huffington Post +caribben news.net +sun newspapers +news@news.ideastap.com +Governor Markell @DexBarton @ForestWhitaker @HelenClarke @MaryRobinson01 @HelenClarkeUNDP @caribdaily @socanews @caribbeannewspaper @cnnbrk @bbcworld @bbcbreaking @reuters @cnn @reuters @foxnews @abc @ap @cbsnews @foxnews @guardiannews @skynews @theonion @ajenglish @barackobama @guardian @enews @telegraphnews @krisramp @lolleaves @glocalpot @usatoday @TEDNews @yaoonews @cnni @google @mashable @newsweek @skynews @citynews @timesofindia @observer @guardian @oprah 2owntv @o_magazzine @history @unrightswire @hrw @humanrights1st @amnesty @amnestyonline @humanrightslaw 2 @hrlaw

Friday, November 13, 2015

Paris awakes to shock of attacks

Paris awakes to shock this morning over violent attacks. Still uncertain about what the state of emergency means for people and how much movement is allowed it what civil liberties contained while Parisienne want to keep their routine activities...
More than 120 reported dead; two hundred people reported injured...
...
More soon
#paris #parisattacks #parisbombings

http://www.theguardian.com/world/live/2015/nov/13/shootings-reported-in-eastern-paris-live

Paris bombings tonight

Bombing in Paris tonight all of Paris shut down
Some 40 killed 60 hostages different parts  of Paris. It's Friday night...many people out....streets emptied in seconds

killings at a bar in 10th district at a bar near France a stadium Stade De France, 15 dead at concert hall

#parisbombings

Planning education for a better world



Dawn to refining the culture of education:
Deframing the Framework for Action to 2030

Dr Kris Rampersad, Chairperson UNESCO General Conference – 38th Session, Education Commission, Opening Speech, 5 November 2015 US CO Headquarters Paris France

 Your Excellencies,
Honourable delegates,
Representative of the Director General and the members of the UNESCO Secretariat,

Thank you for the confidence you have placed in me in the election as Chair of the Education Commission of the 38th UNESCO General Conference.
Welcome to all of you to these most significant engagements poised as we are between the seasons of change as we embark on implementing the reform and re-visioning of UNESCO and its role in a world that places priority on the needs of the next generations in a climate of sustainable development. And to signal that process of change, and of where we are placing our priorities, you will see I have seated here with me for this opening session, the representatives of the 9th session of the UNESCO Youth Forum.
Ms Biru ANJANIE from Indonesia, Ms Esther VAN DUIN from the Netherlands, and Mr Faisal Khalid BIN GHANNAM from Saudi Arabia.
Also part of our team are: Secretary of the Education Commission, Mr Borhene Chakroun and the Assistant Director-General of Education, Mr Qian Tang (Chan Tang) and colleagues who will be co-piloting the Education Commission with me. Once again I would like to congratulate (Finland), (Gabon), (Kuwait), (Pakistan) and (Slovakia) on their election as Vice-Chairs and Rapporteur.
Today is significant because we are celebrating the UN and UNESCO’s 70th birthday.
A local calypso bard from my region might say, ‘70 years have passed, how you feel?’
Calypso and the rich musical heritage of my land, as some of you may know, is generally celebratory, but it is also reflective, introspective and an articulate chronicle of the times, and so it provides a mood very much attuned to an anniversary as significant as the biblical milestone of three scores and ten.
I was hoping to get some of the music of Trinidad and Tobago played – calypso, chutney and indeed we are in the season of parang which all are part of the music of our multicultural milieu - to mark the end of your speaking time but we are hoping that we wouldn’t have to use music as most of you would respect the timeframe of the agenda we have set ourselves to complete.
Some of you would have participated in yesterday’s launch of the Education 2030 framework of action.  
It was another opportunity to take a close look at where we have come as an institution, charged with building peace in the minds of men and women, as is in the motto of UNESCO - the leading UN agency for education. More significantly, however, is that it provides an opportunity for introspection for all of us to assess ourselves, and our roles as leaders, as ministers of governments, as officials of the public and private sectors, as policy makers, academicians, as social workers as youth, as citizens, and as men and women – of our role in working towards the achievement of our motto of building peace in the minds of men and women.
Let us remind ourselves of the realities before us:
This year, we are celebrating the 70th anniversary of UNESCO. In 1945, we, the Member States, enshrined in UNESCO’s Constitution our commitment to build peace in the minds of men and women. The fundamental role of education in this process is no longer an issue for debate. Our pledge to work to ensure that all people have access to inclusive and quality education and lifelong learning opportunities that leads to fulfilling lives for themselves and future generations is the cornerstone of UNESCO’s noble mandate.
This year 2015 is also the year of global action for people and our planet: a historic and unprecedented opportunity for us all to embark on sustainable paths to improve the lives of people everywhere, protect our planet and address climate change and the interests of the small and marginalised.
Our heads of states adopted a new global agenda to end poverty by 2030 and pursue a sustainable future. Education is central to this new Sustainable Development Agenda, with Sustainable Development Goal (SDG) 4 seeking to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.
Education 2030 is universal. It is inspired by a humanistic vision of education. It reaffirms that education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. It is essential for peace, tolerance, human fulfilment and sustainable development. It suggests that we focus our efforts on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach.
The new education agenda’s focus on inclusion and equity requires the political attention and the need for increased efforts especially aimed at reaching those marginalized or in vulnerable situations and more broadly giving everyone an equal opportunity, and leaving no one behind.
The attention to quality highlights the need to shift the attention from only access to learning and learning outcomes. Teachers play a crucial role in improving the quality of education. This means that it is of utmost importance to change current practices and mobilize efforts and resources including Information and Communication Technologies at an unprecedented pace.
The Education 2030 agenda is also emphasising on the importance of Lifelong learning opportunities and the need for new criteria and for new kinds of learning outcomes. For reasons of employability in a world characterised by fast changing labour markets and growing insecurity, unemployment and underemployment, learning outcomes should not just be more relevant at a given moment but they should be transferable. New kinds of learning outcomes have become important as well. These include the ability to learn, to be entrepreneurial, to think and act sustainably and to collaborate and live together as global citizens.
In terms of structure of the education systems, lifelong learning perspective gives strong arguments for recognising the cumulative nature of learning, creating open and flexible learning pathways, providing a rich variety of learning settings, and recognising non-formal and informal learning outcomes. For individuals, the lifelong learning approach gives them a more active role and responsibility in shaping their own learning pathways.
Rather than viewing education in isolation from other Sustainable Development Goals, we should consider that the realization of the Education 2030 Agenda is essential for the success of all the others. The challenge ahead is both to give attention to the complex interrelationships between education and key development sectors and also to determine which education strategies, policies and programmes are most effectively linked to the economic, social, environmental and political priorities of the new sustainable development agenda as a whole.
When it is based on the principles of democracy, quality and equity, education is a powerful vector to bring many other economic, social and environmental benefits, such as better employment and revenues, raised productivity gains - fuelling economic development, social participation, improved individuals’ health, reduced malnutrition, reduction of violence and discrimination in particular gender discrimination, better care for the environment and sustainable consumption patterns and behaviours.
In this context, UNESCO should fulfil its five key functions including supporting its Member States to strengthen their policies, systems and capacities to transform their education system and to develop appropriate normative instruments and standards, to act as a laboratory of ideas and ensure a clearing house function. As the specialized UN agency in education, UNESCO should be a catalyst of international cooperation and should play a vital leadership role in co‑ordinating partners.
As I examined the Global Framework for Action for Education to 2030 launched yesterday I recalled a line from one of Trinidad and Tobago’s two Nobel Laureates for Literature:
“The purpose of education,” says a schoolteacher, standing before a classroom on the first day of school, “is to form, not to inform.”
It is a scene from Laureate Sir Vidia Naipaul’s epic novel, A House for Mr Biswas, set in Trinidad and Tobago, but it could have been any school across the globe. For how long has the focus of our systems of education been on forming, moulding, shaping, when it should be creation, formation, remaking.
This global framework - the Sustainable Development Agenda which includes the education goal SDG 4 mandates us, I repeat, to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”
They are well chosen words. And if I were to de-frame them we will punctuate each word to absorb its significance:
Ensure.
Inclusive.
Equitable.
Quality.
Education.
And.
Lifelong Learning.
Opportunities.
For All.
We cannot miss the lyricism of the words lifelong learning – preceded as it is by the gaps we need to fill in the education process to make it inclusive – and nurture generations who can rise above prejudice and discrimination whether it is at political, social or economic levels that are responsible for so much of the social strife that occupies UNESCO’s attention today.
We have assessed the successes – and the shortcomings - in reaching the targets of the Millennium Development Goals.
But the world of change before us is not insignificant. It is a world in which all knowledge can be contained in a computer chip the size of our thumbnails; and it is the knowledge that we do not yet know that deserves attention.
We live in a time when all scientific truths that used be considered facts; are as liable to become obsolete as the next discovery, the next invention or the next unearthing of an ancient culture.
We all have testimonies personal and otherwise of the value of education and man of us are living examples of the ability of education for social and personal enrichment and fulfilment and to transform a society and poise us to lead meaningful lives as nationals and as global citizens.
But the challenges remain and the new agenda mandates us to recognise that most of learning occurs not inside a classroom wall but outside, not within school hours but outside on the streets, in communities, in religious institutions, among gangs and peers as my friends from the Youth Forum here can testify - and in families.
So in the education mandate, SDG 4, there is the significant word and which we must be neutralised if we are to de-frame the framework so that our education mandate to the process of lifelong learning are inseparable and indistinguishable from each other. That would set us well on the part of achieving sustainable development.
Colleagues, today feels like the first day of school. We are about to embark on perhaps one of the most significant journeys of our time; a journey that will lead us towards fulfilling our mandate, not just as a UN agency, not just as UNESCO, but as leaders of our societies, as teachers, as parents, as citizens.
That thought brings to mind the words of another of our Nobel Laureates for Literature – one whom we share with St Lucia, our Caribbean neighbour, or should I say famalee – as we do in Trinidad and Tobago – as, although minute islands- we see ourselves intrinsically part of the global as our roots are in all the continents of the world.
Laureate Walcott, whose works are inscribed on the UNESCO International Memory of the World Register, in his Nobel Laureate acceptance speech, evokes for us the primeval spirit that is contained in lifelong learning which finds fertile soil for germination and perpetual renewal in our region:
There is a force of exultation, a celebration of luck, when one finds oneself a witness to the early morning of a culture that is defining itself, branch by branch, leaf by leaf, in that self-defining dawn, which is why, especially at the edge of the sea, it is good to make a ritual of the sunrise.
… The sounds of leaves, palm fronds, and birds are the sounds of a fresh dialect, the native tongue. The personal vocabulary, the individual melody whose metre is one's biography, joins in that sound, with any luck, and the body moves like a walking, a waking island.
Distinguished Delegates:
Who in this room does not feel this force of exultation to celebrate this dawning of redefining a culture which is our task here – to remake the culture of education, bringing together conventional systems of education with original and primeval instinct for lifelong learning, clause by clause, branch by branch, leaf by leaf.
The purpose of our education agenda to 2030 is not just to form nor inform as Laureate Naipaul’s small island school teacher might pronounce, but also to remake, reform and transform; to break down the barriers of prejudice, discrimination, and conflict to respect the natural human rights as global beings that is at the core of the youth vision we would hear shortly.
We can ritualise that through our work here in this room over the next few days so at to provide our societies, with our own vocabulary for change, a fresh dialect for transformation, a native tongue for inclusivity with a self-defining melody that adds a spring to our projections and like Walcott’s awakening island, to create the world we want.
I thank you.


Dr Kris Rampersad is an independent educator and international development consultant/facilitator in media and culture and specialist in international policy mechanisms of education, culture, media and information and gender.



 Dr Kris Rampersad (second from left) with representatives of the 9th session of the UNESCO Youth Forum at the opening of the US CO Education Commission at the 30th General Conference 

Ms Biru ANJANIE from Indonesia, Mr Faisal Khalid BIN GHANNAM from Saudi Arabia and Ms Esther VAN DUIN from the Netherlands 


 



 


Tuesday, November 10, 2015

A light from UNESCO Happy Divali


While the focus of the International Year of Light has been been about how light-based technologies promote sustainable development and provide solutions to global challenges in energy, education, agriculture and health, it also recognises that light plays a vital role in our daily lives. It has revolutionized medicine, opened up international communication via the Internet, and continues to be central to linking cultural, economic and political aspects of the global society. (see link here).
Over the doorway to Room II where the UNESCO Education Commission of the 38th General Conference met lending its energy to the room as policy makers, politicians, educators, librarians, NGOs and social workers met to analyse and assess and helped carve a pathway to the future we want through the Education Agenda to 2030 is the painting by Mexican Rufino Tamayo. It was commissioned for the then newly built UNESCO headquarters in Paris. It captures what may be considered a Grecian legend of Prometheus bringing fire to mankind – to others it is the indigeneous spirit of our regions, the primeval energy of fire that sparked the progress of humankind through innovation and invention.
Tamayo’s own words on his mural as he passed it to us was:
 
That the light that seems to irradiate out of the fire of my badly lit ‘Prometheus’ may illuminate the spirits of those who are in charge of the tremendous task of unifying the world through culture

That was 70 years ago. Now, 70 years on, we are again renewing that commitment, charged with the task of unifying the world through transforming the culture of education and spreading enlightenment through art, culture, science and information.
And may the many myriads of Divali that would light up the world tonight illuminate our hearts and minds towards a culture of peace so we leave the best possible legacy for this and coming generations of the world we want. Happy Divali! 

Sunday, November 8, 2015

UNESCO Education Commission adopts Budget & Programmes 2015 to 2017


The UNESCO Education Commission has adopted UNESCO’s number one programme area - Education – and its aligned budgets at Commission sessions at the 38th General Conference currently underway in Paris France. The more than US$117 million dollar budget and aligned programmes for education were subjected to intensive scrutiny by member states but was piloted to successful consensus.
Chairing it was challenging and taxing at times, but member states were intent on value for money and in redirecting focus on programmes and activities that would meet the global agenda to 2030 in the new United Nations Sustainable Development Goals (SDG) and the interrelation with SDG 4 of Quality Education to Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. 
The Commission met to consider the programme and budgets for 2016-2017 of UNESCO Major Programme I – Education - and to prepare the draft programme and budget for 2018-2021.
Education holds the largest share of UNESCO’s US$667 million budget and is labelled its number one programme area, which may explain the avid participation.
The major task was to assist members states and the secretariat in ensuring that initiatives reflect expectations of the Education framework for action to 2030 and would help bridge the gaps in reaching the education for all goals and stimulating synergies between the formal and conventional school and classroom-based education focus with equally influential non formal arenas of knowledge acquisition and transmission through home, community, media, culture and other spheres so as to make the global education thrust more inclusive, more holistic and therefore more sustainable.
Member States expressed concerns that the global financial crisis and other economic challenges that have affected UNESCO’s financial position but were reassured by the Assistant Director General for Education, Mr Qian Tang that UNESCO’s education agenda continues to attract partners and sponsors as ‘everyone wants to be involved in education’. That Mr Tang and his Secretariat were able to promptly respond to all queries posed to the Commission helped in the success of our deliberations.
Balancing the diversity of interests and priorities were perhaps the most challenging, but at the end of the day we were able to work our way from at times extreme and conflicting positions to a centre of consensus that found a balance between global and national priorities.
With key pitches on inclusivity, equity, transformation to reach all through intersectoral and multidimensional approaches, we believe we have defined a path that will see the global education agenda directing meaningful actions that will give effect to other SDGs and be beneficial to communities everywhere. It was energising to have such keen and enthusiastic participation from both member states and the support of the UNESCO Secretariat under Mr Tang and Mr Borhene Chakroun and our team Lee Sohae, Paz Portales, Mariana Kitsiona, Katrien Daelman, Jennifer Dajczman and Maimouna Niang.
The Commission sat from November 4 to 7 when member states proposed revisions and recommendations to align the programmes and budgets to their national priorities and to reflect global development goals. Also examined by the Commission which received consensual approbation were the following: implementation of the resolution concerning UNESCO educational and cultural institutions in the occupied Arab territories; management and establishment of UNESCO institutes and centres, recommendations from the Youth Forum of the 38th General Conference presented by Ms Biru Anjanie from Indonesia, Ms Esther Van Duin from the Netherlands, and Mr Faisal Khalid Bin Ghannam from Saudi Arabia.
  
For more see this blog; and www.unesco.org
Photos Above:
UNESCO Secretary General Mrs Irina Bokova greets Dr Kris Ramperad, Chair of the UNESCO Education Commission at UNESCO Headquarters in Paris France. (Photo UNESCO: Cyril Balleul). 
1.      Chair of the UNESCO Education Commission, Dr Kris Rampersad and Secretary to the Commission Mr Borhene Chakroun talk to a delegate at the meeting of the commission at the 38th UNESCO General Conference. (Photo: Kris Rampersad Archives, 2015)
2.       Chair of the UNESCO Education Commission Dr Kris Rampersad and the secretariat at work behind the scenes during the 38th UNESCO General Conference at UNESCO Headquarters in Paris France. Mr Borhene Chakroun and our team Lee Sohae, Paz Portales, Mariana Kitsiona, Katrien Daelman, Jennifer Dajczman and Maimouna Niang.  (Photo: Kris Rampersad Archives)

See Also: https://sustainabledevelopment.un.org