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.




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


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

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 General Conference unanimously adopted the Report of the Education Commission with high praise for quality and efficiency from member states and the Conference Chair on November 13, 2015.
This follows the adoption of the report by the UNESCO Education Commission of the report of UNESCO’s number one programme area - Education – and its aligned budgets at Commission sessions at the 38th General Conference .
 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

UNESCO executive Board paves way for General Conference

Executive Board paves the way for the forthcoming session of UNESCO’s General Conference

The 58 Members of UNESCO’s Executive Board today ended their 197th session, which was dedicated to the Organization’s governance and preparations for the General Conference of UNESCO. The Executive Board is chaired by Mohamed Sameh Amr, Ambassador and Permanent Delegate of Egypt to UNESCO.

The Programmes ad Extrenal Relations Commission is chaired by the Ambassador too Mexico and cochaired by the Trinidad and Tobago Representative, Dr Kris Rampersad.   

During its session the Executive Board of UNESCO committed the Organization to pursue work on education in the framework of the newly adopted United Nations sustainable development goals and implement the outcomes of the World Education Forum 2015.
The Board also discussed UNESCO’s work towards implementing the 2030 Agenda and adopted important decisions thereon related, such as on investing for more efficient delivery in the implementation of this universal agenda, on a reinforced strategy and action for countering violent extremism through education and on the protection of culture and the promotion of cultural pluralism in the event of armed conflict.
The Board also recommended to the General Conference the admission of the Republic of Kosovo* as a Member of UNESCO.
During the session, several distinguished personalities came to speak to the Executive Board among them: Riad Toufic Salamé, Governor of the Bank of Lebanon, Dr Hayat Sindi, UNESCO Goodwill Ambassador and Member of the Shoura Council of the Kingdom of Saudi Arabia, and Dr Samia Al-Amoudi, Founder and CEO of the Al-Amoudi Center of Excellence in Breast Cancer (Saudi Arabia). Fathallah Sijilmassi, the Secretary General of the Secretariat of the Union for the Mediterranean, also addressed the Executive Board on the occasion of the signing of a partnership agreement between UNESCO and the Union for the Mediterranean (UfM).
The forthcoming 38th session of the General Conference will bring together representatives of all of UNESCO’s 195 Member States from 3 to 18 November. On this occasion, the Member States will celebrate the 70th anniversary of the Organization with a Leaders' Forum that is expected to draw the attendance of an unprecedented number of Heads of State and Government. See more unesco.org
*Within the framework of UN Security Council Resolution 1244, dated 1999

@krisramp @KrisRampersadTT @lolleaves #Demokrissy #LeavesofLife #CaribbeanLiterarySalon #38GC #unesco38C #UN @UN @UNESCO

Saturday, October 24, 2015

Happy70th Birthday to UN, UNESCO - Building Peace

Happy 70th birthday to the UN and UNESCO: My Birthday wish that our consensus building techniques be shared with all to Build Peace in the Minds of Men and Women - a Sustainable Development Goal #post2015 #SDG
Building Peace in the Minds of Men and Women;

@krisramp @lolleaves @KrisRampersadTT @glocalpot #Glocalknowledgepot #LeavesOfLife #LeavesOfLife

Tuesday, October 20, 2015

TT UNESCO Rep asks US Secretary of State to support Caribbean SIDS UNESCO agenda

 (UNESCO: Paris)
The near US$400 million debt owed by the United States of America to the United Nations Education, Scientific and Cultural Organisation (UNESCO) and its potential value in advancing UNESCO’s work in the Caribbean and elsewhere were placed before US Secretary of State Senator John Kerry in a meeting as the Trinidad and Tobago Representative to the UNESCO Executive Board.
“We are working it out,” Senator  Kerry responded, when he met members of the Board us at one-on-one discussions during a luncheon hosted by the US Representative on the Board, Ambassador Crystal Nix-Hines, following an address to Board members at UNESCO’s Paris Headquarters on Sunday (November 18). Director General of UNESCO Irina Bokova described the US debt as “a small problem to fix”, and efforts were being made to “work it out.”
I drew to Senator Kerry's attention that the Caribbean, as the small island neighbours of the United States, could benefit tremendously from resumption of its payments. This amounts to more than one fifth of UNESCO's total budget - some 22 percent and has resulted in cuts in several programme and other initiatives as the debt was accumulating since 2011 and escalated as the US suspended payments and subsequently lost its voting rights in UNESCO. in 2013 over the admittance of Palestine as a member of UNESCO.
I drew to Senator Kerry's attention that the additional mandate of UNESCO for protection of Oceans and special focus on Small Island Developing States (SIDS) in the new UN Sustainable Development Goals, along with its traditional focus on culture, education, science and information and told Senator Kerry that while there has been tremendous focus on the science associated with Oceans with risks of of climate change and sea level rise, the Oceans to the Caribbean also held tremendous underplayed cultural value and part of the migration memory of its ancient, colonial and contemporary history, along with it being a resource for fishing, tourism and transport. I pointed out the region’s vulnerability with its open borders to arms, narcotics and human trafficking required concerted international action and funding and resourcing.
In direct response, Kerry affirmed the US commitment and support to combating arms, narcotics and human trafficking and to UNESCO in shared efforts at building a culture of peace across the world.
The United States is seeking re-election to the UNESCO Executive Board at elections carded to take place at the upcoming UNESCO General Conference in November 2015.
In his earlier address, Kerry commended UNESCO’s work on sustainable development and Oceans and emphasised the importance of education, announcing that the US and UNESCO will engage other partners for the first-ever conference on “Preventing Violent Extremism through Education” at the General Conference.
He also asserted that the US was committed to Freedom of Expression and protection of journalists, commending UNESCO’s work in these areas.
Kris Rampersad will chair the Education Commission at the General Conference, is a journalist and independent development educator/consultant, the UNESCO-trained heritage expert for the English-speaking Caribbean and has served as an independent member of UNESCO’s international intergovernmental committee on intangible cultural heritage.
@krisramp @lolleaves @glocalpot @KrisRampersadTT #Demokrissy #LeavesOfLife #LeavesOfLive #LiTTscapes #GlocalKnowledgePot
For more see Facebook:  https://www.facebook.com/kris.rampersad1

Photo caption:
1.       (From L)  US Secretary of State, Senator John Kerry greets Trinidad and Tobago Representative to the UNESCO Executive Board, Dr Kris Rampersad at a luncheon held at UNESCO by the US Representative, Crystal Nix Hines. Photo Courtesy UNESCO/Pilar Chiang-Joo. All Rights Reserved

2.       US Secretary of State, John Kerry and US UNESCO representative Crystal Nix-Hines discuss UNESCO fun Caribbean issues with Trinidad and Tobago Representative to the UNESCO Executive Board, Dr Kris Rampersad who proposed sustainable development priorities of the Caribbean and Small Island Development States during a luncheon meeting hosted by the US for members of the UNESCO Executive Board and permanent delegates to UNESCO at UNESCO headquarters, Paris, on Sunday (November 19).  Photo Courtesy UNESCO/Pilar Chiang-Joo. All Rights Reserved.

Ask About LiTtscapes, LiTTours & LiTTributes

Meeting US Secretary of State John Kerry at UNESCO luncheon for representatives of UNESCO Paris on Sunday

via Instagram http://ift.tt/1RlOBDw

UNESCO Programme and External Relations Commission adopts decision on UNESCO role in promoting Education as a tool to prevent violent extremism...building a culture of peace

via Instagram http://ift.tt/1W2b2iq

A winning experience

via Instagram http://ift.tt/1ZTaErd

Sunday, October 18, 2015

Early sea farers


Saturday, October 17, 2015

UNESCO Finance Commission unanimously passes draft SIDS resolution on strategy for resourcing development in small islands

UNESCO’s Finance Commission has unanimously supported the call to challenge the development categorisation of countries according to Gross Domestic Product (GDP) tabled by Trinidad and Tobago’s representative to the UNESCO Executive Board, Dr Kris Rampersad with colleagues from the Caribbean and other Small Island Developing States and supporters from other countries.

We are advocating revision of the GDP basis for economic categorisation of States into small, medium and large categories promoted by global financial organisations like the World Bank as it does not reflect the tremendous disparities in income, levels of poverty and inequalities within countries. It is part of a draft resolution proposed by Caribbean representatives and global SIDS with support from others for UNESCO to develop a focussed strategy of programme implementation and means of financing and resourcing an action plan for SIDS.

It requests that UNESCO’s Institute of Statistics collate the relevant data for phased presentation to the Executive Board, “taking account of the vulnerabilities linked to limitations of size and resources economies of scale, indebtedness, external economic shocks and natural hazard occurrences and resources.” Support for the resolution ha already come from not only Small Island Developing States (SIDS) of the Atlantic, Pacific and Indian Oceans but also ‘developed’ island states as the UK as well as countries like the United States, Sweden, and China who recognised the place of SIDS in achieving the United Nations’ Sustainable Development Goals and to ‘the future of the planet.’

UNESCO’s Finance Commission (FA) is charged with examining budgetary provisions of the organisation. It is one of two commissions, with the Programme and External Relations Commission (PX), which is chaired by the representative of Mexico with co-chair, the Trinidad and Tobago Representative.

The resolution has implications for not only on SIDS but all of the developing world, Unless these misrepresentations are addressed we are likely to face the same pitfalls in meeting the United Nation’s new Sustainable Development Goals (SDGs) as with the Millennium Development Goals (MDGs), Persistent poverty and other glossed-over internal challenges have hampered achievement of the Millennium Goals. The GDP classifications have also restricted access to technical and other resources by civil society and others working to redress the imbalances at poverty, gender disparity and other inequalities at ground level.

Dr Kris Rampersad is an independent development educator/consultant who has been promoting culture-centred approaches to development as the UNESCO-trained heritage facilitator for the Caribbean and Trinidad and Tobago’s Representative to the Executive Board, 2013-2017. Trinidad and Tobago became a member of the UNESCO Executive Board with the highest number of votes among the Group of Latin American and Developing Countries (GRULAC) at UNESCO elections of 2013. New members will be admitted to the 58-member Executive Board following elections carded for the upcoming UNESCO General Conference in November 2015, where all Executive Board resolutions will be finalised and adopted.

@krisramp @KrisRampersadTT @lolleaves @glocalpot #Demokrissy #Glocalknowledgepot #LeavesofLife #LeavesOfLive #CaribbeanLiterarySalon 

Related Links:

Thursday, October 15, 2015

Trinidad and Tobago cochairs UNESCO programme and external relations commission 4th consecutive term

Amenable and consensus discussions on UNESCO's participation in the preparation of the Post 2015 Agenda and  Management of Social Transformations as Trinidad and Tobago representative to the UNESCO Executive Board Dr Kris Rampersad unanimously elected to CoChair UNESCO Programme and External Relations Commission for fourth consecutive session of the Board at UNESCO Headquarters in Paris France.
#Demokrissy #197ExB #LeavesOfLife #Glocalknowledgepot ##UNSDG #Post2015 #UNESCO #UN #SDG2015 #Glocalknowledgepot  @krisramp @KrisRampersadTT @lolleaves @unesco @un @ glocalpot

Tuesday, October 13, 2015

UNESCO asked to help review economic development categories of island states #197EXB

The time has come to review skewed development classifications so as to redress economic misrepresentations that are negatively affecting our countries’ access to technical assistance and resources towards achieving effective sustainability.

This draws from discussions with members of civil society, development agencies, trade and international and  foreign representatives on the disadvantageous position placed on small island states like Trinidad and Tobago by its economic categorisation as middle income on an equal footing with other larger world economies.

 UNESCO - with its work on the ground with marginalised communities and to identify intangible value that are generally unfactored and accounted for in development statistics - is well-positioned to begin directly redefining and redressing this. 

We are promoting a resolution requesting targeted strategic actions and aligned budget and funding plan for small islands that also request revisiting development classifications, which has received widespread support from among Executive Board delegations UNESCO.

Ill-informed data on an unequal playing field has misdirected policies, decision making, budgets and allocation of resources that entrench ill advised economic and consumption habits, practices of power and influence that have contributed to the spiral of poverty, inequalities and underdevelopment and the unfulfilled dimensions of the Millennium Development Goals. 

We challenge any representation as helpless and needy that deny our rich resource of talents and people who function against tremendous odds to survive high handed, high powered, hand me down directives and policies, institutional constipation, historically entrenched status quos that handicap our ability to carve our societies in our own image and create the World We Want.

We commend UNESCO’s successful efforts in framing the Sustainable Development Goals, and particularly for its pivotal role in shaping the goals on education, oceans, clean water, science, technology and innovation, culture as a driver and enabler of development, information as a right and key to transparent governance; and transformational powers of advancing the status of women and girls.

We are convinced that the new Sustainable Development Goals offer opportunities to re-set the clock; to revise the failing approaches that have seen such tremendous gaps in achievement of the Millennium Development Goals.  We believe that the roadmap to implementation of the new goals offer us all an opportunity to re-create development and its approaches and perspectives into the image of the World We Want to combat persistent poverty and inequalities..

We congratulate the Director General for her prompt response to a request for the return of the Young Professionals programme through which, she expressed the hope that many skilled and talented youths explore career options in UNESCO.

Dr Kris Rampersad is the Trinidad and Tobago Representative on the UNESCO Executive Board and an independent media, cultural and literary consultant/facilitator. She is the UNESCO-trained cultural development educator/facilitator in safeguarding heritage in the English-speaking Caribbean and has served as an independent member of UNESCO’s international intergovernmental committee that reviewed applications for its lists on Intangible Cultural Heritage.

Full address to UNESCO Executive Board 197th Session coming soon.

See also http://www.caribbeannewsnow.com/headline-Time-to-review-skewed-economic-classifications,-Trinidad-representative-tells-UNESCO-27906.htmlCaption: Trinidad and Tobago Representative, Dr Kris Rampersad, addressing the 197th session of the UNESCO Executive Board currently in session in Paris. 

Saturday, October 10, 2015

Incheon Declaration on Education


Saturday, October 3, 2015

Critical Creative Triggers to social and economic development

Educators at his city school might have breathed a sigh of relief at seeming exoneration from the incident in which a 12 year old in school uniform was gunned down in ‘broad daylight’ on the edge of the capital city a few weeks ago after it seemed that his grandmother had fabricated her claim that he was on the streets that day after being turned away from school for a breach of the school’s dress code.
It seemed to be wishful thinking of the grandmother of the victim who was not-quite-a-child-not-yet-a-young-man that it was the oft-touted over-onerous education system that was the cause of his being on the streets on that ill-fated day as in her mind he loved school, his classes and the learning opportunities it provided, if not as a path out of the trigger-loving company that he might have fallen into.
And while fingers turned to pointing to the home and the community, of the victim, and later the police and law enforcement (or lack thereof), and further extended to the society and its tug-of-war politics, none of these, nor the educators and the education system could be exonerated as a factor in the echoes of gunshots and trigger-happy, gun-toting youths who seem to be dominating the criminal landscape in increasing numbers, and not just from the recent past.
If these systems and institutions cannot attract the young; if the communities and families cannot emanate a different kind of aura; reorient their view of themselves and their value and worth to our society; their historical and cultural sense of themselves; if the education system cannot deliver more substantively on the promise of the value and potential of learning and schooling and deliver these to young minds in forms that are as creative and exciting, and with the kinds of rewards as gun handling may be – economically as well as in terms of social recognition and value    then the future trends seem inevitable.
If the school system was offering and delivering education in forms that could effectively counter the culture of the streets – perhaps the young man would have been in school, working towards fulfilling his grandmother’s vision of his potential. Much in the wrong, but very much in the right too, the grandmother’s initial claim that it was the school’s stickler to the rules that left her child on the streets, peppered as it was with a long-held tinge of the philosophical truth behind our school system – that ‘the purpose of education is to form, not to inform,’ as captured in the Naipaulian anecdote and a host of literary and other representations.
In over half a century of our political Independence, schools still wear their colonial garb; the creativity that spring from the core and centre of our citizens are still relegated to the periphery. We claim, for example, progress that cultural components as the steelband and creativity of the Carnival arts have been pulled from the periphery and are now in the school syllabus, but it is the very fact that they are being taught as subjects, and not positioned and recognised as core drivers of social change that signal our shortsightedness. That is to say, that the approach is still skewed. There are education facilities elsewhere that are using Carnival and our creative arts – literature, music, drama, design- to teach critical thinking from the cradle in kindergartens – the kind of education that will cultivate discerning youths with critical ability to make effective life choices and weigh the options of a trigger happy life or one that triggers his creative potential.
This is replicated at the level of national planning and budgeting which continue to relegates the creative sectors to shallow song and dance comic relief value rather than as the core economic and social driver of change that it is and that has a place not just in a ministry of culture but as a driving force of those taken more seriously – the hard knox ministries of finance, industry and trade, for example.
Demokrissy (www.kris-rampersad.blogspot.com) was one of the first forums to point out that more strategic thinking would foresee this kind of critical creative role for a South Campus of the University of the West Indies, for example. (See this blog)  That rather than focus on the traditional career in law, that it could become an institution that rescues the UWI from its traditional failings and effectively harness and unleash the rich, unexplored, undervalued and understudied potential of the south’s ecological, geophysical, cultural, agricultural and industrial heritage in conjunction with its traditional value for the energy economy toward a brave new world of new economic and social opportunity that could stimulate national growth and progress
Despite being one of the world’s best options of becoming a model for development, we are a long way  from weaning development from its traditional leanings, to unleash that potential. For more see: Demokrissy: www.kris-rampersad.blogspot.com
Dr Kris Rampersad is a development consultant; the UNESCO-trained expert facilitator for the English-speaking Caribbean in safeguarding heritage and served as an Independent Expert on the international Consultative Body of the InterGovernmental Committee on Safeguarding Intangible Cultural Heritage.

Next: How the President’s schoolmasterly admonishments to errant new – and not so new parliamentarians – might be an echo of the grandmother’s wishful thinking: Something’s missing in the UN Sustainable Development Goals 
#budget2016 #Demokrissy #LeavesOfLife #CaribbeanLiterarySalon #LeavesOfLive #glocalknowledgepot @krisramp @lolleaves @glocalpot  @U @UNESCO #SDG #2015UNSDG #MEDg #SDgPoverty #SDGEducation #SDGCulture SDGsustainableCity

Sunday, September 27, 2015

SIDS education culture agenda before UNESCO Executive Board

Details of funds and activities that would impact Small Island Developing States (SIDS) within UNESCO will come before the UNESCO Executive Board’s 197th session in Paris next week.
This was among items promoted by Trinidad and Tobago with Caribbean and SIDS colleagues at the Executive Board’s spring sitting in April 2015. It has hadwidespread support from SIDS and other states of the 58-member Executive Board.
While SIDS has been on the agenda of UNESCO for some time, we felt that UNESCO’s focus on actions should be sharpened, and the budgets available to implement these be specified so as to not be lost among the wide range of activities of UNESCO in the spheres of education, culture, information and communications and science.
We requested the Director General to present specific details of UNESCO’s focus on SIDS so as to assess what gaps needed to be filled, whether in relation to programmes or budgets.
Some 45 other items will receive the Board’s attention over the two week period including the contribution of the programme on Management of Social Transformations to the UN Post 2015 agenda.
Trinidad and Tobago hosted the Latin American and Caribbean MOST Ministers in 2012 while I was chair of the National Commission for UNESCO.
The Execitive Board will also consider proposals to introduce an International Day for the defence of the mangrove ecosystem and an International Access to Information Day; the contribution of UNESCO to combating climate change in COP 21; and UNESCO’s relations with non-governmental partners.
The Executive Board will further consider a protocol to set up a Conciliation and Good Offices Commission that would settle disputes between States Parties to the Convention against Discrimination in Education, and a roadmap for UNESCO’s programme on preventing and addressing school-related gender-based violence.
It will examine recommendations for Promotion and Use of Multilingualism and Universal Access to Cyberspace, on the Status of the Artist, Status of Teachers (CEART) and Higher-Education Teaching Personnel, and reports on the implementation of the Information for All Programme (IFAP, 2014-2015).
Enhancing UNESCO’s Contributions to Promote Culture of Respect; reinforcement of UNESCO’s action for the protection of culture and the promotion of cultural pluralism; preparation of a global convention on the recognition of higher education qualifications; the outcomes of the World Education Forum 2015 and geographical distribution and gender balance of the staff of the UNESCO Secretariat are other agenda items that are of particular relevance to Trinidad and Tobago and the Latin Americans and Caribbean regions.
Dr Kris Rampersad is an independent media cultural and literary educator and consultant. She is the UNESCO-trained facilitator for the English speaking Caribbean on safeguarding Intangible Cultural Heritage and World Heritage Conventions and was an independent expert on the consultative body of the international UNESCO intergovernmental committee on Intangible Cultural Heritage.  She has co-chaired UNESCO’s programme and external relations commission since 2014. One of three constitutional organs of UNESCO, the Executive Board is elected by the General Conference to prepare UNESCO’s programme of work and budget estimates and provide oversight to implementation of programmes and actions by the Director-General.
Dr Rampersad will also chair the Education Commission of the UNESCO General Assembly to take place in Paris in November 2015.
See also:
Sunday, September 27, 2015
Details of funds and activities impacting Small Island Developing States (Sids) within Unesco will come before the executive board’s 197th session in Paris next week.
This was among items promoted by T&T’s representative on the board, Dr Kris Rampersad, with Caribbean colleagues at the board’s spring (April 2015) sitting which has had widespread support from Sids and other states of the 58-member executive board.
“While Sids has been on the agenda of Unesco for some time, we felt that Unesco’s focus on actions should be sharpened, and the budgets available to implement these be specified so as to not be lost among the wide range of activities of Unesco in the spheres of education, culture, information and communications and science, said Dr Rampersad.
“We requested the director general to present specific details of Unesco’s focus on Sids so as to assess what gaps needed to be filled, whether in relation to programmes or budgets.”
Rampersad has co-chaired Unesco’s programme and external relations commission since 2014. One of three constitutional organs of Unesco, the executive board is elected by the general conference to prepare Unesco’s programme of work and budget estimates and provide oversight to implementation of programmes and actions by the director general.
Rampersad noted that some 45 other items will receive the board’s attention over the two-week period, including the contribution of the programme on Management of Social Transformations to the UN Post 2015 agenda, as she recalled that T&T hosted the Latin American and Caribbean MOST Ministers in 2012 while she chaired the national commission for Unesco.
The board will also consider proposals to introduce an International Day for the defence of the mangrove ecosystem and an International Access to Information Day, the contribution of Unesco to combating climate change in COP 21; and Unesco’s relations with non-governmental partners, she said.
Rampersad, who will also chair the Education Commission of the Unesco General Assembly to take place in Paris in November, said the executive board will further consider a protocol to set up a Conciliation and Good Offices Commission that would settle disputes between States Parties to the Convention against Discrimination in Education, and a roadmap for Unesco’s programme on preventing and addressing school-related gender-based violence.
It will examine recommendations for Promotion and Use of Multilingualism and Universal Access to Cyberspace, on the Status of the Artist, Status of Teachers (CEART) and Higher-Education Teaching Personnel.
Reports on the implementation of the Information for All Programme (IFAP) (2014-2015), enhancing Unesco’s Contributions to Promote Culture of Respect, reinforcement of Unesco’s action for the protection of culture and the promotion of cultural pluralism, preparation of a global convention on the recognition of higher education qualifications; the outcomes of the World Education Forum 2015 and geographical distribution and gender balance of the staff of the Unesco Secretariat are other agenda items that are of particular relevance to T&T and the Latin Americans and Caribbean regions, said Rampersad.

Friday, September 18, 2015

Economic Options Governments cannot ignore Budget2015 The Emperor's New Tools

Between the euphoria of gaining office and the trepidation at what lies ahead with plummeting oil economy, the new Government of Trinidad and Tobago is not without options to propel the socio-cultural and economic well being of the country forward with some new innovative, imaginative, and progressive-thinking economic alternatives that are only waiting to be grasped. (Click on images this page to view videos)
With its oil-clogged mentality,Trinidad and Tobago, locked into hard-to-break traditionalist hard to break economic modes, and a few stubborn, resistant and defiant archaic conservative bureaucracies, has been comparatively slow on the take towards progressive sustainable development initiatives that its collective natural and cultural heritage sectors offer in synergising existing resources in community development, energy, agriculture, tourism, environment, culture and the arts, education, science and technology, trade and others.
Slow, that is, in comparison to where it can be, with the natural and human resource base it has and what it could achieve with such a range of heritage resources from the technological and industrial of the energy sector to its geophysical and multicultural amalgam.
Add to that the grip of politically-perpetuated divisiveness that has seeped  - some may want to believe, inobtrusively (some of us, otherwise) - into the psyche on display on social media during and post- election-mania, and which continuously surfaces in the ways in which our institutions function; the perpetually-in-crisis-for-the-last-decade integrity commission for instance and which has contributed in no small measure to such economic and socio-cultural retardation.
What suffers in all of this is - apart from denying ourselves access to an enormous economic esoteric resource base that can open up new income generating, employment and avenues for prosperity for every segment of our society - we are also stifling the socio-cultural impacts effective inclusive orientations, outlooks, programmes and actions can have on a society.
As a small island state, with limited land space, bounded by the sea, and a population, numerically small albeit with boundless skills, talented and creativity, we cannot afford to ignore that those elements considered our limitations are also our strengths..
The historical demarcations that continue to challenge the forging, and forging ahead of our society, remain the ongoing challenge of political governance.
It was for the last regime and those that preceded it, and it will remain the challenge of this regime.
Tapping into the intelligence, the knowledge and skills, and the strengths of a relatively educated and incontestably talented population while drawing out the potential of these resources would require ....
(to be continued ...More...next: education options....

Dr Kris Rampersad is an independent multimedia, and multicultural educator, facilitator and consultant...

Ask about LiTTscapes and custommade LiTTours: Journeys through the Landscapes of Fiction from Trinidad and Tobago; & LiTTributes: Tributes to our synergised oral and literary cultural heritage experiences.

Search this blog for more on the Emperor's New Tools series; Creative, Cultural Heritage initiatives...