Since the inception of the UNESCO presence in Kathmandu in 1998 the office has gradually grown and matured into an established programme and advocacy agency in all UNESCOs fields of competence, namely Education, Culture, Communication & Information and Sciences. As the profile of the office has grown our ability to influence policy in Nepal has concurrently increased and local contacts have developed into effective working partnerships. In a regional context our network of associates has expanded and enables the UNESCO Office in Kathmandu to interact with a broad range of technical and advisory bodies in South and South-East Asia.
In light of the limited available human and financial resources, the Office has been working in a synthesized manner designing our various programme activities to compliment one another, and to focus on selected target areas and population groups. The Office has given a great emphasis to UNESCOs role as a catalyst for innovative methods, as a laboratory of ideas, guardian of universal values and human rights and observatory of global benchmarking activities. Significantly the comparatively small size of the office has facilitated a path of responsive development, where projects are tailored to accommodate the variable situation. The Office has done this through partnership and networking with local stakeholders and with the support of regional and international technical and professional support services, where necessary. Wherever possible our programmes emphasize the need to build a peaceful, inclusive society where education and freedom of expression are promoted as fundamental components.
2004-5 was a challenging time for Nepal and its development cooperation partners. With the exception of a few months respite in the last quarter of 2005, due to the ceasefire unilaterally declared by the Communist Party Nepal-Maoists, problems caused by the conflict and security situation intensified. Space for development activities became increasingly limited during the period under review. The situation was particularly serious in the Western and Far Western regions where schools teachers and students were often targets and victims of the armed conflicts. Even our community-based non-formal education activities, which had been hardly affected earlier, began to face difficulties in these regions in 2005. The February the First declaration of a State of Emergency (2005) by the King worsened the situation on many fronts. Various development partners, human rights and media freedom advocators and professionals expressed their concerns over the worsening condition in their respective fields. Against this background, the UN system-wide efforts were initiated to prepare a Consolidated Appeal for Nepal 2006, soliciting supports for urgent humanitarian assistance. Many donor governments and development agencies also reviewed and modified their policy on cooperation with Nepal. Nepal has been included in the OECD/DAC category of Fragile States, taking into account
Nepals extremely limited Government capacity to deliver basic social services.
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Publisher:
UNESCO
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(2006
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Type / Script:
Annual Report
in English
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Keywords:
EDUCATION, NON-FORMAL EDUCATION, EDUCATION FOR PEACE, VOCATIONAL EDUCATION, TECHNICAL EDUCATION, ETHNIC GROUPS, RACIAL GROUPS, SOCIALLY DISADVANTAGED CHILDREN, WOMEN EMPOWERMENT, COMMUNICATIONS, VOCATIONAL TRAINING, HUMAN RIGHTS, GENDER EQUALITY, LANGUAGES, CULTURE, CULTURAL HERITAGE, MONUMENTS, ECONOMIC GROWTH, CULTURAL DIVERSITY, RELIGIOUS GROUPS, ECOTOURISM, INFORMATION TECHNOLOGY, DISABILITY, PLURALISM, CONFLICT, DISCRIMINATION, RELIGION, SOCIAL DEVELOPMENT, INFORMATION, DOCUMENTATION
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Thematic Group:
UNESCO
:
Educational, Scientific and Cultural
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Thesaurus:
11.01.00
- Educational Policy And Planning
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Reference Link:
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