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External sources (not reviewed)

[...] future would be satisfactory to both sides.

[...] [...] helps countries to address the legal and related [...] [...]

For example, activities relating to books provided the Ministry of Culture with an opportunity to conduct a detailed review of the sector, to hold a meeting with book professionals, and to begin preparing an action plan to rectify the problems identified.

[...] [...] met the technical requirements for submitting a claim; (c) the claim is within the jurisdiction of the Register of Damage; (d) the claimant has established [...] [...]

In paragraph 434 of its report A/63/5/Add.10, the Board recommended that UNOPS (a) implement policies to hold project managers more accountable for income delivery; (b) review budget-setting methods and controls to ensure that budgets set and agreed with clients are more in line with project delivery; (c) improve monitoring controls at the regional offices over the performance of operations centres; (d) take steps against operations centres that have under-delivered; and (e) consider reducing administrative costs to make up for delivery shortfalls.

A principal objective of a dialogue is to bridge the gap in knowledge about other civilizations, cultures and societies, to lay the foundations for dialogue based on universally shared values and to undertake concrete activities, inspired and driven by dialogue, especially in the areas of education, cultural diversity and heritage, the sciences and communication and media.

In this context, it was suggested that both States Parties and the broader implementation community need to make sure that this actually happens, including moving beyond the general discussions of how to ensure that girls, boys, women and men have equal access to the resources generated through implementation of the Convention, and, by asking why progress has been so slow.

While expressing their satisfaction that the new programme management cycle now allows not only a top-down but also a bottom-up interaction which is expected to give a more important role to field offices and National Commissions in the design of the next programmes and budgets, participants unanimously stressed that cluster and regional consultations for the purpose of the preparation of the C/5 document or for any issue considered to be part and parcel of UNESCO’s core business shall not be funded from the Participation Programme but from other sources under the regular programme (see resolution adopted by the Consultation which is attached as Annex III).

In the context of education, activities focus on the following areas: (a) violence against children as a follow-up to the recommendations contained in the World Report on the Violence against Children (2006), with an added emphasis on gender dimensions of such violence, the role of religion and culture in its prevention, and the promotion of non-violent, participatory practices and support services; (b) inclusive education, with the aim of promoting an educational system that answers the needs of a diverse group of pupils, paying particular attention to the excluded and marginalized; (c) governance and inequality, looking at how good governance in education can reduce disparities based on wealth, location, ethnicity, gender and other grounds; (d) textbook revision to promote peace-oriented approaches taking into account new education challenges related to quality.