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Article 10: Education and Public Awareness

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The UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions

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Abstract

To begin with, education and public awareness are established key concerns of UNESCO, and are represented throughout its respective fields of action. Particularly standard-setting activities on the issue of cultural diversity and heritage reveal a noticeable emphasis on educational efforts and awareness-raising. Culture and education have always been dealt with as closely linked and holistically interrelated matters of practical relevance. Hence, the topic of Article 10 can be regarded as fully in line with the constitutional tradition of UNESCO.

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Notes

  1. 1.

    Cf. in particular the Convention Concerning the Protection of the World Cultural and Natural Heritage (WHC) of 1972 and the Convention for the Safeguarding of the Intangible Cultural Heritage (CSICH) of 2003.

  2. 2.

    Cf. Stenou, K. (Ed.) (2004). UNESCO and the issue of cultural diversity. Review and strategy, 1946–2004. A study based on official documents. http://www.unesco.org/culture/culturaldiversity/docs_pre_2007/unesco_diversity_review_strategy_1946_2004_en.pdf, pp. 3, 5, 7.

  3. 3.

    See Coalition suisse pour la diversité culturelle/Commission suisse pour l’UNESCO (Eds) (2009). La diversité culturelle—plus qu’un slogan. Propositions pour la mise en oeuvre en Suisse de la Convention de l’UNESCO sur la diversité des expressions culturelles. Résultats des réflexions de huit groupes d’experts. http://www.diversiteculturelle.ch/doc/slogan_rapport_fr.pdf, pp. 7–8.

  4. 4.

    Cf. the SAGIT Draft and the INCP Draft. For links to these Drafts, see Annex of this Commentary.

  5. 5.

    E.g., touching upon certain educational values. Cf. Articles II para. 1 and XII para. 2 of the INCD Draft. For a link to this Draft, see Annex of this Commentary.

  6. 6.

    Cf. UNESCO Doc. CLT-2002/WS/9 of 2002, pp. 12, 13, 15.

  7. 7.

    See Article 12 UDCD, UNESCO Doc. CLT-2002/WS/9 of 2002, p. 14.

  8. 8.

    See Article 12 UDCD, UNESCO Doc. CLT-2002/WS/9 of 2002, p. 14.

  9. 9.

    See UNESCO Doc. 166 EX/28 of 12 March 2003, p. 3.

  10. 10.

    Cf. UNESCO Doc. CLT/CPD/2003-608/01 of 20 February 2004, pp. 9–10.

  11. 11.

    Cf. UNESCO Doc. CLT/CPD/2004/602/1 rev of 26 March 2004. Unpublished document, on file with the author.

  12. 12.

    See UNESCO Doc. CLT/CPD/2004/602/1 rev of 26 March 2004, p. 19. Unpublished document, on file with the author.

  13. 13.

    See UNESCO Doc. CLT/CPD/2004/602/1 rev of 26 March 2004, p. 21. Unpublished document, on file with the author.

  14. 14.

    See UNESCO Doc. CLT/CPD/2004/602/1 rev of 26 March 2004, p. 26. Unpublished document, on file with the author.

  15. 15.

    See UNESCO Doc. CLT/CPD/2004/602/6 of 14 May 2004, p. 9.

  16. 16.

    See UNESCO Doc. CLT/CPD/2004/602/6 of 14 May 2004, p. 10.

  17. 17.

    Cf. UNESCO Doc. CLT/CPD/2004/602/1 rev of 26 March 2004. Unpublished document, on file with the author.

  18. 18.

    I.e. pursuing activities in standard-setting, awareness-raising and capacity-building.

    Cf. Article 12 UDCD, UNESCO Doc. CLT-2002/WS/9 of 2002, p. 14.

  19. 19.

    See UNESCO Doc. CLT/CPD/2004/602/1 rev of 26 March 2004, p. 36. Unpublished document, on file with the author.

  20. 20.

    See UNESCO Doc. CLT/CPD/2004/602/6 of 14 May 2004, p. 9.

  21. 21.

    See UNESCO Doc. CLT/CPD/2004/603/5 of 23 June 2004, p. 8.

  22. 22.

    See UNESCO Doc. CLT/CPD/2004/603/5 of 23 June 2004, p. 5.

  23. 23.

    Cf. UNESCO Doc. CLT/CPD/2004/CONF-201/2 of July 2004, p. 7.

  24. 24.

    Cf. UNESCO Doc. CLT/CPD of September 2004.

  25. 25.

    Cf. UNESCO Doc. CLT/CPD of September 2004, p. 1.

  26. 26.

    Cf. UNESCO Doc. CLT/CPD of September 2004, pp. 4–5.

  27. 27.

    Cf. UNESCO Doc. CLT-2004/CONF.201/9 of November 2004, ANNEX III, p. 8.

  28. 28.

    Cf. UNESCO Doc. CLT-2004/CONF.201/9 of November 2004, pp. 2, 13, 16.

  29. 29.

    Cf. UNESCO Doc. CLT/CPD/2004/CONF.607/6 of 23 December 2004, pp. 68–71.

  30. 30.

    Cf. UNESCO Doc. CLT/CPD/2004/CONF.607/6 of 23 December 2004, p. 69.

  31. 31.

    Cf. UNESCO Doc. CLT/CPD/2004/CONF.607/6 of 23 December 2004, p. 69.

  32. 32.

    See UNESCO Doc. CLT/CPD/2004/CONF.607/6 of 23 December 2004, p. 68.

  33. 33.

    Cf. UNESCO Doc. CLT/CPD/2004/CONF.607/1 of December 2004, Part V, pp. 42 et seq.; UNESCO Doc. CLT/CPD/2004/CONF.607/2 of December 2004, pp. 4, 5, 9, 10, 13.

  34. 34.

    See UNESCO (2005). Oral report of the Rapporteur, Mr Artur Wilczynski at the closing of the second session of the Intergovernmental Meeting of Experts on the Draft Convention on the Protection of the Diversity of Cultural Contents and Artistic Expressions, pp. 2, 5.

  35. 35.

    UNESCO Doc. CLT/CPD/2005/CONF.203/6 of 3 March 2005, Appendix 1.

  36. 36.

    UNESCO Doc. CLT/CPD/2005/CONF.203/6—Add. of 29 April 2005.

  37. 37.

    Cf. UNESCO Doc. CLT/CPD/2005/CONF.203/6 of 3 March 2005, Appendix 1, p. 27, Appendix 2, pp. 61–62.

  38. 38.

    Cf. UNESCO Doc. CLT/CPD/2005/CONF.203/6—Add. of 29 April 2005, pp. 11–12; UNESCO Doc. CLT/CPD/2005/CONF.203/6 of 3 March 2005, Appendix 1, p. 27.

  39. 39.

    Cf. Article 10 Amendments. Note distributed together with UNESCO Doc. CLT/CPD/2005/CONF.203/6—Add. of 29 April 2005, p. 1. Document on file with the author.

  40. 40.

    See UNESCO (2005). Oral report of the Rapporteur, Mr Artur Wilczynski at the closing of the third session of the Intergovernmental Meeting of Experts on the Draft Convention on the Protection of the Diversity of Cultural Contents and Artistic Expressions. http://www.unesco.org/culture/culturaldiversity/docs_pre_2007/oral_report_wilczynski_en_03062005.pdf, p. 6.

  41. 41.

    Cf. UNESCO Doc. 33 C/23 of 4 August 2005, pp. 28–29.

  42. 42.

    See UNESCO Doc. 33 C/23 of 4 August 2005.

  43. 43.

    I.e. Article 27 of the WHC (1972): “1. The States Parties to this Convention shall endeavor by all appropriate means, and in particular by educational and information programmes, to strengthen appreciation and respect by their peoples of the cultural and natural heritage defined in Articles 1 and 2 of the Convention. 2. They shall undertake to keep the public broadly informed of the dangers threatening this heritage and of the activities carried on in pursuance of this Convention.”; and Article 14 of the CSICH (2003): “Each State Party shall endeavour, by all appropriate means, to: (a) ensure recognition of, respect for, and enhancement of the intangible cultural heritage in society, in particular through: (i) educational, awareness-raising and information programmes, aimed at the general public, in particular young people; (ii) specific educational and training programmes within the communities and groups concerned; (iii) capacity-building activities for the safeguarding of the intangible cultural heritage, in particular management and scientific research; and (iv) non-formal means of transmitting knowledge; (b) keep the public informed of the dangers threatening such heritage, and of the activities carried out in pursuance of this Convention; (c) promote education for the protection of natural spaces and places of memory whose existence is necessary for expressing the intangible cultural heritage.” (Emphasis added.)

  44. 44.

    See UNESCO Doc. 33 C/23 of 4 August 2005, p. 13.

  45. 45.

    See UNESCO (2005). Links between the global initiatives in education. Education for sustainable development in action. Technical Paper N°1. UNESCO Education Sector. http://unesdoc.unesco.org/images/0014/001408/140848m.pdf, p. 6.

  46. 46.

    I.e. to rear or to foster.

  47. 47.

    I.e. to draw out or to develop.

  48. 48.

    Cf. Fuchs, M. (2007). Kulturelle Bildung und Nachhaltigkeit. In A. Leicht, & J. Plum (Eds), Kulturelle Bildung für nachhaltige Entwicklung (pp. 15–19). Sankt Augustin: Konrad-Adenauer-Stiftung (IM PLENUM), p. 15; Wimmer, M. (2007). Nachhaltige Entwicklung im Spiegel kultureller Bildung. In A. Leicht, & J. Plum (Eds), Kulturelle Bildung für nachhaltige Entwicklung (pp. 21–32). Sankt Augustin: Konrad-Adenauer-Stiftung (IM PLENUM), p. 22.

  49. 49.

    Cf. United Nations Economic Commission for Europe (UNECE)/United Nations Economic and Social Council (ECOSOC) (2004). Draft UNECE strategy for education for sustainable development. Explanatory notes. CEP/AC.13/2004/8/Add.2. http://www.unece.org/env/documents/2004/cep/ac.13/cep.ac.13.2004.8.add.2.e.pdf, pp. 1 et seq; UNECE (2008). UNECE strategy for education for sustainable development. Guidance for reporting. Expert Group on Indicators for ESD. Draft. http://www.unece.org/env/esd/inf.meeting.docs/EGonInd/8mtg/GRconsolidated_EG-ESD_8_2.pdf, p. 12.

  50. 50.

    See Article 26 of the Universal Declaration of Human Rights (UDHR); Cf. also UNESCO Doc. ED/PEQ/IQL/2005/PI/H/2 of 2005, p. 2; UNESCO (2006). Definitions of legal terms concerning normative and standard setting instruments. http://www.unesco.org/education/standards/Definitionslegalterms.pdf, p. 1; UNESCO Doc. 171 EX/7 of January 2005, p. 6; Fernandez, A. (2007). Fostering access to education and knowledge. Ensuring equal opportunities in education. In A. A. Yusuf (Ed.), Normative action in education, science and culture. Essays in commemoration of the sixtieth anniversary of UNESCO. French edition (pp. 331–339). Paris/Leiden/Boston: UNESCO publishing/Martinus Nijhoff Publishers, p. 334.

  51. 51.

    Cf. UNESCO Doc. ED/PEQ/IQL/2005/PI/H/2 of 2005, p. 5; Articles 28–40 of the United Nations Convention on the Rights of the Child (CRC); Benedek, W. (2007). Fostering access to education and knowledge. The normative implications of education for all (EFA): The right to education. In A. A. Yusuf (Ed.), Normative action in education, science and culture. Essays in commemoration of the sixtieth anniversary of UNESCO. French edition (pp. 311–329). Paris/Leiden/Boston: UNESCO publishing/Martinus Nijhoff Publishers; Fernandez, A. (2007). Fostering access to education and knowledge. Ensuring equal opportunities in education. In A. A. Yusuf (Ed.), Normative action in education, science and culture. Essays in commemoration of the sixtieth anniversary of UNESCO. French edition (pp. 331–339). Paris/Leiden/Boston: UNESCO publishing/Martinus Nijhoff Publishers, p. 334; Centre for Environment and Sustainability (GMV)/Chalmers University of Technology/University of Gothenburg (Eds) (2009). The Gothenburg recommendations on education for sustainable development. http://www.hu2.se/Goteborgsrekommendationerna.pdf, p. 50.

  52. 52.

    UNESCO Doc. 171 EX/7 of January 2005, p. 20.

  53. 53.

    See UNESCO Doc. 171 EX/7 of January 2005, pp. 22 et seq; UNESCO Doc. ED/DESD/2006/PI/1 of 2006, p. 21.

  54. 54.

    de Haan, G. (2007). Bildung für nachhaltige Entwicklung. In A. Leicht, & J. Plum (Eds), Kulturelle Bildung für nachhaltige Entwicklung (pp. 7–13). Sankt Augustin: Konrad-Adenauer-Stiftung (IM PLENUM), p. 9; UNECE (2008). UNECE strategy for education for sustainable development. Guidance for reporting. Expert Group on Indicators for ESD. Draft. http://www.unece.org/env/esd/inf.meeting.docs/EGonInd/8mtg/GRconsolidated_EG-ESD_8_2.pdf, pp. 1 et seq.

  55. 55.

    See UNECE/ECOSOC (2004). Draft UNECE strategy for education for sustainable development. Explanatory notes. CEP/AC.13/2004/8/Add.2. http://www.unece.org/env/documents/2004/cep/ac.13/cep.ac.13.2004.8.add.2.e.pdf, p. 2; Centre for Environment and Sustainability (GMV)/Chalmers University of Technology/University of Gothenburg (Eds) (2009). The Gothenburg recommendations on education for sustainable development. http://www.hu2.se/Goteborgsrekommendationerna.pdf, p. 7.

  56. 56.

    See UNESCO Doc. DG/2005/036 of 1 March 2005, p. 2.

  57. 57.

    See UNESCO Doc. ED.96/WS/9 of 1996, pp. 21 et seq.

  58. 58.

    E.g., pre-primary education, primary education, lower-secondary education, upper-secondary education, post-secondary education, tertiary education. Cf. UNECE (2008). UNECE strategy for education for sustainable development. Guidance for reporting. Expert Group on Indicators for ESD. Draft. http://www.unece.org/env/esd/inf.meeting.docs/EGonInd/8mtg/GRconsolidated_EG-ESD_8_2.pdf, p. 77.

  59. 59.

    See UNECE/ECOSOC (2004). Draft UNECE strategy for education for sustainable development. Explanatory notes. CEP/AC.13/2004/8/Add.2. http://www.unece.org/env/documents/2004/cep/ac.13/cep.ac.13.2004.8.add.2.e.pdf, pp. 2 et seq; Centre for Environment and Sustainability (GMV)/Chalmers University of Technology/University of Gothenburg (Eds) (2009). The Gothenburg recommendations on education for sustainable development. http://www.hu2.se/Goteborgsrekommendationerna.pdf, p. 49.

  60. 60.

    See UNECE (2008). UNECE strategy for education for sustainable development. Guidance for reporting. Expert Group on Indicators for ESD. Draft. http://www.unece.org/env/esd/inf.meeting.docs/EGonInd/8mtg/GRconsolidated_EG-ESD_8_2.pdf, p. 13.

  61. 61.

    E.g., private sector, civil society, organizations and specialized groups (trade unions, associations, communities).

  62. 62.

    Cf. UNECE (2008). UNECE strategy for education for sustainable development. Guidance for reporting. Expert Group on Indicators for ESD. Draft. http://www.unece.org/env/esd/inf.meeting.docs/EGonInd/8mtg/GRconsolidated_EG-ESD_8_2.pdf, p. 13.

  63. 63.

    See UNESCO Doc. ED.96/WS/9 of 1996, pp. 21–23.

  64. 64.

    The presented four-pillar model of education is the outcome of the International Commission on Education for the Twenty-first Century prepared by the correspondent UNESCO Task Force under the presidency of Jacques Delors and published in 1996.

    Cf. UNESCO Doc. ED.96/WS/9 of 1996, pp. 21–23; Wimmer, M. (2007). Nachhaltige Entwicklung im Spiegel kultureller Bildung. In A. Leicht, & J. Plum (Eds), Kulturelle Bildung für nachhaltige Entwicklung (pp. 21–32). Sankt Augustin: Konrad-Adenauer-Stiftung (IM PLENUM), p. 24.

  65. 65.

    Capacity-building is consequently defined as a “process whereby individuals, institutions, organizations and countries acquire, adapt, strengthen, deploy and maintain their capacities or abilities.” See UNESCO Doc. 176 EX/5 Add.2 of 16 April 2007, p. 1.

  66. 66.

    See UNECE (2008). UNECE strategy for education for sustainable development. Guidance for reporting. Expert Group on Indicators for ESD. Draft. http://www.unece.org/env/esd/inf.meeting.docs/EGonInd/8mtg/GRconsolidated_EG-ESD_8_2.pdf, p. 12; UNESCO Doc. 176 EX/5 Add.2 of 16 April 2007.

  67. 67.

    E.g., attaining cultural education through means of capacity-building. Cf. Coalition suisse pour la diversité culturelle/Commission suisse pour l’UNESCO (Eds) (2009). La diversité culturelle—plus qu’un slogan. Propositions pour la mise en oeuvre en Suisse de la Convention de l’UNESCO sur la diversité des expressions culturelles. Résultats des réflexions de huit groupes d’experts. http://www.diversiteculturelle.ch/doc/slogan_rapport_fr.pdf, p. 9; Fuchs, M. (2007). Kulturelle Bildung und Nachhaltigkeit. In A. Leicht, & J. Plum (Eds), Kulturelle Bildung für nachhaltige Entwicklung (pp. 15–19). Sankt Augustin: Konrad-Adenauer-Stiftung (IM PLENUM), p. 18; Wimmer, M. (2007). Nachhaltige Entwicklung im Spiegel kultureller Bildung. In A. Leicht, & J. Plum (Eds), Kulturelle Bildung für nachhaltige Entwicklung (pp. 21–32). Sankt Augustin: Konrad-Adenauer-Stiftung (IM PLENUM), p. 31; Jung, I. (2007). Kulturelle Bildung für nachhaltige Entwicklung. Persönliches Wachstum in gesellschaftlicher Verantwortung. In A. Leicht, & J. Plum (Eds), Kulturelle Bildung für nachhaltige Entwicklung (pp. 33–42). Sankt Augustin: Konrad-Adenauer-Stiftung (IM PLENUM), p. 42.

  68. 68.

    See de Grauwe, A. (2009). Without capacity, there is no development. Rethinking capacity development. UNESCO publishing. http://unesdoc.unesco.org/images/0018/001870/187066e.pdf

  69. 69.

    See UNESCO Doc. CLT-2004/CONF.201/9 of November 2004, p. 24.

  70. 70.

    Cf. UNESCO Doc. ED/DESD/2005/PI/01 of 2005, p. 27; Bory-Adams, A. (2006). UNESCO’s role, vision and challenges for the UN Decade of Education for Sustainable Development (2005–2014). Connect, 31(1–2), 1–5. http://unesdoc.unesco.org/images/0014/001469/146976e.pdf

  71. 71.

    Cf. Patel, T., & Patel, C. (2008). Learning cultures for sustained innovation success. Innovation: The European Journal of Social Science Research, 21(3), 233–251.

  72. 72.

    See Blättel-Mink, B. (2006). Innovation und Kultur. In B. Blättel-Mink (Ed.), Kompendium der Innovationsforschung (pp. 165–182). Wiesbaden: VS Verlag für Sozialwissenschaften, p. 178.

  73. 73.

    See Heidenreich, M. (2001). Innovation und Kultur in europäischer Perspektive. http://web.archive.org/web/20020113110904/www.uni-bamberg.de/sowi/europastudien/innovationskulturen.htm

  74. 74.

    Cf. Albach, H. (1994). Culture and technical innovation. A cross-cultural analysis and policy recommendations. Berlin: de Gruyter, pp. 369–397.

  75. 75.

    Cf. Kriegesmann, B., & Kerka, F. (2007). Innovationskulturen im Vergleich—Eine Bestandsaufnahme der kulturellen Rahmenbedingungen von Innovationen. In B. Kriegesmann, & F. Kerka (Eds), Innovationskulturen für den Aufbruch zu Neuem. Missverständnisse - praktische Erfahrungen - Handlungsfehler des Innovationsmanagement (pp. 43–174). Wiesbaden: DUV Deutscher Universitätsverlag (Wirtschaftswissenschaft), pp. 43–44.

  76. 76.

    Cf. Kehrbaum, T. (2009). Innovation als sozialer Prozess. Die Grounded Theory als Methodologie und Praxis der Innovationsforschung. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 29, 42, 44.

  77. 77.

    Cf. UNESCO Doc. CLT-2002/WS/9 of 2002, pp. 15 et seq.

  78. 78.

    See UNESCO Doc. DG/2006/081 of 6 June 2006, p. 4.

  79. 79.

    Mentioning “programmes of the United Nations system” in its para. 3 lit. c. For further information, see comment on Article 18 by Roland Bernecker.

  80. 80.

    7 – Promoting through education an awareness of the positive value of cultural diversity and improving to this end both curriculum design and teacher education.

    8 – Incorporating, where appropriate, traditional pedagogies into the education process with a view to preserving and making full use of culturally appropriate methods of communication and transmission of knowledge.

    9 – Encouraging ‘digital literacy’ and ensuring greater mastery of the new information and communication technologies, which should be seen both as educational discipline and as pedagogical tools capable of enhancing the effectiveness of educational services. See UNESCO Doc. CLT-2002/WS/9 of 2002, p. 15. (Emphasis added.)

  81. 81.

    See UNESCO Doc. CLT/CEI/DCE/2007/PI/32 of 2007. Part 1, pp. 7–8; UNESCO Doc. CLT/CEI/DCE/2007/PI/32 of 2007. Part 2, p. 6.

  82. 82.

    Cf. also Brouder, A. (2005). The UNESCO Convention on Cultural Diversity: treacherous treaty or compassionate compact? http://telc.jura.uni-halle.de/sites/default/files/telc/PolicyPaper18.pdf, p. 3.

  83. 83.

    Article 12 reads: “Parties shall endeavour to strengthen their bilateral, regional and international cooperation for the creation of conditions conducive to the promotion of the diversity of cultural expressions […] (b) enhance public sector strategic and management capacities in cultural public sector institutions, through professional and international cultural exchanges and sharing of best practices; (c) reinforce partnerships with and among civil society, non-governmental organizations and the private sector in fostering and promoting the diversity of cultural expression; (d) promote the use of new technologies, encourage partnerships to enhance information sharing and cultural understanding, and foster the diversity of cultural expressions […].” (Emphasis added.) For further details, see comment on Article 12 by Robert Palmer/Kathrin Merkle.

  84. 84.

    Cf. Throsby, D. (2008). Convention on the Protection and Promotion of the Diversity of Cultural Expressions. Culture in sustainable development: insights for the future implementation of Art. 13. UNESCO Doc. CE/08/Throsby/Art.13. http://unesdoc.unesco.org/images/0015/001572/157287e.pdf, pp. 5–6.

  85. 85.

    Cf. Bernier, I., & Ruiz Fabri, H. (2006). Implementing the UNESCO Convention on the Protection and Promotion of Cultural Expressions. Future actions. http://www.mcccf.gouv.qc.ca/fileadmin/documents/publications/UNESCO-anglais.pdf, pp. 15, 20, 21.

  86. 86.

    Cf. best-practice examples in Europe; e.g., access and public education, language pluralism, music or intercultural awareness (cultures of innovation) in Switzerland and other European CCD signatories. Cf. Council of Europe/European Institute for Comparative Cultural Research (2010). Monitoring the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions. Status: May 2010. http://www.culturalpolicies.net/web/comparisons-tables.php?aid=26&cid=44&lid=en; Coalition suisse pour la diversité culturelle/Commission suisse pour l’UNESCO (Eds) (2009). La diversité culturelle – plus qu’un slogan. Propositions pour la mise en oeuvre en Suisse de la Convention de l’UNESCO sur la diversité des expressions culturelles. Résultats des réflexions de huit groupes d’experts. http://www.diversiteculturelle.ch/doc/slogan_rapport_fr.pdf, pp. 42 et seq.; Craufurd Smith, R. (2007). The UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions: building a new world information and communication order? International Journal of Communication, 1, 24–55. http://ijoc.org/ojs/index.php/ijoc/article/viewFile/25/17, p. 37.

  87. 87.

    Cf. Brouder, A. (2005). The UNESCO Convention on Cultural Diversity: treacherous treaty or compassionate compact? http://telc.jura.uni-halle.de/sites/default/files/telc/PolicyPaper18.pdf, p. 5; UNESCO Doc. CE/10/4.IGC/205/Dec. of 10 December 2010, Annex to Decision 4.IGC 9.

  88. 88.

    In this respect, referring to the Operational Guidelines for the Implementation of the WHC, plenty of UNESCO implementation expertise already exists in this field. Effective means and instruments may be checked, adapted and applied accordingly. In particular, the Educational Resource Kit and mechanisms of assistance through the International Assistance Request Form as well as separate budgetary planning may seriously be taken into consideration. Cf. UNESCO Doc. WHC.08/01 of January 2008, pp. 58–59, 124, 127, 139, 152.

  89. 89.

    Cf. UNESCO Doc. CE/10/4.IGC/205/Dec. of 10 December 2010, Annex to Decision 4.IGC 9, pp. 17–19.

  90. 90.

    Cf. UNESCO Doc. CE/10/4.IGC/205/Dec. of 10 December 2010, Annex to Decision 4.IGC 9, p. 17.

  91. 91.

    UNESCO Doc. CE/11/3.CP/209/Res. of 16 June 2011, Resolution 3.CP 7.

  92. 92.

    Cf. UNESCO Doc. CE/10/4.IGC/205/Dec. of 10 December 2010, Annex to Decision 4.IGC 9, p. 17 with UNESCO Doc. CE/11/3.CP/209/Res. of 16 June 2011, Annex to Resolution 3.CP 7, pp. 21–22.

  93. 93.

    Cf. UNESCO Doc. CE/11/3.CP/209/Res. of 16 June 2011, Annex to Resolution 3.CP 7, p. 21.

  94. 94.

    See UNESCO Doc. CE/11/3.CP/209/Res. of 16 June 2011, Annex to Resolution 3.CP 7, p. 21.

  95. 95.

    Cf. UNESCO Doc. CE/11/3.CP/209/Res. of 16 June 2011, Annex to Resolution 3.CP 7, p. 21.

  96. 96.

    See UNESCO Doc. CE/11/3.CP/209/Res. of 16 June 2011, Annex to Resolution 3.CP 7, p. 21.

  97. 97.

    See UNESCO Doc. CE/11/3.CP/209/Res. of 16 June 2011, Annex to Resolution 3.CP 7, pp. 21–22.

  98. 98.

    E.g., through establishing UNESCO Chairs in the field of cultural policies and industries. Cf. UNESCO (1992). Records of the General Conference. Twenty-sixth session. Paris, 15 October to 7 November 1991. Resolutions. Paris: UNESCO, pp. 20, 32, 33; UNESCO Doc. 34 C/4 (CLD-8.8) of 2008, pp. 18, 35; UNESCO Doc. ED/HED/UNITWIN/2006/PI/1 rev. 4 of 2009, pp. 1–2; UNESCO Doc. CE/11/3.CP/209/Res. of 16 June 2011, Annex to Resolution 3.CP 7, p. 22.

  99. 99.

    Cf. UNESCO Doc. CE/11/3.CP/209/Res. of 16 June 2011, Annex to Resolution 3.CP 7, p. 22.

  100. 100.

    Cf. UNESCO Doc. CE/11/3.CP/209/Res. of 16 June 2011, Annex to Resolution 3.CP 7, p. 22.

  101. 101.

    Cf. also UNESCO Doc. CE/10/4.IGC/205/Dec. of 10 December 2010, Annex to Decision 4.IGC 9, pp. 17–19.

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    Martin Gerner

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    Sabine von Schorlemer

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    Peter-Tobias Stoll

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Gerner, M. (2012). Article 10: Education and Public Awareness. In: von Schorlemer, S., Stoll, PT. (eds) The UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-25995-1_12

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