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Facts Forum News, Vol. 5, No. 4, April 1956
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Facts Forum. Facts Forum News, Vol. 5, No. 4, April 1956 - File 015. 1956-04. University of Houston Libraries. University of Houston Digital Library. Web. November 20, 2019. https://digital.lib.uh.edu/collection/1352973/item/1119/show/1064.

Disclaimer: This is a general citation for reference purposes. Please consult the most recent edition of your style manual for the proper formatting of the type of source you are citing. If the date given in the citation does not match the date on the digital item, use the more accurate date below the digital item.

Facts Forum. (1956-04). Facts Forum News, Vol. 5, No. 4, April 1956 - File 015. Facts Forum News, 1955-1956. University of Houston Libraries. Retrieved from https://digital.lib.uh.edu/collection/1352973/item/1119/show/1064

Disclaimer: This is a general citation for reference purposes. Please consult the most recent edition of your style manual for the proper formatting of the type of source you are citing. If the date given in the citation does not match the date on the digital item, use the more accurate date below the digital item.

Facts Forum, Facts Forum News, Vol. 5, No. 4, April 1956 - File 015, 1956-04, Facts Forum News, 1955-1956, University of Houston Libraries, accessed November 20, 2019, https://digital.lib.uh.edu/collection/1352973/item/1119/show/1064.

Disclaimer: This is a general citation for reference purposes. Please consult the most recent edition of your style manual for the proper formatting of the type of source you are citing. If the date given in the citation does not match the date on the digital item, use the more accurate date below the digital item.

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Title Facts Forum News, Vol. 5, No. 4, April 1956
Series Title Facts Forum News
Creator
  • Facts Forum
Publisher Facts Forum
Date April 1956
Language eng
Subject
  • Anti-communist movements
  • Conservatism
  • Politics and government
  • Hunt, H. L.
Place
  • Dallas, Texas
Genre
  • journals (periodicals)
Type
  • Text
Identifier AP2.F146 v. 5 1956; OCLC: 1352973
Collection
  • University of Houston Libraries
  • Facts Forum News
Rights No Copyright - United States: This item is in the public domain in the United States and may be used freely in the United States. The item may not be in the public domain under the copyright laws of other countries.
Item Description
Title File 015
Transcript *"*n't These UNESCO Programs '°o Ambitious? .Strictly speaking, these are not NESCO programs but the reflection L'ne aspirations and the determined *0rts of a considerable portion of JJankind. UNESCO is but one of the . any different agencies which is ajjj0,*'ng to bring them to fruition. «^'e the words "help," "encourage," ^tudy," "provide." UNESCO is not jUBSTrn Tl.; FOR NATIONAL AND LOCAL Va>N" It is a service agency, an acti- j°r, catalyst, coordinator. uNESCO, therefore, will not acini *]P'ish these prognuns. The peoples L ""' world will - and UNESCO is ^ °f the tools they are using. tecificaHy Why Should j ernational Action Be Necessary 0 toipe Out Illiteracy? Th . '"'re are more than a billion peo- cannot read, and more than world's children have no I garage. iths of " knowl-j X - whe3 to reH» sta t." library , trai" 111 ,crc ' ft *ho , J°«. It would be absurd to assert ., the eradication of illiteracy all ti?'he world is a "UNESCO goal. tl Priv°nS °^ 80vernmL'nts and scores of lS He at'' voluntary agencies are tackling tit) doi ~ '""' many °f them were lansl:''' j'nrrjt |()nR ))(,fore UNESCO existed. 'i „y UNESCO is making a significant f Hi essential contribution in its de- "' ]>< itKj1""1'11! of fundamental education Ho'." t,K' '"''P " can offer to nations i * tla, ar'' building their first system of t<"'""V S education, to the 1 ™ «„. 's fundamental Education k*>Vfce "at Does UNESCO Have 0 Wth It? t »f l1946 UNESCO put a small group Hij Ports to work to determine >u the j \n\,,m fundamental education rid c0 j ^..ky a man t0 C0Pe witn "fe in or 'ne f "'e r"v,lr°nment. They set themsel iti(,"Snt" fi V ta,.r—'"^ ( ?*ctii °^ developing a simple and iS ^e system of teaching the three oblei'1* j »sf °J living. The result is described I \<h[ I feJ"'hu'iental education - an emer- esea'Y',' %s hll-in until formal school sys- u"iwl. f|^Un he established. rase** I,.■till' ,e res61 ; fro^l gilt 90 des ; ion," ,„ and '>'. ience, iprH In BfeJ* ari' now more than a hundred *0t . ' fundamental education . hi countries like India, the v ^lnes, Peni, and Nigeria ??ar 'Sample, reading and spell 5s r.,f suhordinatetl to schooling it, d "M Ser"tials of hvgiene, nutrition, I S ^culture. There are, further, uheij- ,8lonal demonstration centers. k'ech n-ction ,s '° train teacners in \ \, n.'ques of fundamental educa- •Vt a*'onal fundamental education i I- *o»u.m News, April, 1956 projects are associated with UNESCO and with each other through a UNESCO clearing-house which helps them exchange information, materials. and consultation services. This exchange is especially important in a field which is barely out of the experimental stage and in which novel applications of some of the oldest principles of education are being tried. Finally, UNESCO conducts "operational" activities which include survey and advisory missions, the development of new materials, and pilot projects. What Is UNESCO's Role in Primary And Secondary School Development? Admittedly, fundamental education is a "hard way" expedient to make up for the lack of schools yesterday. What about tomorrow? UNESCO is helping some 40 nations build new school systems or reorganize and strengthen outmoded ones. Here again, UNESCO could not undertake to build the hundreds of thousands of schools which will be built; nor will these schools be built because UNESCO said they should; nor will there be uniform "UNESCO school systems." There is no such system. The job is being done, and will be finished, by Bolivians for Bolivians. by Cambodians for Cambodians, by Pakistanis for Pakistanis, and so on. Because these nations requested help. UNESCO is supplying certain technical skills. Its teams, however, may supply something of the spirit which will make these schools successful. Its experts are saving these nations time and costly mistakes. One thing is certain — not one of these nations, working alone, could have marshaled the variety and quality of technical advice which the UNESCO pool can supply. Does the Emphasis on Helping the Underdeveloped Countries with Their National Development Problems Mean That One of UNESCO's Original Purposes — To Foster Mutual International Understanding — Is Being Neglected? No. It means that first things come first. The level of education in each nation helps to determine the plateau for common understanding among till nations. And formidable though the job may seem, we cannot expect anything like broad people-to-people understanding until the underdeveloped two-thirds of the world succeeds in raising its educational — and, with it, its economic and social — level. Are There Accomplishments In Other Fields? A UNESCO Advisory Committee on Arid Zone Research now links practically all the important studies being made on the use of barren desert lands. This is a matter of primary importance to the United States. Research centers in many countries, including this one, are exchanging research data and holding joint study conferences. The latest of these was held in Albuquerque, New Mexico, in April, 1955. At the instigation of UNESCO, twelve European countries are pooling research facilities to explore peaceful uses of atomic energy. They have formed the Council for European Cooperation in Nuclear Research (CERN) and are establishing a large laboratory near Geneva, Switzerland. UNESCO-aided international organizations in the fields of literature. the theater, music, museums, history, philosophy, modern languages, etc., link cultural leaders throughout the world. A UNESCO-drafted Universal Copyright Convention insures for authors the same protection and treatment in a foreign land that the country accords its native writers. It has been signed by 40 countries and came into effect in September, 1955. UNESCO's international coupon system, which allows people in soft currency countries to buy books, scientific equipment, and audiovisual materials from hard currency countries, has resulted in the exchange of more than sixty-five million dollars worth of such educational necessities. Education, Science, and Culture Are Powerful Forces. What Are UNESCO's Premises? The parties to the UNESCO Constitution have stated in that document that they believe in: — full and equal opportunities for education for all. — the unrestricted pursuit of objective truth, — the free exchange of ideas and knowledge. They further have stated that they are "agreed and determined" to develop and increase the means of communication between their peoples and to use these means for the purposes of mutual understanding and a truer knowledge of each other's lives. Page 13 is ins:
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