the preamble to the unesco constitution recognizes that “since

The preamble to the UNESCO Constitution recognizes that “since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed”.

The purpose of UNESCO, as stated in article 1 of the Constitution, “is to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations.

To achieve its purpose, UNESCO is to:

(4 collaborate in the work of advancing the mutual knowledge and understanding of peoples, through all means of mass communication,and to that end recommend such international agreements as may be necessary to promote the free flow of ideas by word and image;

(b) give fresh impulse to popular education and the spread of culture:

by collaborating with Members, at their request, in the development of educational activities;

by instituting collaboration among the nations to advance the ideal of equality of educational opportunity without regard to race, sex or any distinction, economic or social;

by suggesting educational methods best suited to prepare the children of the world for the responsibilities of freedom;

(4 maintain, increase and diffuse knowledge:

by assuring the conservation and protection of the world’s inheritance of books, works of art and monuments of history and sciences, and recommending to the nations concerned the necessary international conventions;

by encouraging cooperation among the nations in all branches of intellectual activity, including the international exchange of persons active in the fields of education, objects of artistic and scientific interest and other materials of information;

by initiating methods of internationaL cooperation calculated to give the people of all countries access to the printed and published materials produced by any of them.

In 1950, the General Conference adopted a basic program which established the range of tasks to which the organization devotes its efforts.

On the basis of this program, an annual selection is made of specific tasks to be initiated, carried on or completed during the following twelve months.

The chief tasks of UNESCO, as defined in the basic program are as follows:

1. To eliminate illiteracy and encourage fundamental education;

2. To obtain for each person an education conforming to his aptitudes and to the needs of society, including technological training and higher education;

3. To promote through education respect for human rights throughout all nations;

4. To overcome the obstacles to the free flow of persons, ideas and knowledge between the countries of the world;

5. To promote the progress and utilization of science for mankind;

6. To study the causes of tensions that may lead to war and to fight them through education;

7. To demonstrate world cultural interdependence;

8. To advance through the press, radio and motion pictures the cause of truth, freedom and peace;

9. To bring about better understanding among the peoples of the world and to convince them of the necessity of cooperating loyally with one another in the framework of the United Nations;

10. To render clearing-house and exchange services in all its fields of action, together with services in reconstruction and relief assistance.

CONTENTS

Organization of UNESCO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The First Five Years, 1946 through 1950 .......................... Developments During 1951 ........................................

Education .................................................. NaturalSciences ............................................ SocialSciences................................, ............. Cultural Activities ................................... (. ...... Exchange of Persons ........................................ Mass Communication ........................................ Relief Assistance Services .................................... Technical Assistance ........................................

The Budget for 1952 ............................................ Scale of Contributions of Member States, 1952 ..................... Members of the Executive Board ................................. Principal Officers of the Secrebriat. .............................. Headquarters and Other Offices ................................... Member States of UNESCO .......................................

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ORGANIZATION OF UNESCO

UNESCO consists of a General Conference, an Executive Board and a Secretariat.

The General Conference, which meets at least once each year, is composed of represent- ativesof the States members of UNESCO. It determines the policies and the main lines of work of the organization, and it may summon international conferences on education, the sciences and humanities and the dissemination of knowledge.

Each Member State is entitled to one vote in the Conference. Decisions of the Conference are made by a majority of the members present and voting, except in cases in which the Con- stitution requires a two-thirds majority. The adoption by the Conferenck of international conventions, or of amendments to the Constitution, for example, requires a two-thirds majority vote.

New members may be admitted into UNESCO, if they are Members of the United Nations, by signing the Constitution and depositing an instrument of acceptance. Other States, to become members, require, in addition, a favorable recommendation of the Executive Board and a.tio- thirds majority vote of the General Conference, and their applications are subject to the approval of the United Nations.

The Executive Board consists of eighteen members elected for three-year terms by the General Conference from among the delegates appointed by Member States. Each year the General Conference elects six members of the Board, endeavoring to select persons competent in the arts. humanities, sciences and education. The Board, which meets at least twice each year, is responsible for the execution of the program adopted by the Conference and exercises any powers delegated to it by the Conference.

The Secretariat consists of the Director-General and the staff. The Director-General, appointed by the General Conference on the nomination of the Executive Board, is the chief administrative officer of UNESCO.

Under Article 7 of the Constitution each Member State is required to make arrangements for the establishment of a National Commission or Cooperating Body. These National Com- missions act in an advisory capacity to their respective delegations to the General Conference and serve as liaison groups between UNESCO and the educational, scientific. and cultural life of their own countries.

THE FIRST FIVE YEARS, 1946 THROUGH 1950

The Conference for the establishment of an educational. scientific and cultural organization of thz United Nations, convened by the Government of the United Kingdom in association with the Government of France, met in London from November 1 to 16, 1945. It was attended by representatives of 44 governments and by observers from a number of international organizations. The Conference drew up the Constitution of UNESCO and established a Preparatory Educational, Scientific and Cultural Commission to function until UNESCO came into being.

During its one year of exigtence, the Preparatory Commission prepared a program for submission to the First Session of the General Conference and took steps to meet some of the most urgent needs of educational, scientific and cultural reconstruction in war -devastated areas.

UNESCO came into being on November 4, 1946, when the Instrument of Acceptance of twenty signatories of it&Constitution had been deposited with the Government of the United Kingdom.

The First Session of the General Conference, held in Paris in November 1946, approved the Agreement establishing the relationship between the United Nations and UNESCO, which came in- to force on December 14, 1946, with its approval by the General Assembly of the United Nations. The Conference elected Dr. Julian Huxley (United Kingdom) as the first Director-General.

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Prior to 1951, four further sessions of the General Conference were held: in Mexico City, November 1947; in Beirut, November 1948; in Paris, September 1949; in Florence, June 1950.

At the Third Session, Dr. Jaime Torres Bodet, former Minister of Foreign Affairs in Mexico, was elected Director-General for a period of six years, whose term of office expired at the end of 1948.

to succeed Dr. Julian Huxley,

In order to carry out the purposes of its Constitution, the program of UNESCO during its first three years become stabilized in seven main areas of activity: education, natural sciences, social sciences, cultural activities, exchange of persons, mass communication and relief assistance services. In 1950 an eighth field was added: that of technical assistance for economic development.

In education, UNESCO’s main tasks are the improvement and extension of education, and a program of education for international understanding or the devising of a system of education for living in a world community.

In the natural sciences, UNESCO seeks to promote international scientific cooperation; it helps in the teaching and dissemination of science and encourages research designed to improve the living conditions of mankind.

In the social sciences, UNESCO similarly fosters international scientific cooperation; it studies social tensions and the means for bettering international cooperation.

UNESCO’s program of cultural activities seeks to create, as in science, favorable conditions for international cooperation among artists, philosophers and men of letters. In addition, UNESCO endeavors to protect creative work and its authors, and it assists Member States in their efforts to make different cultures more accessible.

The aim of the exchange of persons program is to facilitate the increase of international travel for educational purposes.

In mass communication, UNESCO strives to develop the technical media of communication and to reduce obstacles to the free flow of information. In addition, material is supplied to press, film and radio to help promote the organization’s aim of advancing international understanding.

Up to the end of 1950, the relief assistance services worked to reconstruct education, science and culture in devastated countries by assembling information on the nature and extent of needs and by coordinating the efforts of voluntary organizations working in this field. Since 1950, this work has been focused on supplying educational and scientific materials to specific groups in certain countries.

The technical assistance activities form part of the United Nations technical assistance program. Educational and scientific experts are supplied on request to advise Member States in their over-all plans for economic and social development.

To carry out this program UNESCO has evolved a number of methods: meetings of experts, missions, seminars, pilot projects; the calling of international conferences and the submission of recommendations or international conventions to Member States.

Special methods have been devised to deal with certain situations -- for example, the Coupon Scheme which enables institutions and individuals in soft currency countries to obtain books, scientific equipment and educational film materials from hard currency countries.

As a means to ensure the dissemination of scientific information, Science Cooperation Of- fices have been set up in Uruguay, Egypt, Turkey, India, Indonesia and the Philippines.

To enable scientists, educators and men of letters to meet and exchange views, subventions are granted to the main international educational, scientific and cultural associations.

Some examples of UNESCO’s work during the first four years of its existence follow:

Seminars were held in France, such subjects as:

the United States, Brazil, Sweden, Canada and Belgium on “Education for International Understanding”, “Teaching about the United

Nations II, l’Illiteracy in the Americas”, of Geography”,

“Public Libraries and Adult Education”, “The Teaching “Improvement of School Textbooks”. In the Marbial Valley (Haiti) a pilot proj-

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ect in Fundamental Education was begun early in 1948. Educational missions were sent to the Philippines, Thailand, Afghanistan, Burma and Bolivia. International Conferences were called on adult education (Denmark, 1949), vagrant children (France, 1949), the establishment of an international federation of children’s communities (Switzerland, 1948), the creation of an international universities’ bureau (Netherlands, 1948). A long-term program for the improvement of textbooks and teaching materials was begun in 1947 and a model plan was sent to Member States in 1948 to assist them to make a critical analysis of such material.

To further international cooperation in the natural sciences, UNESCO made grants totalling $790, 000 up to 31 December 1950 to international scientific and technological organizations. Various new internationalnon-governmental organizations were created: the International Union for the Protection of Nature, the Council for the Coordination of International Congresses of Medical Sciences (together with WHO) and the Union of International Engineering Organizations.

In the social sciences, international relations have been fostered by the creation of the In- ternational Political Science Association, the International Sociological Association and the In- ternational Economic Association. The social tensions program has resulted in the publication of ‘two’ books: Tensions Affecting International Understanding and Tensions that Cause Wars. A major publication completed in 1950 was: Contemporary Political Science, a survey of methods, research and teaching in 23 countries and areas.

Three new international organizations in the cultural field were set up: the International Theatre Institute, the International Music Council and the International Council for Philosophy and Humanistic Studies, In 1948 work was started on the framing of a Universal Copyright Con- vention to unify the international legal systems now in force. At the request of the Economic and Social Council of the United Nations, a project was begun in 1947 on the “Translations of Classics”. In the early stages UNESCO concentrated on two cultural and linguistic regions, Latin America and Arabic -speaking areas. Significant publications included two catalogues of color reproduc - tions: the first of paintings from 1860 to the present day, the second of paintings prior to 1860. In 1950 an international commission was constituted to take charge of the preparation of a Sci- entific and Cultural History of Mankind.

Surveys of technical facilities in press, radio and film in war-devastated and certain underdeveloped countries were begun in 1947. By the end of 1950 these surveys had been broadened to cover 87 countries and territories. In 1948 an agreement to facilitate the international circulation of visual and auditory materials was opened for signature at the United Nations headquarters. The agreement provides for the abolition, under prescribed conditions, of customs duties, quotas .and import licenses on educational films and other audio-visual materials. In 1950 a second agreement for the importation of educational, scientific and cultural materials was approved by the General Conference and opened for signature at the United Nations headquarters. This second agreement covers a wider range of educational, scientific and cultural materials than the first.

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DEVELOPMENTS DURING 1951

Two important events marked the year under review. The opening of the first Fundamen- tal Education Training and Production Center at Pitzcuaro, Mexico, and the launching of technical assistance activities as part of the comprehensive United Nations program in this field. The opening of the Center marked a trend towards sharper emphasis on fundamental education in UNESCO’s attack against illiteracy -- an attack to rescue 1,200,000,000 men, women and children from ignorance. This Center at PQtzcuaro is the first of six which UNESC( hopes to establish in various areas where illiteracy is greatest. They are designed to train specialists in the techniques of fundamental education and to produce educational materials suited to the needs of the particular area. Each center would cost approximately $300,000 a year and would produce 100 experts in two years.

It should be noted that the fundamental education program is not only a question of fighting illiteracy, but also of educating people in hygiene and citizenship, teaching them crafts and agriculture, and finding a practical solution for their language problems. In other words, an alphabet of hygiene, of technology and of citizenship has to be taught to illiterates along with an alphabet of reading and writing. Fundamental education is an all-round training, combining the main branches of instruction needed for the moulding of human beings, that is to say, responsible individuals and citizens alive to their duties towards their country and the human family.

It is also the first step towards economic development, and indeed its necessary pre- requisite, because it ensures the minimum intellectual and social progress without which technical improvements cannot with impunity be introduced to developing populations.

For this reason, the launching of UNESCO’s technical assistance activities in 1951 received added importance. During the year one hundred applications for technical assistance were received from 34 different countries. The majority of these applications requested advice in fundamental education and in the general educational system; the balance were for scientific research and advisory services. By the end of the year 70 agreements had been signed with 32 countries.

The number of Member States rose from 59 at&he end of 1950 to 64 as of December 1951. The new Member States are: Cambodia, the German Federal Republic, Japan, Laos and Viet-Nam. There has been a corresponding increase, from 49 to 58, in the number of National Commissions.

The experience of the First Regional Conference of National Commissions in the Western Hemisphere, held in Havana in 1950, led UNESCO to organize a similar conference for countries in South Asia and the Pacific area in December 1951 at, Bangkok.

By the end of 1951, 94 non-governmental organizations had been granted consultative status, and working relationships of a character which does not render official status necessary were maintained with 300 further organizations.

Subventions totalling $455,850 were granted to international organizations working in the direction of UNESCO’s aims. In the same twelve months work-contracts to a total value of $147,450 were concluded with some of these organizations for the performance of projects within UNESCO’s program.

The Sixth Session of the General Conference was held in Paris from 18 June to 7 July. It was decided to hold the Seventh Session in Paris in November 1952. After the Seventh Session the General Conferences will be held every two years.

The activities of UNESCO during 1951 are described in the following pages under the eight broad headings of its program.

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1. EDUCATION

a. IMPROVEMENT OF EDUCATION THROUGH EXCHANGE OF INFORMATION

Missions. Assistance is given to Member States to improve their educational systems by sending out missions and technical advisors. Thus a mission was dispatched to Pakistan in December to advise on teacher training and on fundamental and adult education. A similar mission sent to Burma in December the year before completed its report in June and the Gov- ernment is now undertaking some of the -recommendations with the aid of specialists supplied by UNESCO. In the same way, a number of recommendations of missions sent to Afghanistan, Thailand and the Philippines in 1949 are being carried through by the governments concerned also with the help of UNESCO experts. In Afghanistan, for example, a teachers’ training college for women is being established; in the Philippines two model village schools have been set up for training mass education workers; in Thailand educational experiments are being carried out in the. demonstration area of Chachoengsao, some sixty miles, from Bangkok.

Documentation, Studies and Inquiries. The educational clearing house continued to collect and diffuse information, and to make studies on specific questions. Some 500 periodicals and 600 books were received each month, and a monthly average of 100 requests for information were answered.

An expert meeting called in November to study the problem of languages, recommended the use of the mother tongue for teaching at the first stage of education, thereafter gradually intro- ducing a more widely-used language.

Preparation of a World Handbook of Educational Organization and Statistics was completed, and the Handbook will be published in 1952. Publication continued of the quarterly Bulletin on Fundamental and Adult Education, the Fundamental Education Abstracts and a series of Occa- sional Papers in Education, such as “Making a Living in the Marbial Valley (Haiti)“.

b. EXTENSION OF EDUCATION

Fundamental Education. In addition to the opening of the Training Center at Pa/tzcuaro mentioned earlier, UNESCO emnlovs a number of other methods in its endeavors to fight illiteracy. Chief among these is the system of associated projects. In this scheme national projects in fundamental education are linked with UNESCO for the purpose of exchanging information and advice. Experts are also provided to work with the projects on request. Forty-three such projects are now associated with UNESCO and, during the year, experts visited some of them in India, Nigeria, the Gold Coast and Jamaica to cooperate with local’educators in the production of reading material and visual aids. A mission was sent to the Middle East in January where it was joined by five Egyptian and two Iraqi specialists. This team made recommendations for developing fundamental education campaigns and some members worked with two local projects at Tanta and Menouf (Egypt).

Fourteen national committees in fundamental education have been set up to work with UNESCO in this sphere, and a joint working party from the United Nations and other Specialized Agencies met twice in 1951 to ensure coordination.

Adult Education. Following a recommendation that UNESCO should concentrate on the education of workers, preparations were made for the opening of an International Adult Education Center in Paris in 1952. Three experts in workers’ education were sent to different parts of the world to secure the cooperation of countries in Europe, Latin America and South East Asia. Their reports were used as the basis of work of a Consultative Committee on Adult Education which met in Paris in November.

Extension of CompulsorySchooling, UNESCO prepared, in cooperation with the Inter- national Bureau of Education, the 14th International Conference on Public Education held in Geneva in August, which was devoted to compulsory education and its prolongation. UNESCO published eight monographs on this theme which served as working papers for the Confer- ence and afterwards made the findings known to Member States. Experts are available to help carry out the recommendations upon request.

Educational Opportunities for Women. Again in conjunction with the International Bureau of Education, UNESCO made preparations for the 15th International Conference on Public Education (1952) which will concentrate on women’s education. A working party with representatives from 12 countries was convened to draw up preliminary papers.

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C. EDUCATION FOR INTERNATIONAL UNDERSTANDING

In this field UNESCO endeavors to encourage a sense of living in a world community.

Special Problems of Children. After studying in previous years particular cases of mal- adjustment, attention is now being given to the broader problem of bringing up children. Two expert meetings were held during the year on this subject, together with the WHO. The first laid emphasis on the part played by the nursery school in mental and emotional development; the second dealt with physically handicapped children other than the deaf, blind and mentally defective. Reports on both meetings will be published in 1952, together with a monograph on the existing educational systems in children’s communities.

Curricula, Methods and Teaching Materials. A seminar on the teaching of history as a means of developing understanding was held in France in July, attended by 73 educators from 32 countries; among the subjects under discussion were: curricula, methods and school equipment arising in various types of schools and in teachers’ training colleges. One result of the seminar has been to provide materials for general study on history teaching to be published in 1952. Another result was the formation of an International Federation of History Teachers’ ASSO-

ciations, This Federation will work with the nine bi-lateral Committees for the revision of history textbooks set up as a result of the Brussels seminar (1950). In June, a travelling collection of school textbooks was exhibited in UNESCO House and sent to Belgium in October. A Handbook of Suggestions on the Teaching of Geography was published in the series “Towards World Understanding”.

Teaching about Human Rights and the United Nations. At a meeting of five international teachers’ organizations, held in March, plans were laid for investigations to be undertaken by these organizations, in the various countries in which they are active, on teaching about human rights and about the United Nations. Their reports .will serve as working papers for a seminar on education for living in a world community to be held in the Netherlands in 1952. Financial and technical aid was given to the World Federation of United Nations Associations to organize two seminars (in Beirut and New Delhi) on teaching in this field.

In response to the Economic and Social Council resolution 323 XI, the preparation of materials for use in this type of teaching has been pursued, in particular as regards the work of the United Nations in the promotion of collective security. A series of three wall-charts and three booklets, separately written in English, French and Spanish, for secondary school use, were published in 1951.

Youth Activities. In previous years attention was focused on the international work camp movement. UNESCO is now seeking, more broadly, to associate all international youthorgani-‘ zations with its work. To this end a Conference of International Youth Organizations was held in Paris in November, attended by 92 participants from 22 countries. This meeting dealt with UNESCO’s program as a whole, in particular with those parts dealing with education for living in a world community, the promotion of human rights, technical assistance and fundamental education. It recommended that UNESCO should give help in training leaders of youth movements and that the part to be played by youth representatives in National Commissions should be augmented.

A training course for the staff of work camps was held in Germany in March, and UNESCO lecturers visited twenty-six camps during the summer to lead discussions on international affairs and the Uni%ed Nations.

Special Projects in Germany and Japan. During 1951, UNESCO was engaged in certain activities in Germany and Japan prior to the admission of these twq countries as Member States. In Germany, for example, three institutes have been set up: one in the field of Social Sciences, one in Education and a third for Youth. All three institutes deal with the solution of pioblems which face present-day youth.

2. NATURAL SCIENCES

a. DEVELOPMENT OF SCIENTIFIC COOPERATION

The program for furthering international cooperation was continued by the grant of subventions to the value of $232,950 to the following four major organizations: The International Council of Scientific Unions; the Council for Coordination of International Congresses of Medical

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Sciences; the Union of International Engineering Associations and the International Union for the Protection of Nature. The first three of these organizations facilitate contacts and coordinate activities in the fields of pure, medical and applied sciences respectively.

The subventions are used to organize meetings, publish reports and maintain a number of permanent scientific services. For example, in 1951, the International Union for the Protection of Nature produced an eight-page pamphlet and illustrated leaflets designed to increase school children’s knowledge about nature protection and conservation.

As regards scientific literature, work on science abstracting was pursued through various committees, both national and international, and technical aid was given to organizations concerned with the compilation of interlingual scientific and technical dictionaries. UNESCO itself published a Directory of International Scientific Organizations.

The Science Offices, situated in the four main geographical areas of the world, continued to to promote the exchange of scientific information, personnel and materials. In addition to supplying information in a variety of scientific fields, these offices received requests for micro- films, second-hand books and periodicals which are out of print. Institutions applied for help in obtaining rare chemical products, microbial cultures, samples of seeds and graphic materials for the illustration of scientific works. These offices also organized lecture tours by scientists visiting their areas and were responsible for a number of publications, including lists of scientific papers published in their areas and regional lists of scientists and scientific institutions.

b. ASSISTANCE TO RESEARCH

The program of Arid Zone research was further developed under its Advisory Committee whose first meeting was-held at Algiers in April. During the year, research was carried out in the field of hydrology, with special reference to arid and semi-arid regions, and dealing particularly with problems relating to underground water and fluid mechanics. In November a world- wide inquiry was begun, the results of which will enable UNESCO to publish a directory of all research institutes concentrating mainly on arid zone problems.

As regards international research laboratories (Economic and Social Council resolution 318 XI), preparatory work lasting over five years came to fruition in 1951 with the creation of the first United Nations Laboratory’, the International Computation Center. Meeting in Paris in November, representatives from 20 States adopted a ‘Convention establishing the International Computation Center”. Rome was selected as the location of the Center and the Convention will come into force when it has been ratified by ten States.

The creation of a European Center for Nuclear Research was also advanced in 1951. The General Conference approved a report embodying a program for the execution of this project by stages, but resolved that States desirous to see the project succeed should assume technical and financial responsibility for the second stage (1952) of the work, estimated to cost $200,000. Accordingly, representatives from twelve European States met in Paris in December and agreed upon the creation of a “Council of Governmental Representatives” which would continue the studies initiated by UNESCO and hold a second meeting in Geneva in February 1952, at which time an agreement would be signed covering the main lines of work.

C. TEACHING AND DISSEMINATION OF SCIENCE

A second travelling scientific exhibition depicting the theme “Knowing the World through our Senses” was opened in Bangkok in November and will later tour other countries in that region. Meanwhile the first exhibition, dealing with physics and astronomy, was shown in Guatemala, Honduras, Mexico and El Salvador.

New issues were published in the series “Inventories of Apparatus and Materials for Teach- ing Science”, and liaison was continued with the Oxford University Press in the preparation and publication of “Handbooks for Sciepce Teachers”. Articles for the popularization of science were incorporated in the fortnightly UNESCO Features”, a service for the press, and were widely reproduced in newspapers and magazines across the world. Six basic documents for discussion theme “Energy in the Service of Man” were distributed, including one entitled uThe,Role of Energy in Underdeveloped Areas”. Additionally, publication was started of a series of reports on science clubs for young people in different countries.

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As a result of UNESCO’s efforts, new associations for the advancement of science were set up in Burma, Ceylon, the Philippines, Ecuador, Venezuela and El Salvador. Associations of science writers were assisted, particularly in Belgium, Italy, India and Switzerland.

Finally, a distinguished Indian, Mr. B. Patnaik, asked UNESCO to award an annual international prize for a work designed to popularize science. It is to be called “The Kalinga Prize”, of an annual value of one thousand pounds sterling.

3. SOCIAL SCIENCES

a. AID TO INTERNATIONAL SCIENTIFIC COOPERATION

The International Sociological Association, the International Economic Association. the International Political Science Association, the International Committee of Comparative Law and the International Studies Conference were given grants-in-aid to enable them to carry out their 1951 programs which were established in cooperation with UNESCO.

In August, the International Economic Association organized two symposia in France, one dealing with monopoly and competition, the other with the teaching of economics.

Meeting in Paris in April, the secretaries of these five international associations concentrated on the creation of an international social science council and on UNESCO’s enquiry into the teaching of the social sciences which was initiated in 1951 in eight countries. issued in 1952.

Reports will be

Reports on the congresses of some of the international associations were published in the quarterly Social Science Bulletin. In the October issue,there was a report of studies on national stereotypes. All issues of the Social Science Bulletin carry the activities of the United Nations and Specialized Agencies in the field of social science, by presenting abstracts of their documents and publications.

A new departure during 1951 was the posting of social science officers to the Science Offices in Cairo and Delhi which are already in operation on behalf of the natural sciences.

In accordance with the Economic and Social Council resolution 318 XI, UNESCO undertook to evaluate the ability of existing research centers to deal adequately with the outstanding problems of scientific research, and continued to study concrete proposals for the creation of international research centers. In July, the General Conference decided to establish a first center for the study of the social implications of technological change, after due consultation with the United Nations and competent international organizations. It was also decided that an international social science research council should be established to coordinate the work of existing associations. At an expert meeting in December, the main tasks of such a council were laid down.

b. STUDY OF SOCIAL TENSIONS

Under this program, UNESCO is endeavoring to focus social science studies on specific international problems. Central to these problems is the study on the social impact of industrialization. Accordingly, during the year, a major study was launched in Africa and a similar study planned for South Asia.

Parallel to these studies, three reports in the field of tensions and technology were prepared “Education in a Technological Society”, “Community and Technology”, based upon case studies made in factories of six countries with the idea of evolving practical principles by which modern industrial undertakings may make themselves efficient in producing not only commodities but communities; thirdly, “Cultural Patterns and Technical Change” which deals with the impact of industrialization on cultural and mental health.

Other publications in the tensions program include: “How Adolescents Think of People”, a . study of methods by which children’s stereotyped ideas of foreigners may be changed. The studies initiated in India in 1950 have been brought together and a complete edition will be issued by the Government of India. Dr. Gardner Murphy, the coordinator of these studies, is producing an abridged volume of the work done in the first two years.

As regards immigration, studies of the assimilation of immigrants in five typically different countries were undertaken and will be published in 1952: for example, l’Cultural Assimilation

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of Italian and German Immigrants in Australia” by Professor B. W. Borrie.

The main items of UNESCO’s work on the race question were: a survey conducted in Brazil; the convening of a committee of experts to revise the “Statement on Race”, and the publication of popular scientific pamphlets.

In order to ensure that the sociological survey in Brazil was not too narrowly local, various groups of scientists were made responsible for it, so that the program of research covered the most representative regions of Brazil. A report entitled “Class and Caste in Rural Brazil” and a monograph on the improvement of the social position of colored people in the Bahia regions will be published in 1952. 1

The “Statement on Race”, published in 1950. gave rise to certain criticisms by British and American scientists; a new committee of experts was subsequently convened consisting exclu- sively, on this occasion, of specialists in physical anthropology and human genetics, to revise the statement in the light of criticisms. This committee met in June and drew up a.new document which sums up, from the purely biological point of view, what is known about the race problem. This new statement will be published in 1952 after prior submission to a wide circle of scientists.

Five popular pamphlets were published during the year: “Race and Biology”, “Race and Culture”, “Race and Psychology”, “Racial Myths” and “The Roots of Prejudice”.

C. STUDIES OF INTERNATIONAL COOPERATION

The fourteen national reports on administrative methods to ensure participation in the activities of international organizations were synthesized in a report entitled “National Administration and International Organization”, which was issued in May. Further reports on this subject will be published in the quarterly Social Science Bulletin.

At the third meeting of the International Advisory Committee on the Study of Technique of International Conferences held in New York in May, plans were laid to observe the June session of the WHO’s Executive Board by a multi-disciplinary team of experts. In October, in Paris, the Advisory Committee discussed the report made by this team of observers and made plans for the writing of a general report summarizing the results of the studies undertaken under UNESCO’s auspices from 1949 to 1951. In the future, it is expected that this type of research will be undertaken by universities and other institutions.

4. CULTURAL ACTMTIES

a. DEVELOPMENT OF INTERNATIONAL COOPERATION

International cooperation has developed during 1951, due to the work of the international non-governmental organizations to which UNESCO gives financial and technical aid. Coopera- tion was particularly active in connection with humanistic studies, museums, the arts and literature.

Humanistic Studies. A number of international meetings were held under the auspices of the International Council for Philosophy and Humanistic Studies, which was founded by UNESCO and which brings together the principal organizations of scholars throughout the world. The meetings included: modern languages and literature, in Florence; folk arts and folklore, in Stockholm; orientalists in Istanbul. Also, under the Council’s auspices, a series of international bibliographies in philosophy, linguistics and the historical sciences were published.

An inquiry into the place of the teaching of philosophy in various educational systems and its influence on the training of the citizen resulted in a number of valuable findings which will be transmitted to Member States and appropriate institutions.

A round-table discussion on the theme “Intellectual and Philosophical Relations between East and West”, held at New Delhi in December, was attended by fifteen prominent thinkers from 11 countries. A report will be published in 1952.

Museums. The International Council of Museums provided for an exchange of information between museum workers in many countries through its periodical ICOM News and through the documentation center in UNESCO House. It also organized several meetings of experts on

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such subjects as: the care of paintings, museum laboratories and on the part museums can play in UNESCO’s campaign against racial prejudice.

Arts and Letters. The International Theatre Institute, which now has 28 national centers, held its fourth Congress in Oslo, at which time an exhibit of stage settings and models was displayed. The Institute continued to provide exchange of information through the monthly bulletin “World Premieres” and a quarterly review “World Theatre”. It arranged for exchanges of young theater people by granting seven fellowships. As in past years, “International Theater Weeks”, devoted to the theme of peace and understanding, were organized by various national centers.

International Music Council. Four new national committees, in Australia, Denmark, Italy and the United States, were admitted to the International Music Council which held its General Assembly in July. Under the Council’s auspices, an International Association of Music Libraries was set up and plans were laid for a conference on musical education to be held in Brussels in 1953. Two collections of recorded music were produced, one of which deals with folksongs of West African Negroes, Hudson Bay Eskimos and Spanish Jews of Salonika. The Council also began publication of orchestral scores of works by young composers in order to give them a better chance of performance and circulation. These arrangements have benefited composers in Belgium, France, Israel, New Zealand and Poland.

The International PEN Club received a subvention to organize its annual Congress which was held in Lausanne on the theme of history and literature and for the continued publication of its quarterly bulletin.

b. PROTECTION OF CREATIVE WORK AND ITS AUTHORS

All Member States were consulted about the possibility and desirability of adopting a universal copyright convention. Forty-four governments answered favorably. A committee, of governmental experts was entrusted with the task of drawing up a preliminary draft which was later submitted to Member States. At the same time preparations were started for an inter- governmental conference in 1952, to which all States would be invited to examine and, eventually, to adopt the universal convention.

Two expert missions were dispatched, one to Peru, the other to Yugoslavia. The first visited Cuzco to study the damage done to historic monuments by the earthquake of 1950 and also the measures to be taken for their restoration within, the framework of a new city planning scheme The second mission went to Ohrid to study problems connected with the preservation of the church of St. Sophia and its frescoes.

The draft of an international convention for the protection of cultural property in the event of war, submitted by the Italian Government, was forwarded to Member States. It will be considered at the 1952 session of the GeneralConference. Another question under study was the creation of international repositories in which series of reproductions of the most representative and vulnerable works may be preserved. Three States -- Australia, the United Kingdom and the United States -- have expressed willingness to keep such collections of art in safe custody.

An Advisory Committee was set up as a consultative organ on questions concerning the preservation and restoration of monuments and archeological excavations.

C. DISSEMINATION OF CULTURE

The Arts and Education. An international seminar on the visual arts and education, attended by 35 people from 20 countries, took place in Bristol, United Kingdom, in July. Recommenda- tions were made concerning art education for children, adolescents and adults. A report will be published in 1952.

Museums and Education. Considerable attention was paid during the year to the educational role of museums. .In November, a meeting of experts worked out plans to encourage the use of museums for teaching, the organization of exhibitions and the preparation of handbooks and guides for teachers on the use of museums.

Reproduction of Works of Art. As in previous years, UNESCO has endeavored to provide the public with information about the best available reproductions in the form of color prints. New editions were prepared of the catalogues of high-quality color reproductions which had been published in preceding years and gone out of print.

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Travelling exhibits of color reproductions, one of paintings from 1860 to the present day, the other of paintings prior to 1860, were shown in more than 20 countries across the world. Reports show that these exhibits are creating a growing interest in the arts among the general public, in schools and in workers’ centers. In a number of countries, museums and cultural institutions purchased the reproductions in order to form permanent collections.

Translations. The second volume of the Index Translationum appeared in 1951; it covered 13, 518 titles published in 36 countries.

The project for the translation of classics (Economic and Social Council resolution 53 IV) entered the stage of practical execution. The first volume in the Arabic collection -- a French translation of Avicenna’s Kitab Al-Isharat -- was published. In the collection of LatinAmerican literature, two translations were prepared for publication, one an anthology of Mexican poetry (French and English), the other a translation of Manuel de Jesus Galvan’s “Enriquillo”, also into French and English . Arrangements were made with the Italian Government for the translation of a number of masterpieces of Italian literature, the first of which will be Vito’s “Scienzia Nuova”.

Public Libraries. A model public library was inaugurated in New Delhi in October and has already been visited by large numbers of readers of all classes of the population. section has been organized for children.

A special

To encourage the development of public library services in Latin America, a Conference in San Paulo in October was attended by 119 librarians from 17 Latin American countries. Four commissions studied the development of public libraries on a regional or national basis; inter- American cooperation in the library field; special services for children and the training of professional staffs.

A fourth volume in the series of UNESCO library manuals was published on the Role of Libraries in Adult and Fundamental Education.

Volunteer groups of British librarians and students worked to restore the war-damaged libraries in Dunkirk and Strasbourg. In France, municipal library.

a Danish group reorganized the Valogne

I Exchange, Loan and Purchase of Publications. The exchange of publications service made

it possible to meet 2, 725 requests and to secure gifts of books for 170 libraries. During the year 11 new issues of the Bulletin for Libraries were published, each edition running to%, 000 copies. A Handbook on the International Exchange of Publications was also published.

Bibliography and Documentation. of bibliographical services,

Following the Conference in 1950 for the improvement a program was worked out to promote the imnrovement of bibli-

ographic and documentation services in individual Member-States and at the international level. Working parties have now been established in fourteen countries to improve national services and a provisional international committee has been formed.

Scientific and Cultural History of Mankind. The International Commission established in 1950 assumed full responsibility for the preparation and execution of this work. An editorial board was set up to work out plans in detail.

The Commission nominated some 75 corresponding members, chosen among eminent persons in various countries; it also named the editors of the six volumes which will cover the various periods of history from the earliest times to 1950, presenting an objective aFcount of the scientific and cultural aspects of the history of mankind. completed in 1956.

It is expected that the work will be The Commission decided that, beginning in 1953, a quarterly magazine

would be published containing contributions from the various authors, working papers, as well as main comments, criticisms and suggestions arising from these texts.

5. EXCHANGE OF PERSONS

a. INFORMATION

Volume III of the annual publication, “Study Abroad - An International Handbook of Fellow- ships, Scholarships and Educational Exchange”, and Spanish.

was published in January in English, French It contained information on 35,000 awards in 55 states and territories.

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Additional publications have included three supplements to Volume III: Vacation Study Supplement, providing information on 450 courses and study tours; Workers Abroad, produced for distribution to trade unions and workers’ educational associations, containing information on short-term study courses and educational tours of interest to workers, and an IL0 report on trainee exchanges; and Teaching Abroad, which was produced in document form only and listed opportunities available in 1951 for short-term teaching appointments in foreign countries.

An information manual (also in document form), entitled “Travel Abroad”, was produced for the use of youth and student organizations interested in promoting educational exchanges. This manual gives details of passport, visa and other frontier formalities, arid travel facilities (such as reduced fares available for young people), for 90 countries and territories; revisions will be distributed periodically as fresh information is collected.

-Current subjects of research included: techniques for assessing the value of these programs, obstacles to their development and the determination of needs for international study.

b. PROMOTION

In order further to promote exchange programs, expert meetings were arranged for representatives of workers’ educational organizations and for administrators of youth and of teacher exchange pro&rams. UNESCO’s role at these meetings was to advise on problems connected with such programs and to supply information for governments and organizations taking part in such schemes.

Arrangements were completed for the launching in 1952 of the workers’ group travel grant scheme, by which some 30 groups, numbering 600 individuals from 12 countries in Europe, would take part in group study tours in other European countries.

Since youth organizations face a major difficulty in developing activities due to the present high cost of travel, arrangements were made to grant $34,000 in 1952 to assist youth and student organizations in paying travel costs of representatives journeying to participate in international activities such as seminars, discussion groups and lecture tours on topics bearing a close relationship to UNESCO’s program.

C. FELLOWSHIP ADMINISTRATION

Forty-two UNESCO program fellowships were awarded to 39 Member States. A new system of allocation was introduced, giving to beneficiary States the possibility of selecting fields of study in line with UNESCO’s priority projects. An additional seven fellowships were allocated for teaching about the United Nations in response to the Economic and Social Council resolution 203 VIII.

A program of UNESCO interneships was initiated in 1951, the aim being to enable nationals of Member States to study the structure and operation of UNESCO by working on one of the major program activities. Three such interneships were allocated, one each to India, Italy and the United States.

As in previous years, a -number of UNESCO-sponsored fellowships were administered on behalf of accredited donors. Under this program, 27 fellowships were allocated in 1951.

As a special measure in UNESCO’s program of educational reconstruction in Korea, an appeal was made to Member States in November to contribute fellowships and study facilities for Korean teachers and students.

6. MASS COMMUNICATION

a. DEVELOPMENT OF THE MEANS AND TECHNIQUES OF INFORMATION

In order to further the development of information channels across the world, the surveys of technical facilities for press; film and radio begun in 1947 were completed during 1951. By the end of December 156 countries and territories had been surveyed and inventoried. Volume V in the series of reports on the surveys will be published in 1952.

One result of these surveys was the stress laid on the shortage of newsprint which consti- tutes a serious threat to the maintenance and extension of education as well as to the flow of information. For example, literacy campaigns are hampered by the lack of printing paper and,

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in 1951, newspapers in several countries had to cease publication. Consequently UNESCO launched an appeal to the public warning it of the danger inherent in the present situation, and the Economic and Social Council was requested to draw the attention of the various Agencies of the United Nations to the importance of technical research in substitute raw materials, of increased production of wood pulp and of related economic and financial problems.

The highly specialized technical service to promote unification of Braille script for the blind showed further advance during the year. At a regional meeting in Beirut, progress was made towards unification for the languages of Ceylon; India and Malaya. Braille for African dialects, Armenian and Turkish, was also studied to bring these into harmony with the new international Braille. A second regional meeting was held in Montevideo which resulted in arrangements for uniformity in stenographic Braille for the Spanish and Portuguese languages.

Further technical pamphlets in the series: “Press, Film and Radio in the World Today” were issued in 1951. Examples are: Low-Cost Radio Reception, Radio in Fundamental Educa- tion and Recreational Films for Juvenile Audiences.

These pamphlets are intended to stimulate training and use of the media of mass communication in all countries, particularly in the developing countries.

b. REDUCTION OF OBSTACLES TO THE FLOW OF INFORMATION

UNESCO endeavors to focus attention on the barriers which exist to the flow of information and recommends international action to remove such barriers. Thus “Trade Barriers to Knowledge”, a manual of the trade regulations in force in 43 countries regarding the importation and exportation of educational, scientific and cultural materials, was published in 1951. A second edition of “World Communications” was also produced in French and English. This popular, graphic study of press, film, radio and television facilities in 170 countries and territories received wide and favorable attention in the world press.

The two conventions to facilitate the flow of materials received further signatures and ratifications during the year. As of the end of December, the Agreement for Facilitating the International Circulation of Visual and Auditory Materials had been signed by 18 countries and ratified by seven; the second, an Agreement on the Importation of Educational, Scientific and Cultural Materials had been signed by 23 countries and ratified by eight. A considerable number of governments informed UNESCO that steps were being taken to obtain early parliamentary approval of the Agreements. Both will become operative on ratification by ten countries.

Also in the domain of overcoming obstacles to the flow of information ten governments, in response to a UNESCO recommendation, reduced postal rates on printed matter or indicated willingness to apply more widely a system, initiated by the UPU, under which payment is made in national currencies for subscriptions to foreign newspapers and periodicals.

Additionally the joint working parties; established in 1950 with the regional economic commissions of the Economic and Social Council, paid continued attention to the inclusion of educational and scientific materials in new trade agreements, the increased production of such materials and the augmentation of foreign exchange allocated for their purchase abroad.

C. ACTION THROUGH PRESS, FILM AND RADIO

Services to the established communication channels aim, on the one hand, to provide information on UNESCO activities and, ‘on the other, to supply these channels with a modest flow of worthwhile articles and items ondevelopmentsacross the world in education, science and culture. To meet this aim, the regular publications have continued to appear: the monthly Courier, the fortnightly UNESCO Features and the weekly radio script, World Review, in English, French and Spanish and, in some cases, in Arabic. Adaptions have also been made locally to meet other language needs.

A major reportage took place in the autumn under the auspices of the UN, UNESCO, WHO and FAO. Ritchie Calder, science editor of the London News Chronicle, led this mission and he was accompanied by a CBC radio commentator and a staff photographer. This team covered technical assistance activities in eight countries of Southeast Asia and, by the end of the year, articles, photo stories, film footage, television and radio material had been accepted for use in many parts of the world.

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During the year 520 separate talks, discussions and dramatized programs were recorded at UNESCO House and broadcast by more than 600 stations in 74 countries and territories; 65 of these programs were recorded in nineteen languages.

“The Task Ahead” a 16-mm documentary on the activities of UNESCO was produced in eight languages, together with two film-strips: Fundamental Education and Technical Training. Footage was obtained from Pa’tzcuaro for three short films on the work of the Fundamental Education Center there: for television.

these films which will be edited early in 1952 are intended primarily

A meeting of film experts was held in April to advise UNESCO on the methods by which the production and exhibition of films serving the purposes of the Organization might best be promoted. It was attended by 23 specialists from 15 countries.

A hundred and fifteen copies of an exhibition “Education and Peace” were made in 28 languages and dispatched to Member States. This exhibition consists of 42 panels and shows UNESCO’s work in education with emphasis on fundamental education. A special exhibition was built for display in Bangkok at the time of the Regional Conference of National Commissions in December.

Throughout the year a large volume of publicity material was issued on Human Rights, particularly in connection with the celebration of Human Rights Day on December 10th. Three thousand copies of a Human Rights Exhibition Album, struggle to attain these rights,

depicting various phases of the world

organizations. were distributed to National Commissions and non-governmental

7. RELIEF ASSISTANCE SERVICES

a. ASSISTANCE TO EDUCATIONAL, SCIENTIFIC AND CULTURAL INSTITUTIONS

Voluntary International Assistance. In this work, UNESCO seeks to raise funds from voluntary organizations for selected educational, scientific and cultural institutions in war- affected or less advanced countries. Information on the needs of such institutions is collected by experts already working in various countries or by special staff missions; it is then catalogued (with a complete description of the situation and needs of each institution) and offered to voluntary organizations which wish to undertake assistance programs abroad.

The UNESCO Gift Coupon Plan provides a direct relationship between these institutions and donor organizations. their choice.

Using the catalogue as a guide, voluntary organizations adopt projects of If the organizations wish, UNESCO provides them with 25-cent Gift Stamps to sell

to finance the projects. When the necessary funds are raised, UNESCO provides an equivalent sum in UNESCO Gift Coupons which the donor group then sends directly to the school, library or other institution whose need is being met. Recipient institutions spend the Gift Coupons for the needed educational, scientific and cultural supplies.

By the end of the year the plan was operating in France, States and will be extended to other countries.

the United Kingdom and the United In 1951 Gift Stamps to the value of nearly$75.000

were issued both in the United Kingdom and the United States and to the value of 742,000 francs in France.

Emergency Relief Fund. needy institutions.

UNESCO also gives direct financial aid from the regular budget to

Of this sum, The amount appropriated during 1951 for this direct assistance was $188,000.

$88,000 was allocated for educational relief to Arab refugees (see below); $15,000 each went to the University of Vienna, sity of Djodjakarta,

Teachers’ Training College in Mandalay, National Univer- a Greek village project and to various institutions in Yugoslavia.

b. PALESTINE ARAB REFUGEES

Progress was made in developing the educational program of Arab refugee children, run in conjunction with the United Nations Relief and Works Agency. The number of UNESCO-UNRWA schools rose from 96 to 117 and the number of children enrolled increased from 41,053 at the

beginning to 50,801 at the end of the year. nent buildings,

School tents were gradually replaced by more perma- essential school equipment was provided, teachers’ salaries were increased,

and a beginning made with vocational training for boys and girls. attending these classes. (Despite these improvements,

By December 2.500 boys were

still not receiving education). fifty-six percent of refugee children are

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C. KOREAN REHABILITATION

Educational relief activities are carried out in cooperation with the United Nations Korean Reconstruction Agency. In September, in response to an UNKRA request, an educational advisor was sent to Pusan for four months. On his advice $70,000 of the special fund of $100, 000 set up by UNESCO’s Executive Board in 1950 was used for the purchase of a high-speed rotary press for the printing of textbooks by the Korean Ministry of Education. By the end of the year, a draft program had been worked out for submission to the Government and United Nations Agencies for implementation at the appropriate time.

d. THE COUPON SCHEME

The UNESCO Coupon Scheme for overcoming currency barriers in the purchase of books, certain types of films and scientific material continued to develop. By the end of the year twenty-nine countries were participating. Coupons to the value of $809,000 were issued in 1951 compared with $114,000 in 1948.

The proportional allocation of coupons was as follows: India 25 percent, France 12.5 percent, Thailand 10 percent; other countries averaged about 3 percent each.

8. TECHNICAL ASSISTANCE

As stated earlier, UNESCO’s work in this field was actively launched during 1951. The first year’s experience offers a striking example of the United Nations system working together in cooperative action; on the one hand, UNESCO supplies educational and scientific advice; on the other, agricultural, labor, economic and health advice is given by the United Nations itself, by the FAO, the WHO, the IL0 and other Specialized Agencies. The teams or missions dispatched to Member States, at their request, act as laboratories, carrying out tests and demonstrations, and leaving it to the individual governments to apply these lessons, to the best of their ability, on a larger scale.

UNESCO’s part of the program concerns the furnishing of educational experts (including specialists in science teaching) and advisory services for scientific research and documentation centers. As of December, 70 agreements had been signed with 34 countries; 16 experts had completed their missions; 85 were at work in 27 countries, and 34 others were on the point of departure. Of the 213 requests received for fellowships, 130 had been granted and the fellowship- holders were studying in 31 different countries.

This program is financed by contributions additional to the regular UNESCO budget. For 1951 a fund of $20,000,000 was set up by Member States to carry out United Nations technical assistance activities as a whole; of this sum, UNESCO’s share was $2,300,000.

The following two examples will demonstrate UNESCO’s work in this field, In order to provide room for an expanding population, the Government of Ceylon is resettling large areas in the long neglected Dry Zone. As part of this resettlement program, an agricultural colony has been set up at Minnerya where UNESCO has provided two specialists for a demonstration center in fundamental and adult education. In Mexico, UNESCO is helping the Government to establish a center for scientific and technical documentation. Four experts have been provided and the center is already in operation, receiving more than 5,000 scientific and technical journals. These journals are classified, summarized, transformed into abstracts and translated into Spanish. The abstracts will be published as a bulletin - a summary of nearly a million printed pages - which will enable a rapid perusal by Mexican and other scientists in Latin America of all publications on specialized topics.

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THE BUDGET FOR 1952

The Sixth Session of the General Conference, meeting in June 1951, approved a budget in the amount of $8,718,000 to carry out the program of activities during 1952. The estimated distribution of funds for 1952 is given below.

Contributions to the budget are made by Members of UNESCO according to the scale adopted for the administrative budget of the United Nations, with adjustments to provide for the differ- ence in membership of the two organizations. The scale of contributions for 1952, as approved for 64 Member States of UNESCO by the Sixth Session of the General Conference in 1951 is also given below.

Budget 1952

PART I. General Policy .................................................. 313, 292 PART II. General Administration .......................................... 987,213 PART III. Program Operations and Services:

Education ....................................... 1,353,994 Natural Sciences e.........,. ...................... 874,086 Social Sciences ................................... 520,082 Cultural Activities ................................ 896,982 Exchange of Persons .............................. 494,533 Mass Communication ............................. 1,107, 854 Rehabilitation. .................................... 261,108 External Relations Service ........................ 384,321 Documents and Publications Service ................ 745,253 Statistical Service ................................ 79,757.. ......... $ 6,717,970

PART IV. Common Service Costs .......................................... $ 699,525

Total Appropriations.. .......... $ 8,718.OOO

’ SCALE OF CONTRIBUTIONS OF MEMBER STATES, 1952

Afghanistan .......................... 09 Argentina ............................ 1. 78 Australia ............................ 1.94 Austria .............................. 21 Belgium ............................. 1.48 Bolivia .............................. 07 Brazil ............................... 1. 78 Burma (Union of) ..................... 16 Cambodia ............................. 04 Canad a. .............................. 3.68 Ceylon .............................. 16 China ............................... 6.31 Colombia ............................ 41 Costa Rica .... ..C .................... 04 Cuba ................................ 36 Czechoslovakia ....................... 1. 15 Denmark ............................. 87 Dominican Republic ................... 06 Ecuador.. ...........................

Egypt ................................ Et El Salvador .......................... 06 France .............................. 6.31 German Federal Republic ............. 3.57 Greece .............................. 20 Guatemala ........................... 07 Haiti ................................ 04 Honduras ............................ 04 Hungary ............................. 38 India ................................ 3. 88 Indonesia ............................ 66 Iran ................................. 44 Iraq. ................................ 15

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Israel ............................. 19 Italy .............................. 2.47 Japan. ............................ 1. 76 Jordan (Hashemite Kingdom of). ..... 06 Korea ............................. 17 Laos .............................. 04 Lebanon ........................... 07 Liberia ........................... 04 Luxembourg . , ...................... 06 Mexico ........................... 71 Monaco ........................... 04 Netherlands ....................... 1.39 New Zealand ...................... 55 Norway ........................... 55 Pakistan .......................... 87 Panama ........................... 06 Peru .............................. 22 Philippines. ....................... 32 Poland ............................ 1.49 Saudi-Arabia ...................... 09 Sweden ............................ 1.90 Switzerland ....................... 1.65 Syria ............................. 10 Thailand .......................... 23 Turkey. ........................... Union of South Africa ............... t”9 United Kingdom .................... 11.59 United States of America ........... 33.33 Uruguay ........................... 20 Venezuela ......................... 35 Viet-Nam ......................... 11 Yugoslavia ........................ 47

MEMBERS OF THE EXECUTIVE BOARD (as constituted by the Sixth Session of the General Conference)

Chairman P. de Berredo Carneiro (Brazil)

Vice-Chairmen Sir Ronald Adam (United Kingdom) Mgr. Jean Maroun (Lebanon)

Members F. Bender (Netherlands) Rafael Bernal Jimenez (Colombia) Antonio Castro Lea1 (Mexico) Luther H. Evans (United States) Count Stefano Jacini (Italy) Sir Arcot L. Mudaliar (India) C. Parra-Perrez (Venezuela) Geronima Pecson (Philippines) Jean Piaget (Switzerland) M. Vladislav Ribnikar (Yugoslavia) Roger Seydoux (France) S. M. Sharif (Pakistan) Alf Sommerfelt (Norway) Ahmet K. Tecer (Turkey) Constantine K. Zurayk (Syria)

PRINCIPAL OFFICERS OF THE SECRETARIAT

Director-General Jaime Torres Bodet (Mexico)

Deputy Director-General John W. Taylor (United States)

HEADQUARTERS AND OTHER OFFICES

HEADQUARTERS UNESCO SCIENCE COOPERATION OFFICES-- (cont’d)

Address: UNESCO HOUSE 19 avenue Kleber Paris 16e, France

Telephone: KLEber 52-00 Cable Address: Unesco Paris

Centre de Cooperation Scientifique de 1’Unesco Istanbul Teknik Universitesi Gtimus Suyu Istanbul, Turkey

NEW YORK OFFICE

Address: UNESCO c/o United Nations Headquarters Room 2201 New York 17, N. Y.

Telephone: PLaza 4- 1234 Cable Address: Unescorg Newyork

Unesco Science Cooperation Office United Nations Building Padre Faura Manila, Philippines

Unesco Science Cooperation Office University Buildings Delhi, India

UNESCO SCIENCE COOPERATION OFFICES

Centre de Cooperation Scientifique de I’Unesco 1320, Bulevar Artigas

Montevideo, Uruguay

Unesco Science Cooperation Office C. G. T. van Dorp & Co. N. V. Djalan Nusantara 22 Djakarta, Indonesia

UNESCO REGIONAL OFFICE Unesco Science Cooperation Office 8 Sh. El Salamik Garden City Cairo, Egypt

Centro Regional de la UNESCO en el Hemisferio Occidental. Calle 5a No. 306 entre C y D Habana, Cuba

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ER STATES OF UNESCO (as of 1 October 1952)

Afghanistan Argentina Australia Austria Belgium Bolivia Brazil Burma (Union of) Cambodia Canada Ceylon China Colombia Costa Rica Cuba Czechoslovakia Denmark Dominican Republic Ecuador Egypt El Salvador France

German Federal Republic Greece Guatemala Haiti Honduras Hungary India Indonesia Iran Iraq Israel Italy Japan Jordan (Hashemite Kingdom of) Korea Laos Lebanon Liberia Luxembourg Mexico Monaco Nether lands

New Zealand Nicaragua Norway Pakistan Panama Peru Philippines Poland Saudi-Arabia Sweden Switzerland Syria Thailand Turkey Union of South Africa United Kingdom United States of America Uruguay Venezuela Viet-Nam Yugoslavia

No. 1

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