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Literacy Model In establishing the programme within UNESCO, I decided to design the programme in such a way as to build upon two sources of strength: UNESCO's own history of success in the development of literacy programmes; and the principles and practical strategies developed by social psychologists and peace activists for reconciliation and peace-making. After analysing studies of UNESCO's literacy programmes, I came to the conclusion that we would do best to emphasize a process of training. Just as the literacy programmes had established a number of regional training centres for literacy promoters throughout the world, we should establish such centres for the training of peace promoters. One UNESCO veteran, John Ryan, who had directed the UNESCO literacy centre in Iran, advised me that it was a good idea but that we should avoid getting bogged down with the administration of buildings. Instead, he advised that we establish our training centres on the premises of other international institutions and concentrate our scarce resources on the training process itself. As it was, the field staff that we hired came from backgrounds of work for literacy. In El Salvador, the programme was headed by Francisco Lacayo who had helped manage the great literacy programme of the Sandinistas in Nicaragua. In Mozambique which had established one of the most advanced literacy programmes in Africa following its national liberation, we engaged Noel Chicuecue who had worked on literacy as director of education for Nampula Province. Also the headquarters staff of the Culture of Peace Programme came from backgrounds in education. Both the director and the other senior programme specialist came from UNESCO's emergency educational unit. |