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Youth manibebto gor the
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t the invitation of the French National Assembly and of the United Nations Educational, Scientific and Cultural Organization ( UNESCO 1, a World Parliament of children met for the first time from 2 1 to 27 October 1999 in Paris. It brought together 350 youths from some 17 5 countries.
A
On the eve of the year 2000-proclaimed ‘International Year for the Culture of Peace’ by the United Nations-these youths wished to define their expectations regarding the defence of peace. solidarity education and culture. economic and human development, and environmental protection, by adopting on 24 October 1999 a Youth Manifesto for the Twenty-First Century. This manifesto bears witness to the attachment of youths to the principles set forth by the Declaration of the Rights of Man and of the Citizen ( 1789 1 and by the Universal Declaration of Human Rights of 10 December 1948. It was presented October 1999.
to UNESCO’s General
Conference
on 26
It will be transmitted to all the Heads of State or Government as well as to the Speakers of Parliaments and. in autumn 2000. will be formally communicated to the United Nations.
Laurent Fabius
Federico Mayor
President of the French National Assembly
Director-General of UNESCO
21~
century
youth
mani~ebto bar . the
21bt
century
we, the young citizens of 175 countries assembled in the world Parliament of Children in Paris, I -from 21 to 27 October 1999, have adopted the following ~nifesto :
Peace and Non-violence e, the young people of the twenty-first want that century
to be one of peace among
The world’s
different
civilizations,
religions
have a common
humanity
and the cause of peace:
mental nations. events
philosophy While from
century,
purpose
which there
which
nations.
cultures in the good
be
of
this is a funda-
is to be embodied
should
and
by all
analysis
of
past
we may learn for the future,
must focus on attempting
to correct
we
the inequities
of
the present.
It is imperative
that the world
peace. by diplomacy, and
any other
dialogue,
viable
means.
Provided
strive
community
to attain campaigns
Peace is not
only
dream
but a goal.
munity
is sincere in its desire to create and maintain
peace, peace is a reality is the world’s
and
com-
can be attained.
This
only hope for survival.
War is a major blind
which
the international
unmindful
disease caused by world of
the
fact
that
a
leaders,
with
their
t
actions
they are destroying
deep
under
ruins
Underlying wealth:
causes
prejudice
nality:
our
and
our future
right
include
to
and burying
live
unequal
and
thrive.
distribution
of
based on race. creed, sex or natio-
undemocratic
authoritarian
systems
of
governance.
In
view
of
this
situation,
we
propose
the
following:
despite divide
the barriers
us, we are entitled
equal respect
a culture lence should
non-formal exchanges
cements
be disseminated
to
our right
to
should
formal,
For
the media
informal
as more
public
community
peace
and
teach
O-
for and
teacher
in addition
and through
promote
respect
example,
be supported as well
of non-v
in mutual
through
education.
to
to exercise
of peace and a philosophy
exchanges
through
may seem at times
and equal opportunity.
all types of diversity
dent
that
to stu messages announconflict
resolution,
excessive military towards
programmes
spending
S hould
promoting
be redirected
peace
and
non
violence,
there should
be formation
ting events in which of young people
from
each team would different
Our names, surnames, religions
and colours
of internat i onal sporbe composed
countries.
nationalities,
may be different
languages, but in essen-
ce all of us are the same, all of us are human.
! !
I 1
Youth mani/jesto bar the
21~
century
Education
he twenty-first
century
is right on our doorstep.
Our key is education.
We recognize
the necessity
of affordable
educa-
accessible
to every person,
regardless
of race.
tion,
gender.
economic
status
religious
beliefs
or cultural
backgrounds.
We are convinced responsibility the whole moral
that education
of teachers community,
and students i.e. parents,
authorities,
Governmental
the
but also of
public
business
Organizations
the international
is not only the
and/or
world.
Non
and the media. and that
community
should
help whenever
necessary.
We are conscious to acquire
that education
a creative
as well as moral to develop
should enable us:
and openminded
personality
values,
not only intellectual
but also practical
and social skills, to create between
international
understanding
and respect
individuals,
- to strengthen
national
and international
bonds,
to understand
and learn
from
the world
in which
we live, to help maintain
and develop
equality
and demo-
cracy.
We are concert&d in the world
by the fact that many people
are still denied
not have adequate
We call
access to school and do
conditions
upon
the
for quality
national
and
learning.
international
communities: - to increase reduction
funding
for
education
including
fee
and scholarships.
- to improve
teachers’
professional
- to reduce
teacher-pupil
ratios.
to diversify
standards,
and to adapt the teaching-learning
pro-
cess to all types of abilities.
We propose - increase
that the relevant
cooperation
- set up adequate increase
between
guidance
flexibility
authorities: all partners,
and counselling,
in the syllabus
and update
curri-
cula periodically, give more their
responsibility
to students
for managing
schools.
We pledge ourselves: to involve
ourselves
more in school and social acti-
vities, to run projects
and raise funds for our schools and
communities, - to help one another
and contribute
to the educa-
tion of others. - to respect without
L
the lives and
discrimination
dignity
or prejudice.
of other
people
Youth manibedto (JOTthe
century
21~
or the first
time
in the history
progress can have irreversible planet
which
humans
te changes,
nuclear
the extinction
Nevertheless, of life.
continue
producers
increases
people
observations,
industrial
landscapes,
no
engineering.
pollution,
wastage,
longer
of the world,
the
and natuwhich
peoples.
millennium,
taking
as
etc.
sufficient,
among
way
both
is increasing
of the third
we. the
account
of these
propose:
- to call on other young dialogue
(clima-
short-sightedly,
the risks of conflict
At the dawn
to forecast
used to a certain
to behave
are
on the
and flora).
population
resources
effects
genetic
individuals,
of natural
The world’s
young
accidents,
and as consumers:
destruction
ral
negative
are unable
of fauna
of humanity,
and action,
people
continually,
at home. at school
street. to respect the environment selves informed
of the dangers
through and in the
and to keep themof tampering
with
nature: through 1
these incitements.
. associations opinion
aware
to play their part in alerting
and in putting
. the
media
to persuade:
forward
solutions,
to contribute
of and informed
about
to
so that rubbish
making
people
the problems,
. towns and cities to organize lection
public
effective
can be recycled,
refuse colto promote
non-polluting
forms
of public
transport
and to esta-
blish more green spaces, . parliaments protect
to adopt
and strengthen
the environment,
. governments the application
to provide
duction
sufficient
funding
for
of these laws, the implementation
environmentally
friendly
techniques
and
of
the intro-
of ecology in school curricula,
. heads of states to take concrete into
laws to
practice
Janeiro
the
recommendations
steps to put of the
Rio de
Earth Summit,
. UNESCO to pursue its role of coordination information
to the countries
the developing
especially
countries,
the United fund
of the world.
and
dedicated
Nations
to create
to anti-pollution
lopment
of renewable
national
or regional
the Earth for future
an international
research,
resources. initiatives
the deve-
and the support which
will
of
preserve
generations.
Economic development, Human development
e want better food,
the basic needs of human
satisfied.
namely
a good standard
crimination. for survival
Fulfilment
health,
education,
of living,
conflict.
of speech,
of different
adequate
and an end to dis-
The basic needs
that we seek to satisfy can be attained
acceptance
to be
of basic needs is necessary
and to prevent
of ways: freedom
beings
in a number
openmindedness
opinions
and religions.
and All
___ --
t
governments
should
impose
severe
punishment
on
those who abuse these basic rights.
Governments
should
establish
,based
on consideration
of current
work
out ways in which
they could
vented
from
the start.
be to organize in order the
world’s
include tion,
etc., which
ceful future.
conflicts
future
priorities
gender
This could
be brought
of and fostering
emphasis before
should
equality,
they happen.
from
all continents.
with
no more
by sprea-
a peaceful
attitu-
on avoiding
We, the young
also want
child
educaof a pea-
about
be placed
soldiers,
for
should
help in the construction
ding awareness de. Much
Other
planning,
should campaign
a healthier
population.
and
have been pre-
anti-drugs
guarantee
family
situations
One of the priorities
an international
to help
priorities
to produce
people a world
terrorism
and
wea-
pons of mass destruction.
To reduce
problems
rates and manipulation creditors,
we suggest
sation
be formed
tions,
lower
countries
ly. To avoid tries,
equality
economic
power.
balance
to avoid should peoples.
conflicts, be given
countries
of power
leading
should
We must also promote our knowledge.
priority
that global
among
of
back easi-
among
to a global
we think
organi-
the debts
to pay them
is that there
by
loans and dona-
rates and cancel
by sharing
interest
an international
an imbalance
economic
gical
that
are unable
our suggestion
by high
of developing
to help monitor
interest
which
caused
coun-
be global balance
of
technoloIn order interaction
governments
and
Youth mani/je6to $or the 2P century
e consider respecting
solidarity
them.
were
family.
would
wish
anything
It is also helping
This them
means
a common
mitment
Solidarity
we young
social, racial,
cultural
Possible
actions
people
as you expecting together
in an individual
should
com-
help,
in need, regardless
or religious
to promote
res
of any
differences.
sol lidarity
include:’
at schoo I between
young
and adults,
about
others and their
understand
and respect
- assisting
people
the
handicapped
organizing orphans,
as if they
to others
people
communication
- learning
elderly,
and
activity.
pect and care for others
- improving
others
is working
goal, either
or in a group
Therefore,
doing
for others
to do to you. without
in return.
towards
as caring
with
disabled,
homeless
in order
to
them,
special the
and those with
campaigns
culture
needs
physically addiction
to support
children,
juvenile
such as the and
mentally
problems.
children
in need:
delinquents,
- taking
part
in local
and national
bodies such as legislative
- developing zations
�
youth
institutions,
involvement
such as the World
Action
Parliament
intercultural
communication development
for
of Children.
century,
our culture,
promote
organi-
people.
t the end of the 20th
tures,
in worldwide
starts with young
that we maintain
decision-making
it is important
learn
from
dialogue
other
cul-
and facilitate
peace and the enhancement
of
worldwide.
Culture
provides
us with identity
and a sense of
being.
Our societies to preserve
are changing
our cultural
Therefore,
and
we, the young
places
sports
activities
and it is vital
heritage.
- call upon governments sidies
rapidly
people
to provide
to support
for young
of the world:
equipment,
cultural,
people,
artistic
which
will
suband also
help us to keep our roots,
ask for help to be provided
for the poorest
coun
I
tries so that
their
natural
and cultural
heritage
can
be protected,
- ask
for
cultural
ownership nations
objects
disputed
to be made available
origin
for all people
or
of all
to see.
Communication other
of
better,
riences,
enables
to share our ideas, opinions
to build
the world
unity
among
and solve problems
The media munication express
us to get to know
themselves
made accessible
more.
and expe-
the young
people
of
peacefully.
and modern
technologies
each
information
allow
young
Therefore
to all young
and com-
people
people
to
they should
be
in all countries
of the world.
A campaign Internet, United
to
e-mail, Nations
companies.
etc. should
rich countries
We would
a special
like
to create
discount
an attractive,
to produce
and their
Communication
being
on Internet
our own newspaper, levels
generation
and we’d
also
to read it.
based on the knowledge
we want our governments
to enable
sub-
and schools.
and international
like our parents
possible.
by the
and local authorities.
for young people
of languages,
the
youth website.
We propose
at national
for
be organized
we propose
culture-related
scriptions
equipment
system with the help of multinational
Moreover
lation
provide
us to learn
in and out of school.
languages
to pass legisas early
as
History
and current
wars. ethnic cleansing and repression logue
cultures
municipalities
about
permanent
culture
and
of different
to educate
our-
and creeds.
internatiocultures
other young
in
people
the way they live.
We strongly
young
opinions
pledge
to organize
people
communities
unders-
respect.
of the world,
people’s
nal days to enable
better
dia-
and stereotypes.
people
selves to value other
We expect
if intercultural
and mutual
prejudices
We, the young
show us that
and all kinds of discrimination
as this promotes
of other
helps eliminate .
various
events
can be avoided
is developed,
tanding
world
World
people
desire
Parliament
can interact
of all nations,
nous peoples.
UNESCO’s help
ethnic
of
more
to create
Children
so that
an’d safeguard
minorities,
a
the
and indige-
.
r
T;inlli ASSEMBLkE NATIONALE
WORLD PARLIAMENT