A Quote by Kofi Annan
The United Nations has long recognised that the imagination, ideals and energies of young men and women are vital for the continuing development of the societies in which they live. And since its inception in 1948, AIESEC has contributed to this development by serving as an agent of positive change trough education and cultural exchange.
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I spent the first years working in Jordan trying to learn as much as I could about what was taking place in the country, about where there were gaps in the development process that needed attention. Inevitably, there were certain common denominators which are fairly common to all developing societies, perhaps to all societies: that quality education be accessible to everyone, not just a limited elite few; the sustainable conservation of natural resources; the full engagement of women in national development; and the value of cross-cultural exchange and understanding to international relations.
Norway, Iceland, Australia, Canada, Sweden, Switzerland, Belgium, Japan, the Netherlands, Denmark, and the United Kingdom are among the least religious societies on earth. According to the United Nations' Human Development Report (2005), they are also the healthiest, as indicated by life expectancy, adult literacy, per capita income, educational attainment, gender equality, homicide rate, and infant mortality. . . . Conversely, the fifty nations now ranked lowest in terms of the United Nations' human development index are unwaveringly religious.
Since the moment of the United Nations' inception, untold energies have been expended by governments not only toward the exclusion of persons of principle and distinction from the organization's leading positions, but toward the installation of men whose character and affiliations would as far as possible preclude any serious challenge to governmental sovereignty.
It is a sad but undeniable reality that people have died in the line of duty since the earliest days of the United Nations. The first was Ole Bakke, a Norwegian member of the United Nations guard detachment, shot and killed in Palestine in 1948. The toll since then has included colleagues at all levels.
Pedagogy must be oriented not to the yesterday, but to the tomorrow of the child's development. Only then can it call to life in the process of education those processes of development which now lie in the zone of proximal development
Those who profess the faith of Life regard the ideals of mankind as an expression of man's higher needs. Ideals which were once incentives to development thus become a drag upon it whenever life's needs demand new forms that are not recognised by the prevailing idealism.
Adolescence has been recognised as a stage of human development since medieval times--long, long before the industrial revolution--and, as it is now, has long been seen as a phase which centers on the fusion of sexual and social maturity. Indeed, adolescence as a concept has as long a history as that of puberty, which is sometimes considered more concrete, and hence much easier to name and to recognize.
Early childhood development has proved to be very beneficial and very cost-effective in societies where this is been tried. So let's not confine ourselves to primary education. Let's think of early childhood development and education as a whole.
We hope that more assistance will be available to the nations of the region, to include Egypt, on the three pillars that I discussed today: civic society development, education and economic development.
The United Nations was founded 70 years ago, at the end of World War II. Since that time, Japan has steadfastly walked the path of peace and rebuilt a nation. And, since the mid-1950s onward, we have actively worked to share our experience of development with other nations, especially in Asia.
Our hope is to support projects that promote the personal and educational development of young people through creative programs that embrace innovation while celebrating rich traditions and cultural exchange
I think that American women are further along than any other women in the world. But you can't have peace in a world in which some women or some men or some nations are at different stages of development. There is so much work to be done.
Boosting STEM education opportunities for young women globally is one critical way that the U.S. can promote women's equality, as well as economic development, around the world.
Development is not about factories, dams and roads. Development is about people. The goal is material, cultural and spiritual fulfilment for the people. The human factor is of supreme value in development.
The aim of education should not be to teach how to use human energies to improve the environment, for we are finally beginning to realize that the cornerstone of education is the development of the human personality, and that in this regard education is of immediate importance for the salvation of mankind.
An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.
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