Parliamentary Conference for Education in the Asia Pacific Region, Establishment of the Forum of Asia Pacific Parliamentarians for Education (FASPPED): Day 2
Jakarta, 24-25 October 2008
Rapporteur: Mohammad Reiza
Sultan Hotel
Jakarta, Indonesia
Day 2: Saturday, 25 October 2008
09.00 – 10.30
Working Session 4
Venue: Asean Room 6-7
MC, Ms. Jasmine Sagita Rafiq and Leo Mokodompit of Indonesian National Commission for UNESCO open the programmes by greeting the honorable and distinguished guests and participants. They remind the distinguished participants of confirming their flight schedules to the secretariat.
Co-chaired by the Vice President (Nepal) and Mr. Sheldon Shaeffer, Director, UNESCO Bangkok Office, Regional Bureau for Education in the Asia and the Pacific
Presentations by Participants
Participants to share their countries’ success stories, best practices, or trends in the field of Education: primary education, quality education, adult literacy, gender equality, ESD, etc.
1. EFA: Trends, Prospects and Challenges in Pakistan
Presented by Professor Ahsan Iqbal, Member of National Assembly of Pakistan, Former Minister of Education
He firstly elaborates the challenges of our age; from industrial age to information age. Some are fortunate and some are not by having opportunities to have education. The society has one chance to invest in education for sustainable future. The magic of science includes biotechnology and information technology and other technologies that have positive and critical contribution to the societies.
Challenges of changing paradigms: industrial society to knowledge society; how to form social structure to encourage them to be more critical. The future society will work in team, so it is hot to change the children and get used to them to teamwork. The discussion also highlights the importance of education in human development trend and key indicators in South and West Asian countries. It also relates to national security budget. The national net enrolment ratio in primary education and education have slight different in provinces.
In Pakistan the adult literacy ages 15+ is about 50%. Another concern is regarding statistical information of public schools at union council level. It is questioned if education has something to do with gender parity. One of the major issues is that there are not enough numbers of teachers, adequate schools facilities, etc. The key impediments include the lack of political will, governance issue, parallel systems of education, etc. Some key initiatives 2010 outline universal primary enrolment campaign, uniform education system, adult literacy campaign, ethics and values based learning, etc.
The best practices from the private sectors in term of service delivery should be brought up to better the development of education, which could make difference. Best practices in Pakistan did enrolment campaign (success stories); 8 September 1999 on International Literacy Day, there were 876 thousand enrolled. In the Province of Punjab Enrolment Campaign (15-31 August 2008), there were 800 thousand additional students enrolled. Keys to success include ICT development in terms of Internet infrastructure development for computer literacy platform. It has increased the national Internet users as well as the bandwidth availabilities. OTP (Organization, Technology and Public Policies) alignment crisis exist in governance. We have to be proactive to make positive change and to make things happen.
2. EFA in the Asia Pacific Region
Presented by Mr. Kim, Korean National Assembly (In Korean with Interpreters)
The vision of the programme is to build a society of lifelong learning for the pleasure of learning; of building the future, and of living together. The policy direction: fostering creative learners at all ages of life by linking workplace, expanding military lifelong learning and preparation for the aging society. OECD statistic 2006, Korean lifespan exceeds 80 years by this year. This programme will be integrated with the senior citizen.
Another key direction is to enhance participation and partnership among ‘Lifelong Learning’ (LLL) related institutions for social cohesion by establishing networking among LL cities and institutions and strengthening international partnership and collaboration in LE. Lifelong learning account system manages various learning outcomes of citizens and socially used for academic purposes. LLL cities outline programme of nurturing the cities. Lifelong learning-centered universities support managing model development of universities for adult.
Adult literacy education assist ALE programme and aid operating expenses of non-profit ALE institutions for giving second chances to the project lost timely educational opportunities (20 billion KRW in 2008). Programme for the socially disadvantages groups. The Korean government has been supporting Korean people since year 2001 to get education. Academic credit bank system of lifelong learning has been managed since year 1998. It is my sincere wish, that we can make big difference tomorrow with the values of UNESCO under the umbrella of the UN system. Thank you.
3. EFA: Trends, Prospects and Challenges in Pakistan
Presented by Ms. Rasyid, Pakistan
Pakistan has been suffering from long period of dictatorship of military. Democracy was the only solutions for all problems. Invasion of other countries prevent children of the country to have education and build civilization. During the process of military rules, we have lost a lot of important people of the country.
Some education development programmes in the country include setting up community learning centers. It does not mean anything, that we have done many things as there are still a lot of people in the country that are under the poverty line and have not been reached by education system. There are a lot of refugees from other countries and they are illiterate, as this has become human problem since the year of 1992 after the war. Thank you.
4. EFA: Trends, Prospects and Challenges in Nepal
Presented by Mr. , Nepal
There are a lot of problems that the government has to deal with regarding education in Nepal. Some of the key concerns are curriculum, refugees from Bhutan as well as the language of instruction. The importance of education outlines the Dakar framework. Education development also considers the issue of gender equality and capacity building of the teachers on gender sensitivity. There is minimum requirement of the number of female teacher in schools.
Some other aspects are including 7 goals by touching indigenous people to be teachers for indigenous language teaching. Another problem is the untouchables, who are mostly Hindus making of 70% of the country’s population as well as large number of indigenous people. EFA will require model on how to touch these groups.
5. EFA: Trends, Prospects and Challenges in Iran
Presented by Muhammad Hasan, Parliament of Iran
Sustainable development cannot be achieved without education for all. The current estimate in Iran is 10% of employment and 26% of youth employment. Literacy programme in the country has become a key concern, whether they have certificate according to the national census in 2006. Based on the latest census some of the 11% of the total population are illiterate. About 1.5 million of the people were covered by literacy programme in 2006. The government recognizes that the focus on socio economics and education increase the development of literacy programmes. In addition, providing free education for all has been committed and written in the national decree.
In 2008 there are 1.5 million of high school graduate students and have gone to the university for continuing education. About 3.5 million students are studying in 250 public and private universities. The budget of the government is also allocated for research for the development of education.
6. EFA: Trends, Prospects and Challenges in Maldives
Presented by Mr. Ahmad Jaffar, Maldives
Primary education in Maldives has relations to home schooling. In the last 5 years the government allocation budget is about 15-20% for education expenses. In 2010, the government will improve the development of ECCE and children with special needs as well as the quality of education. The government will provide basic education for all children in regards of education for all, regardless of disparity. Maldives has achieved the goal of MDGs in education. The national commitment has highlighted the notion of education and the improvement of learning.
In all schools, English language is used and the government provides the schools with learning materials and equipments. Secondary and higher education is free in the government school and books and stationary are provided for free. If a school is not available in one island the children will go to another island for proper education. The emphasis is based on the teacher training to develop various kinds of education to serve the people’s needs.
Questions and Comments
Mr. Sheldon Shaeffer says not to wire every school for computers and it becomes mistake. There are successful campaigns and failures and we have to learn about them too. Global campaign should work together with NGOs. Parliamentarians will be very useful to push the political leaders to support education development. In the sufficient length of time, things can get really done.
Mr. Sheldon Shaeffer says adult learning that Korea does was presented in an education conference in Seoul 2 weeks ago and this is a best practice that other countries can do.
Mr. Sheldon Shaeffer says about refugee’s issue that has become debate on the education of refugees, people coming from other countries. The convention of the child says that countries are obliged to the education of all children. The issue is the political decision that has to be made regarding the language of instruction. It happens also in Thailand with the refugees from Myanmar and Cambodia. This is politically sensitive issue.
Mr. Sheldon Shaeffer says that Nepal has become the best practice in the region in terms of language use for education. The country has taken the point to ensure that young children to be literate in their own mother tongue. There will be much autonomy of the country by forming Federal system for the country. Important role of the parliamentarians can be played in this education development with the new system.
Mr. Sheldon Shaeffer says that literacy programmes in Iran is similar to Indonesian programme, which is lifelong. Studies have shown in Cambodia, Laos and Bhutan that literacy rate is about 20-25% below the literacy rate. The politicians have been hesitant to show the real figure. So, for the next government, it can be advised that in the next programme the government do assessment of literacy rate of the country and show the factual statistical figure to the public.
Mr. Sheldon Shaeffer says that main challenge of Maldives is the number of islands and the availability of education systems. So this is similar to the issue of the Philippines and Indonesia with enormous number of islands and proper education system provided in each Island.
10.30 – 10.45
Coffee Break
Coffee break is provided in the hall.
10.45 – 11.45
Working Session 5
Venue: Asean Room 6-7
Co-chaired by the Vise President (Nepal) and Mr. Maurice Robson, Director of UNESCO Islamabad, Pakistan
1. E-Learning Policy of the Republic of Korea
Presented by Mr. SUH Sang-kee, Member of the National Assembly of the Republic of Korea
The paper highlights the implementation of e-learning policy, achievements and tasks of the e-learning projects and key success factors. The initial infra phase started from 1996 to 2000 (Master Plan 1); the ICT utilization phase/e-learning phase started from 2001 to 2005 (Master Plan 2); service sophistication/e- learning phase started from 2006 to present (Master Plan 3).
In the achievements and tasks of e-learning projects outline the infrastructure development for e-learning and the use of ICT for teaching and learning. Total of 640 thousand of information sharing have taken place for teaching and learning through the Internet. The new initiative is elaborating digital textbook development that overcomes the limitations of conventional textbooks and to lead educational innovation. Another achievement is the application of ICT in the National Education Information System in the Ministry office. 165 different types of school documents have been transferred to the web across the country at the end of 2007. The fourth achievement is the application of e-learning to higher education. Research Information Service System (RISS) was launched in 1998. Korea Open Course Ware (KOCW) runs since 2007 within and outside the country. The Republic of Korea is currently supporting the development of ICT in 18 developing countries including Mongolia.
The key success factors include the presence of global companies – the world class of ICT. The Republic of Korea can benefit the high speed of the Internet from the private companies. E-learning of the Republic of Korea is to serve as foundation for the future cooperation with other countries.
2. Government and Private Education in the Philippines
Presented by Mr. Mariano, A Member of the House of Representative of the Philippines
There are about 5,000 private universities nationwide, although most of the students in the country are enrolled in public school. Basic education enrolment is about 21 million out of 90 million of the total population. Students are given some additional courses and being evaluated by the department of national education and given credits. In college there are less than a million enrolled in government universities, funded by the central and local governments. The education system complies 10 year of basic education consist of 6 years basic education and 4 years of secondary education. Both government will start offering pre-school education in the next years and it will become mandatory for all children before entering grade 1.
There are some challenges faced by the country, there are a lot of numbers of students who are out-of school. In the Philippines, education is valued a lot. Skill education development agency will provide education to those who are not finishing college education. The government focuses on the education of Math and English. There are about 80 ethnical languages as many as the provinces, but the national language is Tagalog event though Cebuano is mostly spoken by the people. Another consideration is internal efficiency and effectiveness in running the bureaucracy and the school management system.
The government is also focusing on the improvement of teachers’ quality. Another problem is over enrolment of students in the public schools and for that reason the government contracts the private schools to accommodate those students who cannot be absorbed by the government schools. We are also persuading the government to increase the budget for education.
3. Education in Samoa
Presented by Mr. Solomo Maleko, A Member of Parliaments in Samoa
There are substantial numbers of colleges in Samoa. There are problems of high school graduate students. Some of them will receive scholarship and study overseas, for example to Fiji. There is a university in Samoa, named National University of Samoa. Gender equality is not a problem in Samoa. Some Catholic schools have special schools for boys and girls. In the work fields, there are more female CEOs than the males. As for teachers, some of them opt to go overseas for higher salary. For this consideration, government develops teachers training by sending them to continuing education so that they can improve the education within the country. I would forward the results of this conference to the Parliaments of the country and do best practices from other countries to improve the education.
Questions and Comments
Mr. Maurice Robson says that introducing and application of ICT in classrooms is very important these days by learning from the experiences of the Republic of Korea. Introduction of ICT has become challenge in terms of the cost and the sophistication.
Mr. Maurice Robson says there are a lot of reasons why to focus on early childhood education by engaging policy reform. Another issue is the private sectors that provide elite education with new curriculum.
Mr. Maurice Robson says that there are difference between larger countries and small island countries like Samoa. The use of ICT will help the country to develop the education. Investment in education sometimes is an investment in some groups’ economy, and this has become a challenge for everyone.
11.45 – 12.45
Working Session 6
Venue: Asean Room 6-7
Co-chaired by the President (Indonesia) and Mr. Ahmed Sayyad, UNESCO Assistant Director-General for External Relations and Cooperation
The printed of draft statutes of FASPPED is distributed to the delegates. Prof. Arief invites Mr. Ahmad Sayyad to explain about the draft statutes.
Draft Statutes of FASPPED (FASPPED Objectives)
Presented by Mr. Ahmad Sayyad
The draft statutes consist of 1 preamble, 3 chapters and 28 articles. Mr. Sayyad leads the participants to go through the draft and welcomes amendments from the participants. Prof. Arief invites the participants to give comments or amendments to the statutes, reads through each part of the statutes.
Preamble
Iran needs more time to read through the Preamble.
No amendment is suggested, preamble is adopted.
Chapter 1: General Provisions (Articles 1-9)
The President reads the Article one by one.
Articles 1-4
No amendment is proposed on Articles 1-4, the Articles are adopted.
Article 5
Maldives outlines the last point of article 5 and asks if teachers’ strike on salary increment included in this point.
Mr. Ahmad Sayyad says it will be included in here.
The Philippines confirms that in the Philippines, school problems will be solved internally first and if the problems are not resolved they will be forwarded to the education government agencies to resolve. Parliamentarians do not interfere this issue due to the difference of power and/or authority.
Republic of Korea outlines the article 5 and proposes to add one or two more points regarding the mission of intergovernmental agencies, especially UNESCO to assist the implementation of this article. Cooperation among regional forum for education development could also be added.
Nepal says that the role of Parliamentarians to act as mediators is rewarding; to take concern or initiative in resolving the crises.
UNESCO Jakarta says that the participants have to come up with the right vocabularies and terminologies to paraphrase the point raised in article 5, to rewrite the sentence.
The President says that the statutes should stay in general perception and the points can be adopted and applied specifically based on country’s condition.
Articles 6-7
No amendment is proposed, the Article 6-7 are adopted.
Article 8
The Philippines mentions that in the Philippines, the country has lower and upper parliaments, it means that there are more than three representatives although only one will have right to vote.
Mr. Ahmad Sayyad says that it is no problem if the Parliaments want to send more than one Parliament, but UNESCO will only cover the travel of one representative and only that representative has right to vote.
Articles 8-9 are adopted.
Chapter 1: General Provisions and 9 Articles are adopted.
Chapter 2: Organisation (Articles 10 – 25)
Articles 10-18
No amendment is proposed, Articles 10-18 are adopted.
Article 19
Indonesian Ambassador for UNESCO proposes to have at least 4 Vice Presidents to represent the regions included in this Forum.
Proposal agreed.
Article 20
The Philippines confirms regarding the line of “for renewable four year mandate;” if it is a person or a country.
Mr. Ahmad Sayyad confirms that the same concern happened in the Arab States last year, so the next Vice Chair will replace the President in case he/she is not re-elected in the Parliament election.
Concern understood.
Article 21-25
No amendment is proposed, Articles 21-25 are adopted.
Chapter 2: Organisation and 16 Articles are adopted.
Chapter 3: Final Provision (Articles 26-28)
No amendment is proposed, Articles 26-28 are adopted.
Chapter 3: Final Provision and 3 Articles are adopted.
Discussion and Adoption
Indonesia proposes to separate South and West Asia and Combine West and Central Asia. The regional distribution becomes: Central and West Asia, East Asia, South Asia, Southeast Asia and the Pacific.
The Forum collects the country names that have adopted the Draft Statutes.
12.45 – 14.15
Lunch
Lunch is provided for the participants and informal discussions among the participants also take place.
14.15 – 15.00
Working Session 6
Co-chaired by the President (Indonesia) and Mr. Derek Elias, Programme Specialist, UNESCO Bangkok Office, Regional Bureau for Education in the Asia and the Pacific
Draft Jakarta Declaration (FASPPED action plan and strategy)
The session is to discuss the draft of Jakarta Declaration on FASPPED. The President invites the participants to recommend introductory remarks, consideration of preamble paragraphs and operational paragraphs.
Mr. Derek Elias reminds the participations of what need to be amended in the draft and invites the participants to give formulation on how to improve the declaration.
Mr. Makarim (the President) reads through the paragraphs and invites consensus of the participants.
Republic of Korea proposes to change the word ‘example’ in the second paragraph into ‘achievement’; and to change the arrangements of the first four paragraphs: acknowledging, aware and having examined.
Proposals of the Republic of Korea are adopted.
Indonesia proposes to include Education for Sustainable Development (ESD) to the sixth paragraph as an emphasis.
Proposal is accepted and paragraph is adopted.
Republic of Korea asks about what progress means in the seventh paragraph.
Mr. Derek Elias says that progress is supposed to be the progress to adjust peace in the society towards the goals of EFA.
Indonesia proposes to use the word ‘success’ instead of ‘progress.’
Mr. Derek Elias proposes the word ‘achievement.’
Amendment adopted.
Pakistan proposes to change the word “see to it” in the tenth paragraph.
Indonesia agrees with the proposal of Pakistan and proposes to use the word of ‘revisit’ instead of ‘see to it’
Bhutan agrees with the proposal of Indonesia and to propose the word ‘review’ to use. “I come to this Forum since Bhutan is a new democratic country and I have to bring back the results of this forum home and to discuss with my fellow parliament’s members.”
Lao PDR concerns on the basic education for all in the tenth paragraph that is perceived differently in every country.
Mr. Derek Elias suggests using the word’ reinvigorate’ and to change ‘be realized’ to ‘to realize.’
Proposal of Mr. Derek Elias is adopted.
Pakistan proposes to include the following in the eleventh paragraph: ‘to foster private partnership and broad base societal support for EFA goals.’
The Philippines proposes to give a new paragraph for the proposal of Pakistan.
The proposal adopted.
Indonesia proposes to use ‘the improvement of the quality of education’ in the twelfth paragraph and to put this as the umbrella of the declaration as the main purpose of this forum is to improve the quality of education in the ninth paragraph.
The President proposes to merge the twelfth paragraph with the ninth paragraph.
The Philippines confirms that quality education is the root of all concerns and he agrees to put it in the first paragraph with only ‘quality of education.’
Pakistan agrees to merge the twelfth paragraph in the ninth paragraph.
Indonesia agrees with the proposal of the Philippines and Pakistan, but still keep the entire paragraph, as it highlights the human dignity.
Proposal adopted.
Pakistan proposes change in the thirteenth paragraph.
Proposal adopted.
Pakistan proposes change in the fourteenth paragraph, to add ethics after “…peace,”
Republic of Korea proposes to revise the word ‘tolerance.’
Mr. Derek Elias proposes to use tolerance instead of ethics.
Proposal adopted.
Mr. Derek Elias proposes to use the word ‘establish’ to replace the word ‘create’ in the sixteenth paragraph.
Proposal adopted.
Indonesia proposes to include academicians in the seventeenth paragraph and to figure out the sufficient word for it.
Republic of Korea proposes to include the roles of teachers or educators—being mentioned as they have important role in the development of education.
Mr. Derek Elias proposes to include the suggestion of the Republic of Korea and to include academic institutions and/or associations.
Indonesia proposes to put a new paragraph that specifically promotes the important roles of teachers and/or educators as well as law of teachers, security of the profession that the parliamentarians could help.
The Philippines proposes to use the promotion of the development for teachers and educators.
Pakistan proposes the new paragraph ‘to promote the roles of teachers and the development of equality for teachers..’
Mr. Derek Elias proposes to also include educators.
The Philippines agrees with Mr. Derek Elias.
Proposals adopted.
Mr. Derek Elias confirms the word ‘reflect’ and proposes to be changed, in paragraph eighteenth.
Indonesia confirms that the word ‘reflect’ is too strong and proposes to change it.
Pakistan asks a point regarding the legal instruments and to add the word ‘respective national’ before it.
The Philippines proposes to use the word ‘endeavor’ to change the word ‘reflect.’
Pakistan suggests taking out the word ‘relevant’.
Proposals adopted.
The Philippines proposes to use the word ‘endeavor’ instead of the word ‘increase.’
Indonesia proposes to reconsider again whether to include the nineteenth paragraph, as in the previous paragraph regarding budgeting point is already mentioned.
Pakistan agrees with Indonesia but we still have to include the point in particular; and to use the word ‘endeavor’ or ‘strive.’
Mr. Derek Elias proposes to replace the word ‘towards’ with ‘for’
Pakistan proposes to add ‘in respective countries’ at the end of the paragraph.
Republic of Korea comments on the twentieth paragraph on the word ‘democratic traditions’
The President proposes to replace the word ‘democratic tradition’ with ‘democracy’ and add ‘ethics’ after it.
Proposals adopted.
All proposals of the amendments of the draft declaration are adopted by the participants of the Forum.
15.00 – 15.30
Coffee Break
15.00 – 15.45
Drafting Committee
Coffee break is provided in the hall.
The drafting committee members revise the amendments of the draft statutes and declaration for the finalization and distribution (UNESCO).
15.30 – 15.45
Election of the FASPPED Executive Bureau Members
Co-chaired by the President (Indonesia) and Mr. Ahmed Sayyad, UNESCO Assistant Director-General for External Relations and Cooperation
The President invites the participants to give recommendation
The Pacific (Samoa) recommends Samoa to be the Vice President of the Bureau
Southeast Asia (The Philippines) recommends Indonesia to be the President of the Bureau
East Asia (Republic of Korea) recommends Indonesia to be the President and Republic of Korea to be the Vice President of the Bureau
The President gives special time to the participants of the West Asian countries to discuss about their proposal.
South Asia (Pakistan) recommends Nepal to be the Vice President of the Bureau
No representative of the Central Asian countries
The President announces the result of the election:
President: Indonesia
Vice President 1: Samoa
Vice President 2: South Korea
Vice President 3: Nepal
Vice President 4: – (vacant, due to no representative of the sub-region present in the forum)
15.45 – 16.30
Adoption of the Final Report
Mr. Ahmad Sayyad says that the revision of amendments of the draft statutes and declaration is very long to be finished today. The Drafting Committee members will work on that and will later disseminate the final statutes and Declaration to every participant of the Conference.
Prof. Arief suggests that there should be verbal commitment from every participant regarding each working group discussion. The Participants also verbally agree the results of the Members of FASPPED Bureau. All the full report and discussion will be sent to the participating countries for further national discussion.
The President reminds the participants of the report, the statutes and declaration and invites the participants for final comments.
Pakistan suggest that the statutes and declaration to be made important to promote EFA.
The President suggests to make final decision that all participating countries of FASPPED to make national chapter of FASPPED regarding the declaration.
Prof. Arief suggests that instead of using national chapter, the forum use vocal points as the terminology used by UNESCO that can be easily contacted by other respective organizations or individuals.
Lao PDR says that this is too early to discuss about the vocal points establishment.
Maldives mentions that he will be bringing the results of the FASPPED back to the Parliamentarians of Maldives.
Mr. Ahmad Sayyad says that all revision of the statutes, declaration and report will be finalized in three days time and will be sent to each country.
Pakistan suggests establishing the vocal points immediately to also immediately start the work of FASPPED.
Mr. Ahmad Sayyad says that the establishment of vocal point in each country is very important to carry on the task of national FASPPED, for the time being. The establishment of national chapter can be done after the vocal points have been established.
The President says the establishment of national chapter can be done next year after the establishment of vocal points.
16.30 – 17.00
Closing Remarks
Speakers
1. Mr. Ahmed Sayyad, UNESCO Assistant Director-General for External Relations and Cooperation
On behalf of the staff of UNESCO Jakarta, Bangkok and Paris, I would like to thank the participants to be with us during the meeting and I thank the team of Prof. Arief Rachman, the Indonesian National Commission for UNESCO. Gratitude is also sent to Dr. Agung Laksono the President of the Indonesian House of Representative for supporting this meeting.
Education is the key for all. Talking about development, there is no progress of development without education. This task of education, we need alliance—a global alliance. Thus, we need the parliamentarians to be in our side to work together and also the other society members. I also thank other UN agency, the World Bank, UNDP, UNICEF because together with them we can do something about EFA. The rapporteur of this meeting will report to the General Director that the participants of this forum is the ambassadors of UNESCO back in their countries’ parliaments.
2. President of FASPPED (Indonesia)
I would like to also express my gratitude to UNESCO Paris and Bangkok to make this FASPPED possible and fruitful.
18.00
Visit to the Indonesian Parliament House
Participants are required to gather at the Lagoon Lobby at 5.30 p.m. to depart to the House of Representative of Indonesia.
19.00
Dinner offered by the Indonesian House of Representatives (Parliament House)
Delegates are welcome by the staff of the House of Representative and guided to have the House tour from the hall of the General Assembly to the Commission meetings. Dinner is accompanied by live music and dance. Speeches are delivered by Dr. Agung Laksono, the Speaker of the House of Representative and Ms. Rasyid of Pakistan.
Reiza with UNESCO 