UNESCO:The Constitution of UNESCO was signed in London on 16 November 1945 by 37 countries

and came into force with its 20th ratification on 4 November 1946. The purpose of the
Organization was defined as: to contribute to peace and security by promoting
collaboration among 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.
Origins of UNESCO
The main predecessors of UNESCO were the International Committee of Intellectual Cooperation, Geneva 1922-1946, its executing agency: the International Institute of Intellectual
Co-operation (IIIC), Paris 1925-1946, and the International Bureau of Education (IBE),
Geneva 1925-1968. The latter has since 1969 been part of the UNESCO Secretariat with its
own statutes.
A Conference of Allied Ministers of Education (CAME) started its meeting in London on 16
November 1942 and continued until 5 December 1945. 18 governments were represented.
Upon the proposal of CAME and in accordance with the recommendations of the United
Nations Conference on International Organization (UNCIO), held in San Francisco in AprilJune 1945, a United Nations Conference for the establishment of an educational and
cultural organization (ECO/CONF) was convened in London 1-16 November 1945. 44
governments were represented. On 16 November 1945 the Constitution of UNESCO was
signed and a Preparatory Commission (Prep.Com.) established. The first session of the
General Conference of UNESCO took place in Paris from 19 November to 10 December
1946. More about the history of UNESCO
UNESCO today
Today, after more than 60 years of existence, UNESCO functions as a laboratory of ideas
and a standard-setter to forge universal agreements on emerging ethical issues. The
Organization also serves as a clearinghouse for the dissemination and sharing of
information and knowledge while helping Member States to build their human and
institutional capacities in diverse fields. For all of UNESCO's major areas of focus (Culture,
Education, Natural Science, Social and Human Science, and Communication and
Information), it is possible to trace the ideas on which UNESCO was based to the
Organization's present activities. More about UNESCO
Official languages of UNESCO:
For the secretariat: English and French since 1946.
For the General Conference: English and French since 1946, Spanish since 1950, Russian
since 1954, Arabic since 1974 and Chinese since 1980.
For the Executive Board: English and French since 1946, Russian and Spanish since 1954,
Arabic since 1974 and Chinese since 1977.

Wikipedia:-

History:History[edit]
UNESCO and its mandate for international co-operation can be traced back to the League of
Nations resolution on 21 September 1921, to elect a Commission to study the question. [8] The
International Committee on Intellectual Co-operation (ICIC) was officially created on 4 January 1922,
as a consultative organ composed of individuals elected based on their personal qualifications. The
International Institute for Intellectual Cooperation (IIIC) was then created in Paris on 9 August 1925,
to act as the executing agency for the ICIC.[9] On 18 December 1925, the International Bureau of
Education (IBE) began work as a non-governmental organization in the service of international
educational development.[10] However, the work of these predecessor organizations was largely
interrupted by the onset of World War II.
After the signing of the Atlantic Charter and the Declaration of the United Nations, the Conference of
Allied Ministers of Education (CAME) began meetings in London which continued between 16
November 1942 to 5 December 1945. On 30 October 1943, the necessity for an international
organization was expressed in the Moscow Declaration, agreed upon by China, the United Kingdom,
the United States of America and the USSR. This was followed by the Dumbarton Oaks
Conference proposals of 9 October 1944. Upon the proposal of CAME and in accordance with the
recommendations of the United Nations Conference on International Organization (UNCIO), held in
San Francisco in AprilJune 1945, a United Nations Conference for the establishment of an
educational and cultural organization (ECO/CONF) was convened in London 116 November 1945
with 44 governments represented. A prominent figure in the initiative for UNESCO was Rab Butler,
the Minister of Education for the United Kingdom.[11] At the ECO/CONF, the Constitution of UNESCO
was introduced and signed by 37 countries, and a Preparatory Commission was established. [12] The
Preparatory Commission operated between 16 November 1945, and 4 November 1946the date
when UNESCO's Constitution came into force with the deposit of the twentieth ratification by a
member state.[13]
The first General Conference took place from 19 November to 10 December 1946, and elected
Dr. Julian Huxley to the post of Director-General.[14] The Constitution was amended in November
1954 when the General Conference resolved that members of the Executive Board would be
representatives of the governments of the States of which they are nationals and would not, as
before, act in their personal capacity.[15] This change in governance distinguished UNESCO from its

predecessor, the CICI, in terms of how member states would work together in the organization's
fields of competence. As member states worked together over time to realize UNESCO's mandate,
political and historical factors have shaped the organization's operations in particular during the Cold
War, the decolonization process, and the dissolution of the USSR.
Among the major achievements of the organization is its work against racism, for example through
influential statements on race starting with a declaration of anthropologists (among them was Claude
Lvi-Strauss) and other scientists in 1950[16] and concluding with the 1978 Declaration on Race and
Racial Prejudice.[17] In 1956, the Republic of South Africa withdrew from UNESCO claiming that
some of the organization's publications amounted to "interference" in the country's "racial
problems."[18] South Africa rejoined the organization in 1994 under the leadership of Nelson Mandela.
UNESCO's early work in the field of education included the pilot project on fundamental education in
the Marbial Valley, Haiti, started in 1947.[19] This project was followed by expert missions to other
countries, including, for example, a mission to Afghanistan in 1949.[20] In 1948, UNESCO
recommended that Member States should make free primary education compulsory and universal.
[21]

In 1990 the World Conference on Education for All, in Jomtien, Thailand, launched a global

movement to provide basic education for all children, youths and adults. [22] Ten years later, the
2000 World Education Forum held in Dakar, Senegal, led member governments to commit to
achieving basic education for all by 2015.[23]
UNESCO's early activities in the field of culture included, for example, the Nubia Campaign,
launched in 1960.[24] The purpose of the campaign was to move the Great Temple ofAbu Simbel to
keep it from being swamped by the Nile after construction of the Aswan Dam. During the 20-year
campaign, 22 monuments and architectural complexes were relocated. This was the first and largest
in a series of campaigns including Mohenjodaro (Pakistan), Fes (Morocco), Kathmandu (Nepal), Borobudur (Indonesia) and
the Acropolis(Greece). The organization's work on heritage led to the adoption, in 1972, of the
Convention concerning the Protection of the World Cultural and Natural Heritage. [25] The World
Heritage Committee was established in 1976 and the first sites inscribed on the World Heritage
List in 1978.[26] Since then important legal instruments on cultural heritage and diversity have been
adopted by UNESCO member states in 2003 (Convention for the Safeguarding of the Intangible
Cultural Heritage[27]) and 2005 (Convention on the Protection and Promotion of the Diversity of
Cultural Expressions[28]).
An intergovernmental meeting of UNESCO in Paris in December 1951 led to the creation of
the European Council for Nuclear Research (CERN)[29] in 1954.

Arid Zone programming, 19481966, is another example of an early major UNESCO project in the
field of natural sciences.[30] In 1968, UNESCO organized the first intergovernmental conference
aimed at reconciling the environment and development, a problem which continues to be addressed
in the field of sustainable development. The main outcome of the 1968 conference was the creation
of UNESCO's Man and the Biosphere Programme.[31]
In the field of communication, the free flow of information has been a priority for UNESCO from its
beginnings. In the years immediately following World War II, efforts were concentrated on
reconstruction and on the identification of needs for means of mass communication around the
world. UNESCO started organizing training and education for journalists in the 1950s. [32] In response
to calls for a "New World Information and Communication Order" in the late 1970s, UNESCO
established the International Commission for the Study of Communication Problems, [33] which
produced the 1980 MacBride report (named after the Chair of the Commission, the Nobel Peace
Prize laureate Sen MacBride).[34] Following the MacBride report, UNESCO introduced the
Information Society for All[35] programme and Toward Knowledge Societies[36] programme in the lead
up to the World Summit on the Information Society in 2003 (Geneva) and 2005 (Tunis).

General introduction:-

The United Nations Educational, Scientific and Cultural Organization (French: Organisation des
Nations unies pour l'ducation, la science et la culture; UNESCO; /junsko/) is a specialized
agency of the United Nations (UN).
Its purpose is to contribute to peace and security by promoting international collaboration through
education, science, and culture in order to further universal respect for justice, the rule of law, and
human rights along with fundamental freedom proclaimed in the UN Charter.[1] It is the heir of
the League of Nations' International Commission on Intellectual Cooperation.
UNESCO has 195 member states[2] and nine associate members.[3][4]
Most of the field offices are "cluster" offices covering three or more countries; there are also national
and regional offices.
UNESCO pursue its objectives through five major programs: education, natural sciences, social
and human sciences, culture, and communication and information.
Projects sponsored by UNESCO include literacy, technical, and teacher-training programmes;
international science programmes; the promotion of independent media and freedom of the press;

regional and cultural history projects; the promotion of cultural diversity; translations of world
literature; international cooperation agreements to secure the world cultural and natural
heritage (World Heritage Sites) and to preserve human rights, and attempts to bridge the worldwide
digital divide. It is also a member of the United Nations Development Group.[5]
UNESCO's aim is "to contribute to the building of peace, the eradication of poverty, sustainable
development and intercultural dialogue through education, the sciences, culture, communication and
information".[6]
Other priorities of the organization include attaining quality Education For All and lifelong learning,
addressing emerging social and ethical challenges, fostering cultural diversity, a culture of peace
and building inclusive knowledge societies through information and communication. [7]
The broad goals and concrete objectives of the international community as set out in the
internationally agreed development goals, including the Millennium Development Goals (MDG)
underpin all UNESCO's strategies and activities.

Detailed data
THE CONSTITUTION
The Constitution of UNESCO, a specialized agency of the United Nations, was signed on 16
November 1945 in London and came into force on 4 November 1946 after ratification by 20
countries.
THE PREAMBLE
The Governments of the States Parties to this Constitution on behalf of their peoples declare:

That since wars begin in the minds of men, it is in the minds of men that the defences of
peace must be constructed;
That ignorance of each others ways and lives has been a common cause, throughout
the history of mankind, of that suspicion and mistrust between the peoples of the world
through which their differences have all too often broken into war;
That the great and terrible war which has now ended was a war made possible by the
denial of the democratic principles of the dignity, equality and mutual respect of men,
and by the propagation, in their place, through ignorance and prejudice, of the doctrine
of the inequality of men and races;

That the wide diffusion of culture, and the education of humanity for justice and liberty
and peace are indispensable to the dignity of man and constitute a sacred duty which all
the nations must fulfil in a spirit of mutual assistance and concern;
That a peace based exclusively upon the political and economic arrangements of
governments would not be a peace which could secure the unanimous, lasting and
sincere support of the peoples of the world, and that the peace must therefore be
founded, if it is not to fail, upon the intellectual and moral solidarity of mankind.
For these reasons, the States Parties to this Constitution, believing in full and equal
opportunities for education for all, in the unrestricted pursuit of objective truth, and in the
free exchange of ideas and knowledge, are agreed and determined to develop and to
increase the means of communication between their peoples and to employ these
means for the purposes of mutual understanding and a truer and more perfect
knowledge of each others lives;
In consequence whereof they do hereby create the United Nations Educational,
Scientific and Cultural Organization for the purpose of advancing, through the
educational and scientific and cultural relations of the peoples of the world, the
objectives of international peace and of the common welfare of mankind for which the
United Nations Organization was established and which its Charter proclaims.
PURPOSES AND FUNCTIONS (ARTICLE I)
1. The purpose of the Organization 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.
2. To realize this purpose the Organization will:
a. 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 to 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 distinctions,
economic or social; By suggesting educational methods best suited to prepare
the children of the world for the responsibilities of freedom;

c. Maintain, increase and diffuse knowledge: By assuring the conservation and

protection of the worlds inheritance of books, works of art and monuments of
history and science, 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, science and culture and the exchange of
publications, 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.
3. With a view to preserving the independence, integrity and fruitful diversity of the cultures
and educational systems of the States Members of the Organization, the Organization is
prohibited from intervening in matters which are essentially within their domestic
jurisdiction.
SELECTED PERFORMANCE MILESTONES

1948: UNESCO recommends that Member States make free primary education
compulsory and universal.
1952: An intergovernmental conference convened by UNESCO adopts the Universal
Copyright Convention.
1956: The Republic of South Africa withdraws from UNESCO claiming that some of the
Organizations publications amount to interference in the countrys racial problems.
The state rejoins the Organization in 1994 under the leadership of Nelson Mandela.
1960: Launching of the Nubia Campaign in Egypt to move the Great Temple of Abu
Simbel to keep it from being swamped by the Nile after construction of the Aswan Dam.
During the 20-year campaign, 22 monuments and architectural complexes are
relocated. This is the first and largest in a series of campaigns including Moenjodaro
(Pakistan), Fez (Morocco), Kathmandu (Nepal), Borobudur (Indonesia), and the
Acropolis (Greece).
1968: UNESCO organizes the first intergovernmental conference aimed at reconciling
the environment and development, now known as sustainable development. This led
to the creation of UNESCOs Man and the Biosphere Programme.

1972: The Convention concerning the Protection of the World Cultural and Natural
Heritage is adopted. The World Heritage Committee is established in 1976, and the first
sites are inscribed on the World Heritage List in 1978.
1974: H.H. Pope Paul VI awards the John XXIII Peace Prize to UNESCO.
1975: The United Nations University is established in Tokyo under the auspices of the
UN and UNESCO.
1978: UNESCO adopts the Declaration on Race and Racial Prejudice. Subsequent
reports on the issue by the Director-General serve to discredit and dismiss the pseudoscientific foundations of racism.
1980: The first two volumes of UNESCOs General History of Africa are published.
Similar series focus on other regions, notably Central Asia and the Caribbean.
1984: The United States withdraws from the Organization citing disagreement over
management and other issues. The United Kingdom and Singapore withdraw in 1985.
The Organizations budget drops considerably.
1990: The World Conference on Education for All, held in Jomtiem, Thailand, launches
a global movement to provide basic education for all children, youths and adults. Held
ten years later in Dakar, Senegal, the World Education Forum commits governments to
achieving basic education for all by 2015.
1992: Creation of the Memory of the World program to protect irreplaceable library
treasures and archive collections. It now includes sound, film and television archives.
1995: Published a monogram entitled UNESCO and a Culture of PeacePromoting a
Global Movement. The publication also included programs of some collaborating
governments, UN and other international organizations, and nongovernmental
organizations. (More detail is provided in the Needed: a Strategy for Peace article and
at the end of this article.)
1997: The United Kingdom returns to UNESCO.
1998: The Universal Declaration on the Human Genome and Human Rights, developed
and adopted by UNESCO in 1997, is endorsed by the UN.
1999: Director-General Kochiro Matsuura undertakes major reforms to restructure and
decentralize the Organizations staff and activities

2001: UNESCO Universal Declaration on Cultural Diversity is adopted by the General

Conference.
2003: The United States returns to UNESCO.
CURRENT PRIORITIES
Five functions were defined in UNESCO's Medium-Term Strategy for the period 2002-2007,
designed primarily to serve the most vulnerable and disadvantaged, including the leastdeveloped countries, notably in Africa, and women and youth.
A laboratory of ideas
The origins and consequences of the profound changes taking place today must be fully
understood along with the place occupied by education, science, culture, and communication.
UNESCO plays a key role in anticipating and defining the most important emerging problems in
its spheres of competence and in identifying appropriate strategies and policies to deal with
them.
A clearing house
UNESCO has a role in gathering, transferring, disseminating, and sharing available information,
knowledge, and best practices in its fields of competence, identifying innovative solutions and
testing them through pilot projects. UNESCO launches and co-ordinates regional or worldwide
networks serving a threefold purpose: research, exchange of research results, and training. At
international conferences, international experts also formulate new and common approaches to
the major issues confronting UNESCO and Member States, mobilizing their talents and
resources to attain common objectives.
A standard-setter
When States agree to common rules, they can draw up an agreement or convention, both of
which are legally binding, or a recommendation or declaration. UNESCO serves as a central
forum for fostering multidisciplinary exchange and mutual . understanding, working towards
universal agreements, defining benchmarks and mobilizing international opinion. UNESCO also
helps to draw up or revise the instrument, works towards its adoption or revision, sees that it is
respected and, occasionally, assists Member States in putting it into practice. The Executive
Boards Committee on Conventions and Recommendations can and does act upon violations of
human rights in UNESCOs fields of competence. It has examined nearly 500 cases since 1978,
of which half have been settled through contacts with the States concerned.
A capacity-builder in Member States
UNESCO organizes international cooperation for serving its stakeholders, especially its Member
States, in building human and institutional capacities in all its fields of competence, in the form
of technical cooperation. When Mauritius seeks to renovate its education system, when
Kazakhstan decides to prepare legislation on press freedom, or El Salvador wishes to provide
civic instruction to its police force, these countries request technical assistance from UNESCO.
This advisory function generally concerns the development of policies, national strategies,
projects, feasibility studies, raising funds for their execution and, finally, evaluation.

A catalyst for international cooperation

UNESCO, as a technical multidisciplinary agency, assumes a catalytic role for development
cooperation in its fields of competence. To that end, it seeks to ensure that the objectives,
principles, and priorities it promotes are adopted by other multilateral and bilateral programmes,
and that projects are implemented.

Beyond the stimulation of personal contacts among specialists, or through the

reinforcement of education systems, UNESCO contributes to the dissemination of
knowledge by serving as a center for the collection and worldwide distribution of
specialized information in its various fields of action, using written materials and, to an
increasing extent, electronic means. UNESCO publishes annually about 50 bulletins
and some 20 periodicals, publishes or co-publishes each year about 100 titles, and
produces biennial global reports on the state of education, science, culture, and
communication. In addition, the UNESCO Institute for Statistics website contains an
extraordinary range of data and analytical reports on these fields for the worlds
countries and regions.
PEACE EDUCATION PROGRAM
UNESCO has an extensive list of publications; one of the most impressive is in the education
field, and in particular, in peace education. In 2006, it published a 16-volume set entitled InterAgency Peace Education Programme.

The 16 volumes of the Inter-Agency Peace Education Programme provide educators

with a wide variety of options for teaching concepts and skills for constructive and nonviolent living at all levels in both formal and non-formal educational settings.
From the list provided in the Programme Overview (Manual 1), implementers can
choose the relevant guides, activity masters, and booklets to fit their programme needs
and objectives. The materials contain practical, step-by-step instructions and can be
used by teachers and facilitators with very little experience of working in challenging
circumstances. Extensive teacher resources, including background notes, visual aids,
and reviews of additional peace education materials are included. The following link
provides access to all 16 volumes:
Inter-Agency Peace Education Programme
UNESCO DEFINITION OF PEACE
(From UNESCO and a Culture of PeacePromoting a Global Movement)

a growing body of shared values, attitudes, behaviours and ways of life based on nonviolence and respect for fundamental rights and freedoms, an understanding, tolerance,
and solidarity, on the sharing and free flow of information, and on the full participation
and empowerment of women.

While it does not deny the conflicts that arrive from diversity, it demands non-violent
solutions and promotes the transformation of violent competition into cooperation for
shared goals. It is both a vision and a process, a vast project, multi-dimensional and
global, which is linked to the development of positive alternatives to the functions
previously served by war and militarism.

UNICEF:Mandate and Objectives

UNICEF believes that nurturing and caring for children are the cornerstones of human progress.
UNICEF was created with this purpose in mind to work with others to overcome the obstacles
that poverty, violence, disease and discrimination place in a childs path. We believe that we can,
together, advance the cause of humanity.
Brief Overview of Main Activities
We advocate for measures to give children the best start in life, because proper care at the
youngest age forms the strongest foundation for a persons future. We promote girls education
ensuring that they complete primary education as a minimum because it benefits all children,
both girls and boys. Girls who are educated grow up to become better thinkers, better citizens,
and better parents to their own children. We act so that all children are immunized against
common childhood diseases, and are well nourished, because it is wrong for a child to suffer or
die from a preventable illness. We work to prevent the spread of HIV/AIDS among young people
because it is right to keep them from harm and enable them to protect others. We help children
and families affected by HIV/AIDS to live their lives with dignity. We involve everyone in creating
protective environments for children. We are present to relieve suffering during emergencies, and
wherever children are threatened, because no child should be exposed to violence, abuse or
exploitation. UNICEF upholds the Convention on the Rights of the Child. We work to assure
equality for those who are discriminated against, girls and women in particular. We work for the
Millennium Development Goals and for the progress promised in the United Nations Charter. We
strive for peace and security. We work to hold everyone accountable to the promises made for
children. We are part of the Global Movement for Children a broad coalition dedicated to
improving the life of every child. Through this movement, and events such as the United Nations
Special Session on Children, we encourage young people to speak out and participate in the
decisions that affect their lives. More detail at http://www.unicef.org/about/
Geographical Scope
We work in 190 countries through country programmes and National Committees.
Working Languages: English
History

Origins and Process of Creation

By resolution UN/GA/57 (I) of 11 December 1946, the United Nations General Assembly
established the United Nations International Children's Fund Emergency Fund (UNICEF), following
the decision of the United Nations Relief and Rehabilitation Administration (UNRRA) on
termination of its activities in August 1946 to apply its residual assets to a fund to provide relief
for the suffering children in war-devastated Europe. By resolution 417 (V) of 1 December 1950,
the General Assembly decided to shift the main emphasis of the Fund toward programmes of
long-range benefit to children of the developing countries. By resolution 802 (VIII) of 6 October
1953, it unanimously voted to continue the Fund for an indefinite period. The official name was
shortened to United Nations Childrens Fund but the well-known acronym UNICEF was retained.
Creation date and Birthplace:
Founded in 1946
Chronology of Highligts in the History of the Organization
Structure
Governing Bodies
UNICEF relation to UNGA & ECOSOC: UNICEF is a subsidiary body of the General Assembly, to
which it reports through the Economic and Social Council of the United Nations. As an integral
part of the United Nations, its work is reviewed annually by the Economic and Social Council (in
accordance with General Assembly resolution 802 (VIII), section 5 (b)) and by the General
Assembly. The UNICEF financial report and accounts and the report of the Board of Auditors are
submitted to the General Assembly and are reviewed by the Advisory Committee on
Administrative and Budgetary Questions and by the Fifth Committee. UNICEF Executive Board
The Executive Board is the governing body of UNICEF. It is responsible for providing intergovernmental support to and supervision of the activities of UNICEF, in accordance with the
overall policy guidance of the General Assembly and the Economic and Social Council of the
United Nations. The Board meets three times each year, in a first regular (January), annual (June)
and second regular session (September). The Board, like the governing bodies of other United
Nations funds and programmes (UNDP, UNFPA and WFP), is subject to the authority of the
Council. Its role is to:
Implement the policies formulated by the Assembly and the coordination and guidance
received from the Council; Receive information from and give guidance to the Executive Director
on the work of UNICEF;
Ensure that the activities and operational strategies of UNICEF are consistent with the
overall policy guidance set forth by the Assembly and the Council;
Monitor the performance of UNICEF; Approve programmes, including country programmes;

Decide on administrative and financial plans and budgets;

Recommend new initiatives to the Council and, through the Council, to the assembly as
necessary;
Encourage and examine new programme initiatives; and
Submit annual reports to the Council in its substantive session, which could include
recommendations, where appropriate, for improvement of field-level coordination.
The Board has 36 members, elected for a three-year term with the following regional allocation
of seats: 8 African States, 7 Asian States, 4 Eastern European States, 5 Latin American and
Caribbean States and 12 Western European and Other States (including Japan). The officers of
the Board, constituting the Bureau, are elected by the Board at its first regular session of each
calendar year from among Board members. There are five officersthe President and four VicePresidentsrepresenting the five regional groups at the United Nations. Officers of the Board are
elected for a one-year term. The Board year runs from 1 January to 31 December. The Economic
and Social Council elects States to sit on the UNICEF Executive Board from States Members of the
United Nations or of the specialized agencies or of the International Atomic Energy Agency. Board
sessions are held at United Nations Headquarters in New York. All formal meetings of the Board
are interpreted in the six official languages of the United Nations (Arabic, Chinese, English,
French, Spanish and Russian). A set of established Rules of Procedure facilitates the conduct of
meetings. The Office of the Secretary of the Executive Board (OSEB) is responsible for
maintaining effective relationship between the Board and the UNICEF secretariat. Under the
guidance of the President and the Bureau and through regular contacts with them, it organizes
the business of and services all Board sessions. The office has similar responsibilities in relation to
the wide range of informal consultations, briefings and Bureau meetings. In addition, OSEB
provides editorial and technical services for all documentation submitted to, or resulting from,
meetings of the Board, working closely with the United Nations Secretariat, which translates and
produces most documents in the required official languages. Documents are distributed to Board
members six weeks before the start of each session. The office maintains a permanent record of
all deliberations and decisions of the Board. In close collaboration with the Programme Division
and the concerned UNICEF field offices, OSEB organizes and arranges field visits by Board
members and the President of the Board.
Organizational Chart

Field Offices
UNICEF is the leading advocate for childrens rights, active in 190 countries through country
programmes and National Committees through a network of Regional Offices: Central and Eastern
Europe and the Commonwealth of Independent States; East Asia and the Pacific; Eastern and
Southern Africa; Industrialized countries; Latin America and the Caribbean; Middle East and North
Africa; South Asia; West and Central Africa

WHO:-

Introduction
The World Health Organization (WHO) is a specialized agency of the United Nations (UN) that is
concerned with international public health. It was established on 7 April 1948, headquartered
in Geneva, Switzerland. WHO is a member of the United Nations Development Group. Its
predecessor, the Health Organization, was an agency of the League of Nations. The main
responsibility was to help anybody in need of medical assistance. The constitution of the World
Health Organization had been signed by all 69 countries of the United Nations by 22 July 1946, with
the first meeting of the World Health Assembly finishing on 24 July 1948. It incorporated the Office
International d'Hygine Publique and the League of Nations Health Organization. Since its creation,
it has played a leading role in the eradication of smallpox. Its current priorities include communicable
diseases, in particular, HIV/AIDS, malaria andtuberculosis; the mitigation of the effects of noncommunicable diseases; sexual and reproductive health, development, and aging; nutrition, food
security and healthy eating; occupational health; substance abuse; and drive the development of
reporting, publications, and networking. WHO is responsible for the World Health Report, a leading
international publication on health, the worldwide World Health Survey, and World Health Day (7
April of every year).
Its links with the International Atomic Energy Agency and distribution of contraception have both
proved controversial, as have guidelines on healthy eating and the 2009 flu pandemic.
On 5 May 2014, WHO announced that the spread of polio is a world health emergency - outbreaks
of the disease in Asia, Africa and the Middle East are considered "extraordinary"

History
Establishment[edit]
The use of the word "world", rather than "international",emphasized the truly global nature of what
the organization was seeking to achieve.[3] The constitution of the World Health Organization had

been signed by all 61 countries of the United Nations by 22 July 1946. It thus became the first
specialised agency of the United Nations to which every member subscribed. [4] Its constitution
formally came into force on the first World Health Day on 7 April 1948, when it was ratified by the
26th member state.[5] The first meeting of the World Health Assembly finished on 24 July 1948,
having secured a budget of US$5 million (then GBP1,250,000) for the 1949 year. Andrija
Stampar was the Assembly's first president, and G. Brock Chisholm was appointed Director-General
of WHO, having served as Executive Secretary during the planning stages. [3] Its first priorities were
to control the spread of malaria, tuberculosis and sexually transmitted infections, and to
improve maternal and child health, nutrition and environmental hygiene. Its first legislative act was
concerning the compilation of accurate statistics on the spread and morbidity of disease. [3] The logo
of the World Health Organization features the Rod of Asclepius as a symbol for healing

Operations:
WHO established an epidemiological information service via telex in 1947, and by 1950 a
mass tuberculosis inoculation drive (using theBCG vaccine) was under way. In 1955, the malaria
eradication programme was launched, although it was later altered in objective. 1965 saw the first
report on diabetes mellitus and the creation of the International Agency for Research on Cancer.
WHO moved into its headquarters building in 1966. The Expanded Programme on
Immunization was started in 1974, as was the control programme intoonchocerciasis an important
partnership between the Food and Agriculture Organization (FAO), the United Nations Development
Programme (UNDP), and World Bank. In the following year, the Special Programme for Research
and Training in Tropical Diseases was also launched. In 1976, the World Health Assembly voted to
enact a resolution on Disability Prevention and Rehabilitation, with a focus on community-driven
care. The first list of essential medicines was drawn up in 1977, and a year later the ambitious goal
of "health for all" was declared. In 1986, WHO started its global programme on the growing problem
of HIV/AIDS, followed two years later by additional attention on preventing discrimination against
sufferers and UNAIDS was formed in 1996. The Global Polio Eradication Initiative was established in
1988

Current Projects:
The WHO's Constitution states that its objective "is the attainment by all people of the highest
possible level of health".[17]
WHO fulfils its objective through its functions as defined in its Constitution: (a) to act as the directing
and co-ordinating authority on international health work; (b) to establish and maintain effective
collaboration with the United Nations, specialized agencies, governmental health administrations,
professional groups and such other organizations as may be deemed appropriate; (c) to assist

Governments, upon request, in strengthening health services; (d) to furnish appropriate technical
assistance and, in emergencies, necessary aid upon the request or acceptance of Governments; (e)
to provide or assist in providing, upon the request of the United Nations, health services and facilities
to special groups, such as the peoples of trust territories; (f) to establish and maintain such
administrative and technical services as may be required, including epidemiological and statistical
services; (g) to stimulate and advance work to eradicate epidemic, endemic and other diseases; (h)
to promote, in co-operation with other specialized agencies where necessary, the prevention of
accidental injuries; (i) to promote, in co-operation with other specialized agencies where necessary,
the improvement of nutrition, housing, sanitation, recreation, economic or working conditions and
other aspects of environmental hygiene; (j) to promote co-operation among scientific and
professional groups which contribute to the advancement of health; (k) to propose conventions,
agreements and regulations, and make recommendations with respect to international health
matters and to perform.
WHO currently defines its role in public health as follows:[18]

providing leadership on matters critical to health and engaging in partnerships where joint
action is needed;

shaping the research agenda and stimulating the generation, translation and dissemination
of valuable knowledge;

setting norms and standards and promoting and monitoring their implementation;

articulating ethical and evidence-based policy options;

providing technical support, catalyzing change, and building sustainable institutional

capacity; and

monitoring the health situation and assessing health trends.

Governance and support[edit]

The remaining two of WHO's thirteen identified policy areas relate to the role of WHO itself: [19]

"to provide leadership, strengthen governance and foster partnership and collaboration with
countries, the United Nations system, and other stakeholders in order to fulfill the mandate of
WHO in advancing the global health agenda"; and

"to develop and sustain WHO as a flexible, learning organization, enabling it to carry out its
mandate more efficiently and effectively".

Public health education and action[edit]

Each year, the organization marks World Health Day and other observances focusing on a
specific health promotion topic. World Health Day falls on April 7 each year, timed to match the
anniversary of WHO's founding. Recent themes have been vector-borne diseases (2014), healthy
ageing (2012) and drug resistance (2011).[44]
The other official global public health campaigns marked by WHO are World Tuberculosis
Day, World Immunization Week, World Malaria Day, World No Tobacco Day, World Blood Donor
Day, World Hepatitis Day, and World AIDS Day.
As part of the United Nations, the World Health Organization supports work towards the Millennium
Development Goals.[45] Of the eight Millennium Development Goals, three reducing child mortality
by two-thirds, to reduce maternal deaths by three-quarters, and to halt and begin to reduce the
spread of HIV/AIDS relate directly to WHO's scope; the other five inter-relate and have an impact
on world health

Structure:
Membership[edit]

Countries by World Health Organization membership status

As of 2013, the WHO has 194 member states: all Member States of the United Nations except
Liechtenstein, as well as the Cook Islandsand Niue.[64] (A state becomes a full member of WHO by
ratifying the treaty known as the Constitution of the World Health Organization.) As of 2013, it also
had two associate members, Puerto Rico and Tokelau.[65] Several other entities have been

granted observer status.Palestine is an observer as a "national liberation movement" recognised by

the League of Arab States under United Nations Resolution 3118. The Holy See also attends as an
observer, as does the Order of Malta.[66] In 2010, Taiwan was invited under the name of "Chinese
Taipei".[67]
WHO Member States appoint delegations to the World Health Assembly, WHO's supreme decisionmaking body. All UN Member States are eligible for WHO membership, and, according to the WHO
web site, "other countries may be admitted as members when their application has been approved
by a simple majority vote of the World Health Assembly".[64]
In addition, the UN observer organizations International Committee of the Red
Cross and International Federation of Red Cross and Red Crescent Societies have entered into
"official relations" with WHO and are invited as observers. In the World Health Assembly they are
seated along the other NGOs.

World headquarters[edit]
The seat of the organization is in Geneva, Switzerland. It was dedicated and opened in 1966.

To be drawn on left side:Regional offices[edit]

Regional offices and regions of the WHO:

Africa; HQ: Brazzaville, Congo
Americas; HQ: Washington, DC, USA
Eastern Med.; HQ: Cairo, Egypt
Europe; HQ: Copenhagen,Denmark

South East Asia; HQ: New Delhi,India

Western Pacific; HQ: Manila,Philippines

The regional divisions of WHO were created between 1949 and 1952, and are based on article 44 of
WHO's constitution, which allowed the WHA to "establish a [single] regional organization to meet the
special needs of [each defined] area". Many decisions are made at regional level, including
importance discussions over WHO's budget, and in deciding the members of the next assembly,
which are designated by the regions