Major Policy Papers of UNESCO on Higher Education since 1995

1. Introduction

1.1 Reasons for the Formation of UNESCO

The goal of Higher Education has always been to generate new knowledge, train officials of high standard, to offer efficient response to societal demands and to overcome these tasks in an applicable system of moral principles. Before the end of the Second World War (1939-1945), there was the call for oneness in the intellectual and scientific communities. Universities and higher education Institutions exposed their zeal to fasten the bond of cooperation which they realised was the cause for misunderstanding amongst nations resulting to wars regardless of frontiers. The formation by the United Nations of a defined body called UNESCO (United Nations Education and Scientific Organisation) in 1945 was partly to oversee the implementation of higher education priorities.

The UNESCO had as prime objective the promotion of education as a whole in the national, regional and international community on the bases of capabilities and as a right designed by nature, to bring together nations and obtain a culture of peace. The organisation had to make and apply laws for the improvement of higher education and to have a better position for its recognition in the field, UNESCO in 1960 adopted into its constitution Article 26 of the Unilateral Declaration of Human Rights (UDHR) which stipulates that “everyone has the right to education” and that “higher education shall be accessible to all, on the basis of merit”. Furthermore, it recalled the Convention Against Discrimination (CAD) and called on states signatories to its accord, to “make higher education accessible to all on the merits of abilities.”

These steps though small, were all hopeful beginning towards its fight for the world wide recognition and improvement of higher education and the glories accompanying it to educators, students and the society which receives the services all over the world.

1.2 UNESCO’s Major Policy Papers

At the close of the 21st Century, the degrading nature of higher education in every country was unimpeachable. There was population growth, globalisation, invasion of modern technology with a changing impact on the methods of releasing and acquiring knowledge, fall in public funds and an increase in cost which grossly affected every system of higher education, government, and the economy thereby rendering the entire world futile in the phase of development. UNESCO’s priority being that of upgrading and giving higher education the picture it deserves, took a stand for a change in the systems of higher education to match with society. It brought to the understanding of every country willing for change that a change in…

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