19 May 2023, Sustainability Science for Global Survivability

Issues related to the water cycle,

UNESCO's IHP and
Kyoto University UNESCO Chair WENDI

Department of Civil & Earth Resources Engineering,

Kyoto University
Yasuto TACHIKAWA
 2

Class contents

◼Hydrologic cycle and water resources

◼UNESCO’s Intergovernmental Hydrological

Programme (IHP)

◼Kyoto University UNESCO Chair WENDI

 3

Hydrologic cycle and water resources

 4

Water Cycle on the Earth: Hydrologic Cycle

◼Natural hydrologic cycle, and

◼Human intervention to the hydrologic cycle
 5

Radiation Precipitation

Evaporation

Runoff

Infiltration

Groundwater
 6

Hydrologic Cycle
Water continuously circulates around the Earth by means of solar energy and
gravitational energy, changing its phases (solid, liquid, and gas). We call the
circulation as the “hydrologic cycle”.

Water vapor evaporated from the ocean and the land surface condenses in the
atmosphere; rainfall happens; and it reaches the ground. Some evaporates again
and some flows as surface flow or groundwater flow, and reach to the ocean.

Hydrology is the science to understand the cycle of water and energy, and clarify
the relation with human activities scientifically.
 7
Human intervention to the hydrologic cycle
 8
Human intervention to the hydrologic cycle

Water intake from river

Water intake from groundwater

 9

NASA
EARTH OBSERVATORY
 10

August 25,
2000

NASA
EARTH OBSERVATORY
 11

October 11,
2019
NASA
EARTH OBSERVATORY
 12

Much water was taken

from the river for
agricultural
development.
Consequently, water
flow to the Aral Sea
decreased dramatically.

NASA
EARTH OBSERVATORY
 13

Water Balance
 14

Water balance equation

𝑑𝑉
=𝐼−𝑂
𝑑𝑡
V is the stored water volume in the defined region;
I is the water inflow to the defined region; and
O is the water outflow from the defined region.
 15

Q1: Inflow

Q2: Inflow
 16

R: rainfall
Q1: Inflow

E: evapotranspiration

Q2: Inflow
 17

Water Balance at the Aral Sea

R: rainfall E: evapotranspiration
Q=Q1+Q2: river inflow
A: surface area of lake

V: water volume in lake

𝑑𝑉
=𝑅−𝐸+𝑄
𝑑𝑡
 18

Water Balance at the Aral Sea

If water balance is an equilibrium,
𝑑𝑉
=𝑅−𝐸+𝑄 =0
𝑑𝑡
If R and E do not change and river
inflow Q decreases to Q’ (< Q)
𝑑𝑉
= 𝑅 − 𝐸 + 𝑄′ < 0
𝑑𝑡
 19

Human intervention to the hydrologic cycle

1. Water intake from the river for agricultural irrigation has

dramatically changed the hydrologic cycle.

2. Scientific hydrologic understandings and hydrologic

predictions are important.

3. Proper decision based on the scientific understanding of

the hydrologic cycle is crucial.
 20

UNESCO’s
Intergovernmental Hydrological Programme (IHP)
 21

UNESCO’s Intergovermental
Hydrological Programme (IHP)

The only intergovernmental programme of the United

Nations system devoted to water research,
management, education and capacity building
 22

Water is a source of all lives on the earth and is a

resource that is indispensable for our social and
economic activities.

Too little water causes draught disasters and on the

contrary too much water causes flood disasters.

Water issues are related to a broad range of fields

and are not considered in isolation.
 23

Thus, water-related disaster (e.g. flood and drought)

management needs comprehensive and
interdisciplinary higher education and research,
which include a wide range of knowledge such as

✓ hydrologic cycle, flood simulations and predictions,

water resources management, climate change,
✓ new technology (new sensor, IT, robotics, etc.),
✓ social science, economical evaluation of natural
disasters, disaster mitigation policy etc.
 24

The Hydrologic Cycle

Radiation Precipitation

Evaporation

Runoff

Infiltration

Groundwater
 25

Definition of Hydrology
by UNESCO International Hydrological Decade, 1964
Hydrology is the science which deals with the waters of
the Earth, their occurrence, circulation and distribution
on the planet, their physical and chemical properties
and their interactions with the physical and biological
environment, including their responses to human activity.
Hydrology is a field which covers the entire history of the
cycle of water on the Earth.
 26
Key dates of IHP’s history

1945 1948 1956 1961

Creation of UNESCO The General Conference of
with no specific reference UNESCO decides to establish
made to water resources an International Institute of the
Arid Zone, voicing the
importance of studying issues
related to water
As the Institute did not
materialize, the General
Conference approves the
Major Project on Scientific
Research on Arid Lands
In the wake of the successful
project on Arid Zones, the
UNESCO Executive Board
requests the creation of a
long-term programme for
international cooperation in
scientific hydrology

2015 1975 1965

UNESCO celebrates its seventieth anniversary and the IHP is established in order UNESCO and its partners establish
fiftieth anniversary of its Water Programmes; it organizes to continue the efforts the International Hydrological Decade
a series of events worldwide and publishes the instigated by IHD on the (IHD) to collect scientific data and
anniversary book “Water, People and Cooperation: 50 long-term lead internationally commissioned
years of water programmes for sustainable research and education for improved
development at UNESCO” summarizing the history and water use
achievements of UNESCO in the field of water in
English, French and Spanish
 27
The Intergovernmental Hydrological Programme (IHP):
what is it?
IHP is part of UNESCO’s Division of Water Sciences and is the Organization’s
intergovernmental scientific cooperation programme on water.
Implemented through a succession of medium-term phases, it has three main objectives:

Mobilize international cooperation to Strengthen the science-policy interface Facilitate education and capacity
improve knowledge and innovation to to reach water security at local, development in order to enhance water
address water security challenges national, regional and global levels resources management and governance

IHP creates bridges between stakeholders
from around the world, and is part of a
network of more than 1500 experts called
the UNESCO Water Family, coordinated by
the Division of Water Sciences of UNESCO
The results of the international
cooperation mobilized by IHP are used
to help decision makers adapt their
policies based on sound scientific
evidence
IHP organizes courses, trainings
and workshops on water-related
issues and provides resources and
tools at all levels
 28
IHP throughout its successive phases: shifting
to a holistic and integrated approach
IHP’s Fourth Phase (1990-1995): IHP’s Seventh Phase
IHP’s First Phase “Hydrology and Water Resources (2008-2013): “Water
(1975-1980): Sustainable Development in a Dependencies: Systems
maintained the Changing Environment” IHP’s Fifth Phase (1996-2001): under Stress and
research orientation “Hydrology and Water Resources Societal Responses”
of IHD Development in a Vulnerable
Environment”

IHP-I IHP-II IHP-III IHP-IV IHP-V IHP-VI IHP-VII IHP-VIII IHP-IX

IHP’s Second Phase (1981-1983) and
Third Phase (1984-1989): planned
under the theme “Hydrology and the
Scientific Bases for Rational Water
Resources Management” to include
practical aspects of hydrology and
water resources
IHP’s Sixth Phase (2002-2007): “Water IHP’s Eighth Phase IHP’s Nine Phase
Interactions: Systems at Risk and Social (2014-2021): “Water (2022-2029): “Science
Challenges”. This phase represented a Security: Responses to
turning point for IHP. Its focus shifted for a Water Secure
Local, Regional and
from studying the occurrence and Global Challenges” World in a Changing
distribution of water in the environment Environment”
towards societal aspects of water
resources, highlighting the need for
better assessment and management, in
particular at transboundary level
 29
The Eighth Phase of IHP (IHP-VIII, 2014-2021)
Water Security: Responses to Local, Regional and Global Challenges

https://unesdoc.unesco.org/ark:/48223/pf0000225103
30
 31

UNESCO-IHP activities
in Asia and the Pacific

Regional Steering
Committee
For Asia and the Pacific

http://hywr.kuciv.kyoto-u.ac.jp/ihp/rsc/index.html
 32
The UNESCO Water Family in Asia and the Pacific
27 IHP National Committees
Water-related UNESCO Category 2 Centres
⚫ APCE (Asia Pacific Centre for Eco-hydrology), Indonesia
⚫ CARGC, Central Asian Regional Glaciological Centre, Kazakhstan
⚫ HTC (Humid Tropics Center), Malaysia
⚫ ICHARM (International Centre for Water Hazard and Risk Management), Japan
⚫ ICQHHS, International Centre on Qantas and Historic Hydraulic Structures, Iran
⚫ i-WSSM (International Center for Water Security and Sustainable Management, Korea
⚫ RCUWM, Regional Centre on Urban Water Management, Iran

Water-related UNESCO Chairs

⚫ UNESCO Chair in Sustainable Groundwater Management established in 2007 at the University of Tsukuba, Japan and
the Institute of Geo-ecology, Mongolian Academy of Sciences, Ulaanbaatar, Mongolia
⚫ UNESCO Chair in Water management in Central Asia, Kazakh-German University, KazakhstanUNESCO Chair on Water
Reuse at the University of Tehran, Iran
⚫ UNESCO Chair in Water and Environment Management for Sustainable Cities, Iran
⚫ UNESCO Chair on Knowledge Systems for Integrated Water Resources Management, Pakistan
⚫ UNESCO Chair on Water, Energy and Disaster Management for Sustainable Development (WENDI) at Kyoto
University, Japan
 33
History of IHP Regional Steering Committee (RSC)
for Asia and the Pacific
1990.6 Conception
1993.1 Establishment at Manila, Philippines
1993.7 1st RSC at Yokohama, Japan
|
2021.11 28th RSC hybrid meeting at Hanoi
2023.2 29th RSC in person in conjunction with ICFM9 at Tsukuba, Japan
Chair: Z. Yu (China), Secretary: Y. Tachikawa (Japan)

The RSC serves as a regional forum for professionals and practitioners of

hydrology and water resources in the region to
✓ gather periodically,
✓ exchange and discuss each other’s experiences, problems and possible
solutions, and
✓ promote scientific cooperation for better management of water in the region.
 34

121 river information for

16 countries
Vol. 1, 1995
25 rivers Vol. 2, 1997
2０Vol.
(９） 3, 2000
(11 countries)

Vol. 4, 2002
Vol. 5, 2004
Vol. 6, 2012

http://hywr.kuciv.kyoto-u.ac.jp/ihp/rsc/riverCatalogue.html
 35
Catalogues of Hydrologic Analysis, volume 1 and 2
 36
Intergovermental Hydrological Programme, Japan
Water Informatics for Sustainability and Enhanced Resilience in Asia
and the Pacific
IHP Training Course organized by Nagoya and Kyoto
universities
◼ 33rd IHP Training Course “Integrated Basin Management under Changing Climate” at
DPRI, Kyoto University in 2023
◼ 32nd IHP Training Course “Integrated Basin Management under Changing Climate” at
DPRI, Kyoto University in 2022
◼ 31st IHP Training Course “Integrated Basin Management under Changing Climate” at
DPRI, Kyoto University in 2021
◼ 30th IHP Training Course “Integrated Basin Management under Changing Climate” at
DPRI, Kyoto University in 2020
◼ 29th IHP Training Course “Integrated Basin Management under Changing Climate” at
DPRI, Kyoto University in 2019
◼ 28th IHP Training Course “Integrated Basin Management under Changing Climate” at
DPRI, Kyoto University in 2018
◼ 27th IHP Training Course “Integrated Basin Management under Changing Climate” at
DPRI, Kyoto University in 2017
36
 37

ESD：Education for Sustainable Development

 38
ESD：Education for Sustainable Development
Today, the world is facing a variety of problems caused by human
development activities such as climate change, biodiversity losses, resource
depletion and the expansion of poverty. ESD comprises learning and
educational activities that aim to develop alternative values and
transformative actions that lead to problem-solving and to realize a
sustainable society by taking the initiative to accept these problems of
modern society as our own and tackling the problems in our immediate
environment (think globally, act locally) in order to ensure that human
beings are able to secure an abundant life for future generations.
In short, ESD is education that fosters the builders of a sustainable society.

持続可能な開発のための教育 (ESD)

今、世界には気候変動、生物多様性の喪失、資源の枯渇、貧困の拡大等人類の
開発活動に起因する様々な問題があります。ESDとは、これらの現代社会の問
題を自らの問題として主体的に捉え、人類が将来の世代にわたり恵み豊かな生
活を確保できるよう、身近なところから取り組む（think globally, act
locally）ことで、問題の解決につながる新たな価値観や行動等の変容をもたら
し、持続可能な社会を実現していくことを目指して行う学習・教育活動です。
つまり、ESDは持続可能な社会の創り手を育む教育です。
Ministry of Education, Culture, Sports, Science and Technology (MEXT)
 39

Kyoto University UNESCO Chair WENDI

Water, Energy and Disaster Management for Sustainable Development

https://wendi.kyoto-u.ac.jp/
 40

About WENDI

◼ WHAT is UNESCO Chair?

The UNITWIN/UNESCO Chairs Programme was established in 1992
to promote inter-university cooperation and networking to enhance
institutional capacities through knowledge sharing and
collaborative work. UNESCO Chairs are basically located in a
university as a chair system where professors and students are
learning together to co-produce new ideas and methods for
sustainable development. They will play roles of think tanks with
human resources as well as tangible resources.
 41
Kyoto University UNESCO Chair on Water, Energy and Disaster
Management for Sustainable Development (WENDI)
Objectives:
Development of the human resources with a holistic view in the fields of water, energy and
disaster management by implementing a comprehensive and trans-disciplinary programmes
on the Education for Sustainable Development (ESD) at a graduate school level.
Goal / Rationale / Impact
Establishing a graduate-school-level HESD: "KU-Model of ESD"
UNESCO Chair Acknowledge where the problem lies Common Global Issues
WENDI Tackling
- KU-Model of ESD- Seek ways to solve the problems global risks and
challenges
Autonomous and Systematic by focusing
study in graduate school level trainings / Internships
Water
UNESCO Sites KU Networks in and outside Energy
Geoparks (Global: 127 / Japanese: 43) Japan (overseas: 57+, Japan: 43) Disaster
European Center at Heidelberg
Biosphere Reserves (669 sites) North American Center at and
World Heritages (Cultural:814, Washington D.C. Related environmental
Natural:203, Mixed:35) ASEAN Center at Bangkok issues
 42
Kyoto University
UNESCO Chair WENDI University/
Japanese
Government Water, Energy and Disaster Management Res. Inst.

MEXT RIHN
Nagoya Univ.
MOFA
PWRI-
MLIT Water Aquatic Global Energy Sustainable Hills, Creating ICHARM
MAFF Resources Environment & Bioresources Humans & Resilient etc.
MITI & Disaster & W.Quality Environment & Ecosystems Oceans Society
etc.
Climate Change
Int’l
Int’l Org.
Initiative
UNESCO Data Science
IFI, IIWQ
UNDRR ICL
6 Courses and Cross-Cutting Themes
UNU GADRI
WMO etc.
IIASA KU C-PIER
etc. (Related Units) Graduate Schools / Research Institutes
Science Engineering Informatics Human Survivability Studies Economics Asian and African Area Studies
Agriculture Energy Science Global Environmental Studies Management Economic Res. SE Asia African C.

Primate Ecological Field Science Advanced Energy Disaster Prevention Sustainable Humanosphere

Structure of systematic and interdisciplinary curricula under the Chair
In case of Couse A "Water Resources and Disaster Management Course"
Graduate School
(GS) A
Subjects on SDGs
Water-related subjects
GS B
Water-related subjects
DRR-related subjects
GS C
Water-related subjects
DRR-related subjects
Subjects on Climate Change
GS G, Institute Y Geoparks,
Biosphere Reserves
Field Trainings
43
GS D
UNESCO Chair Curriculum Couse A "Water
Water-related subjects
Resources and Disaster Management Course"
DRR-related subjects
Subjects on SDGs
Energy-related subjects
Water-related subjects
GS E
Water-related subjects
Water-related subjects
Water-related subjects
Energy-related subjects
Water-related subjects
GS F
Water-related subjects
Subjects on Data Sciences
Subjects on Climate Change
DRR-related subjects
Subjects on Data Sciences
IHP Training Course Institute X
Field Trainings IHP Training Course
Certificates are open and available
Certificate UNESCO-Chair Certificate for both Intra- and extramural
students.
 44

Biosphere Reserves
in Japan
 45

669 Biosphere Reserves from 120 countries

http://unesdoc.unesco.org/images/0025/002596/259695M.pdf
 47

General Policy of UNESCO Chair WENDI

The objective of the UNESCO Chair on Water, Energy and Disaster Management for Sustainable
Development, Kyoto University (WENDI) is to equip students with knowledge, superior skills and broad
perspectives to address the many challenges that today’s societies face. WENDI thus offers a novel and
interdisciplinary Higher Education and Research for Sustainable Development (HESD) Programme, a solid
certificate programme, and also encourages and values students’ self-learning. WENDI aims at contributing
to achieving the SDGs as well as establishing resilient societies through collaborative education and
research with established researchers and experts from the United Nations, international organizations,
other UNESCO Chairs and Centres, governmental organizations, universities, research institutions and
private enterprises. (General Policy)

水・エネルギー・災害研究に関するユネスコチェア（京都大学ユネスコチェアWENDI）の目的は、現代社会が
直面する様々な課題の解決に取り組む知識・技術・広い視野を備えた人材を育成することである。このため、
学生の自主的な学びを尊重しつつ、学問分野の垣根を越えた新たな学際的な高等教育における持続可能開発教
育・研究（HESD）の質が保証されたプログラム(以下WENDI-HESDプログラムとする)を提供する。国連・国
際機関、他のユネスコチェアあるいはユネスコセンター、政府機関、大学・研究機関及び民間組織の卓越した
研究者・教員と協働することにより、SDGsの達成及びレジリエントな社会の構築に貢献する。【基本方針】
 48
Policies of UNESCO Chair WENDI
• Any graduate student belonging to Kyoto University (KU) who has strong
interests in carrying out one’s activities along interdisciplinary and international
Admission Policy
frameworks is welcome to register for the WENDI’s educational programme. A
part of WENDI’s activities is open to under-graduate students.

• The WENDI’s HESD Programme (WENDI-HESD) requires registered students to acquire interdisciplinary
perspectives and practical skills by identifying problems, understanding on-going global challenges and
Curriculum Policy exploring implementable solutions. Registered students must fulfil credit requirements, including field
training, and demonstrate fundamental academic knowledge of water, energy and disaster management
in addition to their own expertise in order to complete each of the WENDI courses.

• Making the best use of UNESCO’s field sites (Geoparks, Biosphere Reserves, World Cultural Heritages
and World Natural Heritage Sites) as well as KU’s field sites and overseas stations, the WENDI will
Research Policy promote international collaborative research to contribute to achieving the SDGs and building resilient
societies. Registered students shall gain creative perspectives and research competency through
collaboration with researchers in and out of KU.

• The WENDI will develop a short-term UNESCO-Chair training programme for registered students as well
International as students and practitioners from developing countries.

Contribution Policy • The WENDI-HESD will recruit participants and promote information sharing on outcome of the
educational and research endeavours through UNESCO’s networks.
 49
ユネスコチェア WENDIのポリシー
アドミッショ • 学際的及び国際的な枠組みで活動することに強い関心を持つ京都大学の大学院生
を登録生として迎える。また一部の科目については、学部生の参加を認める。
ンポリシー

• WENDI-HESDプログラム登録生には、問題の所在の認知、世界的な取組み状況の把握、解
カリキュラム 決に向けた方策の模索を通じて、学際的な視野と実践力を身に付けることが求められる。
各コースの所定の科目（フィールド実習を含む）登録を完了し、専門分野に加えて水・エ
ポリシー ネルギー・災害に関する基盤的な学識を身に付けていることが、修了の基準となる

• 京都大学ユネスコチェアWENDIは、ユネスコのフィールドサイト（ジオパーク、エコパーク
リサーチポリ （生物圏保存地域）、世界文化遺産、世界自然遺産）及び京都大学のフィールドサイト・海
外拠点等を活用することにより、SDGsの達成及びレジリエントな社会の構築に貢献する国際
シー 協働研究を展開する。学生は、国内外の研究者との協働を通じて俯瞰的な発想力及び研究能
力を身に付ける。

国際貢献ポリ • 京都大学ユネスコチェアWENDIは、途上国の学生や実務者及び登録生を対象とした短期研修
プログラムを開発する。ユネスコのネットワークを活用し、登録者を募集するとともに、
シー WENDI-HESDプログラムの教育・研究活動に関する成果の情報発信・情報共有を推進する。
 50
Outline of UNESCO Chair WENDI
The UNESCO Chair WENDI aims to promote multi-disciplinary and holistic approach for research implementation,
knowledge transfer and capacity building in the fields of water, energy and disaster management, and linkages to other
sectors (bioresources and ecosystems, river basins from mountain to ocean, resilient societies, climate change and data
science) in Kyoto University (KU) and partner organizations all over the world. This is done by developing a comprehensive
and trans-disciplinary Higher Education for Sustainable Development (HESD) programme to establish a ‘KU-Model of
HESD’ and by providing unique international collaborative research using existing UNESCO-Sites including Geoparks,
Biosphere Reserves and Cultural, Natural and Mixed World Heritage Sites and domestic and overseas research sites of
Kyoto University as the application fields.
To achieve this aim, WENDI will organize education and training programme targeting students and practitioners mainly
from developing countries, formulate related education and training materials and continue to contribute to the activities in
the International Hydrological Programme (IHP), especially ones of the UNESCO IHP Regional Steering Committee (RSC)
for Asia and the Pacific region, as well as UNESCO’s Man and the Biosphere Programme (MAB) and the International
Geoscience and Geoparks Programme (IGGP). It will also contribute to advanced and trans-disciplinary studies and
scientific research projects in the fields mentioned above. The WENDI will also align with IHP’s international initiatives
such as the promotion of water-related studies in collaboration with FRIEND, IFI, IDI, and IIWQ by developing new theories
and technologies for monitoring, assessing, predicting and managing global risks in the world including climate change.
Furthermore, the WENDI will contribute to the field of data science which is inseparable from the practical
implementations of the above activities.
Overall, the Kyoto University UNESCO Chair WENDI will emphasise on the involvement of policy makers and practitioners
to foster science- and technology-based decision-makings to build a sustainable, resilient and survivable society.
Notes: FRIEND = Flow Regimes from International Experimental and Network Data; IFI = International Flood Initiative; IDI
= International Drought Initiative; IIWQ = International Initiative on Water Quality
 51
ユネスコチェアWENDIの概要
ユネスコチェアWENDIは、水・エネルギー・災害管理に関する分野において、さらには、そのほかの関連分野
（生物資源・生態系、森里海を含む河川流域、レジリエントな社会、気候変動、データ科学）において京都大学
内及び世界中のパートナー機関とも連携をとりながら、研究実施、知識移転、能力育成のために多分野にまたが
る包括的なアプローチを推進することを目指す。そのため、総合的で超学際的な高等教育レベルでの持続可能開
発教育（HESD）を実践し「HESD京大モデル」を確立するとともに、ジオパーク、エコパーク（生物圏保存地
域）、世界文化・自然遺産と京都大学が有する国内外の研究拠点を教育研究の現場として活用したユニークな国
際共同研究を実施する。
こうした狙いを達成するために、WENDIは、京都大学の学生や途上国からの実務家を対象とした教育・研修プロ
グラムを組織し、関連する教育研修教材を整え、国際水文学計画（IHP）、特にアジア太平洋地域のユネスコIHP
地域運営委員会の活動、さらには、ユネスコ人間と生物圏計画（MAB）、国際地質科学ジオパーク計画
（IGGP）の活動への貢献も継続する。また、上記各分野の先進的かつ超学際的な研究及び科学研究プロジェクト
にも貢献する。WENDIはまたFRIEND、IFI、IDI及びIIWQと協働で水関連研究の推進といったIHPの国際的なイ
ニシアティブとも連携して、気候変動を含む世界のグローバルリスクをモニタリング、評価、予測、管理する新
しい理論や技術の開発を推進する。さらに、WENDIは、上述したような活動に不可欠なデータ科学の分野にも貢
献していく。
すなわち、京都大学ユネスコチェア WENDIは、将来にわたって持続的でレジリエントで生存可能な社会の構築
を目指し、科学・技術の確固たる基盤を持った意思決定を促進していくために、政策立案者や実務家にも参画を
得て進めていくことの重要性を強く認識し実践していきたいと考えている。
備考：FRIEND = 国際試験地ネットワークデータによる河川流況研究計画; IFI = 国際洪水イニシアティブ; IDI =
国際渇水イニシアティブ; IIWQ = 国際水質イニシアティブ
Thank you very much
 53

Appendix
 54

UNESCO Constitution ユネスコ憲章

Adopted in London on 16 November 1945 and amended by the General

Conference at its 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 12th, 15th, 17th,
19th, 20th, 21st, 24th, 25th, 26th, 27th, 28th, 29th, 31st and 40th sessions.
 55
Constitution of UNESCO ユネスコ憲章前文

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 other’s 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;

この憲章の当事国政府は、この国民に代わって次のとおり宣言する。
• 戦争は人の心の中で生まれるものであるから、人の心の中に平和のとりでを築かなければならない。
• 相互の風習と生活を知らないことは、人類の歴史を通じて世界の諸人民の間に疑惑と不信を起こした共通の原因であり、この疑惑
と不信の為に、諸人民の不一致があまりにもしばしば戦争となった。
• ここに終わりを告げた恐るべき大戦争は、人間の尊厳・平等・相互の尊重という民主主義の原理を否認し、これらの原理の代りに、
無知と偏見を通じて人種の不平等という教養を広めることによって可能にされた戦争であった。
 56
Constitution of UNESCO ユネスコ憲章前文
The Governments of the States Parties to this Constitution on behalf of their peoples declare:

• 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.

この憲章の当事国政府は、この国民に代わって次のとおり宣言する。

• 文化の広い普及と正義・自由・平和のための人類の教育とは、人間の尊厳に欠くことのできないものであり、かつ、すべての国民
が相互の援助及び相互の関心の精神を持って、果たさなければならない神聖な義務である。
• 政府の政治的及び経済的取り決めのみに基づく平和は、世界の諸人民の、一致した、しかも永続する誠実な支持を確保できる平和
ではない。よって、平和が失われないためには、人類の知的及び精神的連帯の上に築かれなければならない。
 57
Constitution of UNESCO ユネスコ憲章前文

The Governments of the States Parties to this Constitution on behalf of their peoples declare:
• 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 other’s 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 constitution of mankind for which the United Nations Organization was established and which its
Charter proclaims.

この憲章の当事国政府は、この国民に代わって次のとおり宣言する。
• これらの理由によって、この憲章の当事国は、すべての人に教育の十分で平和な機会が与えられ、客観的真理が拘束を受けずに研究され、
かつ、思想と知識が自由に交換されるべきことを信じて、その国民の間における伝達の方法を用いることに一致し及び決意している。
• その結果、当事国は、世界の諸人民の教育、科学及び文化上の関係を通じて、国際連合の設立の目的であり、かつ、その憲章が宣言してい
る国際平和と人類の共通の福祉という目的を促進するために、ここに国際連合教育科学文化機関を創設する。
 58

UNESCO Constitution Article 1

Adopted in London on 16 November 1945 and amended by the General

Conference at its 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 12th, 15th, 17th,
19th, 20th, 21st, 24th, 25th, 26th, 27th, 28th, 29th, 31st and 40th sessions.
 59
Constitution of UNESCO Article 1
Purposes and functions

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 world’s 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.
 60
Constitution of UNESCO Article 1
目的及び任務

1. この機関の目的は、国際連合憲章が世界の諸人民に対して人種、性、言語又は宗教の差別なく確認している正義、法の支配、
人権及び基本的自由に対する普遍的な尊重を助長するために教育、科学及び文化を通じて諸国民の間の協力を促進することに
よって、平和及び安全に貢献することである。

2. この目的を実現するために、この機関は、次のことを行う。
•(a) 大衆通報（マス・コミュニケーション）のあらゆる方法を通じて諸人民が相互に知り且つ理解することを促進する仕事に協力すること並び にこの目的で言語及び表象による思
想の自由な交流を促進するために必要な国際協定を勧告すること。
•(b) 次のようにして一般の教育と文化の普及とに新しい刺激を与えること。
•加盟国の要請によって教育事業の発展のためにその国と協力すること。
•人種、性又は経済的若しくは社会的な差別にかかわらない教育の機会均等の理想を進めるために、諸国民の間における協力の関係をつ くること。
•自由の責任に対して世界の児童を準備させるのに最も適した教育方法を示唆すること。
•(c) 次のようにして知識を維持し、増進し、且つ、普及すること。
•世界の遺産である図書、芸術作品並びに歴史及び科学の記念物の保存及び保護を確保し、且つ、関係諸国民に対して必要な国際条約 を勧告すること。
•教育、科学及び文化の分野で活動している人々との国際的交換並びに出版物、芸術的及び科学的に意義のある物その他の参考資料の 交換を含む知的活動のすべての部門における
諸国民の間の協力を奨励すること。
•いずれの国で作成された印刷物及び刊行物でもすべての国の人民が利用できるようにする国際協力の方法を発案すること。

3. この機関の加盟国の文化及び教育制度の独立、統一性及び実りの多い多様性を維持するために、この機関は、加盟国の国内
管轄権 に本質的に属する事項に干渉することを禁止される。