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SUMMARY OF
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 SUMMARY OF
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UNESCO, 2003: Education in Multilingual World

● “UNESCO has an essential role to play in providing international frameworks for

education policy and practice on key and complex issues.”

● “In 1953, UNESCO published the expert report on The Use of Vernacular Languages in
Education, and this continues to be the most frequently cited UNESCO document on
language issues in education.” Significant changes have taken place over the past fifty
years.

● “Education in a Multilingual World.” This paper suggests more research on comparative

studies of multilingual education across multilingual nations in the world. 
 SUMMARY OF
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The Position Paper of UNESCO, 2003 Multilingual
Education
Part I, the key concepts that are used in relation to multilingual education. The aim is to
clarify a set of meanings and terms used in relation to languages and education.

Part II, a synthesis of the normative framework for languages and education based,
• Analysis of United Nations standard-setting instruments;
• Discussion of specific UNESCO conventions and declarations make reference to issues of
language and culture;
• Outcomes and recommendations of international conferences related directly or indirectly
to issues of language and education.

Part III, a synthesis of the many discussions and agreements on language issues that have
been adopted under the auspices of both the United Nations and UNESCO.
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PART PART
I II
THE NORMATIVE FRAMEWORK FOR LANGUAGES AND
EDUCATION
MULTILINGUAL CONTEXTS: THE CHALLENGE
FOR EDUCATION SYSTEMS A. United Nations standard-setting instruments
1. 1948 Universal Declaration of Human Rights
1. Linguistic Diversity and Multilingualism 2. 1966 International Covenant on Civil and Political Rights and
2. Minority and Majority Languages the 1992 Declaration on the Rights of Persons belonging to
National or Ethnic, Religious and Linguistic Minorities
3. Official and National Languages 3. 1985 Declaration on the Human Rights of Individuals who are
4. Language(s) of Instruction not Nationals of the Country in which they live
5. Mother Tongue Instruction 4. 1989 ILO Convention 169 concerning Indigenous and Tribal
6. Linguistic Rights Peoples in Independent Countries
7. Language Teaching 5. 1990 International Convention on the Protection of the Rights
of All Migrant Workers and Members of Their Families
8. Bilingual and Multilingual Education 6. 1989 Convention on the Rights of the Child
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PART PART
II
B. UNESCO Declarations and Conventions
1. UNESCO Constitution
UNESCO
IIIGUIDELINES ON LANGUAGE AND
2. 1960 Convention against Discrimination in Education
3. 1976 Recommendation on the Development of Adult Education EDUCATION
4. 1978 Declaration on Race and Racial Prejudice 2003 position paper, Education in a Multilingual World,
5. 1995 Declaration and Integrated Framework of Action on Education UNESCO (2003a):
for Peace, Human Rights and Democracy
6. 2001 Universal Declaration on Cultural Diversity
 
UNESCO’s Three (3) Principles of Education in Multilingual
C. Outcomes from International Conferences World
7. 1995 Beijing Declaration and Platform for Action
8. 1993 Delhi Declaration and Framework for Action Principle I:
9. 1996 Amman Affirmation UNESCO supports mother tongue instruction as a means of
10. 1997 Hamburg Declaration on Adult Learning improving educational quality.
11. Vienna Declaration and Program of Action
 
12. 1998 World Declaration on Higher Education for the Twenty-first
Century: Vision and Action
Principle II:
UNESCO supports bilingual and/or multilingual education at all
levels of education.
 
Principle III:
UNESCO supports language as an essential component of inter-
cultural education.