relevant General Assembly resolutions, Awareoftheimportant roleofUNICEF inproviding relieftomothers and children inspecific emergency situations, Notingthattheseactivities are,toalargeextent, funded byextrabudgetary resources, Taking noteofthereport onemergency activities in1989(E/ICEF/1990/l1), Requests theExecutive Director toinclude inhis1991progress report on emergency operations: (a)Aproposal forguidelines onUNICEF involvement, including preparedness plans,authorization moda1ities, thedefinition ofspecific tasks, follow-up mechanisms andevaluation requirements; (b)Anoutline oftheadministrative framework forco-ordination and co-operation between United Nations agencies, non-governmental organizations and otheragencies operational inthisfield. 1990/23. UNESCO/UNICEF JointCommittee onEducation Ontherecommendation oftheProgramme Committee, TheExecutive Board 1.Adopts thefollowing recommendations oftheJointCommittee onEducation ascontained indocument E/ICEF/1990/L.11: (a)Toendorse theWorldDeclaration onEducation forAllandtheFramework forAction toMeetBasic Lea~ning Needsadopted bytheWorldConference on Education forAll; (b)Torecommend forendorsement totheforthcoming WorldSummit for Children, theWorldDeclaration onEducation forAllandtheFramework forAction toMeetBasicLearning Needs,relating theseinitiatives totheUnited Nations Convention ontheRightsoftheChildandtotheinternational development strategy fortheFourth United Nations Development Decade; (c)Torecommend forendorsement totheforthcoming International Conference onEducation, theWorldDeclaration onEducation forAllandtheFramework for Action toMeetBasicLearning Needs; -44-(d)Toendorse thedevelopment ofthestrategy ofusing"universal accessto andachievement ofprimary education bytheyear2000"asthecutting edgeof Education forAll; (e)Toendorse thestatement onfollow-up adopted attheclosing session of theWorldConference onEducation forAll; (f)Towelcome thefactthatUNESCO, inlinewithitsmandate, willprovide services tofacilitate thefollow-up; (g)Toencourage thedevelopment ofstrategies atnational levelaimedat meeting thebasiclearning needsofyouthandadults, aswellaschildren, recognizing theimportance ofaChieving equality through significantly reducing adultilliteracy rates,particularly thoseofwomen, aswellasthepoorandthe disadvantaged groups, andofproviding opportunities foralltoacquire essential knowledge andlifeskills(e.g.,environmental andscientific literacy, Factsfor Life,familylifeeducation andsocialeducation); (h)Toencourage theorganizations toidentify andmakemaximum useof existing mechanisms atalllevelstopoolandshareinformation onlearning needs, totakestockofinnovative activities aimedatmeeting basiclearning needsandat assessing learning achievement, monitoring progress towards thegoalofEducation forAll,andtodisseminate information onrelevant experiences; (i)Tonotetheincreasing importance ofbothtraditional andmassmeansof communication -the"third channel" -forconveying usefulinformation andin providing basiceducation forall; (j)Toemphasize thatlearning needsmustbedefined andpriorities decided bywayofaparticipatory process andthatthepolicy implemented mustutilize and develop locally available resource persons andlearning opportunities. Initiatives mustbesensitive tosocio-economic andenvironmental conditions andthecultural context, particularly atcommunity level; (k)Torequest therespective secretariats tocontinue theco-operation between UNESCO andUNICEFinanalysing thesocial impactofstructural adjustment, emphasizing themoralobligation oftheseorganizations toassistStatesin defending therightsofallpeopletobasiceducation andhumandignity; (1)Toemphasize thatadditional resources willberequired toensure universal accesstoandachievement ofbasiceducation forallbytheyear2000, whichnecessitate reallocation andmobilization ofresources atinternational, national andcommunity levels; (m)Torecommend thattheorganizations allocate increased resources to
**Analysis**
This text appears to be focused on the United Nations' efforts to promote education for all, with a specific emphasis on primary education and the development of strategies to achieve this goal. The text also touches on the importance of providing basic education to all, regardless of socio-economic or environmental conditions.

**Category**
Education, Humanitarian aid and relief