The following is a continuation of the previous post on this blog. The Rabat Commitment Meeting of 2005  was a follow-up of the Barcelona Euromediterranean Declaration.This is about a group of organization-appointed demagogues pursuing a specific aim in the name of the UN, the EU and government (Danish Centre for Cultural Development): The illuminist/capitalist-communist world state. As stated by UNESCO the following proposals are at the heart of its intercultural dialogue:" The Rabat Commitment, adopted in June 2005, constituted a major break-through in this regard setting out concrete and practical steps in various domains of UNESCO".
These proposals have been kept completely secret - which is understandable!!

The Rabat Commitment Conference was arranged by the UNESCO, the Council of Europe, The ALECSO, the ISESCO, the OIC, the Anna Lindh Foundation and the Danish Centre for Cultural Development.
In Article 9 of DECISION No 1983/2006/EC OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 18 December 2006 concerning the European Year of Intercultural Dialogue (2008) it is stated: "For the purposes of the European Year of Intercultural Dialogue, the Commission may cooperate with appropriate international organisations, in particular with the Council of Europe and UNESCO, taking great care to ensure the visibility of the EU's participation."
So, in EUs education of its youth and in the EYID the the principles  of the Rabat Commitment can be expected to be refound. And indeed they are. As well as in the SALTO programmes

These are the proposals the meeting agreed upon. They have the characteristics of paper work which, however, the globalists strive to slavishly follow - unimpressed by experiences from the "Cartoon Crisis" and in spite of an obviously increaing western aversion to the islamization which the Euromediterranean/Mediterranean Union wants to enforce - without popular support, nay without the peoples knowing about it!.

The Conference conducted its work in three separate workshops.
The workshops agreed by consensus on the following set of action recommendations.
Behind the strategy is the Utopia that when only people talk to each other they will understand each other. Apparently, they are ignorant of the fact that at least just as often people move away from each other by talking! How is it about marriages in the West?

General recommendations :
a) Intercultural dialogue must be based on universally shared values and the principles of peace, human rights, tolerance, and democratic citizenship, forming an integral part of quality education. It must therefore fully be taken into account in curriculum renewal and improvements in content, methodology, teacher education and the learning process, also involving parents and communities. Such dialogue plays an equally important role for the revision of textbooks, the production of new educational materials and the effective use of information and communication technologies (ICTs).
b) Avoid oversimplifications and raise awareness about cultural heterogeneity
c) Integrate intercultural learning in pre-school education and basic education, whilst pursuing it at secondary school level, in higher and continuing adult education in a life-long learning perspective.
d) Intercultural dialogue into non-formal education, literacy campaigns and to extra-curricular activities, such as youth exchanges and encounters.
e) Intercultural education in relation to school and community violence, the need to respect differences
f)  information, especially for young citizens, on the major religions and highlight their shared values
g) Broader access to existing educational networks and initiatives.

Specific proposals :
a) Consensus on definitions used in relation to intercultural dialogue and learning.
b) National legislation and international normative standards or instruments to guard against the defamation of the Other in school curricula.
c) Guidelines on intercultural educationrespect to world heritage and history education.
d) Good practices in intercultural education
e) Elaborate learning materials for intercultural education
f) Intercultural dialogue to be core content of both in- and pre-service teacher education.
g) Develop capacities of learners to acquire life skills as a prerequisite for intercultural learning.
Pursue studies on stereotypes conveyed in school textbooks concerning the culture of the “other” and take action to correct them.
i) Establish an interregional observatory on textbooks to monitor stereotyping, prejudices, inaccuracies and misconceptions in different subject areas and make provisions for corrective action.
j) Languages and their teaching as a means for intercultural dialogue and to pay particular attention to local languages especially in mother tongue literacy; furthermore

Promote the teaching of Arabic outside Arabic-speaking countries to foster understanding.

k) Creative learning, art education, drama, role play, song and music.
l) Intercultural dialogue across the curriculum, including physical education and sports with emphasis on traditional games and sports, youth encounters and exchanges as an important bridge to communication between cultures and youth in particular,
m) Intercultural dialogue at various levels of education through the conduct of practical projects and exchanges as well as competitions
n) Creation of prizes rewarding excellence in intercultural exchange practises and organise school-based festivals celebrating cultural diversity.
Create additional university chairs on intercultural dialogue
p) Take full advantage of and mobilise existing networks
q) Promote youth exchanges and summer school programmes and special intercultural events.
r) Use of audio-visual materials and ICTs in support of interactive and participatory learning approaches to intercultural dialogue.
s) Media education project
t) Use of the internet for enhanced impact
u) Full participation of girls and women must be ensured, covering the entire range from conceptualisation and planning to the implementation.

a) Key concepts pertaining to the dialogue among civilisations, especially those relating to the construct of culture, civilization and religions need to be revisited by competent organisations and academic scholars in order arrive at definitions that can genuinely form a basis to further the dialogue.
Particular focus should be on commonalities rather than on differences.
b) Tackle and ultimately eliminate ignorances, stereotypes and rejection of the Other, which requires a strong political commitment and engagement from all parties involved.

 Specific proposals :
a) Governments, especially in the Arab world, should more purposefully make use of bi- and multilateral cultural agreements
b) Governments should provide sufficient and predictable funding within their culture budgets for the encouragement of intercultural dialogue: Capacity-building of grass-roots cultural organizations, especially those aimed at empowering women and youth.
Thus, civil society organisations should be encouraged and induced to monitor the implementation of cultural projects.
c) International and regional organisations should identify, document and analyse “best practice”
d) Appropriate learning materials at various educational levels, also drawing on contributions by partner organisations of the Global Alliance for Cultural Diversity(UNESCO)
e) Governments and international organisations should offer programmes aimed at strengthening creativity in education, thereby also countering fundamentalist tendencies.
f) Teaching history should also be linked to the teaching of art for children, allowing a canvassing of the world’s cultures.  g) Make museums more inclusive and  transform them into truly multicultural spaces.
h) Tap the power of music and musical creativity. It is a promising innovative 
i) Translation and publication of the great universal works and classics.

General recommendations :
a) There should be full recognition that education requires communication, and communication always contains educative elements.
b) The educational system and the media have a role to play in order to avoid parochialism and contribute to the creation of conditions for intercultural dialogue.
c) There is a need to set up educational and media projects focussing on mutual information and the fighting of ignorance between the West and the Islamic world.
d) Face-to-face dialogue plays an important role for the creation of mutual confidence and trust.
e) Approaches must be developed to endow media professionals with the capacity to tackle intercultural issues within multicultural societies, especially in the Western world.
f) In the Arab world, media should be encouraged to mirror truly the rich diversities in the region and serving all segments of population.
g) A discussion should be conducted among media professionals about ethics and professional standards.
h) Enhance the opportunity for internet communications.

Specific proposals
a) Joint activities for communication and information professionals :
Twinning projects at all levels
Joint production of broadcasts, newspapers, magazines and websites by journalists from different cultural backgrounds;
Establishment of a satellite channel for intercultural dialogue on a non-commercial basis, to be funded by private and public sources;

Reporting missions to specific areas/events fostering concrete collaboration between professionals with different cultural backgrounds
• Journalism school collaboration, including joint curriculum development, particularly in the field of multicultural reporting, as well as exchange programmes
Establishment of an award for best media product in the area of intercultural dialogue.
b) Capacity building
Design of training aimed at fighting stereotypes
Promotion of language training for media professions to lower language barriers for successful dialogue;
 • Empower local minority communities to use media, including ICTs, for obtaining and disseminating information aimed at learning to live together;
• Capacities to analyze critically media messages;
• Capacity-building of information professionals to set up and access a public domain of information in diverse languages.

c) Research
Studies on the portrayal of different cultures and civilizations in the media and on different forms of (self-) censorship and their impact in both Western and Arab media.
• Conduct impact analysis of major intercultural events and initiatives and disseminate results.

The partner organisations commit themselves to an implementation of the various recommendations set out above.
The Council of Europe will be associated with these efforts as observer.

We are left with the question: What is the purpose of such a giant effort and radical revolution of our societies, religion and cultures in favour of an ideology throwing us many centuries back in time?

The Answer is: The World State of the New World Order!
Should any one be in doubt as for the resolution behind it - let him take a look at the Euro-Med calenadar 2008.

The participants thanked King Muhammad VI and in particular the ISESCO, which has the obligation to prevent integration of Muslims in Non-Muslim countries and to spread islam to the entire world according to its Charter-articles 4 and 5 a, for support.