1. Delegates from 83 Member States and observers from the Holy See and Palestine, two intergovernmental and five non-governmental organisations addressed the plenary meetings.
2. There was general agreement among speakers on the primordial nature of the relationship between education and culture. 'The first and essential task of every culture is education', one speaker said. Another referred to education as the 'vector of cultural development'. Sell another observed that the inseparable nature of the relationship was demonstrated by the fact that the ancient Greeks used one word, 'paideia', for both education and culture. The challenge, however, was to decide on what kind of education to provide. Too often in recent years, many speakers noted, education had been harnessed to purely materialistic objectives, losing sight of the noble goals enshrined in the Universal Declaration of Human Rights which had declared that the purpose of education is to contribute to the full development of the human personality, peace and human rights. What was needed today, one speaker proposed, was 'enlightened' education and a revised concept of the school that would accommodate a harmonious balance of learning activities designed to develop the full potentialities of the pupils. Many speakers informed the Conference of recent and current moves in their countries to reconsider the existing balance of subjects in school curricula. Some speakers expressed a certain amount of anxiety over what they considered to have been an undesirable trend us recent years towards an emphasis on science and technology at the expense of other subjects. Other speakers referred to the challenge of providing an education which would help stimulate the creative impulse in the young. Several speakers mentioned the unique role of works of art - painting, sculpture, music, theatre, dance - in revealing to young people the possibilities open to them for cultural expression.