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to be a vehicle of world culture, the Committee agreed that there was a strong presumption" in favor of the use of that language at all levels of instruction. However, the Committee concluded that in leases where an indigenous language had local usage only a language in wider use should be introduced in instruction. The Committee agreed that "the views of the qualified leaders of the peoples should be of predominating importance in deciding particular problems relating to the use of languages in instruction."

o The question of equal treatment in education is an important one in many territories where the population is not homogeneous but composed of different racial, religious, and cultural groups. The Committee agreed that no principle is more important in the field of education than that of equality of opportunity for all groups in the population and that, while respect should be paid to the wishes of any group desiring to establish particular educational facilities for its members, this wish should be subject to "the overriding consideration that the general welfare of the whole community is not thereby prejudiced and that the practical operation of any system of differentiation does not lead to discrimination against any group." It was further agreed that as a general principle "no school should exclude pupils on grounds of race, religion, or social status," that differentiation in school facilities and programs "should not militate against the development of mutual sympathy and a feeling of common bitizenship among the inhabitants of a territory" and that “where separate systems exist, each group in the community should be given d fair share of the public funds used for educational purposes."

On the question of the participation of the inhabitants in educational administration and in the formulation of educational policy, the Committee concluded that "the indigenous population is directly concerned in all questions affecting education," that "no educational system can be completely effective unless the people have control over educational policies," and that, while the administering member has a responsibility to put its experience at the service of the territories, it is in general "local representative opinion, constitutionally and regularly expressed, which should determine all decisions taken in respect of educational policies and programs." From the information transmitted by administering members, it was clear that, while in some territories the inhabitants had not reached a level which would inake practical their participation in the formulation of educational policy, in many of the territories provision had been made in varying degrees for the association of the inhabitants in decisions relating to education.

DoWith respect to higher education, the Committee emphasized the

importance of the expansion of facilities in the territories themselves, including such programs at an intermediate level as are represented by the community college, an idea which had been originally intro duced by the United States educational specialist. The Committee agreed that territorial institutions of higher learning should be given every liberty to develop within their local circumstances, care being taken to maintain the highest possible standards. At the same time the Committee recorded its view that, in spite of the development of local institutions, students, especially qualified and mature graduate students, should continue to go to metropolitan and foreign institus tions so that isolation would be avoided and broad contacts with the modern world fostered. In this connection the Committee ex pressed the hope that full advantage would be taken of fellowship and scholarship programs sponsored by the United Nations and the specialized agencies. LHO』T;

After considering the question of teacher training, the Committed recorded its view that "the technically skilled and socially conscious teacher" is essential to the educational advancement of the non-self) governing territories and that teacher-training institutions should not only be of a high quality but "should be in close and fruitful contacts with the general life of the communities, with other institutions of higher education, and with practicing teachers." The Com mittee agreed further that "the teaching profession cannot attract candidates of the type required unless more attention is given to the needs of the profession, in terms of conditions of service and of the place given to its members in public life." digilo

Finally, the report expressed the hope that the administering members would continue their close collaboration with the United Na tions Educational, Scientific and Cultural Organization in the solu tion of the problems of education in non-self-governing territories and would make use also of experience and studies of other member states.

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While consideration of general problems in the educational field absorbed much of the 3-week session of the Special Committee, the Committee also gave some attention to the development of training in the fields of medicine, social work, agriculture, and labor and, more generally, to the two other broad fields within its terms of reference economic conditions and social conditions. In view of the suc

cess which had attended the Committee's special concentration on education at the 1950 session, it decided that economic conditions and development would be the subject of intensive attention in 1951 without prejudice to the consideration of the other two fields. The Committee agreed to consider under the general heading of economic conditions such topics as the rural economy, general programs of industrial development, transport and communications, and social factors in economic development.

The Committee did not have time to discuss another item on its agenda-the complex problem of the factors to be taken into account in determining whether a territory was or was not self-governing within the meaning of article 73 (e) of the Charter. The Committee therefore agreed to postpone this issue until the 1951 session. The Committee also decided to economize its time at the next session by appointing a subcommittee (Brazil, France, India, the Philippines, the United Kingdom, and the United States) to meet immediately prior to that session to prepare a revision of the standard form for the Committee's consideration. This standard form is a topical outline for the guidance of administering members in preparing the information to be transmitted under article 73 (e).

The Special Committee submitted two resolutions to the General Assembly for its consideration. The first resolution dealt with technical assistance. The Special Committee recommended that the General Assembly note with appreciation a resolution of the Economic and Social Council declaring non-self-governing territories eligible for technical assistance under the U.N. program and that the Assembly invite the attention of the administering members to the facilities available for technical assistance. In the second resolution recommended by the Special Committee, the General Assembly was invited to approve the special report on education "as a brief but considered indication of the importance of educational advancement and the problems still to be faced in the non-self-governing territories” and to ask the Secretary-General to communicate it to the adminis tering members and to UNESCO for consideration. The General Assembly was also asked to take note of the report of the Special Committee on its 1950 session and to approve the arrangements proposed by the Committee for its work in 1951.

3. Resolutions of the General Assembly

In the Fourth Committee of the General Assembly a large number of members congratulated the Special Committee on a successful

session and expressed their satisfaction with the report of the Special Committee on its work in 1950, the special report on education, and the two draft resolutions adopted by the Special Committee.

The two resolutions recommended by the Special Committee were adopted in a slightly amended form by the Fourth Committee. In the case of technical assistance, the text adopted by the Fourth Committee was in fact a new text which went somewhat further than the Special Committee text. It invited administering members needing technical assistance for the advancement of their territories to submit their requests and recommended that these members include yearly in the information transmitted under article 73 (e) as full a report as possible on applications they had made on behalf of their territories and on the manner in which technical assistance received from the United Nations and the specialized agencies had been integrated into long-range development programs in such territories. The second resolution recommended by the Special Committee was expanded in the Fourth Committee so as to emphasize the importance of international collaboration in the solution of economic, social, and educational problems in non-self-governing territories and in particular the importance of cooperation between the specialized agencies and the Special Committee.

The Fourth Committee also adopted three other resolutions relating to non-self-governing territories. These resolutions dealt with information on human rights in non-self-governing territories, comparable statistical information relating to the subjects treated under article 73 (e) of the Charter, and development of self-government in non-self-governing territories.

The resolution on Information on Human Rights in Non-SelfGoverning Territories invited members responsible for the administration of non-self-governing territories to include, in the information to be transmitted to the Secretary-General in 1951 under article 73 (e) of the Charter, a summary of the extent to which the Universal Declaration of Human Rights is implemented in non-selfgoverning territories. The resolution further invited the Special Committee to include in its report to the next session of the General Assembly recommendations as to the application in non-self-governing territories of the principles of the Declaration. After the defeat of a motion submitted by the Canadian Delegation to adjourn discussion of this matter until the next session of the General Assembly, the Fourth Committee adopted the joint resolution by 26 votes to 10, with 7 abstentions (Argentina, the Dominican Republic, France, Greece, Peru, the United States, and Venezuela). The United States. abstained in the vote on this resolution in the Fourth Committee.

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While the United States has voluntarily transmitted a brief summary of the situation regarding human rights in its territories under article 73 (e), this Government felt that action on this resolution should be postponed at a time when other U.N. bodies were especially charged with considering the problem of human rights on a universal basis. The General Assembly in plenary session approved the resolution by 37 votes to 10, with 9 abstentions, the United States voting in favor. -The resolution on Comparable Statistical Information Relating to Subjects Treated under article 73 (e) of the Charter was adopted by the Fourth Committee by a vote of 25 to 18, with 6 abstentions, and by the General Assembly in plenary session by 32 votes to 13, with. 13 abstentions. This resolution requires the Secretary-General to obtain the consent of the member concerned before including, in his summaries and analyses of information transmitted on non-self-governing territories, comparable official statistical data on economic, social, and educational conditions in independent states. The adop tion of this resolution was considered unfortunate by some members. including the United States, since it modifies in a restrictive sense a paragraph of an earlier resolution of the General Assembly (paragraph 3 of Resolution 218 (III) of November 3, 1948) on the same subject. Under this former resolution the Secretary-General was given authority to include in his summaries and analyses of information transmitted on non-self-governing territories such relevant and comparable official statistical information on independent states communicated by those states to the United Nations and its specialized agencies, as would assist members to assess the information transmitted on non-self-governing territories. The United States has long attached considerable importance to the use by the Secretary-General of such comparable official statistical information because this Government, considers that conditions and developments in non-self-governing territories cannot properly be assessed in isolation from conditions and developments in other countries in the same region having similar problems. The United States therefore voted against the new, more restrictive resolution both in the Fourth Committee and in plenary session.

-Finally the Fourth Committee and the General Assembly adopted a resolution concerning the development of self-government in nonself-governing territories. This resolution recalled the terms of an earlier resolution of the General Assembly-Resolution 222 (III)in which the General Assembly asserted the right of the United Nations to be informed of any changes in the constitution and status of a territory which should lead the administering member concerned to cease to transmit information on that territory. The resolution

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