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Committee W ork of ICW - Committee on Education The fourteen Standing Com mittees of the ICW form the working body of the Convention. Each committee is headed by a regular convener, and follows thru on the work planned for three-year period between the conventions. The convener pre sides at sessions during the con ference. The Committees are the net-work thru which new life is injected into the blood saream of its work—through question naires, studies, reports, discus sions, and resolutions. Participa tion in the committee sessions is informative, stimulating, and in teresting. It offers an opportun ity for closer communication and establishment of friendships with other delegates. Education is a tremendously broad field, and the Committee on Education influences other committees for knowledge is power, and power from educa tion is enlightment. Since the Istanbul conference the commit tee was concerned with the fol lowing phases of education and brought its work to a conclusion in Washington: (a) Education of parents — (b) How can edu cated woman help the uneducat ed in building up civic education in developing countries — (c) Non - Governmental Organiza tions’role on education and train ing of youth for civic responsibil ity — (d) Co-operation with UN ESCO’s projected World Cam paign for universal literacy. A good insight into the prob lems of a country is through its women delegates. The sessions are packed with frank reports, sincere discussions and firm re solves expressed by the dedicat ed, knowlegeable, and trained leaders of their respective coun tries. Great many of these wo men are from the newly develop ed countries. As a participant and an observer, one is proned to draw a parallel. Where do the American women of Ukrainian descent fit into this frame of things? What is our role as wo men and a member of free soci ety and as a member of a nation ality women’s organization ? It is not surprising to find that we have a great deal in common. Re gardless of the geographic dis tance women find common ground, related problems, similar views, kinship in the knowledge that they are women, and moth ers. The concern is general— problems of youth, juvenile delin quency, education of parent par ticularly the mother, civic bring ing up, equality in education and professions, etc. Women world over are faced with these prob lems to a lesser or greater de gree depending on the conditions of their countries. We are in tune and atuned to most of these needs and problems in our dual community. The discussion on the question of more educated women reveal ed some very interesting opin ions expressed by various dele gates, which we quote: “The edu cated must not have the attitude of superiority, and feel holier than thou or look down upon her less educated sister”. . . “woman may lack book knowledge, but cultural background knowledge she has”. . . “weigh the cultural background knowledge against book learning.” . . . “combine practical knowledge with intel lectual.” . . . “good ideas and sound suggestion come from less intellectually trained as well as from the academically trained.” . . . “combination of and mutual respect for both is needed in the solution of problems.”. .. “Youth learns by example”. . . “if par ents participate in community and civic projects—the child will be thusly bent.” Are these ex pressions not familiar to us ? Do we not hear the echos of our Uk rainian community? The newer immigrant feels educationally superior to the older . . . SUA is constantly seeking solutions to the problem of “nasha molod,” and how to bend it towards or ganizational and community res ponsibility. On the question of eradica tion of illiteracy the discussion followed thusly: “A woman may be very awkward in holding a pencil for the first time, but how skillfully and artfully she holds the needle that creates beautiful embroidery.” If she could master the needle, she can also learn to hold the pencil, but she must be given an opportunity and be shown how.” Much can be learn ed from the exchange of ideas and views from participation in the sessions of the ICW Confer ence. The plan of the Educational Committee for the next three years is to take part in the UN ESCO universal campaign a- gainst illiteracy; to support free and compulsory primary educa tion for boys and girls and the enforcement of i t ; and to eradi cate illiteracy in adults. To work for the eradiction of discrimina tion in education by urging the National Councils of women to press their governments to be parties to the UNESCO conven tion, to work for the application of the principles of this conven tion in law and in fact. To de mand same school curricula to be available for both boys and girls—to demand equal opportu nities in Higher Education and research for men and women, in cluding scholarships and fellow ships. Again it was a supreme plea sure and a rewarding experience to be a participant in the 17th Triennal Conference of the ICW to which the delegates from 59 countries brought the best in gredients reaped from the depths of their countries history and culture as well as currently pres sing problems. All these to be sifted, blended, mixed and soli dified into a formula of better understanding and of responsi bility for the future. “Inspiration from the past, responsibility for the future” was the ICW Con vention theme with great em phasis on the decade of develop ment. Anastasia Volker 14 НАШЕ ЖИТТЯ — ВЕРЕСЕНЬ, 1963 Видання C оюзу Українок A мерики - перевидано в електронному форматі в 2012 році . A рхів C У A - Ню Йорк , Н . Й . C Ш A.
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