International Day for Tolerance

Awarded every two years, on the International Day for Tolerance (16 November), the Prize is marked by a ceremony and the winner is presented with the sum of US$ 100,000.

UNESCO invites individuals, civil society actors, governmental and non-governmental entities active in strengthening foundations for peace and tolerance to propose candidates for the 2022 UNESCO-Madanjeet Singh Prize for the Promotion of Tolerance and Non-Violence.

The Prize was established in 1995 on the occasion of the United Nations Year for Tolerance and the 125th anniversary of the birth of Mahatma Gandhi. It was also the year when UNESCO Member States adopted the Declaration of Principles on Tolerance. It bears the name of its benefactor Madanjeet Singh, who was a UNESCO Goodwill Ambassador, Indian artist, writer and diplomat.

Its purpose is to reward women, men, institutions, other entities or non-governmental organizations that have made exceptional contributions and demonstrated leadership in the promotion of tolerance and non-violence.

Tolerance recognizes the universal human rights and fundamental freedoms of others. People are naturally diverse; only tolerance can ensure the survival of mixed communities in every region of the globe.

Education transforms lives and is at the heart of UNESCO’s mission to build peace, eradicate poverty and drive sustainable development. It is a human right for all throughout life. The Organization is the only United Nations agency with a mandate to cover all aspects of education. It has been entrusted to lead the Global Education 2030 Agenda through Sustainable Development Goal 4.  

UNESCO provides global and regional leadership in education, strengthens education systems worldwide and responds to contemporary global challenges through education with gender equality as an underlying principle. Its work encompasses quality educational development from pre-school to higher education and beyond.

Tolerance is respect, acceptance and appreciation of the rich diversity of our world's cultures, our forms of expression and ways of being human.

The main framework of the Year of Tolerance includes 7 primary pillars that aim to cement the values of tolerance and openness to cultures and peoples as a general community approach involving all segments of society and to establish a sustainable institutional framework across the country.

Establishing a culture of peace and sustainable development are at the heart of UNESCO’s mandate. Training and research in sustainable development are among the priorities, as well as human rights education, skills for peaceful relations, good governance, Holocaust remembrance, the prevention of conflict and peace building.Read less

UNESCO, since 1945, has promoted the right to quality education and the advancement of science and its applications to develop knowledge and capacity for economic and social progress, the basis of peace and sustainable development.

International cooperation is promoted through programmes on the management of transboundary sites such as World Heritage sites, biosphere reserves and geoparks, and of transboundary water resources, as well as Water for Peace programmes such as From Potential Conflict to Cooperation Potential (PCCP). UNESCO is leading the United Nations International Year of Water Cooperation 2013(link is external), to promote deeper cooperation to tackle the rising demand for water access, allocation and services.

Several international projects established under the auspices of UNESCO aim to promote solidarity and peace in the Middle East through scientific cooperation. These include one of the most ambitious research facilities in the Middle East, known as SESAME (Synchrotron-light for Experimental Science and Applications in the Middle East), and the Israeli-Palestinian Science Organization (IPSO).

Within the context of its intergovernmental mandate and universal membership, UNESCO has focused its work in science on issues of global concern requiring multinational collaboration such as in the fields of freshwater resource management, ocean health, climate change, renewable energy, natural disaster reduction, biodiversity loss, and capacity building in science, technology and innovation.

Knowledge of rights and freedoms is considered a fundamental tool to guarantee respect for the rights of all. UNESCO’s work in human rights education is guided by the World Programme for Human Rights Education(link is external).

UNESCO is concerned by the rise of racism, xenophobia and intolerance, and considers that education is essential to strengthening the foundations of tolerance, reducing discrimination and violence. Launched on 18 January 2012, the UNESCO-USA-Brazil project “Teaching Respect for All” aims to design a curricular framework to fight racism and promote tolerance, which countries can adapt to their respective contexts and needs.

UNESCO recognizes that teaching the lessons of the Holocaust is fundamental to establishing respect for human rights, basic freedoms and the values of tolerance and mutual respect. UN Member States are encouraged to develop educational programmes to transmit the memory of the Holocaust to future generations so as to prevent genocide from occurring again. UNESCO promotes these learning materials and provides a platform for institutions, teachers, students and interested parties to access resources on Education for Holocaust Remembrance.

While important advancements have been achieved in many areas, societies are still plagued by discrimination, racism and inequalities. None of the multifaceted and complex challenges of our times can be tackled effectively without inclusion. This is the resounding message of Agenda 2030 and its pledge to “Leave no one behind”.

To transform that vision into reality in a multicultural world, action must be anchored in human rights and gender equality, and promote openness, empathy and other shared values. This is the cornerstone of UNESCO’s normative and operational work which advances respect, protection and fulfilment of the rights in areas where UNESCO has a clear comparative advantage and expertise.

Cities play an important role in promoting diversity and inclusion, targeting the most disadvantaged groups, such as persons with disabilities, indigenous peoples, youth, migrants and refugees, vulnerable women and girls, and the elderly. In an increasingly urban world, it is from cities that many of the greatest societal challenges emerge, so it is in cities that they must be faced – from growing inequalities to poverty and discrimination in all its forms. As centres of migration, diversity and connectivity, cities are also sites of innovation, exchange, learning, dialogue and cooperation, and are, as such, the very spaces in which creative solutions to contemporary challenges will be found.

Moreover, drawing on an expertise of more than 25 years in breaking the silence on the slave trade and slavery, UNESCO highlights the links between the history of the slave route and the modern expressions of prejudice, racism and discrimination. UNESCO also emphasizes the contributions of enslaved people to receiving societies through the identification, preservation and promotion of sites and itineraries of memory.

In response to these challenges and by applying a human rights-based approach and a gender lens, UNESCO is working with Member States, local stakeholders and various partners through dialogue, capacity-building and advocacy.

From the right to education and the right to science, to the right to cultural diversity and the right to expression, fundamental human rights are both the universal expression of the values and ideals around which UNESCO is united, and a call to action to ensure these standards are a mainstay of its mission.

UNESCO anchors in human rights, inclusion and non-discrimination its cooperation with cities towards SDGs 5, 11 and 16, as well as the New Urban Agenda. It also contributes to achieving SDG target 4.7.

UNESCO cooperates with the judiciary and security forces to support their vital role in reinforcing the “three Ps” (Prevention, Protection, and Prosecution), to guarantee journalist’s safety and end impunity for crimes against them. We raise the capacities of judicial actors and law enforcement agents on international and regional standards on freedom of expression, access to information and the safety of journalists through Massive Open Online Courses (MOOCs), on-the-ground training and workshops, and the publications of toolkits and guidelines.  We do this within the framework of the UN Plan of Action on Safety of Journalists and the Issue of Impunity.

UNESCO focuses on issues such as governance, democratic institutions, citizenship, freedom of expression, representation of young women and men, and their active participation in decision-making processes, in socio-economic and cultural development. 

At each of the key moments that have marked contemporary history, UNESCO has supported the peaceful development of societies by contributing to the construction and consolidation of democracy, and the development of democratic institutions, especially in times of transition.

The Member States of the United Nations Educational, Scientific and Cultural Organization, meeting in Paris at the twenty-eighth session of the General Conference, from 25 October to 16 November 1995, Preamble Bearing in mind that the United Nations Charter states: 'We, the peoples of the United Nations determined to save succeeding generations from the scourge of war, ... to reaffirm faith in fundamental human rights, in the dignity and worth of the human person, ... and for these ends to practise tolerance and live together in peace with one another as good neighbours', Recalling that the Preamble to the Constitution of UNESCO, adopted on 16 November 1945, states that 'peace, if it is not to fail, must be founded on the intellectual and moral solidarity of mankind', Recalling also that the Universal Declaration of Human Rights affirms that 'Everyone has the right to freedom of thought, conscience and religion' (Article 18), 'of opinion and expression'

1. Proclaimed and signed on 16 November 1995.

Declaration of Principles on Tolerance (Article 19), and that education 'should promote understanding, tolerance and friendship among all nations, racial or religious groups' (Article 26), Noting relevant international instruments including: - the International Covenant on Civil and Political Rights, - the International Covenant on Economic, Social and Cultural Rights, - the Convention on the Elimination of All Forms of Racial Discrimination, - the Convention on the Prevention and Punishment of the Crime of Genocide, - the Convention on the Rights of the Child, - the 1951 Convention relating to the Status of Refugees and its 1967 Protocol and regional instruments, - the Convention on the Elimination of All Forms of Discrimination against Women, - the Convention against Torture and other Cruel, Inhuman or Degrading Treatment or Punishment, - the Declaration on the Elimination of All Forms of Intolerance Based on Religion or Belief, - the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities, - the Declaration on Measures to Eliminate International Terrorism, - the Vienna Declaration and Programme of Action of the World Conference on Human Rights, - the Copenhagen Declaration and Programme of Action adopted by the World Summit for Social Development, - the UNESCO Declaration on Race and Racial Prejudice, - the UNESCO Convention and Recommendation against Discrimination in Education, Bearing in mind the objectives of the Third Decade to Combat Racism and Racial Discrimination, the World Decade for Human Rights Education, and the International Decade of the World's Indigenous People, Taking into consideration the recommendations of regional conferences organized in the framework of the United Nations Year for Tolerance in accordance with UNESCO General Conference 27 C/Resolution 5.14, as well as the conclusions and recommendations.

Declaration of Principles on Tolerance dations of other conferences and meetings organized by Member States within the programme of the United Nations Year for Tolerance, Alarmed by the current rise in acts of intolerance, violence, terrorism, xenophobia, aggressive nationalism, racism, anti-Semitism, exclusion, marginalization and discrimination directed against national, ethnic, religious and linguistic minorities, refugees, migrant workers, immigrants and vulnerable groups within soci-eties, as well as acts of violence and intimidation committed against individuals exercising their freedom of opinion and expression - all of which threaten the consolidation of peace and democracy, both nationally and internationally, and are obstacles to development, Emphasizing the responsibilities of Member States to develop and encourage respect for human rights and fundamental freedoms for all, without distinction as to race, gender, language, national origin, religion or disability, and to combat intolerance, Adopt and solemnly proclaim this Declaration of Principles on Tolerance Resolving to take all positive measures necessary to promote tolerance in our societies, because tolerance is not only a cherished principle, but also a necessity for peace and for the economic and social advancement of all peoples, We declare the following:

Article 1 - Meaning of tolerance

1.1 Tolerance is respect, acceptance and appreciation of the rich diversity of our world's cultures, our forms of expression and ways of being human. It is fostered by knowledge, openness, communication, and freedom of thought, conscience and belief. Tolerance is harmony in difference. It is not only a moral duty, it is also a political and legal requirement. Tolerance, the virtue that makes peace possible, contributes to the replacement of the cul-ture of war by a culture of peace.

1.2 Tolerance is not concession, condescension or indulgence. Tolerance is, above all, an active attitude prompted by recogni-tion of the universal human rights and fundamental freedoms of others. In no circumstance can it be used to justify infringements of these fundamental values. Tolerance is to be exercised by indi-viduals, groups and States. 1.3 Tolerance is the responsibility that upholds human rights, pluralism (including cultural pluralism), democracy and the rule of law. It involves the rejection of dogmatism and absolutism and affirms the standards set out in international human rights instruments. 1.4 Consistent with respect for human rights, the practice of toler-ance does not mean toleration of social injustice or the abandon-ment or weakening of one's convictions. It means that one is free to adhere to one's own convictions and accepts that others adhere to theirs. It means accepting the fact that human beings, naturally diverse in their appearance, situation, speech, behaviour and values, have the right to live in peace and to be as they are. It also means that one's views are not to be imposed on others.

Article 2 - State level

2.1 Tolerance at the State level requires just and impartial legis-lation, law enforcement and judicial and administrative process. It also requires that economic and social opportunities be made available to each person without any discrimination. Exclusion and marginalization can lead to frustration, hostility and fanaticism. 2.2 In order to achieve a more tolerant society, States should ratify existing international human rights conventions, and draft new legislation where necessary to ensure equality of treatment and of opportunity for all groups and individuals in society. 2.3 It is essential for international harmony that individuals, com-munities and nations accept and respect the multicultural charac-ter of the human family. Without tolerance there can be no peace, and without peace there can be no development or democracy. 2.4 Intolerance may take the form of marginalization of vulnerable groups and their exclusion from social and political participation.

Declaration of Principles on Tolerance as well as violence and discrimination against them. As confirmed in the Declaration on Race and Racial Prejudice, 'All individuals and groups have the right to be different' (Article 1.2).

Article 3 - Social dimensions

3.1 In the modern world, tolerance is more essential than ever before. It is an age marked by the globalization of the economy and by rapidly increasing mobility, communication, integration and interdependence, large-scale migrations and displacement of populations, urbanization and changing social patterns. Since every part of the world is characterized by diversity, escalating intolerance and strife potentially menaces every region. It is not confined to any country, but is a global threat. 3.2 Tolerance is necessary between individuals and at the family and community levels. Tolerance promotion and the shaping of atti-tudes of openness, mutual listening and solidarity should take place in schools and universities and through non-formal educa-tion, at home and in the workplace. The communication media are in a position to play a constructive role in facilitating free and open dialogue and discussion, disseminating the values of toler-ance, and highlighting the dangers of indifference towards the rise in intolerant groups and ideologies. 3.3 As affirmed by the UNESCO Declaration on Race and Racial Prejudice, measures must be taken to ensure equality in dignity and rights for individuals and groups wherever necessary. In this respect, particular attention should be paid to vulnerable groups which are socially or economically disadvantaged so as to afford them the protection of the laws and social measures in force, in particular with regard to housing, employment and health, to respect the authenticity of their culture and values, and to facili-tate their social and occupational advancement and integration, especially through education. 3.4 Appropriate scientific studies and networking should be under-taken to co-ordinate the international community's response to this global challenge, including analysis by the social sciences of root causes and effective countermeasures, as well as research; The Declaration of Principles on Tolerance and monitoring in support of policy-making and standard-setting action by Member States.

Article 4 - Education

4.1 Education is the most effective means of preventing intolerance. The first step in tolerance education is to teach people what their shared rights and freedoms are, so that they may be respected, and to promote the will to protect those of others. 4.2 Education for tolerance should be considered an urgent imper-ative; that is why it is necessary to promote systematic and rational tolerance teaching methods that will address the cul-tural, social, economic, political and religious sources of intol-erance - major roots of violence and exclusion. Education poli-cies and programmes should contribute to development of understanding, solidarity and tolerance among individuals as well as among ethnic, social, cultural, religious and linguistic groups and nations. 4.3 Education for tolerance should aim at countering influences that lead to fear and exclusion of others, and should help young peo-ple to develop capacities for independent judgement, critical thinking and ethical reasoning. 4.4 We pledge to support and implement programmes of social sci-ence research and education for tolerance, human rights and non-violence. This means devoting special attention to improving teacher training, curricula, the content of textbooks and lessons, and other educational materials including new educational tech-nologies, with a view to educating caring and responsible citi-zens open to other cultures, able to appreciate the value of free-dom, respectful of human dignity and differences, and able to prevent conflicts or resolve them by non-violent means.

Article 5 - Commitment to action

We commit ourselves to promoting tolerance and non-violence through programmes and institutions in the fields of education, science, culture and communication.

Article 6 - International Day for Tolerance