In conformity with the mission we have set for it, the Moroccan Interdisciplinary Center for Strategic and International Studies accords great interest to the process of  blooming and establishment of the Union for the Mediterranean.  Thus, following the conference that took place on 4, 5 and 6 June 2008 on the theme of ‘The Union for the Mediterranean: What conditions for what perspectives?’ and the Forum that was convened on 27, 28 and 29 May 2009 on the theme of ‘The Union for the Mediterranean : Taking stock and future perspectives’,  the Center will organise its third Forum on 2, 3 June 2010 around the issue of  ‘The Union for the Mediterranean: stakes and challenges of education and culture’.  The closing of the Forum will coincide with the opening of the Fez Festival of World Sacred Music   (4th to 12th June 2009). (www.fesfestival.com)

As a matter of fact, we may take it for granted that education, in its broadest meaning, is one of the most important and sustainable bases of a better understanding of the other, and for setting up a perennial framework for international peaceful relationships, both at the regional and at the universal levels. Thus, and just as the UNESCO made a point of solemnly asserting in 1974,  ‘Education should contribute to international understanding  and a reinforcement of world peace ….’ , the founders of the Union for the Mediterranean have emphasised the importance  of education ever since the inaugural declaration in which focus was put on culture and education as one of the six initial objectives of the union.

The problems, challenges and contradictions that characterize the cultural and educational fields, in countries of both the northern and southern banks of the Mediterranean, demonstrate the need for a deep reflection in order to deal with, and find a solution to these problems, challenges and contradictions. Obviously, countries of the southern bank are facing, with more acuteness, difficulties related to illiteracy, unequal opportunities for the acquisition of knowledge, inadequacy of educational programmes, a generalised attrition in so far as training is concerned, and to the numerical gap.  In short, these countries are facing up to problems of governance of education and culture. Recovery should constitute one of the priorities of reconstruction of the Mediterranean, for it is one of its most fundamental conditions for success. 

In May 2009, the Moroccan Interdisciplinary Center for Strategic and International Studies did close its Forum with a plenary session on the issue of ‘Education, training and higher education in the Mediterranean’. It was strongly recalled in its final declaration that ‘It is around the Mediterranean that a system of higher education was born, which has developed until nowadays. It is this very tradition of cooperation which we need to revive by putting aside all elements of tension which already existed a millennium ago.’

It is also essential that reflection is initiated on adequate modalities likely to help towards the blooming of perennial and effective euro-Mediterranean university poles. The establishment of ‘EMUNI’ in Slovenia surely is a first significant and promising step forward. Other poles, particularly in the South, should see light and be consolidated. It is in this context that the decision to set up a Euro-Mediterranean university in Fez has been taken, to function as a millennium university pole. We now need to implement the decision, promptly and effectively. 

Like the first two, this third Fez Forum is intended to provide an opportunity for specialists, academics, politicians, diplomats, journalists and actors of the civil society,  from both sides of the Mediterranean and elsewhere, to meet in order to debate, exchange views, analyze and reflect on the essential issues  of our contemporary Mediterranean societies. The serious nature of the stakes at hand and the importance of the challenges that we have to face up to lead us to believe that a spirit of responsibility of all will prevail over double talk, prejudices and other dogmatisms.