From 11-14 July 1999, Dr. Eyad El-Sarraj participated in the Global Conference on Universities and the Health of the Disadvantaged organized by WHO, UNESCO, and the University of Arizona.  The conference discussed ways of enhancing the role of universities in the development of disadvantaged societies.  Representatives of universities in the USA, Europe, Africa, Asia, and Latin America attended; also, researchers and specialists in social sciences, curriculum-design, capacity-building participated in the conference.

In his presentation, Dr. El-Sarraj said, "It is essential to know the causes of deprivation in order to put forth solutions.  We must admit that colonialism, uprooting, and organized violence by governments against the people are the most important reasons.  In addition, the control of power and resources by a small group is a cause of deprivation."  He emphasized that women and children constitute the majority of the victims.  Dr. El-Sarraj called upon universities to break away from traditional roles and interact with society in order to ensure the respect of human rights and the rule of law.

Dr. El-Sarraj declared, "The true participation in building one's country, the right to self-determination, and work towards ensuring the future of one's children is the foundation for developing the people in a democratic and peaceful way."

The conference declared the "Arizona Charter" (full charter attached) that calls upon universities to revitalize their role in society.

Pursuant to the Declaration and Framework for Priority Action set by the World Conference on Higher Education at UNESCO in October 1998, the Agenda for Social Development adopted by the world Summit on Social Development in Copenhagen, in March 1995, and the resolution adopted by the World Health Assembly in 1984, urging member states to mobilize universities in favor of strategies promoting Health for All, the participants in the global conference on Universities and the Health of the Disadvantaged assert their intention to harmonize and implement the results produced by the aforementioned three documents.

Universities have a unique potential to stimulate progress and construct better and more equitable societies. Their long-standing traditions of advocating humanism, social justice, peace and development bestow upon universities an obligation to commit themselves to maximize this potential especially on behalf of the most disadvantaged populations. In this Charter, disadvantaged populations are defined as those groups with diminished capacity to take advantage of opportunities for better health.

Universities should take the initiative in developing and mediating multidimensional action plans for improving the health of the disadvantaged by playing a catalytic role in mobilizing the various resources needed. Properly motivated and supported, they can facilitate the convergence of disparate interests and create coalitions among key players in governments, health professions, and communities. Universities have a wide spectrum of responsibilities in education, research, and service delivery, a capacity to engage in multidisciplinary interventions; and an ability to develop alliances with other constituencies.

University must base their long-term orientations on societal aims and needs, reinforcing their role of service to society, especially with regard to activities aimed at eliminating poverty, intolerance, violence, illiteracy, hunger, environmental degradation, and disease, and other factors responsible for the existence of disadvantaged populations. This will prepare citizens who are able to think clearly, analyze problem, make appropriate choices, act ethically, and assume social responsibilities.

To achieve these ends, we affirm that collaboration, partnership and advocacy should also be integral parts of the mission of universities. Successful, productive, responsible education, service and research require genuine collaboration within and among academic institutions and communities, governments and other key stakeholders.

Finally, all universities have a moral imperative to engage in service to disadvantaged communities, regardless of their source of support or status as public or private institutions.

Therefore, we call for Universities to:

 ? Recognize and respect the legitimacy and dignity of disadvantaged populations.
 ? Take responsibility and accept accountability for addressing the health and welfare needs of disadvantaged populations.
 ? Give priority to research on the special problems of disadvantaged communities, on understanding the underlying determinants of poverty and inequity, and on approaches to reducing the disparity in health status.
 ? Mobilize and coordinate the activities of all appropriate academic disciplines, and not just those in the health sciences, to address the complex issues associated with the health of the disadvantaged.
 ? Ensure students are motivated and appropriately equipped to serve disadvantaged populations, to be community-responsive citizens and to function as agents of social change.
 ? Influence the development of public policy and the implementation of programs to improve the health and well-being of the disadvantaged.
 ? Diversify university faculties and student bodies by increasing recruitment of faculty and matriculation of students from disadvantaged populations, including specific efforts to strengthen the pool of disadvantaged applicants.
 ? Create a forum (network) that promotes social accountability of academic institutions and supports their efforts to improve the health of disadvantaged population.

Building on the contacts which we have made at this global conference, we commit ourselves to exchange information and experiences by networking among partners and using this information to initiate change in our respective institutions to address the heath of the disadvantaged with the active support of international agencies such as WHO and UNESCO.