REPORT OF UNESCO EXPERT MEETING ON - APCEIU

More documents

Recommendations

Info

Khan A.M. (1995). Sustainable development: the key concepts, issues an dimplications. Sustainable Development. (3). pp 63-9. Koning J. (2001). Social Sustainability in a Globalising World. Context, theory and methodology explored. Paper prepared fir the <strong>UNESCO</strong>/MOST Meeting. 22-23 November. The Hague, Netherlands. Littig B. & GrieBler E. (2005). Social sustainabiliy: a catchword between political pragmatism and social theory. International Journal of Sustainable Development. Vol 8. Nos 1/2. Pp65-79 Martine G. (1996). Gender and Sustainability: Reassessing Linkages and Issues. Background document for United Nations Workshop on Women, Population and Sustainability. Santo Domingo 18-22, 1996. Accessed April 2006 Naiyana V. (2003). Transformation of Gender Roles and Sustainable Devlopment. Presented at “Politics of the Commons: Articulating Development and Strengthening Local Practices”. July 11-14, 2003. Chiangmai. Sachs I. (1999). Social Sustainability and World Development: Exploring thte Dimensions of Sustainable Development. In E. Becker & T. Jahn (eds). Sustainability and the Social Sciences: A Cross-Disciplinary Approach to Integrating Environmental Considerations into Theoretical Re-orientation. London and New York: Zed Books. Thin N., Lockhart C & G. Yaron (2002). Conceptualising Socially Sustainable Development. A paper prepared for DFID and the World Bank, DFID, mimeo. UNCED (1992). Rio Declaration On Environment And Development www.un.org/esa/sustdev/agreed.htm (Accessed April 2006) UNDP (1995). Human Development Report 1995. Oxford University Press. United Nations (2000). United Nations Millennium Declaration. World Bank (2003). Gender Equality and the Millennium Development Goals. Washington DC: Gender and Development Group, World Bank World Commission on Environment and Development. (1987) Our Common Future (The Bruntland Report) Oxford, N.Y: Oxford University Press. 104
Human Rights in Education for Sustainable Development∗ Jefferson R. Plantilla, HURIGHTS OSAKA The 1986 United Nations (UN) Declaration on the Right to Development 1 constitutes a milestone in the human rights-development field. It provides a clearer basis for linking development with human rights. It recognizes development as a right – an inalienable human right. The concept that people are both beneficiary and active participant in the development process fits the development approach of many non-governmental organizations (NGOs). The idea of the exercise of the right to self-determination being clearly linked to an effective exercise of control over a country’s natural resources makes the argument for community-based natural resource management scheme stronger. The right to development concept brings human rights closer to the issues that many marginalized communities are faced with. The basic principle that all human rights and fundamental freedoms can be fully realized in the context of total development covering economic, social, cultural and political spheres brings the common ground between human rights and development to the fore. A few months later, the Brundtlandt Report 2 came out that elicited very positive reaction from those working at the grassroots level. The idea of sustainable development provides the framework for the interplay of the peoplecentered development, the realization of human rights, and the protection of the environment. While many cases affecting communities of people in the so-called rural areas violate all of them – people-centered development, human rights, and environmental integrity – the link between them have hardly been given much focus. What seems to be clear in the cases of indigenous peoples prohibited from using the forest (which forms part of their ancestral domain), of rural communities displaced by dams and other infrastructural projects, of urban slum dwellers evicted from public land is the problem of unsustainable development. The Brundtlandt Report provides a way to address this common concern. Social development advocates now cite human rights to protect disadvantaged communities. Some environment advocates now insist on social development and human rights realization as keys to protecting the environment. The right to development complements the concept of sustainable development. These ground-level movements gave rise to the need to mainstream the concept of sustainable development in ∗ Paper prepared for the <strong>UNESCO</strong> Expert Meeting on ESD: “Reorienting Education to Address Sustainability” (1-3 May 2006, Thailand). 105
Page 1 and 2:
Report Expert Meeting on Education
Page 3 and 4:
List of Acronyms and Abbreviations
Page 5 and 6:
Summary of Sessions Session I: Envi
Page 7 and 8:
integrated into an already crowded
Page 9 and 10:
ecognized. This strategy should sim
Page 11 and 12:
inging together existing initiative
Page 13 and 14:
• A mix of well-established centr
Page 15 and 16:
Redefining the General Concept of E
Page 17 and 18:
As well known to all concerned peop
Page 19 and 20:
international organizations and UN
Page 21 and 22:
Chapter 36 of Agenda 21 (1992): (1)
Page 23 and 24:
Table 2 Space-wise Goals of Environ
Page 25 and 26:
References Committee of Ministries
Page 27 and 28:
nature; countries such as China, Ta
Page 29 and 30:
other, this study concentrated upon
Page 31 and 32:
social sciences (especially ecologi
Page 33 and 34:
Box 1: A Suggested Set of Concepts
Page 35 and 36:
(1992: 83) notes on this point that
Page 37 and 38:
sustainable development. This invol
Page 39 and 40:
Thus, effective changes to classroo
Page 41 and 42:
Appendix 1: Summary of Findings Tab
Page 43 and 44:
Table 3: Environmental concepts: Re
Page 45 and 46:
Table 7: Importance and reliability
Page 47 and 48:
Table 12 Actions to improve the env
Page 49 and 50:
Environmental and Economic Perspect
Page 51 and 52:
However what goes as "environmental
Page 53 and 54:
neo-liberal economic orthodoxies be
Page 55 and 56: • Appropriate Development • Con
Page 57 and 58: Notes: (incomplete) 1. Meghnad Deas
Page 59 and 60: ‣ The life style of the wealthier
Page 61 and 62: development. The social, environmen
Page 63 and 64: Interdependence - Aspects and impac
Page 65 and 66: Knowledge of alternatives Knowledge
Page 67 and 68: project is to initiate a process le
Page 69 and 70: In sum, may I suggest that ESD and
Page 71 and 72: Bank, WTO, APEC, and NAFTA). Howeve
Page 73 and 74: willing to shine their light on vio
Page 75 and 76: major challenge for ESD. Finally, i
Page 77 and 78: In the August 2005 UNESCO-supported
Page 79 and 80: commitments, hopes, despairs and dr
Page 81 and 82: for International Understanding (AP
Page 83 and 84: Cultural Diversity and Intercultura
Page 85 and 86: The APNIEVE teaching-learning proce
Page 87 and 88: Non discrimination on grounds of so
Page 89 and 90: Reconciliation with Indigenous Peop
Page 91 and 92: Bruntland report defined sustainabl
Page 93 and 94: the constituents of socially sustai
Page 95 and 96: consequential social-political and
Page 97 and 98: more autonomy to manage their own l
Page 99 and 100: Development Group, World Bank 2003:
Page 101 and 102: unappreciated in most countries. Th
Page 103 and 104: also be given due attention. 2 Inte
Page 105: Discussion Paper 296. Brighton: Ins
Page 109 and 110: Everyone has an agenda to lobby gov
Page 111 and 112: system. The first phase plan is joi
Page 113 and 114: standards higher than the internati
Page 115 and 116: functional literacy, as well as, in
Page 117 and 118: Rights (UDHR) which provides an ove
Page 119 and 120: Application of human rights concept
Page 121 and 122: sustainable development This framew
Page 123 and 124: Issues Human rights 1. Food and hea
Page 125 and 126: Final note Human rights education i
Page 127 and 128: Behavior and their Relationship to
Page 129 and 130: International Network of Institutio
Page 131 and 132: History of This Project and Documen
Page 133 and 134: The responses to the surveys showed
Page 135 and 136: • Undertook research on infusing
Page 137 and 138: National Workshop on ESD and Teache
Page 139 and 140: The second outcome is enhanced awar
Page 141 and 142: National Taiwan Normal University,
Page 143 and 144: printed on a separate strip of pape
Page 145 and 146: to reorient education to address su
Page 147 and 148: References Commission on Sustainabl
Page 149 and 150: Nuturing Relationships: a Pacific P
Page 151 and 152: Relationships: a core Pacific value
Page 153 and 154: to face the same conflicting emphas
Page 155 and 156: Soon after the launch of the Teache
Page 157 and 158:
peace and sustainable development i
Page 159 and 160:
strong cultural identities, has com
Page 161 and 162:
REFERENCES Curle, A. 1971. Making P
Page 163 and 164:
• revision of the teacher educati
Page 165 and 166:
13. Population and development 14.
Page 167 and 168:
studied in any order to suit the in
Page 169 and 170:
local decisions about term/semester
Page 171 and 172:
Evolving Environmental Education an
Page 173 and 174:
Table 1: Objectives of Environmenta
Page 175 and 176:
It was developed to focus on: (1) s
Page 177 and 178:
II. United Nations Decade for Educa
Page 179 and 180:
III. Evolving Environmental Educati
Page 181 and 182:
ACCU - UNESCO Cooperation for the A
Page 183 and 184:
2006-2007 ACCU-UNESCO Asia-Pacific
Page 185 and 186:
The ACCU-UNESCO Asia-Pacific Innova
Page 187 and 188:
10. SELECTION OF CANDIDATE PROJECTS
Page 189 and 190:
demonstrate the following features:
Page 191 and 192:
2006-2010 ACCU- UNESCO Asia-Pacific
Page 193 and 194:
Pacific Regional level, and efforts
Page 195 and 196:
Education Division Asia/Pacific Cul
Page 197 and 198:
in peace and equity, cultural diver
Page 199 and 200:
war has been followed by new inter-
Page 201 and 202:
• Strengthen national and regiona
Page 203 and 204:
Member States to promote EIU; 3) Di
Page 205 and 206:
• 1 st TTW, July10-13, 2001, in I
Page 207 and 208:
Linkage with UNESCO Institutions/ S
Page 209 and 210:
opportunities to revisit EIU and ES
Page 211 and 212:
published this year in the fellows
Page 213 and 214:
the Consultation on Developing EIU
Page 215 and 216:
-Capacity building: From the perspe
Page 217 and 218:
(a) Learning Outcomes Matrix- Child
Page 219 and 220:
• Is aware of the trainees’ bac
Page 221 and 222:
• What expectations do authoritie
Page 223 and 224:
•Works from the heart •Is enthu
Page 225 and 226:
• Strengthen partnership and netw
Page 227 and 228:
UNESCO Expert Meeting on Education
Page 229 and 230:
7. Mr. Jefferson R. Plantilla Asia-
show all

REPORT OF UNESCO EXPERT MEETING ON - APCEIU

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?