REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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held in Tokyo in February 2006 launched ACCU’s ESD programmes, with an emphasis on non-formal education to reach marginalized groups. The COE programme aims to strengthen the financial and technical support for existing institutions to promote ESD in the region, while the IP serves to initiate and support innovative ESD projects and use them as good examples. Sookhee Kwak highlighted that teacher education is the priority programme of APCEIU in the Asia and Pacific region in “Reflecting on teacher education at APCEIU and its lessons.” APCEIU has held five teacher training workshops since 2001 for participants from 39 Asia-Pacific member countries. One of the challenges of the programme is how to reach teachers in some countries as the national and local policies vary and create barriers. Development of educational materials for EIU and ESD is one of the main elements of the APCEIU programme. A teacher’s resource book on EIU has been developed and produced in several languages. In 2006, teacher training workshops will be held in Iran, Viet Nam and Cambodia. An expert consultation will be held in Malaysia, and sub-regional Asia-Pacific EIU policy meetings will also be held in 2006. To integrate EIU and ESD conceptually, peace and equity, cultural diversity, intercultural understanding, and sustainability are brought together to find the focus and common ground for these areas. The challenges include mainstreaming, finding synergy and cross-linkages within UNESCO and institutional partnerships, multiplying the impact of the initiatives. The task for teacher education is to widen the conceptual framework for and promote international dialogue on EIU and ESD. In “Regional Centres of Expertise on ESD,” Zinaida Fadeeva introduced the United Nations University (UNU) and Institute for Advanced Studies. She also described the Regional Centre of Expertise (RCEs) programme, a close network of existing institutions involved in formal and non-formal education, initiated to implement the DESD agenda for local and sub-regional contexts. Potential actors in the network include schools, universities, research centres as well as local governments and businesses. New RCEs will be launched in the future and the scope of the activities is rapidly expanding. Mainstreaming ESD into education is one of the focus areas for the RCE programme, and linkages to the ACCU and other ESD programmes are sought to ensure the success of the programme. Discussion on cooperation with ACCU, APCEIU and UNU UNESCO’s relationship with these programmes is strengthened through the Regional Interagency Steering Committee, of which ACCU, APCEIU and UNU are members. The importance of collaboration is even more significant considering the limited resources of the agencies and the synergies that can be found through collaboration. Also, ensuring the sustainability of the ongoing programmes is an important factor for the collaboration. It was recommended that other channels for communication and nominations beyond National Commissions be found to ensure target groups are reached. Participants supported the networks and recommended that APEID facilitates the collaboration, creation of synergies and the sharing of practices. Session VII: Planning for the APEID-APCEIU meeting in August 2006 APEID and APCEIU will hold a consultative meeting in Universiti Sains Malaysia, Penang, from 22 to 25 August 2006. The meeting will conduct a needs assessment by consulting with key stakeholders in the region to determine: • how to reorient education to ESD in the longer term • how to work with teacher education institutions (TEIs) in reorienting teacher education to ESD and how to develop a regional network of TEIs, the mechanisms needed to support it and how to link it to other networks in the short term It was suggested that APEID and APCEIU invite two representatives from each of the following categories to the meeting: • Selected APEID Associate Centres in teacher education institutions • TEIs in the eight Asia-Pacific countries that are part of the International ESD Network • Countries where APCEIU wants to strengthen its networks • UNESCO Chairs in Teacher Education, especially USP, for indigenous perspectives and others which may address the needs of marginalized groups • COEs from ACCU • Regional institutions such as SEAMEO, Innotech 10
• A mix of well-established centres and those that are less involved • A balanced geographical distribution in the region and within countries including peripheral areas such as Mindanao in the Philippines • MoEs and policy makers The 3-4 day programme could cover the following themes: • Essence of ESD/EIU and DESD – rationale, objectives – and mapping participants’ perceptions and understanding of ESD • Existing ESD practices at the institutional, national and regional levels • Articulation of the barriers, tensions, challenges and enabling factors • Needs assessment of TEIs to undertake ESD • ESD frameworks, themes and content, emphasizing the process • Pedagogy and methodologies, experiential sessions • Potential initiatives, activities and changes • Development of work plans for each TEI • Signing of MOUs • Development of a clearinghouse for ESD materials and resources • Formulation of a framework for self-assessment and identification of the support mechanisms needed • Process for creating a network with examples of operational networks, network building, secretariat for the network and support mechanisms • Future meetings, events and follow up Monitoring and evaluation • Regular communication, reporting and follow-up Support mechanisms • Map the national and regional support mechanisms already in place and include in the work plans • Explore links with existing networks and related institutions (i.e. APNIEVE, RCEs, APEID) • Build on previous workshops and update new and old members • Create web links to relevant websites • Develop a list of resources available and establish a clearinghouse for resources • Provide support for action research projects, publish case studies and include in the research agenda for the Asia and Pacific region • Establish a network secretariat Recommendations It is crucial to remember that the scope and focus of our tasks are on schools and teacher education. It is equally important to reflect on the kind of strategies that should be developed as we work with our partners, i.e. Ministries of Education, policy makers, action research networks. Many insightful comments, ideas and suggestions emerged during the meeting, both during and outside the formal sessions, and a key recurring theme is that conceptual conflicts exist among economic, environmental and socio-cultural aspects of ESD, between ESD and EIU, and also within the concept of sustainable development. Yet it is critical that the various values, perspectives and world views should not be forced onto any one person or group. Rather, each learner has to develop his/her own thinking about these various concepts. Making such choices involves an empowering and transformative pedagogy that enables learners to link the personal with the political and develop critical thinking about ESD, tapping the intrinsic motivation and drawing out the values commitment for empowered action for change at the collective level. Based on this broad pre-condition, several recommendations were formulated as follow: • A pedagogy for values commitment and critical thinking should be developed for ESD with the appropriate teaching-learning processes and methodologies for development of knowledge, skills, values, attitudes and the ability to transform and bring about social change. • Various paradigms and world views with their attendant values should be openly mapped to promote an understanding of conflicting perspectives. • A strategic plan should be developed and coordinated by APEID, in consultation with key partners, to implement ESD systematically and to build on existing initiatives, synergies and complementarities of 11
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: inging together existing initiative
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
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Interdependence - Aspects and impac
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Knowledge of alternatives Knowledge
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project is to initiate a process le
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In sum, may I suggest that ESD and
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Bank, WTO, APEC, and NAFTA). Howeve
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willing to shine their light on vio
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major challenge for ESD. Finally, i
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In the August 2005 UNESCO-supported
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commitments, hopes, despairs and dr
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for International Understanding (AP
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Cultural Diversity and Intercultura
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The APNIEVE teaching-learning proce
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Non discrimination on grounds of so
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Reconciliation with Indigenous Peop
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Bruntland report defined sustainabl
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the constituents of socially sustai
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consequential social-political and
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more autonomy to manage their own l
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Development Group, World Bank 2003:
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unappreciated in most countries. Th
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also be given due attention. 2 Inte
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Discussion Paper 296. Brighton: Ins
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Human Rights in Education for Susta
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Everyone has an agenda to lobby gov
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system. The first phase plan is joi
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standards higher than the internati
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functional literacy, as well as, in
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Rights (UDHR) which provides an ove
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Application of human rights concept
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sustainable development This framew
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Issues Human rights 1. Food and hea
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Final note Human rights education i
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Behavior and their Relationship to
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International Network of Institutio
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History of This Project and Documen
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The responses to the surveys showed
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• Undertook research on infusing
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National Workshop on ESD and Teache
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The second outcome is enhanced awar
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National Taiwan Normal University,
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printed on a separate strip of pape
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to reorient education to address su
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References Commission on Sustainabl
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Nuturing Relationships: a Pacific P
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Relationships: a core Pacific value
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to face the same conflicting emphas
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Soon after the launch of the Teache
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peace and sustainable development i
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strong cultural identities, has com
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REFERENCES Curle, A. 1971. Making P
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• revision of the teacher educati
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13. Population and development 14.
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studied in any order to suit the in
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local decisions about term/semester
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Evolving Environmental Education an
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Table 1: Objectives of Environmenta
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It was developed to focus on: (1) s
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II. United Nations Decade for Educa
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III. Evolving Environmental Educati
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ACCU - UNESCO Cooperation for the A
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2006-2007 ACCU-UNESCO Asia-Pacific
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The ACCU-UNESCO Asia-Pacific Innova
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10. SELECTION OF CANDIDATE PROJECTS
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demonstrate the following features:
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2006-2010 ACCU- UNESCO Asia-Pacific
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Pacific Regional level, and efforts
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Education Division Asia/Pacific Cul
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in peace and equity, cultural diver
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war has been followed by new inter-
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• Strengthen national and regiona
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Member States to promote EIU; 3) Di
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• 1 st TTW, July10-13, 2001, in I
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Linkage with UNESCO Institutions/ S
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opportunities to revisit EIU and ES
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published this year in the fellows
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the Consultation on Developing EIU
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-Capacity building: From the perspe
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(a) Learning Outcomes Matrix- Child
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• Is aware of the trainees’ bac
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• What expectations do authoritie
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•Works from the heart •Is enthu
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• Strengthen partnership and netw
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UNESCO Expert Meeting on Education
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7. Mr. Jefferson R. Plantilla Asia-
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