REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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Institutional Members of the International Network sustainability are: The institutional members of the International Network on reorienting teacher education to address Argentina, National University of Rosario - Argentina Australia, Griffith University Barbados, Erdiston Teacher’s Training College Brazil, Federal University of Parana Canada, York University China, Beijing Normal University Czech Republic, Charles University and University of J.E. Purkyne Denmark, N. Zahles College of Education Germany, Freie University Berlin and University of Duisburg-Essen Hungary, University of Debrecen India, National Council for Teacher Education and Jamia Millia Islamia Jamaica, Mico Teachers’ College and University of West Indies Korea, Ewha Womans University Latvia, Daugavpils University Lesotho, National University of Lesotho New Zealand, Christchurch College of Education Nicaragua, University of the Autonomous Region of the Caribbean Coast of Nicaragua Pakistan, University of the Punjab Peru, Pontificia Catholic University of Peru Russia, Rostov State University South Africa, Rhodes University Spain, University of Girona Sweden, University of Uppsala Taiwan, National Taiwan Normal University United Kingdom, Scotland, University of Edinburgh United Kingdom, England, University of Bath United States of America, Florida Gulf Coast University Vietnam, National Institute for Educational Science and Ministry of Education and Training Zambia, University of Zambia In addition, University of Tennessee served as secretariat for the project. Initiatives Taken by the International Network 130
The responses to the surveys showed that members of the International Network undertook many types of initiatives in their efforts to reorient teacher education to address sustainability in their home institutions, provinces, nations, and internationally. Their efforts affected curriculums, programs, practices, and policies within their institutions in locally relevant and culturally appropriate ways. Their activities stimulated the growth of regional, national, and international networks. They used a wide variety of forums available to teacher educators (e.g., conferences and journals) to advocate for ESD. Members kept track of their efforts in journals, chronicling their efforts, successes, and failures. (p. 17) Please note that members of the International Network received no funding from the Chair or any other international organizations to support their activities to reorient teacher education to address sustainability. We knew the successes of well-funded pilot programs would not be replicated; however, success stemming from personal initiative and allocation of resources internal to an institution would be believable and replicable. (p. 17) Working within their spheres of influence, members of the International Network created and implemented one or more the following types of activities related to ESD at their own institutions. Curricular / Program Development • Developed graduate level programs at Masters’ and doctoral levels in ESD. • Developed a compulsory ESD course for masters’ programs in geography and environmental education. • Established advanced certificate programs in ESD. • Established distance education courses in ESD. • Established an environmental education concentration in the College of Education’s Masters’ Degree in Curriculum and Instruction. • Established short in-service courses for teachers. • Reviewed and revised existing courses to address sustainability. • Infused ESD into all math, science, geography, and technology courses. • Infused ESD into other disciplines at undergraduate and graduate level programs such as agriculture, population education, and consumer education. • Initiated programs with Women’s Studies, Women in Society, Women in Agriculture, and Women’s Literacy. • Devised an ESD project using literature and language arts at the secondary school level to address male youth violence and to deliver skills in conflict resolution. 131
Page 1 and 2:
Report Expert Meeting on Education
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List of Acronyms and Abbreviations
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Summary of Sessions Session I: Envi
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integrated into an already crowded
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ecognized. This strategy should sim
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inging together existing initiative
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• A mix of well-established centr
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Redefining the General Concept of E
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As well known to all concerned peop
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international organizations and UN
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Chapter 36 of Agenda 21 (1992): (1)
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Table 2 Space-wise Goals of Environ
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References Committee of Ministries
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nature; countries such as China, Ta
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other, this study concentrated upon
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social sciences (especially ecologi
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Box 1: A Suggested Set of Concepts
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(1992: 83) notes on this point that
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sustainable development. This invol
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Thus, effective changes to classroo
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Appendix 1: Summary of Findings Tab
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Table 3: Environmental concepts: Re
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Table 7: Importance and reliability
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Table 12 Actions to improve the env
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Environmental and Economic Perspect
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However what goes as "environmental
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neo-liberal economic orthodoxies be
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• Appropriate Development • Con
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Notes: (incomplete) 1. Meghnad Deas
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‣ The life style of the wealthier
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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
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 and 106: Discussion Paper 296. Brighton: Ins
Page 107 and 108: Human Rights in Education for Susta
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: History of This Project and Documen
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
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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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REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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