REPORT OF UNESCO EXPERT MEETING ON - APCEIU

More documents

Recommendations

Info

• Launched an Aboriginal Studies program with a focus on ESD and traditional ecological knowledge. • Assisted in infusing the concepts of sustainability into dissertations and graduate research as an option. • Pursued research projects in ESD Institutional Change • Formed Institutes and Centers for Sustainability Education. • Formed institution-wide ESD committees and discussion groups. • Launched a Cyber-Environment Education Institute. • Developed ESD internships for students from other countries. • Established an interfaculty research institute on innovation and sustainability. Faculty Professional Development • Pursued European Union funding for faculty training in ESD. • Developed interfaculty exchanges related to ESD among universities. • Established a national ESD professional development consortium. • Held institution-wide, national, and international conferences and workshops on ESD. • Launched an international peer reviewed journal on ESD. • Initiated practical and theoretical research projects leading to publication of articles and books. Networking • Formed four international regional networks of faculties of education related to ESD and reorienting teacher education, which involved approximately 70 faculties. • Established an ESD link with schools in another country. • Developed a regional strategy for ESD. • Established a language-based ESD network in Europe and the Americas in English, Portuguese, and Spanish. Partnerships/Community Service • Formed partnerships with local / regional government and nongovernmental organizations (NGOs). • Developed recognition programs for schools and institutions that promote ESD (e.g., green school movement). • Formed Sustainable Business Partnerships to promote ESD. 132
• Undertook research on infusing ESD into teacher education on a national level. • Engaged geographic information systems and other information technology approaches to monitor community sustainability issues. • Developed community-based off-campus teacher education projects within the inner city to improve the delivery of schooling to undereducated youth. • Formed regional ESD curriculum-writing teams. • Developed link between the faculty of education and the school of business to co-develop professional development programs on ESD for senior level education administrators. • Produced manuals, texts, Web sites, and other sustainability teaching resources for elementary and secondary schools. • Translated key ESD materials, including the Education for Sustainable Development Toolkit Web site, into local languages. Promotion of ESD • Raised the level of awareness of ESD through many activities by writing journal articles and popular press materials; giving media interviews, lectures, and presentations at conferences; contacting academics and educators in many disciplines; and speaking with higher-education administrators around the world. • Delivered copies of Agenda 21 to all faculty members in the six largest regional universities. • Designed programs to model ESD practices within an institution. • Produced sustainability demonstration sites that address energy conservation, organic agriculture, wastewater treatment, etc. • Participated in a national committee to rewrite teacher education certification requirements. • Use the Earth Charter as a framework for the development of presentations and workshops. (p. 17 – 28) Examples of Activities from Asia and the Pacific The lists above are decontextualized . The following are short descriptions of some of the activities undertaken by International Network members of the Asia-Pacific Region. Department of Women’s Studies and Sustainable Development It is now internationally recognized that women are not only equal with men, but many times even more powerful as partners of ecosystem management. Their empowerment and knowledge of natural 133
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 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 and 132: History of This Project and Documen
Page 133: The responses to the surveys showed
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?