REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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Establishing a Sustainable Campus Since 2004, faculty members and students have launched a series of efforts to convert an old administration building and the adjacent school garden into a Sustainable Campus (SC) at National Taiwan Normal University (NTNU). The facilities create a platform for first-hand teaching and learning experience for addressing sustainability. The SC, which was sponsored by the Ministry of Education, Department of Interior, and NTNU, has gradually become the demonstration base for many types of university courses. Moreover, NTNU's Graduate Institute of Environmental Education has developed ESD teaching materials and interpretive media for neighboring grade-school students, teachers and community residents. The major efforts on the SC include: 1. Rainwater Harvesting and Black Water Treatment and Recycling System a. A rainwater harvesting system collects rainwater from the roof of the administration building and is used for flushing toilets in the building. The rainwater systems drastically reduces the amount of water used from the city water-supply system b. Black water (sewage) is treated first by a septic tank and next by a specially designed and constructed wetland. The treated water is used to irrigate the SC garden 2. Increasing Biodiversity a. By establishing a constructed wetland and aquatic pond, habitat was diversified both aquatically and terrestrially, which attracted more flora and fauna to the SC. b. By creating a rooftop garden, also called a green roof the SC now has a vegetable garden. The garden is a demonstration site for organic farming methods. It also links farming with urban life. The green roof can reduces the building’s consumption of electricity for airconditioning during summer. 3. Energy Conservation Systems a. By installing a solar photo-voltaic panel and a solar hot-water system on the rooftop to generate electricity and hot water for the building, the SC campus reduced their energy consumption from the grid. b. By design and installed sun-shelf, which blocks the direct sunlight and reflects natural light into the rooms of the building, the SC has decreased energy demand for indoor lighting. 4. Environmental Education and Interpretation System a. The SC is now open to all the facilities across all disciplines at NTNU as a platform for their courses and for demonstrating possible means of sustainable living. b. By developing and installing interpretive media (including eight pieces of interpretive panels, one self-guided trail brochure, and a poster), visitors, both the public and school students gain insight and interest in the site and learn about sustainability. c. In addition the SC has an educational packet available for primary school teachers and students. The packet includes four well-designed ESD teaching modules, which use the SC as the basis for teaching. 138
National Taiwan Normal University, Taiwan Dr. Tzuchau Chang Dr. Ju Chou (p. 44 – 45) Book Series: Education for Sustainable Development In order to lay a foundation to promote the development and adoption of ESD in China, scholars and teachers from several institutions wrote and published a series of books that introduces—for the first time in China—ESD concepts, main principles, international developments, practices, projects, and evaluation. The series on ESD is published by China Geological Press and includes seven books: Panorama of Education for Sustainable Development Green University and Education for Sustainable Development Practice of Education for Sustainable Development Research Projects and International Comparison of Education for Sustainable Development Evaluation of Education for Sustainable Development Handbook of Teacher Training on Education for Sustainable Development Education for Sustainable Development Toolkit (translated works) With one exception, the authors are from Beijing Normal University, Beijing Academy of Education Sciences, Beijing Education Committee, and Tianjing Education Committee. The Education for Sustainable Development Toolkit was written by Dr. Rosalyn McKeown of University of Tennessee and was translated by Wang Min, Wei Dongying, and others from Beijing Normal University. Professor Wang Min also served as editor-in-chief of the series. Beijing Normal University, China Professor Wang Min (p. 46 – 47) 139
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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
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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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Page 91 and 92: Bruntland report defined sustainabl
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Page 95 and 96: consequential social-political and
Page 97 and 98: more autonomy to manage their own l
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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
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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
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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
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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
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Page 159 and 160: strong cultural identities, has com
Page 161 and 162: REFERENCES Curle, A. 1971. Making P
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Page 167 and 168: studied in any order to suit the in
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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:
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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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