REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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ed. Germany: Lange Scientific. United Nations Department of Public Information, DPI/1344/Rev.1-97-01888-February 1997-5m, EARTH SUMMIT AGENDA 21 The United Nations Programme of Action From Rio. United Nations Department of Public Information. 1997. Earth Summit + 5: Programme for the Further Implementation of Agenda 21. UNESCO. 1997. Educating for a Sustainable Future: A Transdisciplinary Vision for Concerted Action. EPD-97/Conf.401/CLD.1. UNESCO. 1999. Statistical Yearbook. Paris and Lanham, MD: UNESCO and Bernam Press. UNESCO. 2000b. World Education Report the Right to Education: Towards Education for All through Life. Paris: UNESCO Publishing. UNESCO. 2002 Education, Public Awareness and Training for Sustainability: Input to the Report of the Secretary General to the Second Preparatory Session for the World Summit on Sustainable Development. Paris: UNESCO Internet References Education for Sustainable Development Toolkit, version 2. Knoxville: [Accessed 20 April 2004] http://www.esdtoolkit.org. Paris21. 2000 A Better World for All. [Accessed 26 April 2001] http://www.paris21.org/betterworld/home.htm. UNESCO. Teaching and Learning for a Sustainable Future. [Accessed 10 January 2002] http://www.unesco.org/education/tlsf. 146
Nuturing Relationships: a Pacific Perspective of Teacher Education for Peace and Sustainable Development* Konai H Thaman** Introduction We are now in the middle of the UN Decade for a culture of peace and non-violence, and the beginning of the UN Decade for education for sustainable development (DESD). These and other related UN instruments reflect the longings of all concerned people for a world that is peaceful and sustainable. It is in this context that UNESCO calls for a comprehensive system of education and training for all groups of people at all levels and forms of education. Education for peace and sustainable development needs to be holistic and participatory, focusing on peace and non-violence, human rights, democracy, tolerance, international and intercultural understanding, as well as cultural and linguistic diversity . As educators, we can appropriately ask the question: “What can teachers and those responsible for their education do in order to help educate for peace and sustainable development? Because educational and other initiatives that emanate from the international community often assume the acceptance of a Western view of knowledge and value systems, it is necessary for me to re-phrase the question in order to contextualise it for the majority of people who live is the Pacific Islands. The question that I need to ask is: How do Pacific people conceptualise peace and sustainable development, and what kind of teacher is needed to educate future generations towards peaceful and sustainable societies? Pacific values and beliefs My view of teachers and teacher education is influenced by values and beliefs that are rooted in various Pacific cultures, which currently inhabit the Pacific Ocean. These cultures had, over millennia, developed their own ways of life and knowledge systems, which helped them to survive despite efforts by others to obliterate and render them unsustainable through colonial and other unpeaceful acts. In most Pacific cultures today, the notion of "peace” is not necessarily equated to a situation "without violent conflict " (although that was important in ancient times) but to a sense of well being, growth and oneness with others. In this context, peace is something *Paper prepared for a UNESCO Experts meeting on ESD, Samutsongkram, Thailand, May 1-3. ** Professor of Pacific Education and UNESCO Chair in teacher education & culture, The University of the South Pacific, Suva, FIJI. 147
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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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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
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 117 and 118: Rights (UDHR) which provides an ove
Page 119 and 120: Application of human rights concept
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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 147: References Commission on Sustainabl
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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
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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
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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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