REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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today we come together to read and sing of peace lay aside our differences rise and greet the breeze there's no need to explain define or defend our theme question our ancestors about their silent dreams no need to blame the rain or pain for crying on the phone no need to ask how far the tide will come to meet our bones when all is said and done you'll have to give up soon the things that make you what you are the things you think you own a spouse a house a child a friend the land your customs even the pain for when you're left with nothing and only wings to lift you up you'll see how fast your soul is trembling freedom's trapped in a cup seize it now and hold it tight have no fear you're there let me whisper no I'll shout peace is in the air 158
REFERENCES Curle, A. 1971. Making Peace. Tavistock, London. Delores, J. 1996. Learning: the treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first century. UNESCO, Paris. Lawton, D. 1974. Class, Culture and the Curriculum. Routledge & Kegan Paul, London. Little, A. 1995. Question of culture and education. Prospects 25(4):777-784 Nabobo, U. 2003. Indigenous Fijian educational ideas. In Thaman, K. (Ed), Educational ideas from Oceania, UNESCO Chair/IOE, USP, Suva, 85-93. Pene, F., Taufeulungaki, A. and Benson, C. 2002. Tree of Opportunity. Institute of Education, USP, Suva, Fiji Sanga, K. 2000. Indigenous leadership. Pacific cultures in the teacher education curriculum series, Module 6, UNESCO Chair/IOE, USP, Suva. Serpell, R. 1993. The significance of schooling. Cambridge University Press, Cambridge. Taufe’ulungaki, A.M. 2000. Vernacular languages and classroom interaction in the Pacific. Module two, Pacific Cultures in the Teacher Education Curriculum Series. Institute of Education/UNESCO Chair, USP, Suva. Taufeulungaki, A.M. 2004. Personal communication, Suva. Teaero, T. 2003. indigenous education in Kiribati. In Thaman, K. (Ed), Educational ideas from Oceania, UNESCO Chair/IOE, USP, Suva., 106-11. Thaman, K.H. 1988. Ako and faiako: cultural values, educational ideas and teachers role perceptions in Tonga. Unpublished PhD theses, the University of the South Pacific, Suva. Thaman, K.H. 1992. Towards a culture-sensitive model of curriculum development for Pacific Island Countries. Directions 13(1): 1-11. Thaman, K.H. 2000. Towards cultural democracy in teacher education. First and Introductory Module, Pacific Cultures in the teacher education curriculum series, UNESCO Chair/IOE, USP, Suva. Thaman, K.H. 2002. Vaa: a Pacific foundation for education for inter-cultural understanding. Paper prepared for a UNESCO/APCEIU regional workshop on Education for international understanding, Suva. Thaman, K.H. (Ed). 2003. Educational Ideas from Oceania. UNESCO Chair/IOE, USP, Suva, Fiji Toh, S wee-Hin. 2001. Transcending the spiral of violence. http://www.html/paulofreireinstitute.org/documents/peace 159
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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
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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
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 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
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: strong cultural identities, has com
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
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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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