REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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Teacher and Learning for a Sustainable Future: UNESCO’s New Multimedia Teacher Education Programme John Fien RMIT University, Melbourne, Australia Education for a sustainable development places education at the heart of the quest to build a fairer, less troubled and more peaceful world. This makes education not just an end in itself – as important as the intrinsic goals of education are - but also one of the most powerful instruments for bringing about the changes required to achieve sustainable development. Teachers, of course, are vital actors in this process and teacher education a key mechanism for building capacity for a sustainable future. Within its special work programme on education, the United Nations Commission on Sustainable Development invited UNESCO to make a significant effort to help teachers worldwide not only to understand sustainable development concepts and issues but also to learn how to cope with interdisciplinary, values-laden subjects in established curricula. As a result, the 1990s saw a great many UNESCO initiatives around the world to advance teacher education for sustainable development. These include a UNESCO chair and international network on teacher education for sustainable development, numerous publications of the UNESCO-UNEP International Environmental Education Programme, and many regional and sub-regional workshops. The Asia-Pacific region has been a leader in recognising in this with significant work taking place in redefining education in an Asia-Pacific context, particularly to incorporate concepts of sustainable development. Much exploration of how teacher education can rise to the occasion of this great need has been on-going in the region. There are a number of responses and developments in teacher education for sustainable development in the Asia/Pacific worth noting. The first is the Teaching for a Sustainable World manual which contained all the resources needed for 26 workshops on different sustainable development topics in teacher education courses. Second, UNESCO APEID facilitated a regional action research network across 20 countries in the region between 1993 and 1998 and, from this, published a set of competencies and guidelines on teacher education for sustainability (Fien and Tilbury 1996). Other capacity building initiatives in teacher education from this project included: • the development of an action research network of over seventy teachers’ colleges operates in Karnataka state in India and which is presently being replicated in the neighbouring state of Kerala; • the establishment of a national environmental education resource centre in Vietnam; 160
• revision of the teacher education degree curriculum in several participating institutions to include either a compulsory study of environmental education, issues of sustainable development, etc. or a specialised curriculum stream in environmental education; • shared course materials and joint degree programmes between institutions to promote postgraduate studies and research in environmental education in several countries, including international joint degrees; • thee publication of a set of workshop modules, the action research guide and several sample action research case studies as a book called Learning for a Sustainable Environment: A Professional Development Guide for Teacher Educators (Fien, Heck and Ferreira, 1997) and as an Internet site (http://www.gu.edu.au/ciree/lse/index.html); • the revision of many of the modules into national training manuals and teacher education guides, eg in India, Fiji, Thailand and Vietnam (the latter two in national languages); • the adoption of ideas from the action research network process by the York University UNESCO Chair Network on Teacher Education for Sustainability in its work of facilitating professional development and curriculum change in colleges and universities in 34 countries; and • the development of research expertise of project members such that many went on to participate in a survey and focus group study of factors influencing youth environmental attitudes in the region (Yencken, Fien and Sykes, 2000). The Teaching for a Sustainable World and Learning for a Sustainable Environment manuals were then used as a basis for the development of an on-line multimedia teacher education programme called Teaching and Learning for a Sustainable Future. This was first published in 2002 as a UNESCO contribution to the United Nations World Summit on Sustainable Development in Johannesburg. It has since been revised and updated for the UN Decade of Education for Sustainable Development. See http://www.unesco.org/education/tlsf. TEACHING AND LEARNING FOR A SUSTAINABLE FUTURE Teaching and Learning for a Sustainable Future is a multimedia teacher education programme published by UNESCO. Its 25 modules provide around 100 hours of highly interactive activities designed to enhance the teacher’s understanding of sustainable development and related themes. It also develops practical skills for integrating sustainable development themes into the school curriculum, and for using the teaching methods best suited to the knowledge, values and citizenship objectives of educating for a sustainable future. As such, it ahs been designed to enable teachers to plan learning experiences that empower their students to develop and evaluate alternative visions of a sustainable future and to work creatively with others to help bring their visions into effect. The multimedia format of Teaching and Learning for a Sustainable Future means that it can be accessed 161
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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
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Everyone has an agenda to lobby gov
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Page 117 and 118: Rights (UDHR) which provides an ove
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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
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Page 131 and 132: History of This Project and Documen
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Page 159 and 160: strong cultural identities, has com
Page 161: REFERENCES Curle, A. 1971. Making P
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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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Page 205 and 206: • 1 st TTW, July10-13, 2001, in I
Page 207 and 208: Linkage with UNESCO Institutions/ S
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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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