REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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and used in a great many ways by teachers, student teachers, teacher educators, curriculum developers, education policy makers and authors of educational materials. Objective • To develop an appreciation of the scope and purpose of educating for a sustainable future. • To clarify concepts and themes related to sustainable development and how they can be integrated in all subject areas across the school curriculum. • To enhance skills for integrating issues of sustainability into a range of school subjects and classroom topics. • To enhance skills for using a wide range of interactive and learner-centred teaching and learning strategies that underpin the knowledge, critical thinking, values and citizenship objectives implicit in reorienting education towards sustainable development. • To encourage wider awareness of available Information and Communication Technologies (ICTs), of the potential of multimedia-based approaches to education and professional development and of the Internet as a rich source of educational materials. • To enhance skills in computer literacy and multimedia education. Content The programme contains 25 modules – each of which provides about 4-5 hours of professional development. The modules are grouped in four sections Curriculum Rationale 1. Exploring global realities 2. Understanding sustainable development 3. A futures perspective in the curriculum 4. Reorienting education for a sustainable future 5. Accepting the challenge Teaching about Sustainability Across the Curriculum 6. Sustainable futures across the curriculum 7. Citizenship education 8. Health education 9. Consumer education Interdisciplinary Curriculum Themes 10. Culture and religion for a sustainable future 11. Indigenous knowledge and sustainability 12. Women and sustainable development 162
13. Population and development 14. Understanding world hunger 15. Sustainable agriculture 16. Sustainable tourism 17. Sustainable communities Teaching and Learning Strategies 18. Experiential learning 19. Story-telling 20. Values education 21. Enquiry learning 22. Appropriate assessment 23. Future problem-solving 24. Learning outside the classroom 25. Community problem solving 163
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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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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
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 and 160: strong cultural identities, has com
Page 161 and 162: REFERENCES Curle, A. 1971. Making P
Page 163: • revision of the teacher educati
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
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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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