REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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USING TEACHING AND LEARNING FOR A SUSTAINABLE FUTURE Independent Learning The multimedia format of Teaching and Learning for a Sustainable Future encourages independent learning for individual and small group professional development. Teachers, curriculum developers, education policy makers, authors and designers of educational materials and teacher educators can all use Teaching and Learning for a Sustainable Future either from the Internet or CD-ROM and can study modules and activities whenever they want, either at work or at home. Through personalised Learning Journals, different users can work from a single CD-ROM or Internet-linked computer. Since each user has a personalised Learning Journal, work remains confidential. This is because the Learning Journal, when opened, is automatically downloaded onto the hard drive of the computer or onto a floppy disk, and saved as a word processing file. Learning Journal files can also be printed out, completed by hand, and stored as a set of paper files in a folder. Because of the multimedia format of Teaching and Learning for a Sustainable Future, teachers no longer have to wait for a workshop or training seminar to be organised in their schools or districts. This is often a problem for some teachers, especially for those in remote locations. Furthermore, the modules and activities can be studied in any order - either alone or in small staff room or study groups. The resulting sense of independence and responsibility can bring a new professionalism to teaching and thus help raise the status of teachers. Opportunities in Teacher Education Courses Professors, lecturers and others responsible for developing teacher education curricula will find many opportunities for using Teaching and Learning for a Sustainable Future in their courses. For example as: • A stand-alone course on Teaching and Learning for a Sustainable Future • A selection of modules integrated into a stand-alone course on a specific education topic • A selection of modules integrated into other courses on specific education topics as enrichment material. In all of these cases, Teaching and Learning for a Sustainable Future can be studied on-line or from the CD- ROM – in class-time, as pre- or post-class activities, or as a full e-learning experience. Each module in Teaching and Learning for a Sustainable Future takes approximately 4 hours to complete. This provides 100 hours on learning, the amount of time students could generally be expected to study in a 10-14 week term or semester course. However, selections and groupings of modules can be made to suit 166
local decisions about term/semester length, the balance of in-class contact versus independent study in a course, assessment requirements, etc. Moreover, the programme is available free of charge. Teacher education institutions can load a copy of Teaching and Learning for a Sustainable Future on a local server (to reduce access and download time for staff and students) and duplicate copies of the CD-ROM for free distribution to their students. All that is required is a request for permission from UNESCO, acknowledgment of UNESCO as the source, and using the copies for non-profit educational purposes only. National and regional adaptations and translations of Teaching and Learning for a Sustainable Future are encouraged. Teacher education institutions are invited to work collaboratively and with relevant Ministries of Education to help facilitate these changes. Some of the ways in which Teaching and Learning for a Sustainable Future can be used are illustrated in five sample course designs in the ‘Getting Started’ section of the programme. ADAPTING AND TRANSLATING THE PROGRAMME As a demonstration project, Teaching and Learning for a Sustainable Future has been designed and developed so as to facilitate translation into other languages as well as adaptation (i.e. changing the programme) to respond to regional, national, or local needs. UNESCO is ready to work with government ministries, regional organisations, teacher education institutions and others responsible for the professional development of teachers to help facilitate these changes. Once an adaptation and/or translation of the programme has been done, the 'open architecture' used to create the files in Teaching and Learning for a Sustainable Future allows it to be reprogrammed with basic webpage creation and graphic design applications. The Technical Guidelines (below) provide multimedia programmers with the information they need to introduce the desired changes to the files in the programme. DISSEMINATION AND TRAINING TOOLBOX With the support of funds from the government of the USA and Education International, UNESCO has devel0ped a multimedia-based Dissemination and Training Toolbox for the programme to assst with dissemination. The Toolbox contains: • an overview of Teaching and Learning for a Sustainable Future; 167
Page 1 and 2:
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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standards higher than the internati
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functional literacy, as well as, in
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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 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
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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: studied in any order to suit the in
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
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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
Page 209 and 210: opportunities to revisit EIU and ES
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Page 215 and 216: -Capacity building: From the perspe
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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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