REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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• four half-day sample workshops (including facilitator’s instructions, workshop activities, Powerpoint presentations and Resource Sheets); • generic guidelines for using adult education processes in workshop facilitation; • an interactive Workshop Planner; and • guidelines for adaptation (including the South African case study) and for translation. AVAILABILITY Copies of the programme are available on the internet at or as a CDROM from UNESCO: Educating for a Sustainable Future, UNESCO, Education for Sustainable Development, 7 Place de Fontenoy,75352 Paris 07 SP, France. 168
Evolving Environmental Education and its Relation to EPD and ESD Overview of the Conceptual Development based on a series of International Discussion on Environmental Education Masahisa SATO, Ph.D. 1 The concept of Environmental Education (EE) has evolved since the name of EE was used in the world community. It seems that the evolution has been strongly reflected from the needs and interests for the achievement of sustainable development and for the enhancement of quality education. In this paper, it describes its historical development of EE in terms of thematic areas and approaches, and the relation to Education and Population and Information for Human Environment (EPD) and Education for Sustainable Development (ESD). I. The Evolution of Environmental Education The concept of EE was first formalised by the International Union for the Conservation of Nature and Natural Resources (IUCN), in 1970 at a meeting in Nevada, USA. At that meeting, Environmental Education was defined as: A process of recognising values and classifying concepts in order to develop skills and attitudes necessary to understand and appreciate the inter-relatedness among man, his culture and his biophysical surroundings. Environmental Education also entails practice in decision-making and self-formulating of a code of behaviour about issues concerning environmental quality. (IUCN, 1970 2 ) Recommendation 96 from a conference on the Human Environment held by the United Nations in Stockholm during 1972 stated that the Secretary-General, the organisations of the United Nations system, especially the United Nations Educational, Scientific and Cultural Organisation (UNESCO), and other international agencies concerned should, after consultation and agreement, take the necessary steps to establish the International Environmental Education Programme (IEEP), inter-disciplinary in approach, inschool and out-of-school, encompassing all levels of education and directed towards the general public, in particular the ordinary citizens living in rural and urban areas, young people and adults alike, with a view to educating them as to the simple steps they might take to manage and control their environment (United Nations, 1972 3 ). Thus Environmental Education was recognised and its development was recommended by the world community as a measure for the understanding, protection and improvement of the environment and its quality (United Nations, 1972 4 ; UNESCO-UNEP, 1976 5 ). The International Environmental Education Programme (IEEP) was established in 1975 and became a co-operative activity between UNESCO and UNEP, which had the following objectives: (1) access to information; (2) research and experimentation; (3) educational programmes and teaching materials; (4) training of personnel; (5) technical and vocational education; (6) educating and informing the public; (7) general higher education; (8) special training; and (9) international and regional cooperation. The IEEP organised many international and regional conferences and workshops such as the 1977 Tbilisi and the 1987 Moscow congress developed programmes for delivering Environmental Education, developed the concept and meaning of Environmental Education, and proposed many recommendations and strategies. 1 ESD Consultant, the Asia/Pacific Cultural Centre for UNESCO and Assistant Professor, the Musashi Institute of Technology E-mail: m-sato@accu.or.jp / m-sato@yc.musashi-tech.ac.jp / masahisasato@hotmail.com 2 IUCN. 1970. Environmental Education Workshop. Nevada, USA. 3 United Nations. 1972. The United Nations Conference on Human Environment, Declaration on Human Environment, United Nations, New York, USA. 4 United Nations. 1972. Ibid 5 UNESCO-UNEP. 1976. Belgrade Charter, Connect, Vol. 1, No. 1, UNESCO, Paris, France. 169
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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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standards higher than the internati
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functional literacy, as well as, in
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Rights (UDHR) which provides an ove
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Page 123 and 124: Issues Human rights 1. Food and hea
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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
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Page 137 and 138: National Workshop on ESD and Teache
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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
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Page 159 and 160: strong cultural identities, has com
Page 161 and 162: REFERENCES Curle, A. 1971. Making P
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Page 167 and 168: studied in any order to suit the in
Page 169: local decisions about term/semester
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
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Page 215 and 216: -Capacity building: From the perspe
Page 217 and 218: (a) Learning Outcomes Matrix- Child
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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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