REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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July - November 2006 December 2006 2007 Project Year January- November 2007 December 2007 • Continuation of the project • Monitoring • Activity report submission • Continuation of the project • Monitoring • Final Report and Financial Statement submission 15. FINANCIAL ARRANGEMENTS Each Implementing Organization (IO) will be provided with financial assistance toward meeting the expenses for the implementation of the project. The amount of the funds is no more than 12,000 USD per project per project year for the duration of two years. The project should be completed by the end of December 2007. The financial support is to be provided as seed money and the project sustainability is in the hands of the Implementing Organization (IO) and its cooperating organizations/institutions, including the National Commission of UNESCO. The following expenses for the project are to be covered with the fund supported by ACCU: • Workshops/training sessions/meetings expenses • Daily Subsistence allowance (DSA) of workshop/meeting participants, facilitators/lectures and resource persons • Remuneration for lecturers and resource persons • Printing/production cost • Purchase of teaching/learning materials • Rental costs • Domestic travel cost to attend workshops/training sessions/meetings • International travel cost for resource persons from outside of the country • Administrative support costs 16. CORRESPONDENCE All inquiries and correspondence concerning the Programme should be addressed to: Education Division Asia/Pacific Cultural Centre for UNESCO (ACCU) 6 Fukuromachi, Shinjuku-ku Tokyo, 162-8484 JAPAN [Phone] +81-3-3269-4559 [Fax] +81-3-3269-4510 [E-mail] education@accu.or.jp [Homepage] http://www.accu.or.jp/en/ 188
2006-2010 ACCU- UNESCO Asia-Pacific COE Programme for ESD ACCU-UNESCO Asia-Pacific ESD Programme under the UNESCO/Japan Funds-in-Trust for the Promotion of Education for Sustainable Development PROSPECTUS 1. BRIEF INTRODUCTION TO THE UNITED NATIONS DECADE OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (UNDESD, 2005-2014) - THE GOAL AND OBJECTIVES Education for Sustainable Development (ESD) has its roots in the history of two distinct areas of core interest for the United Nations: (1) quality basic education; and (2) sustainable development. On these critical foundations the establishment of the United Nations Decade of Education for Sustainable Development (UNDESD) was proposed and endorsed at the World Summit for Sustainable Development (WSSD) in 2002, and in December of the same year, adopted by the UN General Assembly with UNESCO designated as the lead agency. According to the UNDESD International Implementation Scheme (UNESCO. 2005), it is noted that the overall goal of the Decade is: “…to integrate the principles, values, and practices of sustainable development into all aspects of education and learning. This education effort will encourage change in behaviour that will create a more sustainable future in terms of environmental integrity, economic viability, and a just society for present and future generations”. (UNESCO: 2005, UNDESD International Implementation Scheme) Further, the objectives of the UNDESD are to (1) facilitate networking, linkages, exchange and interaction among stakeholders in ESD; (2) foster an increased quality of teaching and learning in education for sustainable development; (3) help countries make progress towards, and attain, the Millennium Development Goals (MDGs) through ESD efforts; and to (4) provide countries with new opportunities to incorporate ESD into education reform efforts. 2. BACKGROUND OF THE PROGRAMME The Asia/Pacific Cultural Centre for UNESCO (ACCU) is a non-profit organisation which works, in line with the principles of UNESCO, for the promotion of mutual understanding and cultural cooperation among the peoples of the Asia-Pacific Region. ACCU was established in 1971 in Tokyo, Japan, through joint efforts of both public and private sectors 189
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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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Application of human rights concept
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sustainable development This framew
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Issues Human rights 1. Food and hea
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Final note Human rights education i
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Behavior and their Relationship to
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International Network of Institutio
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History of This Project and Documen
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The responses to the surveys showed
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• Undertook research on infusing
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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
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 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: demonstrate the following features:
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
Page 215 and 216: -Capacity building: From the perspe
Page 217 and 218: (a) Learning Outcomes Matrix- Child
Page 219 and 220: • Is aware of the trainees’ bac
Page 221 and 222: • What expectations do authoritie
Page 223 and 224: •Works from the heart •Is enthu
Page 225 and 226: • Strengthen partnership and netw
Page 227 and 228: UNESCO Expert Meeting on Education
Page 229 and 230: 7. Mr. Jefferson R. Plantilla Asia-
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