REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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7. SELECTION OF COE (1) ACCU will request relevant organizations/institutions and individuals, including National Commissions for UNESCO, UNESCO Offices, research institutions, experts, for information on candidate organizations/institutions (including self-recommendation). The information has to be provided to ACCU no later than Monday 8 May 2006. (2) Pre-application forms will be sent to ACCU from those recommended organizations/ institutions. (3) Based on assessment of ACCU and Selection Committee, a limited number of Candidate COE will be invited to make applications to ACCU with a COE project proposal. (4) In addition to evaluations of the application and COE project proposals, mission-based interviews, discussions and research will be conducted by the Selection Committee Members, ACCU and UNESCO. (5) Five COE will be selected by the Selection Committee based on the result of the above (4). The selection of COE will be made in due consideration of thematic area, working mechanism, and geographical balance of the five COE, with the endorsement of the Steering Committee. (6) The selection process will be due in around September 2006 and the COE will start implementing the project. 8. FINANCIAL ARRANGEMENTS ACCU shall provide each COE with financial assistance toward meeting the expenses for implementation of the project(s). The amount of the fund is no more than 32,000 USD per COE per project year for the duration of five years. The COE activities will be monitored and reviewed on a yearly basis for continuation of the COE activities. The following expenses are to be covered with the fund provided 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 9. CORRESPONDENCE All inquiries and correspondence concerning the Programme should be addressed to: 192
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/ For downloadable Prospectus and related information 193
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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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The second outcome is enhanced awar
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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 and 190: demonstrate the following features:
Page 191 and 192: 2006-2010 ACCU- UNESCO Asia-Pacific
Page 193: Pacific Regional level, and efforts
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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