REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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During the workshop the participants addressed the following questions: What are some of the overlapping themes and sub-themes as well as topics for each theme? What teaching methods are suitable for teaching-learning EIU/ESD? How can these resource materials be adapted and used by teachers, teacher educators, or curriculum developers in the various national contexts? What should be the content for EIU/ESD in schools? How can these materials be used in APCEIU activities? What areas need further development of resource materials? Participants shared ideas and strategies to encourage Member States to incorporate EIU and ESD in school curricula and to better equip curriculum developers, teacher educators and teachers to implement the teaching and learning of EIU/ESD in schools. As their immediate task, the experts planned the programme for the Training Workshop in September. By the end of the workshop, the experts had developed a conceptual framework on EIU and ESD, and integrated the two concepts into three main themes for the September Training Workshop: Peace and Equity, Cultural Diversity and Intercultural Understanding, and Sustainability. They recommended that more priority be given to trainers--or teacher educators, rather than teachers--in order to multiply its impact in the region, given limited resources. This will build up capacities to carry out EIU and ESD at the regional level. The Fifth Annual Training Workshop for Teachers and Teacher Educators in the Asia-Pacific region was held on September 20-29, 2005 in Chiangmai, Thailand. The eight-day workshop had 20 participants from 12 countries, representing all the Asia-Pacific sub-regions: Australia, Bhutan, Cambodia, China, Iran, Korea, Japan, Malaysia, Pakistan, Sri Lanka, Thailand, and Vietnam. Eight resource persons made presentations on the themes of Peace and Equity, Cultural Diversity and Intercultural Understanding, Sustainability, and Human Rights. Participants were mostly teacher educators including senior Education Ministry officers with backgrounds in social science disciplines such as economics, history, social education, foreign languages, and the arts. Major financial support for this training workshop was provided by the Korean Ministry of Education and Human Resources Development and UNESCO Funds-In-Trust supported by the Korean government. Of the 20 participants, 15 were sponsored by sending institutions which covered travel costs, including UNESCO national commissions, UNESCO cluster offices, ministries of education and GTZ (the German Technical Assistance Agency) in Sri Lanka. At the end of the workshop, participants broke into subregional groups and prepared action plans to “apply and multiply” what they learned and experienced to their own fields of work in their home countries. As they shared their action plans, participants committed themselves to organizing EIU and ESD workshops in their home countries. APCEIU and UNESCO Bangkok Offices were also asked to support possible sub-regional workshops as follow-up activities. (APCEIU, 2005) Five Teacher Training Workshops (TTW) on EIU in 2001-2005: Teacher/educator/school administrators from 39 Asia-Pacific member countries have participated. 202
• 1 st TTW, July10-13, 2001, in Ichon, Korea in collaboration with UNESCO-APNIEVE, 34 participants, 15 countries • 2 nd TTW, July16-20, 2002, in Suva, Fiji, in cooperation with UNESCO Apia Office & Fiji UNESCO NC, 40 teachers and educators, 10 Pacific counties • 3 rd TTW, July 7-August 2, 2003, in Ichon, Korea, 30 participants, 14 countries. A teaching manual/resource book was field tested • 4 th TTW, June21-July11, 2004, in Ichon, Korea, 35 participants, 20 Asia Pacific countries • 5 th TOT, 20-29, September 2005, in Chiangmai, Thailand, 35 Participants from 12 Countries. UNESCO Bangkok office 203
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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,
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printed on a separate strip of pape
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to reorient education to address su
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References Commission on Sustainabl
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Nuturing Relationships: a Pacific P
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Relationships: a core Pacific value
Page 153 and 154: to face the same conflicting emphas
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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 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: Member States to promote EIU; 3) Di
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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REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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