REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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esponsibility to identify appropriate entry points for introducing EIU in their syllabus or course outlines. This book consisted of the following six main themes: a) Living with Justice and Compassion, b) Dismantling the Culture of War, c) Living in Harmony with the Earth, d) Promoting Human Rights and Responsibilities, e) Building Cultural Respect, Reconciliation and Solidarity, f) Cultivating Inner Peace. (APCEIU, 2004) Further more APCEIU in collaboration with UNESCO Bangkok office is going to publish a EIU/ESD Training Modules throughout designing and practicing training Modules on 5 th Asia-Pacific experts Workshop and Training Workshop. It is expecting to guide teachers and teacher educators from Asia- Pacific region to carry out their own trainings. (APCEIU 2005) In 2006 APCEIU in collaboration with UNESCO Hanoi Office; curriculum development institutes and training institutes; civil society organizations related to EIU, other UNESCO Field offices is going to survey and research on the need for EIU in post-conflict countries; To provide resources especially designed for teachers and students in the Asia-Pacific region, APCEIU is going to publish or translate teaching and learning materials into local languages based on situational analysis and assessment and to disseminate educational materials that teacher educators, school teachers and other educational experts can apply to their own educational settings.(APCEIU 2006) 2) Supplementary educational materials In 2005, APCEIU has developed peace story books for children and youth in the Asia Pacific region. These peace stories were written in various local languages of the Asia pacific region, rediscovering their own values transmitted in their own traditional stories and promoting the values related to peace, equity, sustainability, cultural diversity, human rights. Through peace story development, APCEIU identified a way to meet the challenges, and to promote and revitalize the cultures and languages in education, and to work pro-actively in the interests of endangered languages, cultures and traditions as well as addressing the complex contemporary pressures, problems, and paradoxes of a globalised world. In 2005 APCEIU offered five fellows from India, Indonesia, Iran, Tonga and Uzbekistan, selected from applicants from the 46 UNESCO Member States in the Asia and the Pacific region. UNESCO-APCEIU Fellowship Programme was designed for the promotion of Education for International Understanding (EIU). It aimed to provide teachers, teacher educators and other related individuals with opportunities for researching and developing educational/reading materials for children and youth in the Asia-Pacific Region in their mother languages. During the stay of fellows in Korea, fellows wrote their peace stories and further their stories through discussions with other fellows. Peace stories covered cultural diversity and intercultural understanding, peace and equity, human rights and sustainable development. The title of each peace story is as follows; The Sky, the Cloud and the Earth (Mr. Suresha), My Earth My Life (Ms. Sulistyowati), Bam Earthquake (Mr. Razavikhosravaninejad), We Can Try (Ms. Fine) and Tolerance Wordbook (Mr. Djuraev). These stories will be 208
published this year in the fellows’ mother languages: Kannada (Indian), Indonesian, Persian, Tongan and Uzbek. UNESCO-APCEIU Fellowship Programme is in its initial stage. However, APCEIU wishes to collaborate with teachers, teacher educators and other related individuals in this region to promote a Culture of Peace by developing and disseminating educational materials on EIU (peace stories) for children and youth. The process of globalization may have brought together peoples of the world like never before, but it has come at a great price. Cultural traditions or cultural heritages that have evolved over thousands of years are being systematically eroded, fragmented, often to the tune of big business. But we need to explore ways to empower young people to discover their own values and cultures, to explore their own innate creativity and to participate fully in the life of their own communities. Through this programme, we are going to build new links between culture and the educational system so as to ensure full recognition of culture and the arts a fundamental dimension of education for all (UNESCO 2002), develop artistic education and stimulate creativity in educational programmes at all levels. (APCEIU 2005) Development of educational materials during 2004-2005 • Learning to Live Together: Teachers’ Resource Book on EIU • Objective: to introduce EIU concepts and teaching modules • Target: teachers for their use in classrooms • Subsections: “Dismantling the Culture of War”, “Living with Justice and Compassion”, “Living in Harmony with the Earth”, “Promoting Human Rights and Responsibilities”, “Nurturing Intercultural Understanding and Solidarity”, “Cultivating Inner Peace” • Peace Story in the Asia-Pacific Region: UNESCO-APCEIU Fellowship Programme • The Sky, the Cloud and the Earth (Mr. Suresha), in Kannada • My Earth My Life (Ms. Sulistyowati), in Indonesian • Bam Earthquake (Mr. Razavikhosravaninejad), in Persian • We Can Try (Ms. Fine) in Tongan • Tolerance Wordbook (Mr. Djuraev) in Uzbek. 5. Related Activities 1) International Symposium: Peace and Sustainability APCEIU marked its fifth founding anniversary with a three-day Symposium in Seoul, Korea on August 25-27, 2005 under the theme of “Partnerships for Peace and Sustainability in Asia and the Pacific.” The symposium sought to strengthen partnerships to promote conditions for Peace and Sustainable Development and strengthen itself as a regional centre for the building of local capacities in the Asia- Pacific Region. Fifteen leading international figures in peace education and sustainable development addressed the symposium and participated in working group discussions on the two themes of APCEIU’s work with 209
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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
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to face the same conflicting emphas
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Soon after the launch of the Teache
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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
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Page 167 and 168: studied in any order to suit the in
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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
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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
Page 209: opportunities to revisit EIU and ES
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Page 215 and 216: -Capacity building: From the perspe
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Page 219 and 220: • Is aware of the trainees’ bac
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Page 223 and 224: •Works from the heart •Is enthu
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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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