REPORT OF UNESCO EXPERT MEETING ON - APCEIU

the Consultation on Developing EIU Policy. In 2006, the field researches will be conducted in Central
Asia where the APCEIU network is relatively weak. These research activities will lay the groundwork for
the envisioned policy meeting, and reflections on the findings will guide the agenda for the meeting.
During this project, it is expected to collect basic information on the current situation of EIU in the
countries, comparative analysis on EIU to set the agenda for implementing EIU in accordance with
existing developmental levels of EIU in different parts of the region, and finding an effective policy for
enhancing EIU. (APCEIU, 2006)
3) Strengthening of EIU Information Infrastructure
Mindful of the great cultural diversity among UNESCO Member States in the Asia-Pacific region,
APCEIU has been building a foundation to enable and support mutual learning, sharing, and exchange of
information, ideas, and materials generated in the practice of Education for International Understanding.
In response to requests from teachers, teacher educators and SangSaeng readers, resource books and
recent issues of SangSaeng have been converted into on-line files and published on APCEIU’s English
and Korean websites. In recognition of the linguistic diversity in the Asia-Pacific region and in order to
disseminate EIU information more easily and widely, APCEIU has developed content in Chinese, Persian,
and Tamil.
APCEIU expects that its management of the Multi-Media Centre will contribute substantially to
promotion of EIU in the region, advance UNESCO’s goal of Information for All, and help preserve and
encourage appreciation for the region’s rich cultural and linguistic diversity. (APCEIU 2006)
III. EIU/ESD from teacher education perspective
1. Concept: EIU /ESD
1) Conceptual Framework of EIU/ESD
• Replacing structures of militarization with structures of peace)
• Living with compassion and justice (sharing resources, promoting equity)
• Promoting human rights and responsibilities
• Practicing intercultural respect, reconciliation and solidarity; cultural respect
• Living in harmony with the earth; sustainable development
Advocates of a critical and holistic EIU agree wholeheartedly that EIU is not just the content or what is
taught and understood. Equally important is how it is taught, viz. the pedagogical principles embodied in
the teaching-learning process. EIU takes place in multiple dimensions in integrated frameworks
worldwide. Educators have applied what they consider appropriate and effective methodologies and
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