REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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unique and worthy individuals, who have the same needs and share equal rights to have these needs met equitably. With daily practice at all aspects of life, the people can transform their minds and behavior, and can be fully equipped with skills and knowledge. Based on peaceful minds, behaviors, and hands of every person, the society can be changed peacefully. EIU/ESD • Knowledge • Skills • Value • Action • Commitment • The topic of transformation is very important. • Models of transformation need to be explored. • We need to analyze and evaluate the need for change. • We need to participate and reflect on our own participation. • Changes can be long, dramatic, and within ourselves, whilst at the same time it is important to not forget about our own heritages. This is where the tension arises between the traditional and the modern. • We need to see how to integrate positive change into our daily lives. • The starting point would have to be from facts in our countries. There is a need to identify the link between our activities and our values, and start from our own realities. 214
(a) Learning Outcomes Matrix- Children (<strong>APCEIU</strong> 2005) Themes Know Do Be Culture Respect Appropriate Greetings, Drivers – Culture Sawasdee (Good Morning) Experience acceptance appreciation, respect/sensitivity Peace How to live together, aware of conflict/violence Stop fighting, problem solving, negotiation, compromise Forgiving, Apologizing, sharing/giving Equity We are unique/different in, socio- economic background, ability After the others, fund rising, respect to all people, skills to put yourself into other‘s shoes Be accepted Caring/Sensitivity, be generous, sharing/giving Human Rights Basic Knowledge on the Rights of the Child Respect their rights to speak up Not selfish, protect others Sustainable Development Over Consumption, Pollution, waste, knowing others, share planet, Future thinking Planting, look for animals, less waste etc, recycling Caring, stewardship (b)Learning Outcomes Matrix- Teachers Themes Cultural Respect Knowledge & Understanding Diversities and differences, our own culture Factual not biased/ prejudiced Impartial Own culture Others Reasons for beliefs and values Thinking Process Compare & Contrast, think critically on one’s own society Critical Skills Sharing your culture listening to others, communicating Group discussion skills Ability to motivate Ability to vary presentation i.e. active-passive Values & Attitudes Respect each other, Friendliness, Open mindedness, Tolerance, Equality, Compromise Respect others Practice tolerance Acceptance Action Policy making from school to broader contexts. Having community associations setting up networks Role model Practice every day Study own culture 215
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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
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strong cultural identities, has com
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REFERENCES Curle, A. 1971. Making P
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• 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 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: -Capacity building: From the perspe
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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