REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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Peace Equity Human Rights Sustainab Develop (<strong>APCEIU</strong> 2005) To be able to interpret Peace. To explain the necessity for peace. To know the different understanding of peace. Awareness of the consequences of war. Teaching the role of media teachers need to be aware of media issues. To know they have to give equal opportunities to students. Awareness of the definition of equity and equality. Being aware of different social status in the society. Being aware of ethnic groups (gender) in own countries. To know people who can really help connection/ authorities. Solidarity, factors threatening peace. Different matters to develop peace More than ‘absence of war’ Awareness of ,UDHR, CRC, Constitution of the country, Remedy Resources are Limited, Impact of development, Social, economic, political aspects, interrelated, futuristic. Eco system political, economics, social, natural, cultural Compare and contrast Peace and War Conflict situations Critical Positive Critical Thinking, Reasoning reasoning, evaluation, critical thinking living together, solving problems, peacefully, Speaking and presentation Skills analyzing and finding solutions. analyzing the students’ backgrounds to know how to provide equity in the classroom. Analysis on Problems Reasoning, Justify, Identify, Bringing rights into daily life, problem solving Analyses, evaluate, Justify, seeing a whole picture Analysis Introduce Understanding, respect each other, non-violence, equality Respect others Practice tolerance and acceptance Respect, Love, Compassion, Freedom, Responsibility, Acceptance, Tolerance Share, Cooperate, respect nature, think positively; be fair, care; be responsible, Tolerance, Respect Appreciation of nature, social and cultural norms Finding ways to solve post conflict problems. Set up peace clubs. Distribute info pamphlets on peace. To involve students in activities to promote equity.To involve parents in school gatherings to make them aware of the need for equity. Study inner peace Study conflict Integrate into the curriculum. Run seminars, Case study Integrated into the curriculum and cocurricular, Field Trips Work with NGO’S Study the ecosystem and factors affecting it 2. Methodology 1) Knowledgeable about Methodologies 216
• Is aware of the trainees’ background and their respective abilities • Varies pedagogy to suit trainees and different learning styles • Uses interesting methodologies • Uses a participatory learning process • Involves all participants • Models good principles and provides clear examples of sustainability e.g. doesn’t waste paper 2) Knowledgeable about Contents of Training • Provides relevant information • Has clear and effective materials • Has good content knowledge and core competence 3) Supportive of Learners • Creates a positive learning atmosphere • Encourages positive thinking • Provides learners with positive responses • Is encouraging • Appreciates learners’ attempts • Some of the Professional Groupings that can be audiences for Training Programmes are: • School Teachers • Curriculum Developers or Advisors • Administrators/Policy Makers/ Advisors • Teacher Trainers • NGOs/Community 4) Learning Process • We have to start changes within ourselves, we can also use learning styles and methodologies to effect further change in education. The APNIEVE model of knowing, understanding, valuing, and acting is a useful teaching tool. • The way different people (males, females, adults, and children) learn is different. Indigenous people also have a different way of learning, mostly through kinesthetic ways. • Learning for change happens best when there is a safe and conducive learning environment supported by different and creative teaching methods. It is useful to ponder on the way you yourself learn and connect your own issues to the world. We all have different styles but our styles may not be the way learners learn, so all different styles have to be covered in learning activities. • The teachers’ own experiences can be used to encourage change with students. Some teachers use first-hand experience, some use assessments by students and teachers, and other teachers place the learning responsibility on the students. Students need to understand, and care about 217
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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
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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 and 216: -Capacity building: From the perspe
Page 217: (a) Learning Outcomes Matrix- Child
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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