REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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4) Evaluation: What can be considered? • Methodology - having diversity • Input on linkage of peace and EIU/ESD • Process of organizing a workshop • Input on the concept of EIU/ESD • Addressing similarities of the existing problems in the world • Sharing examples • Need to train about attitudes • Stick to the time frame • More explanation needed on the whole school approach, what it is and how to apply it in our own contexts • The facilitators should have been more involved in the group work, at least to ‘get the ball rolling’ • More clarification on some of the instructions • Resource persons could have provided the relevant materials beforehand • Need more spirituality in the workshop • Need some more time to know each other 4. Role of Teacher 1) Role of Teachers • Be aware of the situation and serve local needs • Teach according to local needs • Be equitable in treating students so that children can see a positive role model • Act as a facilitator to bring out discussions on all of the perspectives on the conflict • Respect all students’ beliefs and opinions • Develop and implement a local and a central curriculum • Increase students’ understanding of the ‘real’ world • Provide support to other represented groups • Engage in equity actions • Provide books and an inclusive curriculum for classroom learning • Encourage the education for girls so they get in to school and stay • Continue own learning 2) Expectation Personal Traits 220
•Works from the heart •Is enthusiastic and energetic •Has a positive personality •Is adaptable/flexible •Is sensitive to trainees needs, (situational/needs analysis) Good Communication skills •Is a clear speaker •Is a good listener and builds on what the trainees’ say •Plans well in advance; has lesson plans •Provide clear and meaningful instructions •Steer the discussions to the themes (synthesis) •Link back to the objectives •Be good at summarizing the point and issues •Ask the right question at the right time 3) The status of teachers: • Teachers have a low status in a society • low salaries • less opportunities of being promoted • a life-long job within four walls (hard to get out and make changes) • low involvement in the bigger society • low expectations of their role • an inability to set a good image in the society • not enough qualifications. 4) What support needed? • Teach a curriculum of respect, acceptance, harmony, tolerance, and equity • Develop quota systems • Need more input on the learning strategies, resources and monitoring • Need more input on the integration of the concepts to our own contexts • More information regarding the rights issues • How to involve students • Need more on linking and integration. • More information on identifying the solutions. 221
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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.
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studied in any order to suit the in
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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 and 218: (a) Learning Outcomes Matrix- Child
Page 219 and 220: • Is aware of the trainees’ bac
Page 221: • What expectations do authoritie
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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