REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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5. Localization/Contextualization In promoting a Culture of Peace, there is a growing need for Education for International Understanding. This region’s great diversity means that capacities and needs are quite varied, each dependent on national situations and contexts. The challenge is to identify and develop different approaches that are responsive to varied needs and circumstances. 1) Localization and Contextualization of EIU/ESD: Regional Diversity; Identity by its diversity of culture, language, religion and socio-economic system, there is a growing need to identify effective ways to further promote EIU, various collaborative initiatives have been taken at local school, national, regional and international levels 2) Sustainability will look different in different countries. In future, we could ask participants to bring issues from your own countries and to discuss them, whether the issues are about ESD, change or critical thinking. ESD is about transformation. Transformation is change. Critical thinking is about reflecting about where we are now, and what we can do better. IV. Conclusion 1. Strategy Readdress sustainability to the existing subject or faculty/ initiatives • Mainstreaming • Multiply Impact of any initiatives • Synergy - Cross linkages within UNESCO - Institutional partnerships 2. Tasks for Teacher Education • Conceptual framework of EIU/ESD in the region: Widening and deepening EIU/ESD • Promote Inter-continental dialogue on EIU/ESD • Integrated efforts for Research on EIU/ESD, Development of Education Materials, Teacher Training • Linkage UNESCO’s Strategy Plan on Education especially ESD with EIU • Setting up EIU Teacher Training Methodology that reflects local conditions of sub-regions • Promote Inter-sectoral, Inter-subject collaboration on EIU/ESD to find reference of EIU/ESD with other existing discipline and to enlarge perspectives of EIU towards whole society • Develop Tool Kit (Concept, Educational Approach, Model Module) • Provide practical Education Materials to Teachers and non-formal sector educators 222
• Strengthen partnership and network among different institutions related to teacher education institutions, educational faculties, teacher colleges etc 3. Recommendations by Teachers/Teacher educators 1. Need to providing guidebook on ESD and EIU 2. Provide the tools for supporting people through the change process in own setting 3. Produce a ‘training manual’ 4. Need to transfer information on EIU/ESD to other media such CD or memory sticks/card. 5. Set up a network with exiting subjects areas, faculty, Institutions in the region, sub-region and own countries. 6. Need to share best practice/ cases / sample practical activities / lesson plans/ /experience with other countries on EIU/ESD. 7. Support to follow up the teachers or trainers’ initiative 8. life long training / more trainings 9. Need to work together with community /society/ adults/ students 10. Encourage teachers to listen /learn and challenge own assumptions and paradigms. Reference APCEIU (2006), Action Plan in 2006 APCEIU (2005), Report on 5 th Asia-Pacific Training of Trainers Workshop, 20-29 September 2005 APCEIU (2005), Report on 5 th Asia-Pacific Experts Workshop, 17-19 May 2005 APCEIU (2005), Annual Activity Report 2005 Jennie Teasdale & Robert Teasdale (2004), Indigenous Australians and Reconciliation, UNESCO-Asia- Pacific Center of Education for International Understanding, Learning to Live Together, Hanul Company, December 2004 Joy de Leo(2004) Respecting and Appreciating my own Culture and that of others, UNESCO-Asia- Pacific Center of Education for International Understanding, Learning to Live Together, Hanul Company, December 2004 Samuel Lee(2003), History and Philosophy of Education for International Understanding, Education for International Understanding in the era of globalization, Hanul Company, December 2003 Sookhee Kwak (2004), Interactive Learning and Sharing, Sangsaeng Autumn Winter, No 11. Asia Pacific Center of Education for International Understanding, 2004 Toh, Swee Hin (2004), Conceptual Framework, UNESCO-Asia-Pacific Center of Education for International Understanding, Learning to Live Together, Hanul Company, December 2004 UNESCO (2002), Arts Education in the Pacific Region: Heritage and Creativity, For Education in the Arts and Creativity in Primary and Secondary Schools, Document based on the conclusions of the Regional 223
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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
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Evolving Environmental Education an
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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
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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
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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: •Works from the heart •Is enthu
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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