REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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Conference on Arts Education Nadi, Fiji, 25-29 November 2002 T. Teaero (1999), “Re-placing Oceania Roots in our Teacher Education Programmes: a critical appraisal of the roles of indigenous educational ideas” in Direction, Vol 21, no.2. December, 1999, Institute of Education, USP, Suva, P 25-45. Http//: www.unesco.org/manifesto2000 Contact Info: Sookhee Kwak, APCEIU Email: sukikoak@apceiu.org 224
UNESCO Expert Meeting on Education for Sustainable Development (ESD): Reorienting Education to Address Sustainability 1 – 3 May 2006 Kanchanaburi, Thailand Tentative agenda May 1 8:30-9:00 Opening by Molly Lee, Coordinator of APEID 9:00-10:30 Session I: Environmental and Economics perspectives of ESD by Shuichi Nakayama, John Fien, Lawrence Surendra and Zinaida Fadeeva Chaired by Derek Elias 10:30-10:45 Tea/coffee break 10:45-12:00 Discussion 12:00-13:00 Lunch 13:00-14:30 Session II: Social and Culture perspectives of ESD by Toh Swee Hin, Joy De Leo, Chan Lean Heng and Jeff Plantilla Chaired by Lawrence Surendra 14:30-14:45 Tea/coffee break 14:45-16:00 Discussion May 2 9:00-10:30 Session III: Teacher education and ESD by Rosalyn Mckeown, Konai Thaman and John Fien Chaired by Molly Lee 10:30-10:45 Tea/coffee break 10:45-12:00 Discussion 12:00-13:00 Lunch 13:00-14:30 Session IV: Discussion on the relationship of ESD with other education initiatives Chaired by John Fien 14:30-14:45 Tea/coffee break 14:45-16:00 Session V: Guidelines for reorienting existing education to address sustainable development Chaired by Rosalyn Mckeown May 3 9:00-9:45 Guidelines for reorienting existing education to address sustainable development (continued) 9:45-10:30 Session VI: Cooperation with UNESCO’s partners in ESD by ACCU, APCEIU, UNU Chaired by Derek Elias 10:30-10:45 Tea/coffee break 10:45-12:00 Session VII: Planning for the APEID-APCEIU workshop in August 2006 Chaired by Molly Lee 12:00-13:00 Lunch 13:00-14:30 Planning for the APEID-APCEIU workshop in August 2006 (continued) 14:30-14:45 Tea/coffee break 14:45-15:30 Wrap up & Closing 225
Page 1 and 2:
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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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 and 222: • What expectations do authoritie
Page 223 and 224: •Works from the heart •Is enthu
Page 225: • Strengthen partnership and netw
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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