REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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UNESCO Expert Meeting on Education for Sustainable Development (ESD): Reorienting Education to Address Sustainability 1 – 3 May 2006 Kanchanaburi, Thailand List of Participants Australia 1. Mr. John Fien Innovation Professor of Sustainability RMIT University, Australia Cnr La Trobe and Swanston Streets Melbourne 3000 Australia Tel: +61 417 747 100 Fax: +613 9639 3412 E-mail: john.fien@ems.rmit.edu.au 2. Mr. Toh Swee Hin (S.H.Toh) Professor & Director The Griffith University Multi-Faith Centre, Griffith University, Nathan, Qld 4111 Tel: +61 7373 57053 Fax: +61 7 373 57131 E-mail: s.toh@griffith.edu.au 3. Ms. Joy De Leo President UNESCO APNIEVE Australia 8 Old Belair Road, Mitcham South Australia 5062 Tel: 61 8 8274 1779 Mobile 0416 274 177 E-mail: joyde@chariot.net.au Fiji 4. Ms. Konai Helu Thaman Professor of Pacific Education, & UNESCO Chair in teacher education & culture The University of the South Pacific, Suva Tel: +679 3212357 Fax: +679 3308971 E-mail: thaman_k@usp.ac.fj India 5. Mr. Lawrence Surendra Environmental Economist 7, Thandava Raya St. San Thome, Madras 600 004 E-mail: surrender@eth.net Japan 6. Prof. Shuichi Nakayama Professor Hiroshima University of Economics 5-37-1, Gion, Asa-Minami-Ku Hiroshima-Shi, 731-0192 Tel: +81- 82 - 871 93 54 +81 0 82 278 6437 E-mail: s.naka4301@hue.ac.jp snakayama@mist.ocn.ne.jp 226
7. Mr. Jefferson R. Plantilla Asia-Pacific Human Rights Information Centre (HURIGHTS’ OSAKA) 1-2-1-1500 Bentencho Minato-ku, Osaka 552-0007 Tel: +81-6-6577-3578; Fax: +81-6-6577-3583 E-mail: jeff@hurights.or.jp 8. Ms. Zinaida Fadeeva Associate Fellow United Nations University Institute of Advanced Studies 6F, International Organizations Centre Pacifico-Yokohama 1-1-1 Minato Mirai Nishi-ku, Yokohama 220-0012 Tel: +81-45-221-2317 (direct) Fax: +81-45-221-2303 E-mail: fadeeva@ias.unu.edu 9. Mr. Masahisa Sato Consultant, Education Division Asia/Pacific Cultural Centre for UNESCO (ACCU) Japan Publishers Building, 6 Fukuromachi, Shinjuku-ku, Tokyo, 162-8484 Japan Tel: +81-3-3269-4559 FAX: +81-3-3269-4510 Email: education@accu.or.jp masahisasato@hotmail.com Korea 10. Ms. Kwak SookHee Chief, Division of Programme Education and Training Team Asia-Pacific Centre of Education for International Understanding (APCEIU), RO Korea 50-14 Myung-dong 2-ga Chung-gu, Seoul, Korea Tel: +82 2 774 3933 Fax: +82 2 774 3957 E-mail: sukikoak@unescoapceiu.org sukikoak@yahoo.com Malaysia 11. Ms. Chan Lean Heng Associate Professor School of Social Sciences, Science University of Malaysia (USM), Bata Uban 11800 Penang, Malaysia Tel: + 604-657 6934 (H) + 604-653 2660 (O) Fax: +604-657 0918 E-mail: lhchan@usm.my USA 12. Ms. Rosalyn Mckeown Director 311 Conference Center Building Center for Geography and Environmental Education University of Tennessee, USA Knoxville TN 37996-4134 - USA Tel: +865 974-1835 Fax: +865-974-1838 E-mail: mckeowni@utk.edu 227
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
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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 and 226: • Strengthen partnership and netw
Page 227: UNESCO Expert Meeting on Education
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