REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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in country and outside country, especially toward the developing countries. It says that the prior agenda to be tackled and focussed in Japan are the action change of the life style and economic systems based on mass production, mass consumption, mass disposal, then introduce sustainable consumption, sustainable production, and secure of bio-diversity. On the other hand, for the developing countries, the achieving of Millennium Development Goals is central tasks along with better understanding of current situation and international cooperation with various stakeholders in and outside country. (NIS- ESD of Japan: p.5) 9. Concluding Remarks – Redefining the concept of ESD on environmental and economic perspectives An intention of this paper was to define the general concepts of environmental and economic aspects of ESD after the examination of principles, values, and concepts of environmental and economic perspectives described in the past official documents promoting ESD. One conclusion to be noticed is that ESD is the process of capacity building for bringing a world of sustainable development into our hand for the benefit of all humankind. Therefore it is urged to present the key concepts of specific actions for achieving a sustainable future. After examining the basic documents concerning for the promotion of ESD, especially the Decade of ESD, the author developed following four tables to define the values, goals, subject-wise core content matter and their issues in order to make all concerned people little easy for taking action toward the sustainable future. Table 1 presents the common values for ESD, Table 2 for space-wise goals of environmental and economic perspectives for ESD, Table 3 for core content matter by subject areas for ESD, and Table 4 for core issues by subject areas for ESD. Table 1 Common Values for ESD Spheres Common Values for ESD Goals of Society Brighter Future , Harmony with nature, Quality of life, World of peace 1 Social Development Democracy, Human dignity & rights, Cultural diversity Freedom, Equity, 2 Environmental Protection Environmental conservation, Care for the environment, Cultural landscape 3 Economic Development Equity of economic opportunity, Economic sufficiency for all, Sustainable economy, Sustainable production, Sustainable consumption After <strong>UNESCO</strong> ed. (2006), UNDESD (2005-14) : International Implementation Scheme 20
Table 2 Space-wise Goals of Environmental and Economic Perspectives for ESD Space Environmental Perspective Economic Perspective Common Goal Harmony with nature Sustainability 1 Family Eco-life, 3Rs Life style Less energy consumption 2 Community More green and clean Improvement of access 3 Work Place Higher health standard 3Rs products 4 Country R ecycling-based Society Corporate Social Responsibility (CSR) 5 S ub-Region International cooperation for Recycling of resources better environment 6 World Peace, Non-violence, T olerance Eradication of socio-economic gap Table 3 Core Content Matter by Subject Areas for ESD Subject Areas Core Content Matter 1 Mathematics Sustainable numerical 2 National Language Literacy development, Study of national/international heroes 3 Social Studies Inter-dependence of natural/human resources, National & international Citizenship, Democracy & Secularism, Cultural Diversity 4 Sciences Sustainable technology 5 Foreign Language T olerance to other culture 6 Arts and Music Ethnic/Universal music and arts 7 Sports & Health E thnic/Universal sports and health 8 H ome Management Reflecting of own life-style, Life-style of other culture 9 Vocational Corporate Social Responsibility(CSR) 21
Page 1 and 2: Report Expert Meeting on Education
Page 3 and 4: List of Acronyms and Abbreviations
Page 5 and 6: Summary of Sessions Session I: Envi
Page 7 and 8: integrated into an already crowded
Page 9 and 10: ecognized. This strategy should sim
Page 11 and 12: inging together existing initiative
Page 13 and 14: • A mix of well-established centr
Page 15 and 16: Redefining the General Concept of E
Page 17 and 18: As well known to all concerned peop
Page 19 and 20: international organizations and UN
Page 21: Chapter 36 of Agenda 21 (1992): (1)
Page 25 and 26: References Committee of Ministries
Page 27 and 28: nature; countries such as China, Ta
Page 29 and 30: other, this study concentrated upon
Page 31 and 32: social sciences (especially ecologi
Page 33 and 34: Box 1: A Suggested Set of Concepts
Page 35 and 36: (1992: 83) notes on this point that
Page 37 and 38: sustainable development. This invol
Page 39 and 40: Thus, effective changes to classroo
Page 41 and 42: Appendix 1: Summary of Findings Tab
Page 43 and 44: Table 3: Environmental concepts: Re
Page 45 and 46: Table 7: Importance and reliability
Page 47 and 48: Table 12 Actions to improve the env
Page 49 and 50: Environmental and Economic Perspect
Page 51 and 52: However what goes as "environmental
Page 53 and 54: neo-liberal economic orthodoxies be
Page 55 and 56: • Appropriate Development • Con
Page 57 and 58: Notes: (incomplete) 1. Meghnad Deas
Page 59 and 60: ‣ The life style of the wealthier
Page 61 and 62: development. The social, environmen
Page 63 and 64: Interdependence - Aspects and impac
Page 65 and 66: Knowledge of alternatives Knowledge
Page 67 and 68: project is to initiate a process le
Page 69 and 70: In sum, may I suggest that ESD and
Page 71 and 72: Bank, WTO, APEC, and NAFTA). Howeve
Page 73 and 74:
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
Page 97 and 98:
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
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II. United Nations Decade for Educa
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III. Evolving Environmental Educati
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ACCU - UNESCO Cooperation for the A
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2006-2007 ACCU-UNESCO Asia-Pacific
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The ACCU-UNESCO Asia-Pacific Innova
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10. SELECTION OF CANDIDATE PROJECTS
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demonstrate the following features:
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2006-2010 ACCU- UNESCO Asia-Pacific
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Pacific Regional level, and efforts
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Education Division Asia/Pacific Cul
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in peace and equity, cultural diver
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war has been followed by new inter-
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• Strengthen national and regiona
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Member States to promote EIU; 3) Di
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• 1 st TTW, July10-13, 2001, in I
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Linkage with UNESCO Institutions/ S
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opportunities to revisit EIU and ES
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published this year in the fellows
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the Consultation on Developing EIU
Page 215 and 216:
-Capacity building: From the perspe
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(a) Learning Outcomes Matrix- Child
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• Is aware of the trainees’ bac
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• What expectations do authoritie
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•Works from the heart •Is enthu
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• Strengthen partnership and netw
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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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