- 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 and 22: Chapter 36 of Agenda 21 (1992): (1)
- Page 23 and 24: Table 2 Space-wise Goals of Environ
- 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: Appendix 1: Summary of Findings Tab
- 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
- Page 75 and 76: major challenge for ESD. Finally, i
- Page 77 and 78: In the August 2005 UNESCO-supported
- Page 79 and 80: commitments, hopes, despairs and dr
- Page 81 and 82: for International Understanding (AP
- Page 83 and 84: Cultural Diversity and Intercultura
- Page 85 and 86: The APNIEVE teaching-learning proce
- Page 87 and 88: Non discrimination on grounds of so
- Page 89 and 90: Reconciliation with Indigenous Peop
- Page 91 and 92: 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
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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
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-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
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7. Mr. Jefferson R. Plantilla Asia-