REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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Table 14 Reasons for environmentally unfriendly actions (% of students) Country I don’t understand Cost I’m not interested I don’t have time It’s more convenient not to worry My actions won’t make a difference Australia 33 30 13 38 33 45 Brunei 8 10 5 12 7 19 12 23 8 22 18 33 China Guangzhou China Hong Kong 29 30 24 35 26 39 India 29 11 10 33 10 67 Japan 50 34 34 48 24 59 N. Z. 32 31 16 35 29 44 Singapore 8 10 5 12 14 16 Thailand 25 35 10 34 34 44 USA 43 47 20 60 52 61 Totals exceed 100 because multiples answers were possible. Table 15 Reasons for environmentally unfriendly actions (% of students) Country I don’t believe what people say about damage to the environment I don’t like being told what to do I don’t want to do things different from my friends Although I know what I do is wrong, there is no practical alternative Other reasons Australia 13 13 8 48 33 Brunei 4 5 3 16 13 9 15 15 44 35 China Guangzhou China Hong Kong 9 9 17 45 22 India 22 16 23 71 35 Japan 7 17 11 9 30 New Zealand 13 17 13 35 32 Singapore 2 2 4 19 8 Thailand 15 26 28 73 33 USA 16 14 11 39 35 Totals exceed 100 because multiples answers were possible. 46
Environmental and Economic Perspectives of Education for Sustainable Development Lawrence Surendra 1. Introduction The objectives of the Experts meeting are: 1. To identify and conceptualize the content areas for ESD 2. To discuss the relationship of ESD with other education initiatives such as Environmental Education (EE), EIU, EFA, UNLD and MDGs 3. To recommend guidelines for reorienting existing education to address sustainable development 4. To plan the organization of the APEID-<strong>APCEIU</strong> workshop on "Reorienting Teacher Education to Address Sustainability in September 2006 Keeping these objectives in mind, this paper looking at the 'Environment and Economic Perspectives of ESD', reviews some critical perspectives in relation to economics and the environment interface. Based on that review, some critical conceptual principles central to sustainable development are pointed to and then an attempt is made to see how these concepts could influence the development of curriculum and other interventions in relation to ESD. Reviewing, the environmental and economic perspectives of ESD, requires a rapid survey of the economic theories and perspectives that have influenced economic development and the policy debates over the paths of economic development. This because sustainable economic development has always taken precedence over all other demands of sustainability, be it nature, culture or society. In such a history and process, the interface/s that has arisen between environment and economics needs to be identified. Doing so may provide us a better basis to look at the perspectives of both economics and environment that are critical and relevant to achieve the objectives of ESD. One interesting method might be to see the clash of perspectives, between economics and environment and as best exemplified in the development versus environment debate. Though we are not going into that debate but the developments in economic theory keeping this clash in view is of relevance to us. 2. Environment versus Development Economics always gets and is given an elevated status, though in many ways it is an inexact science and there is as much rhetoric in economics as in many other branch of social science. Part of the rhetoric is also story telling. Economics as in many other fields of knowledge involves varying degrees of story telling. As the economist, Meghnad Desai, writes, “economists tell stories and the simpler, more plausible story, the better is it likely to be accepted. The process is multilayered. When economists tell stories to each other, these are detailed, full of technical arguments, sometimes of econometric evidence. When they address the public at large, they simplify, appeal to intuition. But the simple story told to the politician must connect with the detailed story told to colleagues, otherwise the profession will shun the person. He (or very infrequently she) may become the King’s friend but will always feel defensive when entering the seminar room” (1) Recognizing the story telling of economists, is also to recognize among other things the perception that has been successfully created in the minds of the public, a perception which has come to stay about there being a generalised conflict between ‘the environment and development’ rather than between particular types of economic growth and development and the environment. In the process, the public at large have to come 47
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 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: Table 12 Actions to improve the env
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
Page 93 and 94: the constituents of socially sustai
Page 95 and 96: consequential social-political and
Page 97 and 98: more autonomy to manage their own l
Page 99 and 100:
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
Page 227 and 228:
UNESCO Expert Meeting on Education
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7. Mr. Jefferson R. Plantilla Asia-
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