REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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subsystem of the ecosystem at each scale. Individuals must see how their actions aggregate from micro scales up to the macro scale, and thus understand their role in the overall move toward sustainability. d) The micro-economical perspective should not require individuals to act against self interest. We may need some altruistic behaviour in the political task of setting up the rules of the game, but in the actual playing of the game we should not expect individuals to behave altruistically. e) The model must be pedagogical and simple to disseminate so that it can support a public consensus necessary to be put into practice democratically. Drawing upon these five critical requirements and relating it to ESD, in particular the objective of 'Reorienting Education for Sustainability', I see five tasks that can be listed corresponding to the five requirements for a model of sustainability. a) The model must be based on a scientifically acceptable conception of the world. ESD Task: Develop and relate to a simple definition of the “containing ecosystem” and sources and sinks as characteristics of such an ecosystem. b) The model must contain a scientifically supportable definition of sustainability. ESD Task: Convey how, the notion of sink limits are absolute and how this puts a limiting condition on man's activities and in relation to the "containing ecosystem" and the sink limits, the scale of man's activity is critical and crucial. c) The overall perspective must be applicable at different scales, and must see the economy as a subsystem of the ecosystem at each scale. Individuals must see how their actions aggregate from micro scales up to the macro scale, and thus understand their role in the overall move toward sustainability. ESD Task: Make this a framework for developing ESD in different sub-systems of knowledge that education deals with. d) The micro-economical perspective should not require individuals to act against self interest. We may need some altruistic behaviour in the political task of setting up the rules of the game, but in the actual playing of the game we should not expect individuals to behave altruistically. ESD Task: Relate it to the daily lives of teachers, their human rights, situations of peace and equity in the communities in which they teach or they know of. Link their situation to that of the situation of communities and ordinary people. This fifth requirement above will be very clear to teachers, who in most societies are the lowest paid and whose services, especially in conditions of globalisation, are not given the value that society should give them. Whole school approaches and school in the community approaches should be used to show why things happen in a certain way and how ESD perspectives can change them. e) The model must be pedagogical and simple to disseminate so that it can support a public consensus necessary to be put into practice democratically. ESD Task: Make this requirement for a model of sustainability also a requirement for ESD. Conclusion: Prior to the Rio Summit, UNESCO Paris, came out with a small publication, titled, ‘Environmentally Sustainable Economic Development: Building on Brundtland Robert Goodland, Herman Daly, Salah El Serafy and Bernard von Droste. This small publication made a significant impact on the thinking of economists, academics, teachers and practitioners with regard to Sustainable Development. Brundtland’s seminal contribution was in conveying the sink limits as opposed to the source limits. This was conveyed by the Goodland et al in a scientifically acceptable conception of the world with a scientifically supportable definition of sustainability and without running away from the real life problems of economic development that is environmentally sustainable. It is a similar task that we face in making teachers, the academic community and the communities at large taking ownership of ESD. Once that happens our roles are redundant and that is how it should be, from a perspective of sustainability. 54
Notes: (incomplete) 1. Meghnad Deasi, Story Telling and Formalism in Economics: the Instance of Famine, International Social Science Journal, Basil Blackwell/UNESCO, No.113, August 1987; 2. Environmentally Sustainable Economic Development: Building on Brundtland Robert Goodland, Herman Daly, Salah El Serafy and Bernard von Droste, UNESCO, Paris. 55
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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 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: • Appropriate Development • Con
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:
Page 101 and 102: unappreciated in most countries. Th
Page 103 and 104: also be given due attention. 2 Inte
Page 105 and 106: 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-
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