INTRODUCTION & PROGRAMME - APCEIU

4th Asia-Pacific Teachers Training Workshop 1IINTRODUCTION & PROGRAMMEBackgroundAPCEIU has organized and conducted professional development workshops for teachers and tertiarylevel teacher educators from countries in the Asia-Pacific region as a key dimension of its mission.In 2001, APCEIU collaborated with UNESCO APNIEVE in training 30 Asia-Pacific teachers on thetheme of “Learning to Live Together in Peace and Harmony.” The workshop emphasized the role ofvalues education in promoting peace, human rights and harmony in the region.In 2002, APCEIU and the UNESCO Office for the Pacific Region jointly held a five-day trainingworkshop in Suva, Fiji, hosted by the Fiji National Commission for UNESCO. Workshop participantsincluded 40 teachers, principals, education officers and 5 NGO leaders representing 10 Pacific islands.In 2003, APCEIU offered a four-week training workshop oriented to the needs of teachers and teachereducators in the Asia-Pacific region. Through participatory teaching-learning activities, more than 30workshop participants from 15 countries gained a critical understanding of the multiple dimensions ofEIU towards a culture of peace and the pedagogical principles of holism, dialogue and empowermentfor personal and social transformation.In 2004, APCEIU offered a training of trainers oriented program in the 4 th Teachers TrainingWorkshop training course for teachers and teacher educators in the Asia-Pacific region. Thirty-fourparticipants from 20 countries participated in the workshop.ObjectivesThe Teacher Training Course seeks to provide Asia-Pacific teachers, teacher educators and othertertiary level educators with a critical conceptual understanding as well as practical teaching-learningactivities of EIU toward a culture of peace. In 2004 it was to field-test a teachers’ resource bookintroducing EIU concepts and methods.

24th Asia-Pacific Teachers Training WorkshopThe curriculum contents, resources and methodologies presented in the workshop were guided byvalues and principles promoted by key UNESCO declarations and documents, including UNESCO’sDeclaration and Integrated Framework of Action on Education for Peace, Human Rights &Democracy, the Report of the International Commission of Education for the 21st Century andUNESCO’s Culture of Peace Program.Teachers who participated in the workshop thus obtained knowledge and skills enabling them tointegrate themes and issues of a culture of peace, human rights, democracy and sustainability into theirsubject areas and schooling practices. Drawing on the teachers’ resource book, written by educatorsfrom the Asia-Pacific region and other countries, the training workshop emphasized an in-depthunderstanding of the contents of EIU as well as highly practical and creative teaching-learningapproaches.Presented here is a documentation of the 4 th Teachers Training Workshop.Venue & DateAPCEIU Training Center, Ichon, Republic of Korea, June 21 - July 11, 2004.OrganizerAPCEIU, Asia-Pacific Centre of Education for International UnderstandingCollaborationThe workshops was funded by UNESCO HQ (fund-in-trust) and Ministry of Education and HumanResources, Government of KoreaThe participants were nominated and partially supported by UNESCO National Commission of eachcountry in Asia Pacific region

4th Asia-Pacific Teachers Training Workshop 3ProgrammeFirst WeekTimeMon Tue Wed Thu Fri Sat SunJune 21 June 22 June 23 June 24 June 25 June 26 June 27Topic THEME 1Aims and Framework of EIUTHEME 2Globalization and Sustainable DevelopmentTHEME 3Free Time7:30~8:30 Breakfast8:30~9:00 Inner Peace (Morning Reflection)MorningSession 19:00~10:30IntroductionFilm onAPCEIUOpeningCeremonyEIU ConceptsTowards aCulture ofPeaceChibaIntroduction toGlobalizationSurendraGlobalization andecological issuesTilburyEducation forSustainabilityTilburyVisit to HRCentre formigrantworkersFree timeSession 211:00~12:30Continued(Group Picture)ContinuedCawagasWorkshopSurendraWorkshopTilburyWorkshopTilburyContinued12:30~14:30 LunchAfternoonSession 314:30~16:00WorkshopOrientationSurendraCawagasKwakWorkshopPedagogicalPrinciplesCawagasSynthesisWorkshopGlobal Justice:Issues and Action(group analysis andsong writing)SurendraCawagasKwakWorkshop TeamAspects ofEnvironmentalDestruction(webcharting)Surendra CawagasKwakEnvironmentalMovement in thecontext of Korea/Asia-PacificLee & GreenKorea TeamTrip toNational Folkmuseum/Market/Open Lectureof ClarenceDiasFree TimeSession 416:00~18:00EIU in Asia andthe PacificLeeChungChibaLearningGroupMeetingsSynthesisSurendraSynthesisCawagasContinuedContinued18:00~19:30 DinnerEveningSession 520:00~21:30Building ofLearning GroupEveningSocials 1Movie: The Politicsof FoodSurendra/CawagasFood Issues(Meeting withNGOs)Learning GroupMeetings

44th Asia-Pacific Teachers Training WorkshopSecond WeekTimeMon Tue Wed Thu Fri Sat SunJune 28 June 29 June 30 July 1 July 2 July 3 July 4TopicTHEME 3Human Rights and ResponsibilitiesTHEME 2Toward a Culture of PeaceTHEME 5Free Time7:30~8:30 Breakfast8:30~9:00 Inner Peace (Morning Reflection)MorningSession 19:00~10:30Human RightsIssues in Asia-Pacific RegionDiasHuman Rights(Feministviewpoint)Nam-YunRoot causes &consequences ofwar, other directviolenceSurendra, CawagasKwakEducation forconflict resolutionJeong8:30DepartureKyoungju City Kyoungju City(UNESCOworld culturalheritage site)Free timeSession 211:00~12:30ContinuedCawagasMilnerContinuedWorkshop ordiscussion12:30~14:30 LunchAfternoonSession 314:30~16:00Human RightsIssues and roleof HRCNaHuman RightseducationDiasSurendraBuilding Structureof Peace ConflictResolutionJeongEducation forreunification inthe context ofKoreaJangLeeVisit to GandhiSchoolContinuedFree TimeSession 416:00~18:00Continued-------------------SangSaengMagazineSynthesisContinuedFilmPrisoner of theMountainContinued18:00~19:30 DinnerEveningSession 520:00~21:30Marooned inIraq(Film onKurdistan)Evening Social 2(Camp fire)CreativeExpressions in theUnderstanding ofpeaceMilnerInterest GroupMeeting

4th Asia-Pacific Teachers Training Workshop 5Third WeekTimeMon Tue Wed Thu Fri Sat SunJuly 5 July 6 July7 July 8 July 9 July 10 July 11TopicTHEME 5Cultural Respect and SolidarityCurriculum Integration and Class DemonstrationEvaluationDeparture7:30~8:30 Breakfast8:30~9:00 Inner Peace (Morning Reflection)MorningSession 19:00~10:30Issues ofInterculturalUnderstanding inthe Asia-PacificRegionHuckEducation forinterculturalunderstanding:Learning to livetogetherHuckPedagogicalApproachIntegrationCawagasChungMilnerClassDemonstrationon Inner PeaceAction PlanpreparationPresentation offollow-up plan&ReportingDepartureSession 211:00~12:30WorkshopCountryPresentations 3:Pacific Region &East Asia RegionContinuedClassDemonstrationon SustainableDevelopmentContinuedClosingCeremony12:30~14:30 LunchAfternoonSession 314:30~16:00CountryPresentation 1:South East AsiaRegionIssues/Concernsof IndigenousPeoplesSurendra,Cawagas, KwakClassDemonstration onDismantling theCulture of WarClassDemonstrationon culturalrespect andsolidarityAction Plan &Follow upSynthesisSession 416:00~18:00CountryPresentation 2:South-West &Central AsiaRegionContinuedClassDemonstration onLiving with Justiceand CompassionClassDemonstrationon PromotingHuman RightsandResponsibilityContinuedSouth AsiaRegion18:00~19:30 Dinner InternationalNightEveningSession 5FilmRabbit ProofFenceEvening Social 3(Camp fire)Interest GroupMeeting20:00~21:30Kwak

64th Asia-Pacific Teachers Training Workshop

4th Asia-Pacific Teachers Training Workshop 7IIOPENING CEREMONY MESSAGES1. Welcoming AddressDr. Samuel Lee,Director of Asia-Pacific Centre of Education for International UnderstandingAn Nyung Ha Sip Ni Gga?I am very delighted to welcome you all to our Ichon Center. You have come here from over 20countries, including Iran, Uzbekistan, China, India, Australia, New Zealand, Tonga, and the SolomonIslands to participate in the Asia-Pacific Teacher Training Workshop on Education for InternationalUnderstanding toward a Culture of Peace.This is the fourth time for us to organize an Asia-Pacific Regional Teacher Training Course, with thisyear’s having the largest number of participants, 34 and also the largest number of participatingcountries, 20.So we are very happy to facilitate this important regional training course for 3 weeks with theparticipation of almost half of the member states of UNESCO in the Asia-Pacific region.I would like to express my deep gratitude to the National Commissions of UNESCO and theMinistries of Education for their efforts in recruiting and sending us very qualified participants withmany countries also paying their own travel costs.Since its establishment, 4 years ago in the year2000, the Asia-Pacific Center of Education forInternational Understanding has been veryprivileged to serve as a regional educationcenter of UNESCO Category II. It seekspromote quality education for Internationaland inter-cultural understanding based onshared values like peace, human rights andsustainable development, in our Asia-Pacificregion, where more than half of the world’spopulation live with very diverse, cultural,religious and ethnic backgrounds.

84th Asia-Pacific Teachers Training Workshop2. Opening AddressMr. Byung Young Ahn,Deputy Prime Minister, Minister of Education and Human ResourcesDr. Samuel Lee, Dr. Yersu Kim, Members of the Diplomatic Corps, Honorable Participants, EsteemedGuests, and Ladies and Gentlemen,I am honored to have been invited to open theFourth Teacher Training Workshop forEducation and International Understandingtoward a Culture of Peace. I would like toextend my warmest congratulations to you all,and to APCEIU and Dr. Samuel Lee fororganizing this significant initiative.In Asia and the Pacific, we have a veryimportant tradition of regarding our teachers asrespected members of our communities. We all have reason to revere and admire your role as teachersand teacher educators. You play a crucial role in furthering peace as leaders who shape the minds ofthe youth. By training students to embrace values of tolerance, understanding, and peace, you helprise a generation that strives to uphold a culture of peace.As community leaders, teachers have the potential to intervene in the face of conflict, and to direct thecommunity to seek peaceful solutions. When teachers are able to recognize the true values of peace,they may be the leaders who guide the society towards peace.The training workshop is a concerted effort led by APCEIU to provide the participants with theknowledge and skills needed to further integrate themes and issues of international understanding intosubject areas and schooling practices. Living in a globalized world means extending education pasttraditional subjects to include education of international understanding, cross-cultural awareness, andhuman rights, in order to create a culture of peace that can be carried on beyond the classroom.I have learned that the APCEIU Regional Teachers’ Training Workshops have become rich and vividexperiences of cross-cultural living and learning for the participants. Past workshops have contributedimmensely to teachers in their role as educators back in their national and cultural settings, and to theirrole as teachers taking on a qualitatively different and new dimension.

4th Asia-Pacific Teachers Training Workshop 93. Congratulatory AddressDr. Yersu Kim,Secretary General of Korea National Commission for UNESCOMr. Ahn Byoung Young, Deputy Prime Minister and Minister of Education and Human ResourcesDevelopment, Dr. Samuel Lee, Director of APCEIU, Honorable Guests, Distinguished Participantsfrom Asia-Pacific region, ladies and gentlemen, on behalf of the Korean National Commission forUNESCO, it is my great pleasure to convey my sincerest congratulations to the Asia-Pacific Centre ofEducation for International Understanding, on the commencement of the 4th Teacher TrainingWorkshop on Education for International Understanding toward a Culture of Peace.Since 1953, with the implementation of the UNESCO Association Schools Project, UNESCO hascontinued to promote Education for International Understanding. The Second World War and cold war,have taught us that there is a need to understand the differences and diversity of other cultures. It isthrough this understanding, we help to ensure that such tragic events do not repeat themselves in thefuture. It is essential that this process be, first and foremost, implemented in the school system. It isthrough this philosophical background, that UNESCO has given great importance and priority to theeducation for international understanding. This has been evident by the implementation of ASP. Fromtheir inception, ASPnet and EIU have spread over all the European countries. Despite the fact that EIUhad lost much of its vitality due to the Cold War, in the post-Cold War era, EIU has experienced a sortof renaissance.Over the decades, UNESCO has continually emphasized the vital role of teachers in preparing the nextgeneration in all societies through various instruments including UNESCO’s Declaration andIntegrated Framework of Action on Education for Peace, Human Rights & Democracy in 1994. Thisdeclaration provides a beacon for the direction of EIU. Thus, it is not surprising that EIU themes suchas tolerance, peace, human rights and democracy have received much attention.Since 1961, four schools in Korea have joined UNESCO ASPnet and have been active with EIU.Various textbooks on EIU have been published and international exchanges and teacher-trainingprograms have been initiated. Through these efforts, the Korean government and UNESCOestablished APCEIU in 2000. APCEIU has instituted various activities in order to promote EIU, and tointegrate experts or teachers dispersed throughout many different areas into EIU. Although inexistence for a relatively short time, through these activities and programs, APCEIU has made asynergistic effort to promote EIU.

104th Asia-Pacific Teachers Training WorkshopFor the last 4 years, APCEIU has undertaken a Training program for teachers from both Korea, andthe Asia Pacific region every year, and has greatly contributed to EIU's development in the Asia-Pacific region. One of the major dimensions of APCEIU’s mission, in serving the educationalpriorities of the Asia-Pacific region, is to promote a sustainable education and training program thatincludes exemplary EIU teaching models and curricula.This year, for three weeks, over 34 teachers and teacher's educators from over 20 countries all over theAsia-Pacific region will participate in the TTW. This shows APCEIU’s great potential within this field.Next year the extension of the agreement between the Korean Government and UNESCO will bediscussed. This training workshop for teachers of the Asia-pacific region is just one of the manyindicators of the important role APCEIU has contributed to the promotion and the enhancement of aculture of peace in this region.I sincerely hope that in the future, there will be many more opportunities for teachers in the Asia-region to participate in the training workshop, and for experts of EIU to also be involved in thepacificprogram. I also promise a closer collaborative relationship between the KNCU and APCEIU in thedevelopment of EIU.In conclusion, I once again express my sincerest congratulations to APCEIU and to all the participantsand facilitators and my best wishes for a very successful and fruitful workshop.Thank you very much.

4th Asia-Pacific Teachers Training Workshop 11IIITHEME LECTURES AND WORKSHOPS1. Aims and Framework of EIUEIU Concepts towards a Culture of PeaceDr. Akihiro ChibaCOE visiting professorInternational Christian University, JapanⅠ . Origin of Education for International Understanding (1945-1952)1. Birth of UNESCO and its Constitution = Defense of Peace in the Minds of Men• Aspiration for universal culture of peace• Fundamental change of human nature towards peace• Humanism; global, scientific and evolutional• Elimination of prejudices and stereotypes• ‘Genuine’ international and cultural mutual understanding2. Definition of Education for International Understanding by International Conference on PublicEducation (1948)• “Preparation of children and adolescents to participate consciously and actively in thebuilding up of a world society, rich in its diversity, yet unified in its common goal ofpeace, security and a fuller life for every human being”• Development of a psychological attitude favorable to the construction, maintenance andadvancement of a united world3. Adoption of the Universal Declaration of Human Rights Education for World Citizenship( 1950)

124th Asia-Pacific Teachers Training Workshop• To promote understanding, tolerance and friendship among all nations, racial or religiousgroups and to develop education designed further the activities of the United Nations fort he maintenance of peace in conformity with the Article 26 of the above UniversalDeclaration4. Education for Living in a World Community (1952)The definition by the working party on education for living in a world community• Unless steps are taken to educate mankind for the world community, it is impossible tocreate the international society conceived in the UN charters• The States, whatever the difference of creeds and ways of life, have both a duty tocooperate in international organizations and an interest in doing so• Civilization results from the contributions of many nations and that all nations dependvery much on each other• The need to understand underlying reasons which account for the varying ways of life ofdifferent people both past and present, their traditions, their characteristics, their problemsand the ways in which they have been resolved• Moral, intellectual and technical progress have gradually grown to constitute commonheritages of all mankind. The interdependence of peoples becomes daily more evident onevery side• The engagements freely entered into by the Member States of international organizationshave force only in so far as they are actively and effectively supported by those peoples• Arouse in the minds of young people a sense of responsibility to this community and topeace• Encourage the development of healthy social attitudes in children so as to lay thefoundation of improved international understanding and cooperationⅡ. Adoption of the Term “ Education for International Understanding and Cooperation:”(1954) and Emergence of the Concept of the Nation States in Education for InternationalUnderstanding• Denial of supra-national authorities beyond the sovereignty of the nation states ininternational relations• From theoryand conceptual exploration to concrete program activities

4th Asia-Pacific Teachers Training Workshop 13• Beginning of the UNESCO Associated School Project (ASP) and Studies of human rights,other countries /cultures and the United NationsⅢ. Education for International Understanding in Confrontational Situations• Admission of USSR into UNESCO (1954) and EIU as a forum of ideological propagandaand confrontation• Admission of newly independent nations, particularly in Africa (1960) and EIU in theNorth-South confrontation• Political realities in the world and the shift of the priority of the international communityfrom “understanding” to “development,” from understanding to mobilization ofinternational public opinion and more direct action to remove the obstacles e.g. support tonational liberation movements• Politicization and the struggle to remove obstacles and psychological and structuralbarriers to realize human rights, international understanding and cooperation, peace andsolidarity• Fight against imperialism, colonialism, discrimination, disarmament, social inequity,exploitation, etc.Ⅳ. Some Efforts of Educators amidst the climates of Political Confrontations1. 1962UNESCO report “Measures Designed to Promote among Youths the Ideal of Peace,Mutual Respect and Understanding among Peoples”Confirmation of the existing concept of education for international understanding and theencouragement of more practical activities and programs, i.e.• To increase among youth a knowledge of the world and its peoples• To engender sympathetic attitudes which will enable young people to view other cultureswithout prejudice,• To react to differences with friendship rather than hostility• To develop understanding of the needs of international cooperation in the solution of theworld problems• To encourage respect for human rights, a sense of moral and social responsibilities toothers and a desire to act in the common good

144th Asia-Pacific Teachers Training Workshop2. The Effort by the International Conference on Public Education (1968) “Education forInternational Understanding as an Integral Part of the Curriculum and Life of the School”Education at all levels should contribute to international understanding.• To increase knowledge of the world and its peoples to engender attitudes which willenable young people to view other cultures, races and ways of life in a spirit of mutualappreciation and respect.• Advancement of human knowledge has resulted from the contributions of various peoplesof the world and all national cultures have been and continue to be enriched by othercultures• Education should encourage respect for human rights and their observation in daily life.Importance of equality of human beings and the spirit of justice.• Education should give everyone the sense of human dignity, which combats alldomination by man over his fellow-beings. Understanding of economic and socialproblems of their countries and of their time.• Recognize the equal right of every nation to direct its own life and to develop fully all itscultural and material possibilities.• Education should develop international solidarity and an understanding of the interdependenceof all nations and peoples. Necessity for international cooperation in dealingwith world problems.

4th Asia-Pacific Teachers Training Workshop 152. Globalization and Sustainable DevelopmentGlobalization and DevelopmentA Participatory Mutual Learning ExerciseMr. Lawrence SurendraDeputy DirectorAPCEIUStep 1:Understandings of Globalization – What does Globalization Mean to you?Write down what the term, ‘ Globalization ’ means to you. Translate the English word‘ globalization’in your mother tongue and then retranslate it into English and write down the term inEnglish or explanation in English.Step 2:Major actors in the globalization process- who do you think are the major players and actors inglobalization?Step 3:Does Globalization affect you? If it does not- why do you think it does not affect you?If it does, how does it affect you:a) As an Educatorb) As a family person/member of the family as a member of the community you live inc) As a CitizenStep 4:Can we do anything about globalization?What we can do:a)As Educatorsb) As Members of the Community

164th Asia-Pacific Teachers Training Workshopc) As citizensd) Can EIU help?Step 5:Synthesis: Exploring development peace and justiceEcologyCultureCommunityParticipationDemocracyEqualityMutual ExistenceCo-existenceCo-responsibilityRestraint

4th Asia-Pacific Teachers Training Workshop 17Education for SustainabilityDr. Daniella TilburyAssociate ProfessorGraduate School of the EnvironmentMacquarie University, Australia1. What is sustainability?What is Sustainability?• ‘A kind of development that provides real improvements in the quality of human life and atthe same time conserves the vitality and diversity of the Earth …’ (IUCN 1991 p8)• ‘We believe that our productivity and livelihood, the quality of our environment and the healthand well being of all members of our society depends on sustainable development’ (IISD2OO2 p1)Key questions for this session• What is sustainability?• What are the main issues concerning sustainability?• What are the key themes and principles of sustainability?• How does sustainability challenge the way we think about and interact with the environment?• What does it mean for us who wish to engage people in change for sustainability?What is Sustainability?• ‘Above all, sustainability is about quality of life’ (NZ Strategy for Sustainability 2OO3, p.1)• ‘Sustainability must be seen as a frame which helps us understand and work towards a betterquality of life….it is about linking decision-making, democracy, equity and other power issueswith participation for change’ (England’s Sustainability Strategy 2OO3, p.3, p.7).What is Sustainability?• This broad definition has been interpreted in a variety of ways.• There are now over 180 definitions of the term ‘Sustainable Development’.• Though some are variations on a theme, many reflect basic differences in values.

184th Asia-Pacific Teachers Training WorkshopWhat is Sustainability?• Sustainability is an evolving concept• Issues underlying sustainability are complex and cannot be encapsulated within the diplomaticlanguage of its definition.• Existence of too many definitions has resulted in some cases of ‘paralysis by analysis’ and indelays in key changes essential for a more sustainable society.Change Towards SustainabilityQ. What changes are necessary to achieve sustainability?• Sustainability is more about new ways of thinking, than about science or ecology.• Whilst it involves the natural sciences and economics, it is primarily a matter of culture.• It is concerned with the values that people cherish and the way we perceive our relationshipswith the natural world.(Adapted from UNESCO 2002 From Rio to J’Burg)Change Towards SustainabilityQ. What changes are necessary to achieve sustainability?• Major environmental problems cannot be solved from a narrow Scientific perspective• We need fundamental shifts in the way we interpret the role of science, politics and educationof sustainability.• We require stronger links between environmental issues, social and economic context inwhich we live.(Adapted from UN 1992 Agenda 21)Overview of EfS‘Matters of environmental quality and human development are central to education forsustainability. It is based on the premise that we cannot have environmental quality without humanequality’(Agyleman l999 p.3)Rio Earth Summit 1992Resulting Document:• Agenda 21• The Rio Declaration on Environment and Development• The Statement of Forest Principles

4th Asia-Pacific Teachers Training Workshop 19• The United Nations Framework Convention on Climate Change and• The United Nations Convention on Biological DiversityFollow-up mechanism:• Commission on Sustainable Development• Interagency Committee on Sustainable• High-level Advisory Board on Sustainable DevelopmentSustainability – A Global Partnership‘Agenda 21’ called for a:‘Global partnership for sustainable development’ (UNCED 1992 preamble)The World Summit26 th August – 4 th September 2002, Johannesburg, South AfricaPolitical Declaration• Stronger emphasis on poverty eradiation, changing consumption and production patterns.• Linked poverty eradication to peace, security and global stability- the poor questiondemocracy.Global sustainability issuesAccess to water & environmental resources• Destruction of ecosystemsDegradation in land & soil• Loss of forest and fisheriesBiodiversity• Air and Water pollutionIntellectual Property rights• Over consumptionIncreasing poverty• InequalityPeace• Social conflict & violenceAIDS and health• Cultural erosion(WSSD 2002 J’Burg)

204th Asia-Pacific Teachers Training WorkshopNSW Priority Sustainability Issues• Sustainable lifestyles (Incl. Consumption & production, social values, equity)• Ecosystem health and bioregional awareness• Infrastructure and institutional arrangements• Local communities taking action(From ‘Learning for sustainability 2002)2. The 3x P’s of SustainabilityPARTICIPATION• ‘An improved quality of life requires democratic participation and engagement of citizens indecision- making’ (UNCED, 1992; UNESCO, 2002)• ‘We recognize that sustainable development requires a long-term perceptive and broad-basedparticipation in policy formulation, decision-making and implementation at all levels.’ (UnitedNations 2OO2 p4)• Participatory approaches to sustainability are underpinned by elements of equity, sharing,listening, reflection, co-learning, negotiation, critical thinking, cooperation collaboration, trust,futures orientation and democracy. (Wilson Hill 2003)Active participation is encouraged by:• Democratic decision making;• Knowledge constructed through dialogue;• Capacity building and emancipation,• Ownership; and• A more complex collective understanding of issues and actions.(See Janse van Rensburg 2000)PARTNERSHIPSJohannesburg Plan of Implementation XI, Institutional framework for sustainable development‘Enhance partnerships between governmental and non-governmental actors, including all majorgroups, as well as, volunteer groups, on programmes and activities for the achievement of sustainabledevelopment of sustainable development at all levels’ UN Div. Sustainable Development (2002)

4th Asia-Pacific Teachers Training Workshop 21• Partnerships was one of three major outcomes of WSSD. Partnerships are a key feature of theDecade of Education for Sustainable Development 2005-2014• Partnerships that share learning experiences can accelerate the process of change towardsSustainability• Partnerships for sustainability are based on participation, ownership and commitment amongststakeholders to work collaboratively for change.• Partnerships that contribute to sustainability need to challenge the world views andassumptions of those involvedEffective Partnerships for SDIf partnerships are so critical to the success of SD, we need to take it seriously and review what wemean by ‘partnership’.Many have come to recognize this and in Australia NGOs, business and industry, governmentagencies which form part of a group called Australia 21 have begun to ask questions such as: ‘whatconstitutes an effective partnership?’ and ‘how do we measure effective partnerships?’.We need to:a) Define categories of partnerships that exist among social groups working towards SD at the local,state, national and international level.b) Define criteria which will help measure the effectiveness of these partnerships in delivering SDoutcomes.c) Identify ways in which these effective partnerships can be formed or further developed.‘Since 1992, an international consensus has emerged that achieving SD is essentially a process oflearning’ UNE5CO 2OO2 p.7‘Partnerships which share learning experiences can accelerate the process of change towards SD’POWER (Politics)• Sustainability and change is understood and can be explained in terms of power relationships.• It is important that we understand existing power modes and how to influence change.PPP• Knowledge is not something we have but something we do together, we come to knowthrough dialogue occurring through partnerships

224th Asia-Pacific Teachers Training Workshop• Power gradients - partnerships break the power gradients, they do not involve a hierarchy,ensure dialogue rather than expert driven• Context - dialogue enables shared learning of real life context… tries to change and uncoverthe ‘truth’ of different stakeholdersSystems Approaches‘In whole systems thinking there is a focus on understanding the interconnections and interdependencebetween all things- Understanding of the whole system is achieved by developingpartnerships where individual insights and skills are brought together to form connections andrelationships as part of the whole’ Wilson-Hill (2003 p. 10)and lastly…‘Since 1992, an international consensus has emerged that achieving Sustainable development isessentially a process of learning’ (UNESCO 2002 p.7)Activity:• What are the implications of sustainability for educational programs?• How can education help achieve your vision of sustainability?

4th Asia-Pacific Teachers Training Workshop 23Why Education and Public Awareness are Indispensable for a Sustainable FutureDr. Koichiro MatsuuraDirector-General, United Nations Educational, Scientific and Cultural Organization (UNESCO)An exciting international consensus has emerged since the 1992 Earth Summit in Rio de Janeiro:the international community now believes, very strongly that education is central to achievingsustainable development. Achieving sustainable development is a process of learning. Just as pastcenturies of socialization taught us to live unsustainably - and thus created the social andenvironmental problems we are seeking to address at this World Summit - we now need to learn ourway out, namely; to learn how to live sustainably- Sustainable development requires committed, activeand knowledgeable citizens. It also requires caring and informed decision-makers who will make theright choices about the complex, interrelated issues facing human societies.To achieve al1 our goals will require the broader process of social change known as sociallearning. This involves not only specific education and training programmes but also the use of policyand legislation as opportunities for teaching and encouraging new forms of personal, community andcorporate behavior. Social learning also involves reflection, often stimulated by religious leaders andthe media, on the appropriateness of the mental models and assumptions that have traditionally guidedour thinking and behavior.From such processes of social learning, over the decade since the Rio Earth Summit, we havelearned four key lessons about sustainable development. First, we know that sustainable developmentis a catalytic vision for socia1 change rather than a neatly defined, technical concept. Second, weknow that sustainable development is a moral precept as well as a scientific concept. It is linked asmuch with notions of peace, human rights and fairness as it is with theories of ecology or globalwarming. Third, while sustainable development certainly involves the natura1 sciences, economicsand policy-making, it is primarily a matter of culture: it is concerned with the values peop1e cherishand the ways in which we perceive our re1ationship with others and with the natural world.Finally, we have learnt that sustainable development requires us to acknow1edge theinterdependent relationship between human needs and the natural environment, which means that nosingle development or environmental objective should be pursued to the detriment of others. Thus theenvironment cannot be protected in ways that leave half of humanity in poverty. Simi1arly, there can

244th Asia-Pacific Teachers Training Workshopbe no long-term development on a depleted planet. The eradication of poverty and its attendanttragedies, and finding ways of leaving Planet Earth in a sustainable condition for our children andgrandchildren, are the key goals of this summit.Linking social, economic and environmental concerns in this way is the central tenet ofsustainable development. Creating such links demands a deeper, more ambitious way of thinkingabout education than perhaps we are used to. It requires all those involved in education - teachers,teacher educators, curriculum developers, education po1icy-makers and authors of educationalmaterials - to promote a system of ethics and values that is sensitive to cultural identity multiculturaldialogue, democratic decision-making and the appropriate use and management of natural resources,so was accepted by all candidates.Governments recognized the critical importance of education for promoting sustainabledevelopment a decade ago at the Rio Earth Summit and in Agenda 21, the action plan agreed to by allgovernments at the Earth Summit. Chapter 36 of Agenda 21, on ‘Education, Awareness and Training’,states that: ‘Education is critical for achieving environmental and ethical awareness values andattitudes skills and behavior consistent with sustainable development and for effective publicparticipation in decision-making’Following the Rio Earth Summit, UNESCO was designated as its Task Manager for Chapter 36.Since Rio, it has been the role of UNESCO to mobilize the various actors concerned withimplementing Chapter 36, and to facilitate new initiatives and partnerships primarily through a widerangingwork programme approved by the United Nations Commission on Sustainable Development.Educating for a sustainable future is a formidable challenge. How can we better understand thecomplexity of the world around us? How are the problems of our world interconnected, and what doesthat imply for their solution? What kind of world do we want for the future, within the limits of ourEarth’s life-support systems? How can we reconcile the requirements of economy, society and theenvironment?Such questions, of course, are not new and, in its capacity as the specia1ized agency foreducation within the United Nations system, UNESCO has addressed them over a period of manyyears. However, as Task Manager for Chapter 36 of Agenda 21, UNESCO has been grappling withthese questions with renewed vigour.The new vision of education for a sustainable future places education at the heart of the quest toso1ve the prob1ems threatening our future. Education - in all its forms and at all levels - is not only an

4th Asia-Pacific Teachers Training Workshop 25end in itself but is also one of the most powerful instruments we have for bringing about the changesrequired to achieve sustainable development.In this new vision of education, it is the role of educators to help learners better understand theworld in which they live and to help them know how to address the complex, interconnected problemsthat threaten our common future. This vision of education emphasizes a holistic, interdisciplinaryapproach to developing the knowledge and skills needed for a sustainable future, as well as thenecessary changes in values, behavior and lifestyles- This vision requires us to reorient educationsystems, policies and practices in order to empower everyone - women and men, young and old - tomake decisions and act in ways that are culturally appropriate and locally relevant in order to addressthe problems threatening our common future.In fulfilling its role as Task Manager for Chapter 36 of Agenda 21, UNESCO has been a catalystfor clarifying the key ideas and guiding principles associated with this new vision of education- Wehave facilitated the sharing of innovations between countries by convening international conferencesand regiona1 workshops, by developing demonstration projects and sample curriculum and trainingmaterials, and by utilizing our Associated Schools Network to promote the principles of peace, humanrights, equity and conservation.UNESCO is also the coordinator and catalyst of the international drive for education for all(EFA). The Framework for Action agreed at the World Education Forum in Dakar, Senegal, in April2000 states that education is ‘the key to sustainable development and peace and stability within andamong countries’. The EFA agenda has many dimensions, including the preparation of nationaleducation plans linked to deve1opment strategies and anti-poverty programmes, capacity building inthe areas of early childhood, primary and science education, and enhancing all aspects of the quality ofbasic education.UNESCO has also developed partnerships with many UN agencies, as the fo1lowing examplesillustrate: with the United Nations Population Fund (UNFPA), the World Health Organization topromote population education; with WHO to develop new approaches to health education; with theFood and Agriculture Organization (FAO) to advance education in rural areas and to promote foodsecurity; with WHO and UNAIDS to combat the HIV/AIDS pandemic; and with UNEP for thecreation of an international communication and information platform on sustainable consumption foryouth.The challenge of sustainable development is a difficult and complex one, requiring newpartnerships-among governments, academic and scientific communities, teachers, non-governmental

264th Asia-Pacific Teachers Training Workshoporganizations (NGOs), local communities and the media. All are essential to the birth of a culture ofsustainability. Within governments, for example, education for sustainability is of direct concern notonly to ministries of education but also to ministries of health, environment, natural resources,planning, agriculture, finance and others. New policies, programmes, resources and activities can bereported from almost every country.The role and importance of major civil society groups have also increased significantly sinceRio. The NGO-UNESCO Liaison Committee, representing about 350 professional NGOs, notably inthe field of education, set up a special commission to mobilize its members in support of the WorldSummit in Johannesburg.The major regional and international associations of higher education, including theInternational Association of Universities, have joined with UNESCO to form a Global HigherEducation for Sustainability Partnership. Several UNESCO Chairs have been established around theglobe to devote themselves to issues of sustainable development within the UNITWIN-UNESCOChairs Programme.I am happy to report that we will be consolidating the fruits of many of these initiatives throughnew partnerships that will be launched at this symposium. With the Government of South Africa, wewill be launching the South African version of Teaching and Learning for a Sustainable Future,UNESCO’s new mu1timedia teacher education programme. This version, which has attracted interestfrom other countries in the region, is the first of many adaptations and translations of this innovativeprogramme. With Education International, we will launch a Dissemination and Training Toolbox thatwill rapidly expand the adoption of the programme by members of the world’s teachers unions.These are exciting new developments, which, in their different ways, converge around the sameessential message: education and public awareness are indispensable for a sustainable future.UNESCO will continue to do all it can to promote this vita1 agenda.Extracted from a speech delivered at the High-Level International Conference on Education for Sustainable Development atthe World Summit on Sustainable Development, 2-3 September 2002, Johannesburg, source from “Educating for aSustainable Future: Commitments and Partnerships” UNESCO Paris.

4th Asia-Pacific Teachers Training Workshop 273. Human Rights and ResponsibilitiesUnderstanding Human RightsDr. Clarence DiasPresidentInternational Center for Law & Development, USAHuman rights are indeed legal rights: enshrined in the Universal Declaration of HumanRights; various human rights Covenants, Conventions, Treaties and Declarations; Regional Charters;National Constitutions and laws. But human rights are much more than legal rights as well. Humanrights are rights not solely because they are recognized in legal instruments. Human rights inhere inthe very nature of the human person. They define and enshrine our humanity. They exist to ensure thathuman life remains human. They exist to ensure that inhuman wrongs are redressed and prevented.Human rights provide the values, principles and standards essential to safeguard that mostprecious of all rights — the rights to be human, of which the right to be woman is an essential andintegral component.Source: UNDP Partnerships in Human Rights and Development http://www.undp.org/wcar/brochure/cover.pdf

284th Asia-Pacific Teachers Training Workshop1. Human Rights Are Central to Human WellbeingEnjoyment of human rights makes the difference between being and just merely existing. Theysafeguard both human dignity and human identity (individual and collective) and thus bring purposeand worth to existence. They safeguard physical integrity of the person and human security of allpeoples. Freedom from fear and freedom from want constitute the minimal essential conditions ofbeing, for individuals, communities and peoples. Human rights are holistic and interdependent, asindeed they must be since they inhere in the human person. Human rights are both individual andcollective, as indeed they must be since no man is an island. Indeed our individual, solitary existencedraws meaning from our social interactions: with family, friends and community. Hence, human rightsdefine and defend our futures as human beings.2. Key Human Rights Concepts• Human rights are universal, indivisible, interdependent and interrelated.• Human rights are universal and inalienable.- Across centuries, across civilization, across religions, human rights have existed forall human beings and for all peoples.• Human rights are indivisible.- It is a false dichotomy that certain Asian governments propound between bread andfreedom. They argue bread now, freedom later. But over time, stripped of rhetoric, suchgovernments guarantee neither bread nor freedom. The real question in our societies is notbread versus freedom. Rather, it is who in our societies has how much of each, and why?Without bread, it is difficult to exercise one's freedom. Without freedom, the bread has lost itsflavor.• Human rights are interdependent and interrelated.: Thus, the right to food is related to the right to work, the right to health, the right tosocial services and, most importantly to the rights of women. The right to adequate housing isa good example of the interdependence and interrelatedness of human rights. What constitutes"adequate" housing is determined by interdependent factors and rights such as availability ofjobs, access to basic services, proximity to work and health care, affordability, habitability,accessibility and cultural adequacy. Certain rights such as freedom from discrimination arecrosscutting and intimately related to the enjoyment of several other human rights. However,the indivisibility, interdependence and inter-relatedness of human rights does not preclude thesetting of priorities in human rights actions. Clearly priority must be given to the rights mostneglected and least realized and to the rights of peoples most neglected, excluded ordiscriminated against.

4th Asia-Pacific Teachers Training Workshop 293. Duties Related to Human RightsHuman rights carry with them four correlative duties owed by the State:• The duty to respect, which requires refraining from interfering with the enjoyment of the right.• The duty to protect which requires the prevention of violations of such rights by authorities ofthe State as well as by third parties.• The duty to promote which requires raising public awareness as to the right and proceduresfor asserting and protecting the right.• The duty to fulfill which requires the state to take appropriate measures towards the fullrealization of the right.• The duties are both positive (relating to acts of commission) and negative (relating to acts ofomission). Some of the duties must be undertaken immediately while others can be undertaken"progressively." The obligations are both obligations of conduct as well as obligations ofresult. Hence the obligation is not discharged merely by enacting a law (e.g., requiring thatone third of all seats in local government be filled by women). It becomes pertinent toexamine how many women, in fact, hold political office as a result of the law.• Conventionally, the duties are owed by the State. However, as a result of the breakthroughmade by women in gaining recognition of their human rights, it is now recognized that theduties attach as well to non-state actors (e.g., domestic violence against women).• The duties may be individual or collective.4. Human Rights PrinciplesThree human rights principles are of special relevance to the work of UNDP: participation,nondiscrimination and the rule of law.• The Declaration on the Right to Development elaborates on the principle of participation indevelopment as being free, active and meaningful. It further clarifies that participation is bothan interdependent means and end of development.• The Declaration also stresses the principle of nondiscrimination and equitable sharing in thebenefits of development. This principle provides the justification for targeting developmentprograms to reach those most in need and for policies of affirmative action to reach thosehistorically neglected and excluded from development.The principle of rule of law is of considerable relevance to governance programming. It stressesthat no one is above the law. All persons are entitled to the equal protection of laws. It also states that

304th Asia-Pacific Teachers Training Workshopfor every right there must be a remedy, and that therefore, the right to a timely and effective remedyprovides a challenge for programming in the sectors of legal and justice sector reform.Human rights are dynamic and not static and, often, their scope expands over time (e.g., freedomfrom torture no longer relates solely to physical torture). States may also expand the scope of humanrights by making various aspects of a specific right justifiable (enforceable in a court of law).5. Human Rights StandardsEach human rights instrument contains an enumeration of the rights guaranteed under theinstrument. The legal description of the right contained in the instrument, is referred to by the termhuman rights standard. Below, for example, are the human rights standards contained in theConvention on the Rights of the Child:• Freedom from discrimination;• Right to education;• Freedom of association, opinion, expression, assembly and movement;• Freedom of thought, conscience and religion;• Freedom from torture and cruel, inhuman or degrading treatment or punishment;• Freedom from unlawful or arbitrary arrest or detention;• The right to a fair trial;• Right to equal protection of the law;• Freedom from arbitrary interference with privacy, family, home or correspondence;• Right to asylum from persecution;• Right to a name and nationality;• Right to vote and take part in public affairs;• The right to life, liberty and security of person;• Right of everyone to the highest attainable standard of physical and mental health;• Right to just and favorable conditions of work;• Right to adequate food, shelter, clothing and social security;• Right to participate in cultural life, and, of course;• The right to development.Human rights standards can also be expressed in non-legalistic language as is done in thestatement by Oxfam in the graphic below.

4th Asia-Pacific Teachers Training Workshop 316. Human Rights InstrumentsThe term human rights instrument refers to the international legal documents (treaties, conventions,covenants declarations and resolutions) that contain the human rights. The core human rightsinstruments are set out in the graphic below. The UN Charter and the Universal Declaration of HumanRights are subscribed to by every member state of the UN. The numbers of UN member states whichhave ratified each of the six human rights treaties, are as of 1 January 2003, are given below. EastTimor, the newest member of the UN has announced that it will ratify all of the six human rightstreaties. A seventh human rights treaty is the Convention on Migrant Workers and Their Familiesa) Protecting, Promoting and Realizing Human Rights: Complementary ApproachesThere are two basic approaches to working on human rights: the reactive approach and theproactive approach. The reactive approach focuses on violations. The proactive approach focuseson prevention of violations and on securing the realization of human rights. Both the approachesare complementary and reinforce one another.b) The Reactive ApproachA violations approach, typically, focuses on the violator and seeks to impose sanctions onsuch violator. But a violations approach could also focus on the victim and seek to secure redressrelief and rehabilitation for the victim. A violations approach could also focus on the bystander(one who is neither victim nor violator) and seek to mobilize awareness, indignation and concern.For a development agency such as UNDP, the violations approach is important as adiagnostic: focusing on the system of institutions of governance. Patterns of violations indicatesystematic weaknesses which need to be addressed through institutional strengthening or reform.The institutions involved include those responsible for implementation and enforcement of laws.

324th Asia-Pacific Teachers Training Workshopc) The Proactive ApproachThere are three aspects of a preventive approach and a development agency like UNDP cancontribute to all three aspects:Promotion of awareness about human rights and remedies through human rights education;• Strengthening of mechanisms for the protection of human rights such as the judiciary,national human rights commissions, ombudsperson, and the media.• Realization and fulfillment of human rights through development programs inconventional sectors of development such as health or education in poverty alleviationand in governance.• Human rights are undoubtedly about power and empowerment. The Czech author, MilanKundera, reminds us "the struggle of man over power is the struggle of memory overforgetting". Human rights are about power and emphasize, "right not might". Humanrights are about memory and remind us of our dignity, our identity, and our veryhumanity.• The human rights approach is best encapsulated in that poignant saying "I complainedbecause I had no shoes, until I met a child who had no limbs". Human rights are aboutcomplaining about discriminatory lack of shoes and acting thereon. Human rights areabout understanding why (because of deadly armaments or drugs like thalidomide)children have no limbs, and acting thereon.d) Myths and Misconceptions about Human RightsSeveral myths and misconceptions abound about human rights:• Human rights are western and alien to many cultures.• Economic, social and cultural rights are not really rights.• Human rights over emphasize the individual over the community.• Human rights over emphasize rights over responsibilities.• Human rights encourage adversarial and litigious approaches over compromise andconsensus.• Human rights favor the status quo over social change. Concern is also raised aboutselectivity and double standards in the manner in which human rights are invoked bypowerful States over weak, or poor States.In the course of working on this module, you will be challenged to clarify, for yourself, theabove myths and misconceptions about human rights.

4th Asia-Pacific Teachers Training Workshop 33The Role of National Human Rights Commission of Korea in Human Rights Educationand women’s rights from feminist perspectiveMs. Young-hee NaGeneral-DirectorEducation and Cooperation BureauNational Human Rights Commission of KoreaI. IntroductionBefore moving to the main theme of my lecture, I would like to introduce the background of nationalinstitutions that have been established worldwide. Establishment of NI is linked to the emergence ofthe word, “Human Rights” in the international community. The word of Human Rights emergedshortly after World War II. Until then, the protection and promotion of Human Rights was under onlynational sovereignty. But after the international community suffered the Holocaust in World War II, itcame to realize its role for the promotion and protection of Human Rights. That is, the state didn’t playa role of promotion and protection of its people, but also played a role, even of abuser of human rights,against its people. Nevertheless, it needs to be emphasized that the state takes primary responsibilityfor the protection and promotion of human rights for its people.Consequently, the international community came to formulate the international mechanism andinternational standards setting for human rights such as Universal Declaration of Human Rights,ICCPR and ICESCR, first optional protocol to ICCPR, and international convention on theElimination of All Forms of Racial Discrimination (CERD), etc.During the process, the international community came to realize the necessity of the establishment ofnational institutions, which are mandated to implement international human rights laws. Meanwhilenational institutions are mandated to investigate human rights violation and to give appropriateremedies to complainants in a speeder and low cost manner compared to traditional judiciary reliefmeasures for human rights abuse. Also it is endowed to have a mandate to raise public awareness onhuman rights and human rights education, because it is thought that human rights education is theforemost measure to prevent human rights abuses.1. Legal mandate of human rights education of the Commission

344th Asia-Pacific Teachers Training WorkshopKeeping this background in mind, I move to the role of NI in human rights education.According to the National Human Rights Commission Act, the Commission shall perform duties suchas 1) Investigation and research with respect to statutes (including bills submitted to the NationalAssembly), legal system, policies and practices related to human rights, and recommendation for theirimprovement or presentation of opinions thereon, 2) Investigation and remedy with respect to humanrights violation, 3) Investigation and remedy with respect to discriminatory acts, 4) Survey on humanrights situations, 5) Educations and Public Awareness on human rights, 6) Presentation andrecommendation of guidelines for categories of human rights violations, standards for theiridentification and preventive measures therefore, 7)Research and recommendation or presentation ofopinions with respect to the accession of any international treaty on human rights and theimplementation of the treaty, 8) Cooperation with organizations and individuals engaged in anyactivity to protect and promote human rights, 9) Exchange and cooperation with internationalorganizations related to human rights and human rights situations of other countries, and 10) Othermatters deemed necessary to protect and improve human rights.2. Human Rights education role of the CommissionWith respect to human rights education and public awareness on human rights, the Actstipulates 1) the Commission shall conduct the education and raise public awareness necessary toawaken and enhance everyone’s consciousness of human rights, 2) The Commission may consult withthe Minister of Education and Human Resources Development to include contents concerning humanrights in the curriculum of schools under the provision of Article 23 of the Elementary and /secondaryEducation Act, 3) the Commission may consult with the heads of schools established under theprovision of Article 2 of the Higher Education Act on necessary matters for the development of humanrights education and research, 4)The Commission may consult with the heads of related state organs orlocal governments to include subject-matters of human rights in employment or promotionexamination and training or education courses for public officials, 5) The Commission may, inconsultation with the heads of research institutions on study associations make a request for researcheson human rights to them or carry out such researches jointly with them, 6) The Commission mayrecommend the organizations or facilities for social education to include subject-matters of humanrights in their educational programs.3. Focus on human rights education and major achievementThe Commission has focused its human rights education on firstly law enforcement officialssuch as policeman, prosecution, guards for correctional facilities and army personnel, and secondly

4th Asia-Pacific Teachers Training Workshop 35school education. The reason of such focuses is because officials are the main perpetrators of humanrights violations and that the school is the best place to raise human rights awareness.With respect to human rights education for law enforcement officials, the Commissiondeveloped 5 kinds of human rights educational materials and distributed them to the concernedorganizations. Those concerned organizations and officials welcomed the materials. In addition, theCommission has formed human rights lectures and gave human rights lectures to the concerned organsand officials. By the end of the year 2003, 13,000 times of lectures on human rights were given. Suchenergetic activity led to the opening of the regular human rights course in the training institutions forprosecution, policeman and also the opening of special human rights lecture courses in the traininginstitution for reserve judges, prosecutors or lawyers.With respect to human rights education for the school, the Commission has done manyactivities. Firstly, the Commission has analyzed the contents of textbooks for primary and secondaryschool. The finding was that Commission found out about 13 kinds of contents which are againstinternational human rights standards and recommended the Minister of Education to rectify antihumanrights contents. Finally the Ministry accepted our recommendations and revised theproblematic contents of textbooks. In addition, the Commission developed materials for teachers,called “Guideline of human rights education for teachers” and “The Human Rights in the context ofschool textbooks” and finally distributed them to teachers. Also, the Commission recommended TOuniversities nationwide to open human rights courses in their curriculum. The result was that by theend of the year 2003, 64 universities had started human rights lectures.Nowadays, the Commission has tried to incorporate human rights education in the regularschool curriculum and to formulate national action plan for human rights education for a 5 year-term.The method to incorporate human rights education is made by the development of human rightseducation curriculum and by its recommendation. The recommendation and the national action planfor human rights education will be made around October, this year.With respect to public access to human rights education, the Commission is developing cyberhuman rights education courses. At this moment, with respect to the identity of human rightseducation, I would like to share my concerns with all of you. There is still much confusion about theidentity of human rights education. What is the major difference of human rights education from themoral education, democratic citizenship education and even peace education? What are majordifferences and common bases between these kinds of education?

364th Asia-Pacific Teachers Training WorkshopII. Women’s Rights from feminist perspectiveLegal articulation of the Commission Act concerning women’s rights. According to theCommission’s Act, the Commission can investigate discriminatory acts on the grounds of gender,religion, disability, age, social status, regional, national or ethnic origin, physical condition such asfeatures, marital status, pregnancy or delivery, family status, race, skin color, thought or politicalopinion, criminal record of which effective term of the punishment has been expired, sexualorientation, or history of diseases.Major recommendations concerning women’s rights.1) Ewha Women’s University decided to revise marriage banning.2) Persons action in the parental capacity cannot be precluded from exerting “parental authority”.3) Human Rights Education for Professors who sexually harassed female colleagues.4) Public Prosecutors’ Office must implement Gender parity employment targets.5) The chancellor must under take measures to stop sexual harassment of students by faculty.6) Restrictions of female teacher’s use of health leave violates rights of equality.7) Male-oriented head of household should be eradicated.8) Discrimination against women’s voting rights at Seoul YWCA district should be eradicated.III. Conclusion1. Role of teachers to protect and promote human rights education at school.2. Role of teachers for international cooperation for human rights education.

4th Asia-Pacific Teachers Training Workshop 37Women’s RightsMs. Insun NamYunCo-representativeKorea Women’s Associations United, KoreaNam Yun In Sun – Nam is her father’sname, and Yun is her Mother’s name.This is unusual in Korea, but she carriesboth names to show the significance ofher mother in her life.Promote women’s rights in 5 areas:Against sexual violenceFamily abuseDiscrimination in societySexual prostitutionHojujeh – patriarchal structureIt’s this magazine feature that showed an Asian guy and it was entitled “gay or Asian?” and it was amad offensive. So we protested against it…Still in Korean society, many consider rape to be the fault of the women because of their provocativebehavior. It is believed that Korean women need to be beaten on a regular basis in order for them tostay obedient to their husbands this is used as an excuse to accept and ignore domestic violence.Around 1 million women are working in the sexual industry.Patriarchal society – “householder” HojujehBirth ration: 109:100 for boys: girls because boys are preferred and female fetuses are often aborted.Head of household is “Hoju”. When a son is born, he is registered being the son of his father and hisstatus is noted. When the father dies, the son becomes the householder even if the wife is still aliveand the daughter is older than the son. The wife has no legal right to become the householder even ifthe son is still a minor. Socially, economically, and culturally responsible for the household, butlegally she has no rights. It used to be obligatory to keep the father’s family name. The birthrate inKorea is very low because it’s difficult for women to care for children and work; there is muchdiscrimination against women. (1.7 average)

384th Asia-Pacific Teachers Training WorkshopDiscussion:• If the man wants a child and the woman doesn’t, then what happens?A: Culturally there is much conflict between family members• If the first father wants to take the kids back but they’re living with the second father, is thereany legal protection for the children?A: The children remain under the first father legally even if they live with the second father.• If the family has no son, how does that affect the household? If the husband has a son out ofthe marriage with another wife, does this son become the head of the original household aswell?• Are there support groups available for women who are victims of domestic and sexualviolence, where does the funding come from?• If an unmarried woman has a child, who’s name does the child take on, how does society viewthis?• Does your organization have links with political parties who prioritize the rights of women?• What punishments do men who are guilty of domestic violence face?• Is abortion legal in Korea?• Do women and girls have the opportunities for education as men?• Are gender issues considered in schools? For example, is the language in textbooks sexist, arethe examples or models used to illustrate learning points sexist? What about in non-curriculumareas? (Sports, organizing jobs around the school)• What do you think is the potential of the laws actually changing?• If a couple is divorced and the children live with the mother, how does society view thesechildren?• How has choosing to use a double last name affected your life?• If a couple is divorced, should the man pay?• Is it possible for husbands and wives to reach an agreement about their family and childrenbetween themselves even if the law already has it set up?• If a woman and man have a child out of wedlock, what happens to the status of the child ifthey separate? Who gains custody?• If a woman cannot have a son, is that considered a legitimate reason for the man to divorce hiswife?• If a son was separated from his father, does he have the rights to inheritance from his father?• What is the average number of family members in Korea?• If a Korean woman marries a foreigner, what citizenship is the child?

4th Asia-Pacific Teachers Training Workshop 394. Toward a Culture of PeaceRoot causes & consequences of war, other direct violenceDr. Virginia CawagasVisiting ProfessorUniversity of Alberta, CanadaParticipants were split into groups according to geometric shapes that were put on their backs. Theywere not allowed to use verbal or non-verbal communication to guess their shapes, but had to helpeach other to their respective groups. Once in their groups, they were asked to think of the root causesof war, and write them on pieces of paper cut into shapes of roots. They were also given paper in theshapes of fruit on which they wrote the consequences of war.The consequences of violence: familiessociety some issues and examples1. Violence in familiesRoots: education, media, relationships, culture of values, economic problems, national/social problems.Fruits: Poverty, drugs and alcoholism, broken families, prostitution, crime, spiral of violence2. Violence in the communityRoots: greed, status, jealousy, rich>poor; ignorance, lack of respect and tolerance; games, mediaentertainment; lack of education, local politics, laws, policies; fearThe very wide gap between the rich and poor, sometimes greed is simply just a desire to meet basicneeds. Not all victims are abusers; we need to be careful to not blame the victim. In EIU we have to becareful to make general statements.Fruits: strained community services, police, welfare services, courts; loss of sense of community;victimabuser = vicious cycle; common place violence, widespread acceptance that it happens;corruption in government and private sector; discrimination – race, gender, religion, status; familyproblems3. Violence with nationsRoots: lack of resources, HR, national identity, political manipulation, lack of national identity, lack ofawareness of human rights, lack of resources

404th Asia-Pacific Teachers Training WorkshopFruits: political chaos and instability, international stigma/isolation, degeneration of social values youth, insecurity of individuals, financial strain fewer resources for social needs, destruction ofpoverty, loss of confidence sense of inferiority as a nationMalaysia is a country where there are many different ethnicities and many identify with their ethnicalgroups over the their national identity.Even in Australia and New Zealand, these issues still apply even though they seem to be so muchmore peaceful in the larger contextWould integration solve some of the conflicts?4. Violence in the worldRoots: political dispute boundaries, fighting over natural resources, political ambitions, greed, power,selfishness, strategic geographical positions, difference of ideologyFruits: structural poverty cycle (cycle), environmental degradation, terrorism as a result of religion,misuse of power, cycle of war, homelessness, refugees, disrupted education, psychological trauma,new colonization, negative economic development, any other dependency to extinction of human race.in order to find mistakes in others, please check yourself again. We need to look for the good things inothers, or else we’ll never have a future together.

4th Asia-Pacific Teachers Training Workshop 41Education for conflict resolutionDr. Howon JeongAssociate ProfessorInstitute for Conflict Analysis and ResolutionGeorge Mason University, USAI. Dispute ResolutionDispute can be related to arguments and disagreements in normal relationships (for example, roomtemperature and salaries). Disputes focus on specific interests or processes within organizations andsocial systems. Interest disputes are readily provoked by broken agreements, unobserved norms, andcompetition in the use of resources. Problems in commercial relations may be caused by pursuit ofincompatible monetary and other material interests, breach of contract, dissatisfaction with quality ofgoods and services, and the ignorance of consumer rights. Individuals can argue about theimplementation of specific policies and the fairness of government authorities without questioning thefundamental nature of economic and political systems. Dispute does not necessarily challenge thelegitimacy of dominant norms, values and institutions. Disputes within an existing system can beeasily settled by established rules and institutional processes.The provocations that give rise to such problems are part of the system, and the arguments are part ofordinary social and organizational relationships. Management problems may emerge from inadequateknowledge, misperceptions and differences in preferences. At the work place, some form of organizeddiscussion and leadership direction can handle misunderstanding and arguments. Communicationassisted by someone may be able to eliminate problems within a factory or a family.In other cases, the remedies are sought through arbitration. Disputes can be easily managed when thesources of the problem are found within the system.II. Conflict ResolutionConditions for conflict resolution include 1) changes in behavior, policies, and institutions are made tosatisfy the interests and needs of parties; 2) understanding the root causes of problems; 3) changes insocial norms and institutions. Conflict cannot be managed within a given system if social norms and

424th Asia-Pacific Teachers Training Workshoppolitical processes are questioned. The goals of conflict resolution lie in helping alienated partiesanalyze the causes of the conflict and explore strategies for changes in the system which generates it.Collaborative processes can help discover accommodations that bring net advantages to all concerned.Removing the causes of conflictual behavior results from the transformation of relationships. Conflictover interests can be more easily resolved than conflict over values and basic needs. Group identity,autonomy, and freedom cannot be bargained away, and conditions for realization of human dignityand self-fulfillment should be understood and recognized. Elimination of discrimination and othersources of social inequality requires changes in political institutions and social norms.III. Methods for Dealing with Conflict1. NegotiationIn negotiation, parties can reach an agreement through compromise. Negotiation is aninevitable part of daily life, ranging from buying rugs in a foreign country as a tourist to makingdecisions on the purchase of a new car. In bargaining, two sides may have a bottom line to be satisfiedbefore they accept any deal. Negotiations are successful when both sides find a compatible range ofpoints which they are willing to agree on through compromise.In other situations, interests can be satisfied by the trade-offs of priorities in different issue areas.Compromise of different positions is encouraged in interest based negotiation. Sometimes concernswith face saving can be an obstacle to make concessions needed for reaching a final agreement. Facesaving reflects a person's need to reconcile the stand she or he takes in a negotiation with past words,deeds, and principles. In positional bargaining, each side takes a position, argues for it, and slowlymakes concessions to reach a compromise. Failure of negotiation can often be attributed to a contest ofwill. Resentment inevitably emerges in a situation where one side sees itself bending to the other side'srigid will whereas its own concerns go unaddressed. Power imbalance between parties leaves feweroptions for a weaker party. When negotiators take win-lose strategies, the outcome often reflectspower differences.2. MediationIf negotiations between two parties are not possible, third parties can be involved to promotecommunication and make proposals for solutions. The assistance of a neutral third party in negotiationcan help produce a mutually acceptable solution. Consent to a mediation process is voluntary, and thedisputants make final decisions on the issue.

4th Asia-Pacific Teachers Training Workshop 43It is assumed that reasonable compromises can be reached through good will and mutualconfidence. The third party would create that good faith and confidence by assisting communication.The profiles of mediators range from tribal chiefs, world religious leaders, and former politicians toschoolchildren. Mediators assist adversaries in exploring options which can satisfy basic needs.Facilitators help multiple interest groups reach consensus.3. DialogueThe goal is to deepen understanding and judgment, and to think about ways to make a differenceon a community issue you care about. This can occur in a safe, focused discussion when peopleexchange views freely and consider a variety of views. The purpose is to explore alternate viewpoints,to foster respect and understanding. Dialogue is about bringing together many voices, many stories,many perspectives, many experiences with a goal to increase understanding about others and ourselves.It is a safe and honest facilitated discussion aimed at providing an opportunity to tell your story,listen to others and build understanding. The nature of dialogue can be political and/or social,relationship changing, problem-solving, action-planning, skill development or prejudice reduction andconsciousness-raising to name some.3.1 The Dialogue Process3.1/1 Pre-DialogueIn the pre-dialogue phase, a group is concerned with making the decision to have a dialogue,defining its purpose and deciding on a structure. People desire a certain outcome that isrelationship and change based.Once the facilitator(s) have been identified, they talk with people who represent the mainperspectives or identity groups in the community. Investigating the participants’ needs is crucial inshaping the agenda and the goals of a dialogue. The purpose and subjects of the dialogue aredetermined before the dialogue begins.3.1/2 Engaging in DialogueNext two stages of dialogue involve mapping the issue and the underlying relationships andprobing the dynamics of the discussion.The facilitators introduce the purpose of convening for this dialogue. This purpose is constructedfrom the groups expectations gathered during the pre-dialogue phase. At this point, ground rules

444th Asia-Pacific Teachers Training Workshopare negotiated. Before discussion can take place, there must be a group understanding of how theywant that discussion to take place. Ground rules can contribute to the effectiveness of how a groupoperates.3.1/3 Defining the IssueIn a sense, this part of the dialogue, which may take one meeting to several meeting, is aboutplacing the issues on the table and prioritizing focus points. Rarely is it possible to discuss everyissue and usually there are a few that require priority over others. During this time, facilitators donot have the participants discuss solutions or evaluate stories. During this stage, participants arelearning to talk about their experience, needs, interests, hopes and fears.Listening is one of the key components of a dialogue. Analytical listening involves hearing anddeconstructing at the same time. Empathy involves another level of being to relate and factgathering involves defining. When members take on a defensive or offensive position, it is thefacilitator’s job to reframe the comments into descriptive and productive communication.3.1/3 Next StepsGroups can plan action to affect structural levels. This may include creating plans for policychange in their organizations, at the governmental level or with local institutions.

4th Asia-Pacific Teachers Training Workshop 45Creative Expressions of PeaceMs. Michele MilnerPeace Program CoordinatorTeachers College, Columbia University, TokyoArts-based teaching strategies can be very helpful when dealing with complex concepts by allowingstudents to relate to and express their understanding of material in a variety of ways. In recent years,new emphasis on research in arts education and cognition has also continued to examine the benefitsof the arts to thinking and problem solving abilities. More attention has been paid to how differentsensory channels and symbols systems can be used to assist in the understanding of concepts. Theycan help to develop powers of observation, interpretation and expression. It has also been claimed thatarts-based teaching strategies create an atmosphere of heightened affect, which in turn fosters moreengagement from the students and encourages them to think and learn in different ways. Theimportance of multiple modes of input for students to be able to understand and express theirunderstanding of concepts draws on Howard Gardner’s theory of Multiple Intelligences (1983) andProject Zero’s Teaching for Understanding Framework (1998).Holistic learning, which involves cognitive, kinesthetic, musical and visual senses, can heightenconceptual awareness, increase “memorability” and stimulate creative problem solving for students.Experiential learning through movement, drama, music and visual art can provide alternative ways ofknowing and understanding concepts. Using arts-based activities allows students to physicallyexperience the concepts and emotions associated with complex topics. Ideas take on deeper emotionalresonance and become more integrated in their thought world. In intercultural learning situations,expressive arts activities can be particularly useful in building skills in observation, while validatingmultiple interpretations of concepts. This can help build respect and trust in other’s ideas throughpositive group interaction. It also supports thinking skills such as being open-minded, seeking reasonsand being reflective.When dealing with complex issues and problems regarding learning toward a culture of peace, thesethinking dispositions can make it easier for students at a variety of levels to enter into the subject areas.The following activities all involve the students in creating their own interpretations of topics relatedto building a culture of peace. They give students a chance to observe and reflect on how other’sinterpret these concepts differently. These activities are meant to compliment more content-basedactivities and encourage new modes of creative expression around the same themes.

464th Asia-Pacific Teachers Training WorkshopActivity #1 - Creating a poem using words and movement1. Aims:• To give students a chance to reflect on concepts in various creative ways.• To express their feelings about concepts using movement and sound.• To foster group participation and observation skills.2. Materials: Large paper, markers3. Procedure:• Have students make groups of 4-6 people.• Explain what a cinquain poem is using an example like this:Balancegive takecatching rolling holdingReacting to new forcesFluidTo create a poem like this the first line has 1 word, the second has 2, the third has 3, the fourth has 4and the last line has one word. There are no rules as to what kinds of words can be used, only thenumber of words per line.Give each group one word that is related to theconcepts they have been studying such as:GlobalizationEmpathyFreedomJusticeSolidarityToleranceCompassionDignityWarHarmonyAsk each group to create a cinquin poem for their word and to write the poem on a large piece ofpaper using markers.

4th Asia-Pacific Teachers Training Workshop 47Next, ask the groups to think of a way to perform their poem. Encourage them to explore space andenergy with their bodies to perform their ideas about the poem as they recite the poem. Participantscan experiment with different types of movements, tone of voice and how they arrange their membersto present the ideas in their poem. The presentations should be active and moving rather than justreciting the words of the poem. How can their bodies express the words and ideas of the poem?Activity #2 - Exploring a poem through various creative modes1. Aims• To use various sensory modes to explore the meaning of a poem• To develop skills in description, interpretation, reflection and group process.2. Materials: Handout of a poem(the following poem relates to the theme of inner peace but anypoem that relates to the EIU themes could be used); various everyday items to producesound (ex, empty plastic bottles, cans, bowls, small stones, water, newspapers, candies,balls, whistles, etc); larger sheets of paper; coloured markers; scarves, sheets ortowels.3. Procedurea) Meeting the poem: Ask the participants to sit in a circle and distribute copies of the poem.Read the poem silently to themselves and look up when they are finished. Read thepoem as a group out load. Explain that anyone can read a part of the poem andthat they are not to decide who will read which part ahead of time. They are tolook at other members of the group and communicate non-verbally as to who willgo next. The teacher should start and read a sentence and then participants willcontinue to read one at a time. Read the poem again silently.b) Describing the poem: Participants are then asked to describe the poem. They shouldnot rush to judgments or interpretations of the poem but try to notice various features ofthe poem. This is usually very difficult. Assist by asking participants “What do younotice about the poem?” This also helps remind them that that no observation is toosmall or meaningless. Participants might say things like “Not all the lines end with aperiod.” “Splendour is mentioned 2 times.” If generalizations or interpretations comeup at this point encourage participants to refer back to the poem to explain where theidea comes from.

484th Asia-Pacific Teachers Training Workshopc) Ask questions about the poem: After describing the poem, encourage participants to askquestions such as: “ What does the last line mean?” “ Why did the poet write thepoem?” At this point it is not important to answer these questions, but rather to raisethem as a basis for the interpretations to follow. Using the prompt “I wonder….” canhelp participants to do this.d) Interpreting the Poem:Divide the class into 3 groups. Each group will interpret the poem using one of thethree approaches:1/ Creating a visual arts interpretation.2/ Creating a musical interpretation.3/ Creating an interpretation using movement.Ask the participants to “Represent the poem using one of the three approaches.”Participants can choose which group to work in. Set up areas for each of the three interpretations withthe noisemakers, art supplies and scarves. Explain that each group will present their interpretationwithout explanation as to their intentions. After each group’s presentation ask the audience to raisequestions or make observations about them. After all of the comments an observations have beenheard, invite the performing group to respond to the following question; “ What did you hear from theaudience that made you think about the poem in a different way?” Note that it can be very hard tostick to this framework, but important so that the performing group does not feel criticized.

4th Asia-Pacific Teachers Training Workshop 49The JourneyAs you travel across the magnificenceof this earthly universeBehold the splendour of all that is.Look to the heavens for it is thereyou will realize the unlimited possibilitiesof all your dreams.Step boldly onto the earth’s blanketbeneath your feet for it is thereall of your aspirations will take root.Sit beneath the shady splendour of a seasoned treeFor it is there you will learn the secretsof enduring life’s many storms.Lay upon the sands of any beachand listen to the rhythm of the seafor it is there you will understand life’sbalance of give and take.Run fearlessly through a meadowof tall sweet grass for it is thereyou will know the depth of your spirit set free.Climb the height of any mountain or hilltopand dare to gaze over its edge for it is thereyou will realize how far you have come.Then seek the comfort of solitudefor it is there that you will knowThe Great Spirit and You are the One.By Words in the Wind a.k.a.donna edmonds MitchellMay 12, 2000

504th Asia-Pacific Teachers Training Workshop5. Cultural respect and solidarityEducation for intercultural understanding: Learning to live togetherDr. Gerhard HuckSenior AdvisorTeacher Education, Basic Education Sector ProgrammeTeacher In-service Project, Sri LankaActivity 1The Power of language - Proverbs we use at home1. IntroductionLanguage is the basic mean of communication of every human being. Therefore the use of a languagecan be understood as one part of humanity’s cultural rights. The strong link between interpersonalcommunication and identity underpins the fact that language is closely related to such issues asdemocracy, human rights and tolerance. Language allows us to develop and communicate ourthoughts, experiences and rights. This observation turns in into a source for conflicts when linguistichierarchies develop within one political entity or country. From this perspective, language is inevitablyconnected with conflicts of identity and power structures.To illustrate the connection between language and identity we will do the following activity in groups.Proverbs we use at home2. ObjectivesTo get to know differing ways that cultures use language to convey norms and valuesTo show how language carries different views of reality and carries culturally specific interpretationsTo show that translation involves more than the simple transfer of informationTo investigate the nuances of language required to accurately express culturally specificinterpretationsTo `understand that proverbs can both expand and limit behavioral options within their culturalcontexts

4th Asia-Pacific Teachers Training Workshop 51To visualize the variety of languages and proverbs which the workshop participants represent.3. Material neededPencil or pen for everyoneAbout five or six index cards per personLarge poster paper and markers for each small groupTape for placing index cards on poster paper and for placing poster paper on wall.4. ProcedureThe facilitator asks participants to use the index cards to write down a typical proverb or saying fromtheir mother tongue in its original language (not in the common language of the workshop, unless thatis the person’s mother tongue). The more specific the saying or proverb, the better. Something from alocal dialect or a certain region within the participant’s country would be best of all.Next the facilitator asks each participant to read aloud what she has written, first in the originallanguage and then in a brief literal translation. It is important at this stage that a comprehensiveexplanation is not yet necessary but will be dealt with in the second part of the activity.The participants should think about a gesture that would underpin or support the spoken word. Eachparticipant then repeats the saying in the original language while, at the same time, using the bodylanguage or movement chosen to go with it.Finally each participant repeats both the original saying and the gesture, and this time everyone elsedoes their best to repeat the saying and make the gesture in unison. The facilitator plays an importantrole here by fully taking part and modeling what is expected (The facilitator may start with an examplefrom his own mother tongue - Jemandem ein Auge zuwerfen - Throwing an eye to someone else).The full group then splits into smaller groups of four to five, mixed as much as possible in languageand nationality. The facilitator asks the groups to discuss the connection between culture and the waythey see the world, based especially upon their proverbs or sayings.Then the facilitator asks each group to translate their proverbs into as many languages as they can.The facilitator should stress that these translations be as literal as possible with out a lot ofinterpretation. The translation should be written on index card, one per card.

524th Asia-Pacific Teachers Training WorkshopThen the small groups look for proverbs in other languages that cover the same or similar meanings,again writing them down, one per index card.The final task of the small groups is to display what they have discovered by taping the index cards onlarge poster paper. First should come the original same, followed by the translations, followed bysimilar saying. The aim is to visualize the variety of proverbs as well as the verity of languages present.The groups might want to arrange the cards in a schematic or illustrative way, for the sake of design orcontent.The entire group then re-assembles, and each small group presents its poster. All the posters, with thesayings and the translations are then put on the wall. The facilitator leads follow-up discussion toexplore the connection between language and the way we see reality. The following guiding questionscan be used:• What happen with the original saying when you had to translate it for the others?• What was the feeling and experience of seeing your own proverb being translated?• Did it still have the same relevance? If the proverb is translated in to the original, would it stillbe the same?• How does language connect with the way we see the world? What concept do we have inmind when we see the world through these proverbs? Do we need any language tocomprehend reality? Does anything exist that cannot be named?• It is generally possible to translate every thing for others? Where does interpretation start?• Are there “Universal“ proverbs that transcend culture? If so, what are the universal truths theyreveal?• What are the effects of proverbs on a culture? Do they open possibilities for a culture, or dothey close or shut out further development?• How do these proverbs connect with dead or living traditions in your cultures?• When all the posters are on the wall, every one can walk around to look at them closely and toadd as many other language translations to the saying as possible. The posters remain on thewall as a reminder of the different languages present in the course.5. Methodological HintsAnd introductory icebreaker for this activity is the same “ silent mail”. Everyone sits in a circle andone participant whispers a sentence, any sentence, into the ear of his neighbor. The neighbor then turnsand whispers what she has heard to her next neighbor, and so on, from neighbor to neighbor, aroundthe circle until the sentence reaches the last participant, who says aloud what she or he has understood.

4th Asia-Pacific Teachers Training Workshop 53Then the first participant repeats the initial sentence. Very often there is a great discrepancy betweenthe beginning and the end. This demonstration of communication and interpretation helps provide aframe for the activity itself.The activity can also be dynamized by acting out of the proverbs. A means of making this bothsuspenseful and unpressured is to first ask the participant to wander leisurely throughout the roomwhile music is played. Without warning, the facilitator stops the music and reads one of the proverbs.This is the cue for all the participants to spontaneously form pairs and literally act out the proverbs.(Two examples: In German one says, “Jemanden um den kleinen Finger wickeln “ – Wrapping someone around once little finger, “ or “Jemanden ein Auge zuwerfen” – throwing an eye to someone else.The pairs would then have to try to really wrap the other person around their little finger or to mimewhat it would be like to really take out and throw their eyes to each other!) Several rounds of this areplayed, with the music switch on and off for each proverb and creation of new spontaneous pairs. Thisvariation leads to a lot of action and fun.Another variation is to askthe participants to share any“personal proverb” Theymight rely upon toughsituation. Often peopleencapsulate some of theircentral beliefs in words andthey cling to these phrasesthrough out their lives.Depending up on the moodand situation of theworkshop, these could becommented upon or left as“gifts to us all” – and addedin writing on the posters.Sources:Wenzel, F.; Seberich, M. (eds): The Power of Language. An Activity Guide for Facilitators. International Network:Education for Democracy, Human Rights and Tolerance. Bertelmann Foundation Publishers, Guetersloh 2001.

544th Asia-Pacific Teachers Training WorkshopActivity 2Taking positions – Language, identity and power1. IntroductionThis section addresses the relationship between language and power. The following activityfocuses upon political questions like language policies of inclusion or exclusion, access to education,maintenance and shelter of minority languages, respect for mother tongues. This exercise deals withthe social, cultural and economic contexts of participants’ daily lives. The exercise encouragesexamination of national education and language policies. It raises questions of inequality, exclusionand lack of opportunity caused by linguistic and cultural differences.Here we look at language as more than just a means of communication. Language isunderstood in this context as a social capital that provides access to education, participation and power.Therefore this activity explicitly addresses the linkages between power, hierarchy and language policy.The question of linguistic hierarchy and access to education has been widely discussed as one of thecentral topics related to democracy education. In some countries we find a high degree ofmultilingualism; in others only the mother tongues predominate. In Israel, for instance, there is a clearhierarchy. The language of the majority, Hebrew, is imposed upon all other national minorities livingwith in the state of Israel. In the Philippines, over 75 languages are spoken, but the most prestigioussocial capital is English, the language imported by one of the former colonialists. In Germany Englishand French are highly valued as second and third languages, but German educational policy pays littleattention to the mother tongues of many immigrants from southern Europe and Turkey. Rarely arethere shelter programs to protect the linguistic rights of low-status minorities.On the other hand, many countries have paid particular attention to the topic of language andprotection of minority rights. They have developed innovative ideas how to deal with complicatedsituations of multicultural and multilingual societies. The following exercises: Language, identity andpower addresses the dilemmas of an adequate language policy. It raises awareness of the role oflanguage learning in promoting mutual understanding and tolerance. It also highlights the importanceof language skills for employment and mobility. And it recognizes the importance of protectinglinguistic diversity and minority heritages.2. Objectives• To widen the field of discussion regarding various aspects of languages.• To facilitate participants’ reflection upon the topics by posing questions which require

4th Asia-Pacific Teachers Training Workshop 55formation of a firm opinion• To visualize the participants’ differing opinions concerning language and to explore thesedifferences.• To realize the connection between language, identity and power3. Material1. Rope2. A Yes sign and a No sign3. Two cards, of different colors, for each participant OR normal paper for each4. Procedures1. The facilitator lays the rope down in a straight line from one end of the room on the other, makingone end with the “YES” sign and the other end with the “NO” sign.2. The participants are asked to stand at some distance from the line and then, in answer to thefollowing questions, to quickly position themselves on the “YES” or the “NO” side. Position mayalso be taken between the two extremes.3. After each question the facilitator asks some participants to give brief statements as to why theyare standing at their respective positions. It is usually most effective to ask those participantstaking extreme positions to speak first in order to highlight the differences existing within thegroup. The point is not, however, to resolve these differences during this discussion. That processwould often take much too long and, at this step of the workshop, the point is simply toacknowledge the range of opinions and to respect the existing differences. This part of the activitycan take 15 – 20 minutes.4. After completing the series of questions, participants can sit to discuss informally in small groupsof four and five. Person with greatly differing opinions should try to get together in the samegroup. The facilitator can provide an initial guideline by asking the groups to discuss theconnection between language, power and their personnel identity. (If many different topics haveturned up in the first part of the activity, it is also possible to form small thematic groups, eachwith a different guiding direction.) This part of the activity can take 30 to 40 minutes.5. Finally, the participants all gather again and are asked to use two cards, of different colors, towrite down their reflections. The focus here is on what they personally take out of this activity.• Some thing that surprised me• Something I will continue to think about.If desired, these statements could be written in one’s mother tongue and then translated into theworkshop’s common language which is English. The cards are then put on the wall to be referred toand discussed through out the rest of the workshop.

564th Asia-Pacific Teachers Training WorkshopAnother variation would be to write the reflections on normal paper and then ask the participants tochoose their most important point to share with the group.5. The questionsThe questions should be selected, augmented and modified depending on the make-up of the group.Select questions that are likely to widen discussion about the power of language and that are likely toraise a wide range of opinions. In the spirit of investigating what democracy is all about, use questions,which bring conflicts about language to the fore:• Do you feel uncomfortable when a language you do not understand is spoken?• Does your mother tongue play an important part of your culture?• Do you think that the Internet should be in many languages?• Have you ever felt powerful when using a language others do not understand?• Have you felt limited by the language being used in this UNESCO workshop?• Do you think the speakers of the dominant language should ensure that their language will notcause inequality in the group?• Do you think the people who cannot speak the working language properly should be able toparticipate in future workshops?6. Methodological hintsBecause standing-in-place can be tiring, it is usually best not to spend more that 5 minutes onany one question. When the participants are standing and giving comments, the facilitator shouldensure that the speaker is addressing the entire group. Because the questions are asked by thefacilitator, there is a tendency for the participants to respond directly and only to the facilitator. Andeffective non-verbal way for the facilitator to avoid this is to walk as far away from the current speakeras possible (being polite and paying continuing attention to the response), thus requiring the person tospeak up for the whole group to hear.If there are many participants, the following variation might be used: Instead of using the ropeand signs, the facilitator could stand in exact middle of the room and turn the questions into statements.For example: “I have felt power when using a language others do not understand.” Participants shouldthen position themselves nearer to or further away from the facilitator depending on whether theyagree or disagree with the statement.Source:Wenzel, F.; Seberich, M. (eds): The Power of Language. An Activity Guide for Facilitators. International Network:Education for Democracy, Human Rights and Tolerance. Bertelmann Foundation Publishers, Guetersloh 2001.

4th Asia-Pacific Teachers Training Workshop 576. Inner peaceReader lVoluntary simplicity involves both inner and outer condition. It means singleness of purpose, sincerityand honesty within, as well as avoidance of exterior clutter, of many possessions irrelevant to the chiefpurpose of life. It means an ordering and guiding of our energy and our desires, a partial restraint insome directions in order to secure greater abundance of life in other directions. It involves a deliberateorganization of life for a purposeTime for RefectionReader 2Voluntary simplicity begins in personal action. It has little meaning apart from how it configuresindividual lives. Anyone can understand it. Anyone can practice it in someway, regardless of income,cultural background, or educational attainment. Practicing simplicity requires no special training,expert advice or official sanction.One of the most encouraging aspects of voluntary simplicity is that there is no need to wait for one’sneighbors to attain enlightenment, a federal election, an ascendance of principled politicians, a seachangein social consciousness, new technology, global spiritual an awakening, or a new politicalparty before positive change can begin.Time for RefectionClosing PrayerThe Baha’i Prayer for PeaceBe generous in prosperity and thankful in adversity,Be fair in thy judgment and guarded in thy speech.Be a lamp unto those who walk in darkness, and a home to the stranger.Be eyes to the blind, and a guiding light unto the feet of the erring.Be a breath of life to the body of humankind,a dew to the soil of thE human heart,and a fruit upon the tree of humility.

584th Asia-Pacific Teachers Training Workshop

4th Asia-Pacific Teachers Training Workshop 59IVFIELD TRIPS1. Visiting HR Centre for migrant workers/ Trip to traditional marketSATURDAY, 26 JUNEParticipants visited to MigrantWorkers Center in Korea. Theyhave watched some videos aboutmigrant workers’ situation inKorea and had time to ask about it.“Dirty, dangerous and difficult:given the problems for migrantworkers in Korea, the MigrantWorker Center provides supportin many ways. They attempt tolook after injured workers,children and families. Support isgiven for basic needs as well as pastoral and social support. We were learning about the work of thecentre and visiting the children.” Quoted from Newsletter of Dolphin group (refer to page 52)

604th Asia-Pacific Teachers Training Workshop2. Visiting Gandhi School/ Trip to Kyoungju CityParticipants visited to Gandhi School and traveled to Kyoungju City that is UNESCO world CulturalHeritage site. Following is quoted from Newsletter of Dove group (refer to page 54).FRIDAY, 2 JULYOur field trip started at 8.45 A.M on Friday morning. Since there were more people than the bus couldaccommodate, a minibus accompanied us. Right at the beginning of the trip some fruit and maps weredistributed. Unfortunately most of us didn’t know which way up the maps went as they were printedin Korean!Lee was the funniest history teacher we have ever had. His sense of humour was the thing that got usthrough the long trip and his store of jokes seemed to be never-ending. The spirits were dampened fora while by the news that there had been a traffic accident ahead and that one person had died.First destination was the Gandhi School. Because the bus couldn’t turn around at the top of the schoolroad, many of us made the trek up the mountain by foot, while more cautious ones took the van. Thevery long and steep walk was made easier for Liuaki when she noticed, of all things, TARO growingat the side of the field! A little bit of Tonga in Korea! Michal and Jean struggled along together andpretended to stop and look at the wild plants so that they could catch their breaths. The mountainscenery was breathtakingly beautiful, which was a good thing, because the walk was much longer andsteeper than we had expected (there were a few with sore legs the next day!). Rice fields, a variety ofvegetables, wild flowers and trees completely surrounded us and the sound of the river and the birdsadded to the loveliness of it all.

4th Asia-Pacific Teachers Training Workshop 61Lunch at the school restaurant was simple, but delicious, and even the unadventurous eaters ate the Bibim-papwith enthusiasm. A group of us, along with the smaller children, then had a jam session withthe recycled instruments. The visit to the school was very entertaining and interesting. Groups ofstudents from various clubs in the school entertained us with protest songs and dance routines alongwith information about various aspects of the school.The students were refreshingly enthusiastic and gave the impression of being actively committed tothe school philosophy and ideals. The principal’s quiet and thoughtful reflections on the specialcharacter of the school were moving and his commitment to his students was evident in all he said. Itwas a surprise to find an Australian teacher working at the school. She was very enthusiastic abouther experiences there and talked about the strong sense of love that was evident in all the activities andrelationships.The walk to the eco village attachedto the school was only attempted bysome, and a long, steep walk it was.The village houses were surprisinglywestern in their style and there wassome irony in the fact that the loghouse had been built with logsimported from Canada!After a three-hour drive we finallyarrived in Kyoungju where we haddinner at a restaurant where somewere surprised to find that the eggsthey cracked were actually raw and were meant to be dropped into the fish dish. We then went on tothe Concorde Hotel for a night of luxury and big wide beds.Saturday 3 JulyAfter a big breakfast of scrambled eggs and fried potatoes at the hotel and when some had taken theopportunity to change money, we set off for the world heritage sites. Bulguksa Temple made a deepimpression on a lot of people. Once again there was lots of climbing and the weather was very hot andsunny. We had lunch at a traditional Korean restaurant that was crammed with lots of interestingantique household items. We then visited the wonderful museum where many people were moved bythe guide’s sad story of the huge bell. After some shopping at the folk craft village, we departed for

624th Asia-Pacific Teachers Training WorkshopIchon and drove through heavy rain. Dinner was eaten on the bus and the time passed happily as weeach sang children’s songs from our own country. We arrived back at the centre after 11pm, very tiredbut well satisfied with a wonderful tour.Sunday 4 JulyDespite the heavy downpour of monsoon and typhoon rain, some of us set off for the Korean FolkVillage in Yongin where we experienced Korean life in the form of traditional houses, courts of law,prison and temples. We braved the rain yet again to visit the Ceramic Museum in Ichon where wewere treated to a wide range of masterpiece sculptures by famous international artists. The highlight ofSunday was of course the SHOPPING spree at the pottery village where some of us did last minuteshopping for friends and loved ones.

4th Asia-Pacific Teachers Training Workshop 63VCOUNTRY PRESENTATIONSAll of the participants divided into 5 sub-regional groups; South-East Asia, South-West Asia, CentralAsia, East Asia and Pacific region and made country presentation on EIU issues. We provide twosample country presentations from Iran and Australia.1. IranEducational System• Education for special groups such ashandicapped, mentally retarded, blind,partly blind, deaf, partly deaf. Numberthese schools: 1211• Gifted students’ school for secondary andhigh school. Number of these schools:1441• Schools for chi1dren living in mobiletribes. They move and teachers live withthe tribes. Number of these schools:5918.• Minority groups: religious minorities in the IR of Iran are allowed to establish their ownschools.• Foreign students: they either attend Internatlona1 schoo1s or schools that are established byother countries and have their own curriculum.• Iranian students abroad: these schoo1s are for Iranian students who live abroad and want tostudy in Iranian education system. There are 103 Iranian schools in American, African,European and Asian countries.• Adult education: to cover all the children and adults who have never had the chance to attendregular schools and for dropouts.• Literacy movement organization: This organization has received international prizes for itsachievements in recent years such as; UNESCO Honor Meda1 in 98, Malliolm Odise Yesha in99, Noma Literacy prize in 99• Higher Education:

644th Asia-Pacific Teachers Training Workshop• Higher education is mainly the responsibility of the ministry of Science, Research andTechnology• Medical universities and colleges lie under the supervision of the ministry of health andmedical education• Teacher training universities lie under the supervision of MOEMajor Duties of Ministry of Education• Enrolling all school-age children and supporting Literacy Movement organization.• Continuous training of teachers and employees in order to promote their professionalcompetency• Providing necessary teaching and fostering manpower for the Ministry though establishing,Teacher Training Centers and Technical & Vocational Institutes.• Developing, printing and distributing textbooks and other educational aid publications basedupon scheduled plans in the framework of education system and in accordance with principle15 of the Islamic Republic of Iran ’ s Constitution and taking suitable context of urban, ruraland tribal life into consideration.• Continuous contact with student’s parents and seeking their assistances in students’ educationbecause of fami1ies’ great role in this important issue.• Supervising the exact and proper execution of all regulations and circulars and evaluating theresults of implemented plans and programs.• Continuous contact with student’s parents and seeking their assistances in students’ educationbecause of fami1ies’ great role in this important issue.• Supervising the exact and proper execution of all regulations and circulars and evaluating theresults of implemented plans and programs.• Establishing the Supreme Council of Education.• Establishing Education Councils in Provinces, Districts and Regions.• Preparing and suggesting long tem and mid tem plans in order to satisfy the goals of theMinistry of Education• Cooperation with the Ministry of Science, Research and Technology and the Ministry ofHealth and Madical Education and other organs that are involved in education affairssomehow, in order to coordinate trainings and education in the framework of the country’seducational system.• Planning and performing artistic and physical education programs and the development ofnational, provincial and district recreational camps.

4th Asia-Pacific Teachers Training Workshop 65Number of Pre-school Centers, Students and Teachers (2002 ~ 2003)Public 11,173No. of pre-school centersPrivate 1,283Total 12,456Girl 208,167No. of studentsBoy 195,487Total 403,654Female 4,022No. of teachersMale 449Total 4,471Number of Students and Schools in 2002 ~ 2003LevelPre-SchoolEdu.StudentsSchoolsGirls Boys Total Public Non-profit Total208,176 195,536 403,712 11,177 1,283 12,460Primary Edu. 3,366,529 3,662,636 7,029,165 66,073 2,559 68,632LowerSecondaryEdu.UpperSecondaryEdu.Pre-universityCourse2,228,891 2,636,768 4,865,659 28,048 2,586 30,6341,887,625 1,940,975 3,828,600 15,613 2,767 18,380282,788 172,369 455,157 3,099 1,502 4,601Total 7,974,009 8,608,284 16,582,293 124,010 10,697 134,7072. Australia

664th Asia-Pacific Teachers Training WorkshopVictorian Catholic Education• 600 primary and secondary schools• Gospel values; officially 7% limit non-Catholic• State government curriculum framework: 8 key learning areas• Religious development and training for teachers• Multiple perspectives frameworkState Education• Funded at a state and federal level of government• 8 KLA’S (Key Learning Areas)• Co-educational, range from primary to secondary to P-12• ‘Learning or Earning’• Head of Middle SchoolIssues• Human Rights- Indigenous, refugees• Aging population• Environment-Kyoto Protocol, logging, coastal erosion, El Nino, Fishing rights• National Identity- Change of National Anthem, Debate over flag, Issue of Republicreferendum(1999)

4th Asia-Pacific Teachers Training Workshop 67VILEARNING GROUP ACTIVITIESWe divided all participants into 4 learning groups: Champaka, Dolphin, Dove and Mahogany.Champaka group comprised Ms. Sharon Schultz, Ms. Clara Sri Sudarmi, Mr. Seok O Yun, Ms.Shanker Limbu, Ms. Ruqia Parveen, Ms. Chandra Senevirathne, Ms. Nuan Sindhubodee, and Ms.Dilfuza Muhitdinova. Dolphin group consisted of Ms Rosemary McLoughlin, Mr. Guiqing Hao,Doreen Gnanam, Ms. Marjan Mortazi, Ms. Hyon-ok Park, Mr. Kedar Nath Dahal, Ms. SumaleeTanawat, and Ms. Shoira Ernazarova. Dove group’s members were Ms. Horth Han, Mr. HipolitoAparicio, Ms. Leila Kolaeei, Ms. Kapsung Kim, Ms. Michal Horton, Mr. Munhjargal Tseden-Ish, Mr.Sellakkandu Selvarajah, Ms. Liuaki Fusitu’a, and Mr. Murat Atalay. Mahogany members were withMr. Mao Veasna, Ms. Zarrintaj Kourani, Mr. Untaek Yi, Ms. Ani Jeffrey, Ms. Arjumand Zaidi, Ms.Elicita Morei, Ms. Canan Pinar Önkol, and Ms. Hyo-Eun Lee. These four groups shared in workrelating to as housekeeping, programme, documentation and newsletter. Some examples of newslettersmade by different learning groups are presented here.1. Newsletters from each Learning GroupChampaka newsletter-page 1

684th Asia-Pacific Teachers Training WorkshopChampaka newsletter-page 2

4th Asia-Pacific Teachers Training Workshop 69Champaka newsletter-page 3

704th Asia-Pacific Teachers Training WorkshopChampaka newsletter-page 4

4th Asia-Pacific Teachers Training Workshop 71Dolphin newsletter-page 1

724th Asia-Pacific Teachers Training WorkshopDolphin newsletter-page 2

4th Asia-Pacific Teachers Training Workshop 73Dolphin newsletter-page 3

744th Asia-Pacific Teachers Training WorkshopDolphin newsletter-page 4

4th Asia-Pacific Teachers Training Workshop 75Dolphin newsletter-page 5

764th Asia-Pacific Teachers Training WorkshopDove newsletter-page 1

4th Asia-Pacific Teachers Training Workshop 77Dove newsletter-page 2

784th Asia-Pacific Teachers Training WorkshopDove newsletter-page 3

4th Asia-Pacific Teachers Training Workshop 79Dove newsletter-page 4

804th Asia-Pacific Teachers Training Workshop2. Group ActivityOnce in every week of the workshop, we had evening socials to have fun together and strengthenbonds of friendship and community.

4th Asia-Pacific Teachers Training Workshop 813. International NightLast day, before departing to each of their countries, an International Night was arranged to share eachof participants’ food, music, and dance. The participants had a great time together. We had dinnertogether with each country’s traditional food made by each participant. Some of the participantspresented their traditional dances and traditional clothes.

824th Asia-Pacific Teachers Training Workshop

4th Asia-Pacific Teachers Training Workshop 83VIIEVALUATION REPORTThe 4 th Teachers Training Workshop had two general types of evaluation: formative and summativeevaluation.Formative EvaluationThe formative evaluation occurred throughout the workshop, starting from the first theme andonward after each theme was completed during the workshop. Formative evaluation results were usedprimarily to improve effectiveness and efficiency of the workshop delivery. (See Appendix A for thegeneric format of the evaluation form). The training team together, with key support staff, metregularly every night after the last session and sometimes at the middle of the day when necessary.Three main aspects of the workshop were evaluated during the formative evaluation namely:Significant insights/learning of participants from the sessions/activities most helpful session/activity inthe participants’ role as teacher/trainer?Comments/suggestions to enrich session/activity, or any aspect of the workshopThe first aspect of the evaluation challenged the participants to clarify for themselves concepts, ideas,and insights presented in the sessions and translate them into significant learnings. Some of thereflections cited are:Globalization is not a detached process happening “out there” It is happening all around us andeverything connects to everything and in this way there are sections in society and certain countriesaround the globe that feel the impact of globalization more than others (e.g., the poor, the powerless).The dismantling of the culture of war encompasses more than “war”, bombing, etc. This is veryobvious but there are also those “invisible” wars occurring all over the globe.Participation is a vital aspect in Ed for Sustainability. Not only should we as teachers foster studentparticipation but we should take action in working towards achieving sustainability (2).We need to be vocal in establishing partnerships outside of the classroom to achieve sustainability.HR in many countries and the AP region still does not have the same value and does not go along withthe HN Human rights system. Economic problems or crisis especially in democratic countries is one ofthe causes. The powerful countries have a big effect on those countries.

844th Asia-Pacific Teachers Training WorkshopThat there is a difference between dispute and conflict, one is a problem that can be managed whenthe source is found within the system. Conflict resolution cannot be managed within given systems ifthe social norms and political processes are questioned: depending on the given situation/snegotiation, mediation or dialogue would be used.The second dimension of the formative evaluation invited the participants to identify whichaspect of the training session/activity they found most helpful in fulfilling their role as teachers and/ortrainers. Some of the most helpful sessions cited are:EIU concepts very extensive, the illustrations and the focus of the concepts would definitely benefit meas teacher trainer.Workshop on pedagogical principles (the flower) is the most helpful in my role as a teacher sinceevery student would be able to take part actively. They would have a chance to express and exchangeideas.I could use all the activities within my school, as they can be adapted to most grades/levels in myschool.Tableau is the most helpful in my role as a teacher because such an activity can raise students’awareness on any particular topic and it can also help in terms of collaboration. i.e. teamworkThe activity on conflict resolution was really good as we can make our students participate in similaractivities to enhance their understanding.Suggestions gathered during the formative evaluation were discussed during evening meetingswith training team and support staff. Suggestions that needed immediate response were acted upon andcomments for further improvement of forthcoming workshops were noted down. Some suggestionsthat were implemented immediately were:Adjust the quality of information is needed for next session.It would be better to repeat some questions when anyone is presenting ideas (to break the accent gap).Have a short break after one-hour lecture (ice breaker) to relax and be alert.Paraphrasing is essential if speaker’s accent is not clear or easy to understand.I think this workshop is very important to know other countries. How about introducing own country’seducation system or culture or EIU to other participants in public – even 20 minutes.Have shorter break time (20 minutes) and longer lunchtimeGiving instruction before each activity because participants sometimes start the activity withoutknowing what they are expected to do well.

4th Asia-Pacific Teachers Training Workshop 85Shorter break between sessions and more interaction activities.Evaluation form should be given in the beginning of the seminar instead of end so that we can writethe comments side by side just after the lecture.Rules should be made to ban loud noises at the corridors at noon and after 11 p.m.Comments/suggestions to improve/enhance future workshop delivery are included in thesummative evaluation report.Summative EvaluationSummative evaluation was performed at the end of the workshop to ascertain the performanceof the program and its relative merit. Both formative and summative elements are essential to acomplete evaluation plan. Summative evaluations provide program planners, administrators, andothers with a financial or political interest in the success of an educational program with the decisionmakinginformation needed for determining the merit of continuing, changing, or abandoningprograms. The data will provide information that links the outcomes of the program to overallorganizational goals and objectives.The summative evaluation had three major sections namely: the training program; venueissues; and pre-workshop issues. (Please see Appendix B for evaluation form.)1. TRAINING PROGRAMOn the Workshop ObjectivesHow well were the training objectives realized?Participants’ responses on how well the two training objectives were realized are summarizedby frequency tables and percentages. On the first objective of (a) seeking to provide a criticalconceptual understanding of EIU towards a culture of peace: 78 percent of participants said YES, 18percent said PARTIALLY and 4 percent answered NO. On the second objective of (b) seeking toprovide practical teaching-learning activities of EIU towards a culture of peace, 78 percent said YES,22 percent said PARTIALLY, and no one answered NO.

864th Asia-Pacific Teachers Training WorkshopOverall, more than three fourths of participants believe that the first objective of the trainingprogram (seeking to provide a critical conceptual understanding of EIU towards a culture of peace)was sufficiently achieved while less than a quarter thought the first objective was only partiallyachieved, and a small 4 percent did not believe the first objective was achieved at all. On the secondobjective (seeking to provide practical teaching-learning activities of EIU towards a culture of peace),all participants believe that this is either fully or partially achieved.This overall evaluation implies that the training workshop was successful in providingpractical teaching-learning activities of EIU. While the workshop was also successful in providing acritical conceptual understanding of EIU, a very small percentage (1 out of 27) believed that this firstobjective was not achieved. Because there is only one participant out of 27 who did not feel thisobjective was achieved, it may be valid to assume that the deficiency may not necessarily lie in thetraining content but could be attributed to other factors.On the Workshop ContentThe evaluation of the workshop content included three aspects: after going through theworkshop: (a) how adequate is the participant’s own understanding of the theme/topic; (b) howconfident is the participant to speak about the theme/topic; and (c) how relevant is the theme /topic tothe participant’s own context, work situation, or country. There were 7 different content areas thatwere evaluated.(1) Framework of education for international understanding toward a culture of peace(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE 19%ADEQUATE 74%SOMEWHAT 7%NEED MORE READING 0%(b) How confident are you to speak about the theme/topic?VERY CONFIDENT 7%CONFIDENT 67%SOMEWHAT 9%NEED MORE TRAINING 7%

4th Asia-Pacific Teachers Training Workshop 87(c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT 41%SOMEWHAT 59%NOT RELEVANT 0%(2) Living with Justice and Compassion(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE 15%ADEQUATE 74%SOMEWHAT 11%NEED MORE READING 0%(b) How confident are you to speak about the theme/topic?VERY CONFIDENT 15%CONFIDENT 63%SOMEWHAT 11%NEED MORE TRAINING 11 %(c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT 56%SOMEWHAT 44%NOT RELEVANT 0%(3) Living in Harmony with the Earth(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE 30%ADEQUATE 59%SOMEWHAT 7%NEED MORE READING 4%(b) How confident are you to speak about the theme/topic?VERY CONFIDENT 19%CONFIDENT 67%

884th Asia-Pacific Teachers Training WorkshopSOMEWHAT 7%NEED MORE TRAINING 7%(c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT 56%SOMEWHAT 44%NOT RELEVANT 0%(4) Promoting Human Rights and Responsibilities(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE 33%ADEQUATE 56%SOMEWHAT 7%NEED MORE READING 4%(b) How confident are you to speak about the theme/topic?VERY CONFIDENT 22%CONFIDENT 63%SOMEWHAT 11%NEED MORE TRAINING 4%(c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT 59%SOMEWHAT 41%NOT RELEVANT 0%(5) Dismantling the Culture of War(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE 19%ADEQUATE 52%SOMEWHAT 22%NEED MORE READING 7%(b) How confident are you to speak about the theme/topic?

4th Asia-Pacific Teachers Training Workshop 89VERY CONFIDENT 19%CONFIDENT 48%SOMEWHAT 19%NEED MORE TRAINING 15%(c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT 48%SOMEWHAT 41%NOT RELEVANT 11%(6) Building Cultural Respect, Reconciliation, and Solidarity(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE 30%ADEQUATE 59%SOMEWHAT 7%NEED MORE READING 4%(b) How confident are you to speak about the theme/topic?VERY CONFIDENT 33%CONFIDENT 60%SOMEWHAT 0%NEED MORE TRAINING 7%(c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT 70%SOMEWHAT 30%NOT RELEVANT 0%(7) Cultivating Inner Peace(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE 52%ADEQUATE 37%SOMEWHAT 11%

904th Asia-Pacific Teachers Training WorkshopNEED MORE READING 0%(b) How confident are you to speak about the theme/topic?VERY CONFIDENT 41%CONFIDENT 48%SOMEWHAT 7%NEED MORE TRAINING 4%(c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT 56%SOMEWHAT 44%NOT RELEVANT 0%Participants’ understanding of the theme/topicOf the seven major topics covered in the teachers training workshop, more than three-fourthsof the participants acknowledge that they have received from adequate to very adequate understandingof these topics. A small percentage of from 7-11 had somewhat adequate understanding. However, it ison the topic “dismantling the culture of war” where 22 percent of participants claim to have onlysomewhat adequate understanding.The highest combined percentage of very adequate and adequate understanding is on the topic“framework of education for international understanding toward a culture of peace” (93 percent). Thesame combined percentage of very adequate and adequate understanding are on the themes “livingwith justice and compassion” (89 percent), “living in harmony with the earth” (89 percent),“promoting human rights and responsibilities” (89 percent), “building cultural respect, reconciliation,and solidarity” (89 percent), and “cultivating inner peace” (89 percent).The theme “dismantling the culture of war” had a combined total percentage of very adequateand adequate understanding of only 71 percent, 22 percent had somewhat adequate understanding, and7 percent need more reading. A possible explanation of this evaluation could be the way the theme hasbeen treated in the overall workshop program. There is only one actual session on the root causes andconsequences of war, while two full sessions were concentrated on conflict resolution which did notnecessarily provide a conceptual grounding on the culture of war. Another session was on theeducation efforts of Korean schools for reunification education in the elementary level. Again, while

4th Asia-Pacific Teachers Training Workshop 91this session was most useful pedagogically, the absence of an earlier analysis of the complexity of theinterplay of militarization and conflict had not contributed to the overall understanding of theparticipants of the issue of culture of war.Participants’ confidence to speak about the theme/topicWhile participants acknowledged very adequate and adequate understanding of the themes,their responses on how confident they are to speak about the themes are somewhat lower. The level ofconfidence on the themes when the percentages of very confident and confident are combined are asfollows: “building cultural respect, reconciliation, and solidarity” (93 percent), “cultivating innerpeace” (89 percent), “living in harmony with the earth” (86 percent), “promoting human rights andresponsibilities” (85 percent), “living with justice and compassion (78 percent), “framework ofeducation for international understanding toward a culture of peace” (74 percent), “dismantling theculture of war” (67 percent).Note that while the understanding of the framework of EIU had the highest percentage, it gotonly 74 percent (second to the lowest) in terms of confidence in speaking about the theme. Similarly,while living with justice and compassion may have been understood quite adequately, only 78 percentfeel confident or very confident to speak about the topic. The theme dismantling the culture of warhowever, received the lowest percentage in both understanding and speaking about it.Relevance of theme/topic to country’s educational systemAll the themes were considered either very relevant or somewhat relevant by the participants.However, it is only the theme “dismantling the culture of war’ where 11 percent (3 participants) do notconsider it a relevant theme for their country. This is an interesting result of the evaluation consideringthat several of the participants come from conflict zones or highly militarized governments (e.g.,Pakistan, India, Sri Lanka, Nepal, Iran, Cambodia, Thailand, Indonesia, East Timor, China).Program planners for forthcoming teachers training workshops need to rethink the way thetheme “dismantling the culture of war” is presented in the program. More theoretical and conceptualsessions would provide better understanding of the theme, with field visits to illustrate the impact ofmilitarization (e.g., DMZ) .

924th Asia-Pacific Teachers Training WorkshopOn the Teaching-Learning Methods(a) Was there variation in workshop sessions/activities?YES 74 %PARTIALLY 22 %NO 4 %Remarks:I thought learning methods were clear.It runs from one lesson to another smoothly.Various approaches are usedSome system of lecture-group with posters(b) Were the sessions/activities interesting?YES 59 %PARTIALLY 41 %NO 0 %Remarks:There are some which were boring.I enjoyed from beginning to the endSome more than othersDid get repetitive at times(c) Were the sessions/activities creative?YES 67 %)PARTIALLY 33 %)NO 0 %Remarks:Some are very creative while some are so.Help me more to improve my teaching.Lectures –not creativeSome activities are very goodThe overall evaluation results indicate that a great majority of participants believe that theteaching-learning methods were varied, interesting and creative. Only one participant indicated thatthere was no variation in teaching-learning methods used. This may be an aberrant observation as all

4th Asia-Pacific Teachers Training Workshop 93throughout the workshop there were more than 20 different activities used by resource persons andfacilitators.On Field Trips(a) Were the field trips relevant to the theme?YES 67%PARTIALLY 33%NO 0%Remarks:Very relevantBetter to offer some English introduction before the field trips.Gandhi school yes, shopping no but also essential(b) Were the field trips educational?YES 70%PARTIALLY 30%NO 0%Remarks:The migration center, Gandhi school was educational.It is often good to have experience learning makes the topic more relevant and we may begin toappreciate what good people are doing to make others simply liveIt made me reflect.Increasing knowledge of Korea.(c) Were the field trips interesting?YES 70%PARTIALLY 26%NO 4%Remarks:Interesting cause we have the chance to see Korean heritages.Some of the purpose is not clear.Mind blowing

944th Asia-Pacific Teachers Training WorkshopThe field trips were considered relevant, educational and interesting. Additional remarks indicatethe need to clarify the purpose of the field trip as well as to provide some introduction or backgroundof the place to be visited. It is also important to relate the field trip to the theme, either before or afterthe visit (e.g., the Migrant Workers Centre, Kyongju Heritage sites).On Class Demonstrations(a) Did the class demonstrations add to your understanding of the themes of EIU?YES 70%PARTIALLY 26%NO 4%Remarks:The time constraints.I am involved and behaved.Help me to make the class more interesting.Just to see it in practice.We have to participate the lessons as students that made us take more ideas.Interpretations by teachers impacted here.(b) Did you find the class demonstrations helpful in your role as a trainer?YES 85%PARTIALLY 11%NO 4%Remarks:Yes, so I ‘d know what I would not do.Most can be used in my teaching.I learnt a lot.Threw up issues with the lessons.The teaching learning methods used in demonstration are very good.Learning from feedback.The classroom demonstrations to trial the lessons in the teachers resource book are evaluatedfavourably by the participants. The demonstrations were found to have contributed to a betterunderstanding of EIU as well as provide additional help in their role as trainers, except for one

4th Asia-Pacific Teachers Training Workshop 95participant. The voluntary remarks in the evaluation also indicate that the demonstrations were muchappreciated.*********************************************************************************On Action Planning(a) Did you find the action planning helpful in your role as a trainer?YES 71%PARTIALLY 22%NO 7%Remarks:It helps me in my future programme.Good process to keep.Help me how to plan the active plan.Need to consult with others.Now we have an idea that what we should do in the future.Give me the big picture.(b) Did you find this activity helpful in preparing your report to your institution?YES 63%PARTIALLY 30%NO 7%Remarks:Yes, very good process. so I could begin to think.The report will be a separate process from a real action plan.Our reports are very specific and hypothetical action planning is not really useful to meA great majority of the participants found the planning session helpful. However, two out of 27participants did not find the session helpful both in their role as trainers as well as in the preparation oftheir report.

964th Asia-Pacific Teachers Training WorkshopOn Workshop MaterialsA. Booklet of Readings(a) How difficult are the materials?TOO EASY 0%EASY 19%JUST RIGHT 58%DIFFICULT 23%TOO DIFFICULT 0%Remarks:Information is easier but time taken.Because my English was limited.Some are difficult for meSome –relevant if biased and uncriticalNot for native English speakers but for some may be very difficult.(b) Are the materials useful?YES 80%SOMEWHAT 20%NO 0%Remarks:Depends on the situation.Need to do more reading.It is like key words.It makes lessons more interesting(c) How well will you be able to use the materials in your own training?EASILY WITH PRACTICE 65%DIFFICULT WITHOUT HELP 23%NOT AT ALL 12%Remarks:Some of the parts are easy which can be done without help but in other, some areas I will needmore help.At first I should translate it

4th Asia-Pacific Teachers Training Workshop 97Most can be simplified and used.I would like materials relevant to my context and currentAdaptability is the keyAll participants found the reading materials useful, or somewhat useful, but about a quarter foundthe materials rather difficult to understand. While 65% believe they could use the materials for theirtraining, the rest found them difficult without help or would not use them at all.B. On the Teachers Resource book(a) How difficult are the materials?TOO EASY 0%EASY 27%JUST RIGHT 54%DIFFICULT 19%TOO DIFFICULT 0%Remarks:Some topics are complicated.Easy to interpret but age appropriateness of students’ tasks and discussion questions- notaccurate I think we need to readdress the age level(b) Are the materials useful?YES 73%SOMEWHAT 27%NO 0%Remarks:They must be adapted so as to fit our situation.I have not gone through all the materials.It will be my guide.Help us easy to know the concept(c) How well will you be able to use the materials in your own training?EASILY WITH PRACTICE 74%DIFFICULT WITHOUT HELP 22%NOT AT ALL 4%

984th Asia-Pacific Teachers Training WorkshopRemarks:I will use network and translate these materials.Many parts will be usedThe teachers’ resource book was also found to be useful or somewhat useful by all participants.More than half of the participants also found the resource book just right in level of difficulty while aquarter found it easy and the other quarter, difficult. A good majority (74%) believe they will be ableto use the materials easily with practice, while 22% find it difficult without help, one participant wouldnot be able to use it at all in his/her training..C. On other handouts(a) How difficult are the materials?TOO EASY 0%EASY 41%JUST RIGHT 59%DIFFICULT 0%TOO DIFFICULT 0%Remarks:Some times are a little bit puzzled(b) Are the materials useful?YES 74%SOMEWHAT 26%NO 0%Remarks:It makes the lessons clearer(c) How well will you be able to use the materials in your own training?EASILY WITH PRACTICE 78%DIFFICULT WITHOUT HELP 19%NOT AT ALL 4%Remarks:Only the translation problem I have.

4th Asia-Pacific Teachers Training Workshop 99Overall, other handouts given by resource persons were also found useful by majority ofparticipants.D. On audio-visuals(a) Were audio-visuals adequately used?YES 59%PARTIALLY 37%NO 4%Remarks:Very important.Moving and make me think deeply.No often difficult to see.(b) Was there variation in audio-visuals?YES 52%PARTIALLY 33%NO 15%Remarks:It is ok(c) Did the audio-visuals enhance learning?YES 82%PARTIALLY 15%NO 4%Remarks:Good variety away from lectures only.It was usefulHelp future understand and learningMost participants (except one) agreed there was adequate use of audio-visuals during theworkshop and that these helped enhance their learning. Four participants indicated that there was novariation in the use of audio-visuals. Some of the audio-visuals used during the workshop were: slides,transparencies, posters, drawings, charts, maps, music, PowerPoint, movie, dance. .

1004th Asia-Pacific Teachers Training WorkshopE. On grouping techniques(a) Was there variation in the grouping procedures?YES 67%PARTIALY 22%NO 11%Remarks:It was interesting the way we group all. Some methods I have never seen.Some are interesting.Creative(b) Were the grouping procedures educational?YES 82%PARTIALLY 18%Remarks:Yes, I am learning a lot I could use.Practice is the best teacher.(c) Were the grouping techniques interesting?YES 85%PARTIALLY 15%NO 0%Remarks:Interesting techniques I could adapt.Most participants agreed that there were variations in the grouping techniques and that thesewere both educational and interesting.F. On workshop organization(a) How organized and easy to follow was the training/workshop?VERY ORGANIZED 59%SOMEWHAT ORGANIZED 41%NOT AT ALL 0%Remarks:

4th Asia-Pacific Teachers Training Workshop 101I congratulate you to work to meet the demands of everyone however-silly at times. thank u.Good organization.Better to give some written messages for sure.Well-organized and good interaction(b) How did you find the pace/timing of the workshop?TOO FAST 4%JUST RIGHT 92%TOO SLOW 4%Remarks:Tea breaks were a little bit long, 30 minutes is too long.GoodSome took too long and it is difficult to concentrate and it should be free on Friday afternoonBetter to offer an hour a day to reflect t he lessons of the day.4 weeks is better.First week where lectures seemed to predominate the pace was too labored, need more variationand opportunity to express own views without being put down.Slow at times some repetition.(c) How did you find the duration of the workshop?TOO LONG 34%JUST RIGHT 58%TOO SHORT 8%Remarks:It is ok.Last week was too protracted.2 week would be ample. Last week is very drawn out.(d) How did you find the intensity of the workshop?TOO PACKED 19%JUST RIGHT 81%TOO LIGHT 0%Remarks:Some times easy, sometimes difficult to organize.Very good to make me work hard for the first weeks and relax for the third week.

1024th Asia-Pacific Teachers Training WorkshopDepending on other demands.(e) How did you find the learning groups?VERY USEFUL 39%USEFUL 50%NOT USEFUL 11%Remarks:Good idea, but personality has to be worked out before we can become a good working group.We changed a lot.Help me reform my concepts both in life and teaching.Disappointing that some expected the English speaker to do all the tasks. Some members didnothing.Learning group for me was a waste of time. Everyone expected me to do all the work due to myEnglish.All participants assessed the workshop as very organized or somewhat organized. For the pace ofthe workshop, except for two participants, the rest found it just right. Of the two dissenters, one foundit too fast and one found it too slow. As for the duration of the workshop, more than half found it justright but a good number (34%) found it too long. On the other hand, two participants found it too short.Most participants also found the intensity of the workshop just right, while five participants found ittoo packed.Most participants found the learning groups very useful or useful. But three participants did notfind it useful, as it became more of a burden. In the remarks made, the learning groups demandedmuch from the native English-speaking participants since they were expected to “do all the workbecause of my English.” In previous workshops, (2003), native English speaking participants did notfind the “extra” task burdensome - on the contrary, many participants voluntarily sat beside non-nativeEnglish speaking participants to help them out in translation and/or interpretation.G. On Resource Persons/Facilitators(a) Knowledge of EIU toward a Culture of Peace themes/topicsEXCELLENT 56%VERY GOOD 29%GOOD 15%

4th Asia-Pacific Teachers Training Workshop 103POOR 0%Remarks:Most of them are useful and new.All very knowledgeable and thank you all for your patience and wisdom.(b) Pedagogical or teaching-learning approachesEXCELLENT 52%VERY GOOD 33%GOOD 11%POOR 4%Remarks:Creative.Daniella, Jean, Michele were excellent.(c) Ability to respond to questionsEXCELLENT 26%VERY GOOD 52%GOOD 18%POOR 4%Remarks:Very good.I have the ability but held back a lot due to answer from some.(d) Sensitivity to participants needsEXCELLENT 26%VERY GOOD 37%GOOD 37%POOR 0%Remarks:Some were and some were not.By their actions we are made to feel at peace.I found Lawrence didn’t listen well.Hard to put quantitative answer some excellent, some poor.

1044th Asia-Pacific Teachers Training WorkshopOverall, participants found the resource persons excellent/very good/good in depth of knowledge,pedagogical approaches, ability to respond to questions and sensitivity to participants needs. Only oneparticipant assessed as poor resource persons pedagogical approaches and ability to respond toquestions.1.11. Support Staff(a) Ability to respond to participants requestsEXCELLENT 44%VERY GOOD 44%GOOD 8%POOR 4%Remarks:They will come to help us anytime we need.Fantastic always helpful with a smile.(b) Sensitivity to participants needsEXCELLENT 33%VERY GOOD 56%GOOD 11%POOR 0%Remarks:(c) Interaction/Rapport with participantsEXCELLENT 41%VERY GOOD 41%GOOD 14%POOR 4%Remarks:They are kind and helpful.Good fun.A lot of funParticipants found the staff excellent/very good/good in their sensitivity to participants needs.One participant found staff ability to respond and rapport rather poor.

4th Asia-Pacific Teachers Training Workshop 1052. VENUE ISSUES(a) How did you find the workshop rooms?VERY GOOD 33%GOOD 56%POOR 11%Remarks:Computer should be set up in English not Korean.Seats uncomfortable.This venue needs work.ICT facilities in workshop rooms are a must(b) How did you find the accommodations?VERY GOOD 30%GOOD 55%POOR 15%NOT SURE 0%Remarks:Telephones sometimes do not work.TV should be provided in each room.Not cleaned well or frequently.We need our own room for some personal space.No hot water, no well cleaned.(c) How did you find the travel arrangements?VERY GOOD 37%GOOD 59%POOR 0%NOT SURE 4%Remarks:Thanks for it.Good(d) How did you find the food?VERY GOOD 7%

1064th Asia-Pacific Teachers Training WorkshopGOOD 67%POOR 22%NOT SURE 4%Remarks:It should have been international food.More fruitOverall, participants’ evaluation of venue issues are either good or very good. The aspect that israted poor by more than 20% of participants is on food. This has been an issue since the 2003workshop. It is important for APCEIU planners to consider this problem seriously in forthcomingworkshops. Other remarks that may be considered are those about IT facilities and telephone.3. PRE-WORKSHOP ISSUES(a) Were the objectives of this training explained to you clearly when you were chosen to participate?YES 41%PARTIALLY 37%NO 22%Remarks:Circumstances difficult as there was a late withdrawal.Not clearly defined.(b) Were you given sufficient instructions to prepare for this training?YES 37%PARTIALLY 44%NO 19%Remarks:The electricity adapter should be particularly mentioned.Had no idea what to bring, spending a lot of time emailing and still did not feel adequatelyprepared.(c) Were you given enough time to prepare for this training?YES 38%PARTIALLY 31%NO 31%

4th Asia-Pacific Teachers Training Workshop 107Remarks:It was the last minutes thing.Very very busy on the regular work because it is no holidays and it is difficult to find Koreaninformation.I did a lot to prepare.That is an Australian issueWhile a number of participants agreed they were given sufficient instruction, information, andpreparation for the workshop, from 19% to 31% indicated there were no instructions and time toprepare for the training. Although the responsibility for participants preparation may lie in the sendinginstitution or country, an early announcement of forthcoming workshops will provide more lead timefor countries to disseminate information and set up their selection process.4. RECOMMENDATIONS4.1. What do you think are the minimum qualifications of participants for this kind of teacherstraining workshop?• The participants should be graduate but must be having teaching experience and command onEnglish language. In this way the one would be able to express his or her own point of viewseasily.• I think teachers well prepared and all of them know their subjects well.• Knowing English well, communication ability.• The participants should be able to converse in English he should have adequate informationabout his country, this makes it easier to participate in workshops. The countries concernedshould choose the right person.• It could help if knowledge of English is good but not necessary really because the interactionhas been very meaningful with little knowledge others may have , however it is helpful foreveryone.• Ok, I think it is normal.• They must be same group teacher because the education system is very different at theirschools.• It is difficult to decide. Some participants had difficulties in understanding what is going on inthe session because of their language problem. However their countries selected them. For the

1084th Asia-Pacific Teachers Training Workshopnext workshop to pay more attention on the language proficiency, but I do not mean languageis the only selection procedure.• Can communicate with English easily and have the experience of working with the public orsociety.• Standard English and young participants will be better.• English fluency and decision makers in their countries and involved in teaching training field.Personality English ability positive attitude.• Trained experienced teachers who can speak English beyond a basic level.• English that is of a high standard is imperative we spoke of dominating by language and yet ifEnglish people did not speak up I feel there would have been many silences. I felt maligned attimes due to my English ability4.2. Do you have other concerns/issues that you feel need to be considered in future EIU teachertraining workshop?• Yes, I do, afternoon sessions should not be a lecture and it should be activity based.• It could help if workshops will end at a Thursday so we’d have a chance to fly home over theweekend and start to work.• Ok, to need this type of training new and advanced and this type of training is need inAPCEIU countries.• Three weeks are very long and it must be short.• More education technique with electronic materials and the way to encourage students tocommunicate and work together learning by doing and making self confidence.• Offer the participants the brief introductions of their own.• At least 4 ones should be selected in one country.• I think it is a very good chance to know each other countries’ culture and their backgroundpolitical situation but is not sufficient.• The workshop should be 2 weeks. Abandon class presentations and action planning to sameextent. Shortening the workshop, more time to speak to people about how they approachtraining in their countries ,would prefer longer for countries presentations at expense oflesson demonstration.

4th Asia-Pacific Teachers Training Workshop 1094.3. Other comments• It was a wonderful workshop and personally I learnt so much and this workshop also broughtsome pleasant changes in my personality if I was loving and caring etc. now I have becomemore loving, caring and so on. Thanks a lot.• Some resource persons are not active and creative enough, and the activities after dinnershould be optional and more relaxing rather than academic.• Field trips are too long distance.• The rooms and bathrooms are not cleaned. Many times we had to sweep our room on our own.• It could be most helpful if you’d sent out your SangSaeng magazine to participating countriesto read. You’d need wider circulation outside of Korea. Thank you for your hospitality andgenerosity to share with us and also to accommodate, thank u.• Thank u so much for good organization.• The electronic instruments should have more and explained in English.• Well organized and there was some mutual understanding and team spirit among the resourcepersons We need to know some Korean a little bit and we can learn it before each session.• It has been an interesting culture, learning experience and I appreciate the times I work thathave gone into the workshops. Thank u for the opportunity to attend and meet such a range ofteachers from around the world.• Certainly an experience vastly different from any I have had. It did get me out of my comfortzone. Thank u for new learning and a chance to meet interesting and wonderful people.

1104th Asia-Pacific Teachers Training Workshop

4th Asia-Pacific Teachers Training Workshop 111VIIIPARTICIPANT LISTNO. COUNTRY NAME POSITION1 Ms. Rosemary McLoughlin Curriculum InitiativesAustralia2Ms. Sharon SchultzTeacher3 Mr. Mao Veasna LecturerCambodia4Ms. Horth HanTeacher Trainer5 China Mr. Guiqing Hao Teacher6 Mr. Hipolito Aparicio Project ManagerEast Timor7Mr. Untaek YiProfessor8 India Ms. Doreen Gnanam Lecturer9 Indonesia Ms. Clara Sri Sudarmi Vice-principal10 Iran Ms. Zarrintaj Kourani Principal11 Ms. Leila Kolaeei College teacher12 Ms. Marjan Mortazi ASP expert13 Korea Ms. Kapsung Kim Teacher14 Ms. Hyu Eun Lee Educational program coordinator15 Ms. Hyon-ok Pak Teacher16 Mr. Seok O Yun Teacher17 Malaysia Ms. Sangeetajit Kaur Teacher18 Mongolia Mr. Munhjargal Tseden-Ish Methodologist19 Mr. Shanker Limbu TeacherNepal20Mr. Kedar Nath Dahal Principal21 Ms. Ani Jeffrey Deputy PrincipalNew Zealand22Ms. Michal HortonSchool Counselor23 Ms. Ruqia Parveen TeacherPakistan24Ms. Arjumand ZaidiTeacher25 Palau Ms. Elicita Morei Vice-principal26 Sri Lanka Ms. Chandra Senevirathne Primary education director

1124th Asia-Pacific Teachers Training Workshop27 Mr. Sellakkandu Selvarajah Assistant director of education28 Tonga Island Ms. Liuaki Fusitu’a Deputy principal29 Ms. Sumalee Tanawat TeacherThailand30Ms. Nuan Sindhubodee Head of Foreign Language Dept.31 Ms. Canan Pinar Önkol Deputy ManagerTurkey32Mr. Murat AtalayTeacher33 Ms. Shoira Ernazarova ProfessorUzbekistan34Ms. Dilfuza Muhitdinova ProfessorTotal number of participants:34 peoplesRegions:East Asia (7), Southeast Asia (7), Southwest Asia (5), South Asia (7), Central Asia (2), Pacific (6)Subject Background:Language (12), Natural Science (7), Social Science (10), others (5)Levels Background:Primary (6), Secondary (15), Teacher education (12), Teacher-education administrator (3)Age Background:50s (5), 40s (22), 30s (6), 20s (1)

4th Asia-Pacific Teachers Training Workshop 113IXAPPENDICES1. Action-plan formEIU toward a Culture of PeaceAction PlanTHREE-DAY (FIVE-DAY) TRAINING WORKSHOP• Rationale• Training objectives• Participants• Resource Persons• Budgets• Source of Funding

1144th Asia-Pacific Teachers Training WorkshopAction PlanDay/TimeTopics Objectives StrategiesCurriculumresourcesResourcePerson

4th Asia-Pacific Teachers Training Workshop 115Training ScheduleActivityPerson/ Officer inchargeTarget DatePresentation of Action Plan toAdministrationPre-training Activities• Identification ofparticipants• Preparation of trainingsite• Invitation of participants• Preparation of trainingmaterials• Arrangement for meals• Arrangement for lodging(if applicable)Training properPost training activities

1164th Asia-Pacific Teachers Training WorkshopPROPOSED BUDGETEXPENSESItem$AmountTotal Expenses $SOURCE OF FUNDING/ INCOMEDepartment/ Agency$AmountTotal Funding/ Income $

4th Asia-Pacific Teachers Training Workshop 1172. Formative Evaluation form4 th APCEIU TEACHERS TRAINING WORKSHOPJune 21-July 11, 2004FORMATIVE EVALUATIONWhat are some significant insights/ lessons learned/ reflections from the sessions/ activities?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What session/ activity is most helpful in your role as a teacher/ trainer?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Please give some comments/ suggestions to enrich the sessions/ activities, if any.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1184th Asia-Pacific Teachers Training Workshop3. Class demonstration evaluation form4 th APCEIU TEACHERS TRAINING WORKSHOPJune 21-July 11, 2004CLASS DEMONSTRATION EVALUATIONDATE OF DEMONSTRATION:_________________________________________LESSON TITLE:______________________________________________________TEAM MEMBERS:____________________________________________________STRENGTHS OF MODULE__________________________________________________________________________________________________________________________________________________________________SHORTCOMINGS/ PROBLEMS OF MODULE__________________________________________________________________________________________________________________________________________________________________SUGGESTIONS FOR MAKING USE OF OR ENHANCING STRENGTHS__________________________________________________________________________________________________________________________________________________________________SUGGESTIONS FOR CORRECTING/ ELIMINATING DEFICIENCIES___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4th Asia-Pacific Teachers Training Workshop 1194. Evaluation formAPCEIU 4 th Teachers Training WorkshopJune 21-July 11, 2004, Ichon, South KoreaEVALUATIONDear Participants:Please take time to read carefully and reflect over each of the items below. Your responses will bevery useful in planning future workshops. We deeply appreciate your time and effort in completing thisevaluation. You are free to write your name if you wish to. Thank you.Training Team*********************************************************************************1. TRAINING PROGRAM1.1. Workshop Objectives1.1.1. How well were the training objectives realized?The Teachers Training Workshop seeks to provide Asia-Pacific teachers, teacher educators and othertertiary level educators with:(a) A critical conceptual understanding of EIU towards a culture of peaceYES [ ] PARTIALLY [ ] NO [ ](b) Practical teaching-learning activities of EIU towards a culture of peaceYES [ ] PARTIALLY [ ] NO [ ]*********************************************************************************

1204th Asia-Pacific Teachers Training Workshop1.2. Workshop Content1.2.1. Framework of education for international understanding toward a culture of peace(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE [ ] ADEQUATE [ ] SOMEWHAT [ ] NEED MORE READING [ ](b) How confident are you to speak about the theme/topic?VERY CONFIDENT [ ] CONFIDENT [ ] SOMEWHAT [ ] NEED MORE TRAINING [ ](c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT [ ] SOMEWHAT [ ] NOT RELEVANT [ ]1.2.2. Living with Justice and Compassion(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE [ ] ADEQUATE [ ] SOMEWHAT [ ] NEED MORE READING [ ](b) How confident are you to speak about the theme/topic?VERY CONFIDENT [ ] CONFIDENT [ ] SOMEWHAT [ ] NEED MORE TRAINING [ ](c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT [ ] SOMEWHAT [ ] NOT RELEVANT [ ]1.2.3. Living in Harmony with the Earth(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE [ ] ADEQUATE [ ] SOMEWHAT [ ] NEED MORE READING [ ](b) How confident are you to speak about the theme/topic?VERY CONFIDENT [ ] CONFIDENT [ ] SOMEWHAT [ ] NEED MORE TRAINING [ ](c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT [ ] SOMEWHAT [ ] NOT RELEVANT [ ]

4th Asia-Pacific Teachers Training Workshop 1211.2.4. Promoting Human Rights and Responsibilities(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE [ ] ADEQUATE [ ] SOMEWHAT [ ] NEED MORE READING [ ](b) How confident are you to speak about the theme/topic?VERY CONFIDENT [ ] CONFIDENT [ ] SOMEWHAT [ ] NEED MORE TRAINING [ ](c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT [ ] SOMEWHAT [ ] NOT RELEVANT [ ]1.2.5. Dismantling the Culture of War(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE [ ] ADEQUATE [ ] SOMEWHAT [ ] NEED MORE READING [ ](b) How confident are you to speak about the theme/topic?VERY CONFIDENT [ ] CONFIDENT [ ] SOMEWHAT [ ] NEED MORE TRAINING [ ](c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT [ ] SOMEWHAT [ ] NOT RELEVANT [ ]1.2.6. Building Cultural Respect, Reconciliation, and Solidarity(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE [ ] ADEQUATE [ ] SOMEWHAT [ ] NEED MORE READING [ ](b) How confident are you to speak about the theme/topic?VERY CONFIDENT [ ] CONFIDENT [ ] SOMEWHAT [ ] NEED MORE TRAINING [ ](c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT [ ] SOMEWHAT [ ] NOT RELEVANT [ ]

1224th Asia-Pacific Teachers Training Workshop1.2.7. Cultivating Inner Peace(a) How adequate is your understanding of the theme/topic?VERY ADEQUATE [ ] ADEQUATE [ ] SOMEWHAT [ ] NEED MORE READING [ ](b) How confident are you to speak about the theme/topic?VERY CONFIDENT [ ] CONFIDENT [ ] SOMEWHAT [ ] NEED MORE TRAINING [ ](c) How relevant is this theme/topic to your country’s educational system?VERY RELEVANT [ ] SOMEWHAT [ ] NOT RELEVANT [ ]*********************************************************************************1.3. Teaching-Learning Methods(a) Was there variation in workshop sessions/activities?YES [ ] PARTIALLY [ ] NO [ ] Remarks: _________________________________________(b) Were the sessions/activities interesting?YES [ ] PARTIALLY [ ] NO [ ] Remarks: _________________________________________(c) Were the sessions/activities creative?YES [ ] PARTIALLY [ ] NO [ ] Remarks: __ ______________________________________******************************************************************************1.4. Field Trips(a) Were the field trips relevant to the theme?YES [ ] PARTIALLY [ NO [ ] Remarks: ___________________________________________(b) Were the field trips educational?YES [ ] PARTIALLY [ ] NO [ ] Remarks: ___________________________________________(c) Were the field trips interesting?

4th Asia-Pacific Teachers Training Workshop 123YES [ ] PARTIALLY [ ] NO [ ] Remarks: ___________________________________________*********************************************************************************1.5. Class Demonstration(a) Did the class demonstrations add to your understanding of the themes of EIU?YES [ ] PARTIALLY [ ] NO [ ] Remarks: ___________________________________________(b) Did you find the class demonstrations helpful in your role as a trainer?YES [ ] PARTIALLY [ ] NO [] Remarks: __________________________________________*********************************************************************************1.6. Action Planning(a) Did you find the action planning helpful in your role as a trainer?YES [ ] PARTIALLY [ ] NO [] Remarks: __________________________________________(b) Did you find this activity helpful in preparing your report to your institution?YES [ ] PARTIALLY [ ] NO [] Remarks: ___________________________________________*********************************************************************************1.7. Workshop Materials1.7.1. Booklet of Readings(a) How difficult are the materials?TOO EASY [ ] EASY [ ] JUST RIGHT [ ] DIFFICULT [ ] TOO DIFFICULT [ ]Remarks: ____________________________________________________________________(b) Are the materials useful?YES [ ] SOMEWHAT [ ] NO [ ]

1244th Asia-Pacific Teachers Training WorkshopRemarks: _____________________________________________________________________(c) How well will you be able to use the materials in your own training?EASILY WITH PRACTICE [ ] DIFFICULT WITHOUT HELP [ ] NOT AT ALL [ ]Remarks: _____________________________________________________________________1.7.2. Teachers Resource book(a) How difficult are the materials?TOO EASY [ ] EASY [ ] JUST RIGHT [ ] DIFFICULT [ ] TOO DIFFICULT [ ]Remarks: ______________________________________________________________________(b) Are the materials useful?YES [ ] SOMEWHAT [ ] NO [ ]Remarks: ______________________________________________________________________(c) How well will you be able to use the materials in your own training?EASILY WITH PRACTICE [ ] DIFFICULT WITHOUT HELP [ ] NOT AT ALL [ ]Remarks: ________________________________________________________________________1.7.3. Other handouts(a) How difficult are the materials?TOO EASY [ ] EASY [ ] JUST RIGHT [ ] DIFFICULT [ ] TOO DIFFICULT [ ]Remarks:_________________________________________________________________________(b) Are the materials useful?YES [ ] SOMEWHAT [ ] NO [ ]

4th Asia-Pacific Teachers Training Workshop 125Remarks:_________________________________________________________________________(c) How well will you be able to use the materials in your own training?EASILY WITH PRACTICE [ ] DIFFICULT WITHOUT HELP [ ] NOT AT ALL [ ]Remarks:_________________________________________________________________________1.7.4. Audio-visuals(a) Were audio-visuals adequately used?YES [ ] PARTIALLY [ ] NO [ ] Remarks: ________________________________________(b) Was there variation in audio-visuals?YES [ ] PARTIALLY [ ] NO [ ] Remarks: ________________________________________(c) Did the audio-visuals enhance learning?YES [ ] PARTIALLY [ ] NO [ ] Remarks: _________________________________________*********************************************************************************1.8. Grouping techniques(a) Was there variation in the grouping procedures?YES [ ] PARTIALLY [ ] NO [ ] Remarks: __________________________________________(b) Were the grouping procedures educational?YES [ ] PARTIALLY [ ] NO [] Remarks: __________________________________________(c) Were the grouping techniques interesting?YES [ ] PARTIALLY [ ] NO [] Remarks: __________________________________________*********************************************************************************

1264th Asia-Pacific Teachers Training Workshop1.9. Workshop Organization(a) How organized and easy to follow was the training/workshop?VERY ORGANIZED [ ] SOMEWHAT ORGANIZED [ ] NOT AT ALL [ ]Remarks: _______________________________________________________________________(b) How did you find the pace/timing of the workshop?TOO FAST [ ] JUST RIGHT [ ] TOO SLOW [ ]Remarks: _______________________________________________________________________(c) How did you find the duration of the workshop?TOO LONG [ ] JUST RIGHT [ ] TOO SHORT [ ]Remarks: _______________________________________________________________________(d) How did you find the intensity of the workshop?TOO PACKED [ ] JUST RIGHT [ ] TOO LIGHT [ ]Remarks: _______________________________________________________________________(e) How did you find the learning groups?VERY USEFUL [ ] USEFUL [ ] NOT USEFUL [ ]Remarks: _______________________________________________________________________*********************************************************************************1.10. Resource Persons/Facilitators(a) Knowledge of EIU toward a Culture of Peace themes/topicsEXCELLENT [ ] VERY GOOD [ ] GOOD [ ] POOR [ ]Remarks: ________________________________________________________________________

4th Asia-Pacific Teachers Training Workshop 127(b) Pedagogical or teaching-learning approachesEXCELLENT [ ] VERY GOOD [ ] GOOD [ ] POOR [ ]Remarks: _________________________________________________________________________(c) Ability to respond to questionsEXCELLENT [ ] VERY GOOD [ ] GOOD [ ] POOR [ ]Remarks: _________________________________________________________________________(d) Sensitivity to participants needsEXCELLENT [ ] VERY GOOD [ ] GOOD [ ] POOR [ ]Remarks: _________________________________________________________________________1.11. Support Staff(a) Ability to respond to participants’ requestsEXCELLENT [ ] VERY GOOD [ ] GOOD [ ] POOR [ ]Remarks: _________________________________________________________________________(b) Sensitivity to participants needsEXCELLENT [ ] VERY GOOD [ ] GOOD [ ] POOR [ ]Remarks: _________________________________________________________________________(c) Interaction/Rapport with participantsEXCELLENT [ ] VERY GOOD [ ] GOOD [ ] POOR [ ]Remarks: _________________________________________________________________________*********************************************************************************

1284th Asia-Pacific Teachers Training Workshop2. VENUE ISSUES(a) How did you find the workshop rooms?VERY GOOD [ ] GOOD [ ] POOR [ ] NOT SURE [ ]Remarks: _________________________________________________________________________(b) How did you find the accommodations?VERY GOOD [ ] GOOD [ ] POOR [ ] NOT SURE [ ]Remarks: _________________________________________________________________________(c) How did you find the travel arrangements?VERY GOOD [ ] GOOD [ ] POOR [ ] NOT SURE [ ]Remarks: _________________________________________________________________________(d) How did you find the food?VERY GOOD [ ] GOOD [ ] POOR [ ] NOT SURE [ ]Remarks: _________________________________________________________________________3. PRE-WORKSHOP ISSUES(a) Were the objectives of this training explained to you clearly when you were chosen to participate?YES [ ] PARTIALLY [ ] NO [ ] Remarks:_________________________________________(b) Were you given sufficient instructions to prepare for this training?YES [ ] PARTIALLY [ ] NO [ ] Remarks: ________________________________________(c) Were you given enough time to prepare for this training?YES [ ] PARTIALLY [ ] NO [ ] Remarks: _________________________________________

4th Asia-Pacific Teachers Training Workshop 1294. RECOMMENDATIONS4.1. What do you think are the minimum qualifications of participants for this kind of teacherstraining workshop?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4.2. Do you have other concerns/issues that you feel need to be considered in future EIU teachertraining workshop?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4.3. Other comments____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________THANK YOU! KAM SA HAMIDA! SALAMAT!NAME: (optional) __________________________________________________________________

1304th Asia-Pacific Teachers Training Workshop5. Contact ListPARTICIPANTS (alphabetical order in name of country)AustraliaMs. Rosemary McLoughlinEmail: rmcloughlin@ceo.melb.catholic.edu.auWork telephone: 61 39 8999 764Home telephone: 61 39 267 0243Mobile phone: 61 41 818 1052Address: 1A Erne St, Balwyn VIC 3103, AustraliaMs. Sharon SchultzEmail: sschu26@eq.edu.auWork telephone: 61 75 5757 664Home telephone: NAMobile phone: 61 40 754 4441Address: 11 Northpoint Close Robina Q, 4226, AustraliaCambodiaMr. Mao VeasnaEmail: 012775248@mobitel.com.khWork telephone: 85 51 277 5278Home telephone: 85 5 2336 2341Mobile phone: 85 51 2775248Address: 133 Norodom Bvl P.Renh CambodiaMs. Horth HanEmail: horthhan@yahoo.comWork telephone: 85 51 227 6468Home telephone: 85 51 185 6375

4th Asia-Pacific Teachers Training Workshop 131Mobile phone: 85 51 227 6468Address: Kendal Regional Teacher Training Center, CambodiaChinaMr. Guiqing HaoEmail: gqhao@yahoo.com.cnWork telephone: 86 10 6251 3971Home telephone: 86 10 6251 3243Mobile phone: 86 1367 1256199Address: No.37 zhongguancun Str. Haidian, Beijing, ChinaEast TimorMr. Hipolito AparicioEmail: rainakdoko@yahoo.comWork telephone: NAHome telephone: NAMobile phone: 670) 724 3928Address: Delta-4, Dili, Timor LesdeIndiaMs. Doreen GnanamEmail: doreengn2000@yahoo.co.inWork telephone: 91 44 2651 1117Home telephone: 91 44 2841 9284Mobile phone: NAAddress: 5 Mohammed Hussain Colony, Vivekananda Nagar Kolathur Chennai 99 South IndiaIndonesiaMs. Clara Sri Sudarmi

1324th Asia-Pacific Teachers Training WorkshopEmail: CLARA_1949@yahoo.comWork telephone: 62 31 853 3375Home telephone: 62 31 534 5155Mobile phone: 62 81 858 5006Address: JL Mangga 71 Wage Taman Sidoarjo Jatim IndonesiaIranMs. Zarrintaj KouraniEmail: Gourani2002@yahoo.comWork telephone: 98 21 800 6176Home telephone: 98 21 2709998Mobile phone: 98 912 3726530Address: IRAN - TehranMs. Leila KolaeeiEmail: leilakolaei2004@yahoo.comWork telephone: 98 21 730 3479Home telephone: 98 21 7122 175Mobile phone: NAAddress: IRAN - Shiraz-Nasr-AveMs. Marjan MortaziEmail: mmortazi@yahoo.comWork telephone: 98 21 251 4338Home telephone: 98 21 2 092717/98 21 2523266Mobile phone: NAAddress: IRAN - Tehran-21Farhangestan2-Eraghi Ave.KoreaMr. Untaek YiEmail: kemf2000@yahoo.com

4th Asia-Pacific Teachers Training Workshop 133Work telephone: 670 725 2805/ 61 7 3847 8286Home telephone: 670 725 2805/82 10 22439553Mobile phone: 670 7252805/82 10 22439553Address: 5/29 Oatland Cres. Holland Park West QLD 4121 AustraliaMs. Kapsung KimEmail: kapsung@yahoo.co.krWork telephone: 82 32 465 1015Home telephone: 82 32 3262696Mobile phone: 82 11 2281015Address: Keonggi-do, Bucheon-si, Sosa-gu, Beumbak-dong, Hyungdai Hometown 309-103 SouthKoreaMs. Hyo-Eun LeeEmail: hyoeunlee@hotmail.comWork telephone: 82 2 2214 5882Home telephone: 82 2 5483411Mobile phone: 82 11 99618416Address: NAMs. Hyon-ok PakEmail: phomuse@hotmail.comWork telephone: 82 32 773 0144Home telephone: 82 32 7725754Mobile phone: NAAddress: 400-150 Gung-gu Nae-dong 2-25(1/2) Incheon, South KoreaMr. Seok O YunEmail: ymdh08@hanmir.comWork telephone: 82 41 900 3963Home telephone: 82 41 5589254Mobile phone: 82 16 4463963Address: 203 - 301 Daewo APT Dujeong Cheonanshi, Chungam, South Korea

1344th Asia-Pacific Teachers Training WorkshopMalaysiaMs. Sangeetajit KaurEmail: sangeeta_66@hotmail.comWork telephone: 6 05 2558255Home telephone: 6 13 3046718Mobile phone: NAAddress: 43 Pesiaran Rishah 16,\ Taman Tinggi, 30200, IPOH, PERAK, MALAYSIAMongoliaMr. Munhjargal Tseden-IshEmail: NAWork telephone: 976 11 329479Home telephone: 976 11 321786Mobile phone: 976 11 91198987Address: Ulaanbaator Peace AV 2092 Education Department, Ulaanbaator, MongoliaNepalMr. Shanker LimbuEmail: travelnet@com.npWork telephone: 977 1 553 7148Home telephone: 977 1 552 4002Mobile phone: 977 1 98510 75921Address: Lagankhel 5 Lalitpur-KTM, NepalMr. Kedar Nath DahalEmail: NAWork telephone: 977 1 4351829/977 1 4370376Home telephone: 977 1 4370962Mobile phone: 977-1-9851046585Address: Chapeeli 8 Bud Lan Kentha KATHMANDU, Nepal

4th Asia-Pacific Teachers Training Workshop 135New ZealandMs. Ani JeffreyEmail: ajeffrey@clear.net.nzWork telephone: 64 07 8470662Home telephone: 64 07 8248099Mobile phone: NAAddress: 43a Dinsdale Rd. Hamilton, New ZealandMs. Michal HortonEmail: counselling@selwyn.school.nzWork telephone: 64 09 6307149Home telephone: 64 09 5219611Mobile phone: NAAddress: 12 Alderley Road, Mount Eden, Auckland, New ZealandPakistanMs. Ruqia ParveenEmail: universityend@yahoo.comWork telephone: 51 2251647Home telephone: 51 2252922Mobile phone: 30 0 5118116Address: H#1251, Sl-#64, Sector G-9/4, Islamabad, PakistanMs. Arjumand ZaidiEmail: Farah_0001@yahoo.comWork telephone: 51 5111434Home telephone: 51 5516774Mobile phone: 33 3 5151676Address: 307 Rafi Road, Lalkurli Rawalpindi, Pakistan

1364th Asia-Pacific Teachers Training WorkshopPalauMs. Elicita MoreiEmail: mindszenty@palaunet.comWork telephone: 680 4885368Home telephone: 680 4885076Mobile phone: NAAddress: P.O. Box 9013 Koror, Palau 96940Sri LankaMs. Chandra SenevirathneEmail: NAWork telephone: 94 2 1787874Home telephone: 94 33 2256199/94 25 2222053Mobile phone: 94 77 7403578Address: 9/62 Millagahawatta Naranwala, Gampaha, Sri LankaMr. Sellakkandu SelvarajahEmail: NAWork telephone: 94 21 2223417Home telephone: 94 21 2285721Mobile phone: NAAddress: 149/31 POTPATHY RD. KOKUVIL EAST, SRI LANKATongaMs Liuaki Fusitu'aEmail: akikovi@yahoo.comWork telephone: 676 22402Home telephone: 676 21907Mobile phone: NAAddress: Tonga Institute of Education P.O. Box 123, TONGA

4th Asia-Pacific Teachers Training Workshop 137ThailandMs. Sumalee TanawatEmail: t-sumalee@thaimail.comWork telephone: 66 32 399018Home telephone: 66 32 337302 Ext 132Mobile phone: 66 6 9713277Address: 74 Moo 2 Tambon Krawsanpra Amphur Watpleng, Ratchaburi 70170Ms. Nuan SindhubodeeEmail: NUANSIN2000@yahoo.co.ukWork telephone: 66 2 8493014Home telephone: 66 2 4633345Mobile phone: 66 1 4560423Address: 93/102 Mu 8 Thakham Bangkhuntien Bangkok10150TurkeyMs. Canan Pinar ÖnkolEmail: cpinaronkol@hotmail.comWork telephone: 90 312 3431780Home telephone: 90 312 4175070 Ext 4165Mobile phone: 90 532 6632851Address: MEB(Ekbina) 6/3 KIZILAY-ANKARA, TURKEYMr. Murat AtalayEmail: matalay@meb.gov.trWork telephone: 90 312 2212236Home telephone: 90 312 4131642Mobile phone: 90 532 4889482Address: Milli Egitim Bakanligi Yukschogretim GENEL Mudurlugu Ankara, TURKEY

1384th Asia-Pacific Teachers Training WorkshopUzbekistanMs. Shoira ErnazarovaEmail: eshoira@yahoo.comWork telephone: 998 712 980457Home telephone: 998 712 410873Mobile phone: NAAddress: Tashkent 700116 1-proezd Zamondosh St. 19Ms. Dilfuza MuhitdinovaEmail: dmuhitdinova@yahoo.comWork telephone: 998 712 295195Home telephone: 998 712 410873Mobile phone: NAAddress: Kara-Ramish 2/3 24-1 S.Rahimov Tashkent Usbekistan

4th Asia-Pacific Teachers Training Workshop 139RESCOURCE PERSONS (in alphabetical order)Dr. Akihiro Chibachibaa@icu.ac.jpCOE visiting professorInternational Christian University, Tokyo, JapanDr. Crarence Diasinhumanwrongs@yahoo.comPresident of International Center for Law & Development, 777 United Nations Plaza, 7/E,New York, NY 10017 USADr. Daniella Tilburydtilbury@gse.mq.edu.auAssociate ProfessorGraduate School of the Environment, Macquarie University, Sydney, North Ryde NSW, 2109,AustraliaDr. Doo Yong Chungchungdy@unesco.or.krWoochang Apt. 2-105, Ohkum-dong, Songpa-gu, Seoul, South Korea.Dr. Gerhard Huckhuck@sltnet.lkSenior Advisor Teacher Education, Basic Education Sector Programme/ Teacher In-service Project,20 Primrose Road, Kandy, Sri LankaDr. Ho Won Jeonghwjeong@gmu.eduAssociate Professor, Institute for Conflict Analysis and Resolution, George Mason University,Fairfax, Virginia 22030-4444, USA

1404th Asia-Pacific Teachers Training WorkshopMs. Insoon Nam-Yunnamis@women21.or.krCo-representative, Korea Women's Associations United, 100-391 Women Peace House 2F, 38-84,Jangchoong-dong 1 ga, Jung-gu, Seoul, South KoreaDr. Lawrence Surendralsurendra@unescoapceiu.orgDeputy Director, APCEIUUNESCO Bldg. #604, 5-14 Myongdong 2-ga, Chung-gu, Seoul, Korea 100-810Ms. Michele Milnermilnermw@tc-japan.eduPeace Program Coordinator, Teachers College, Columbia University, Tokyo653-106 Hannamdong Apt #301, Yongsan-gu, Seoul, KoreaDr. Samuel Leesamlee@unesco.or.krDirector, APCEIUAsia-Pacific Centre of Education for International Understanding (APCEIU)UNESCO Bldg. #604, 5-14 Myongdong 2-ga, Chung-gu, Seoul, KoreaDr. Sookhee Kwaksukikoak@unescoapceiu.orgChief of Education and Training, Program Coordinator, APCEIUUNESCO Bldg. #1010, 5-14 Myongdong 2-ga, Chung-gu, Seoul, Korea 100-810Dr. Virginia Cawagasvcawagas@gpu.srv.ualberta.caVisiting Professor, APCEIUDept, of Educational Policy Studies, 7-104, Education North, University of Alberta, Edmonton,Alberta, Canada, T6G 2G5

4th Asia-Pacific Teachers Training Workshop 141Ms. Young-hee Nayhna21@humanrights.go.krDirector, General Education & Cooperation Bureau, National Human Rights Commission of Korea,#16 Euljiro1-ga, Chung-gu, Seoul, Korea 100-842Ms. Yujin Leeleeyj@greenkorea.orgCoordinator, Internal Cooperation, Green Korea, #113-34 Seongbuk-2dong, Seongbuk-gu, Seoul,Korea 136-821

1424th Asia-Pacific Teachers Training WorkshopSUPPORTING STAFFS (in alphabetical order)Ms. Beatrice Lindstromblindst@learnlink.emory.eduIntern, Dept. of Education and Training, APCEIUEmory University, P.O. Box 121881, Atlanta, GA 30322, USAMr. Chen Xupomeloedie@hotmail.comIntern, Dept. of Education and Training, APCEIUDepartment of International Relations, School of Politics and Public Management, Wuhan Univ.China, 430072Mr. David Yoondyoonlee@hotmail.comIntern, Dept. of Education and Training, APCEIU440 Ludlow Avenue, Apt 5m Cincinnnati, Ohio 45220, USAMs. Heejin, Helen Woohjw_84@hotmail.comIntern, Dept. of Education and Training, APCEIU206-5815 Yew st. Vancouver, BC, V6M 3Y6, CanadaMr. Iksu Jangisjang@unescoapceiu.orgEngineer and System Manager, Dept. of Education and Information, APCEIUUNESCO Bldg. #1010, 5-14 Myongdong 2-ga, Chung-gu, Seoul, Korea 100-810Mr. Jin Kaikinguy@hotmail.comIntern, Dept. of Education and Training, APCEIUDepartment of International Relations, School of Politics and Public Management, Wuhan Univ.China, 430072

4th Asia-Pacific Teachers Training Workshop 143Ms. Minkyung Sulmksul@unescoapceiu.org/ adverweb@hotmail.comProgram Assistant, Dept. of Education and Training, APCEIUUNESCO Bldg. #1010, 5-14 Myongdong 2-ga, Chung-gu, Seoul, Korea 100-810Ms. Soonjung Kwonsslove0123@hotmail.comIntern, Dept. of Education and Training, APCEIUJugong Apt 804-103, Burim-dong, Kwacheon, Kyunggido, South KoreaMs. Seungmin (Jasmine) Chajasmine@unescoapceiu.orgNational Program Coordinator, Dept. of Education and Training, APCEIUUNESCO Bldg. #1010, 5-14 Myongdong 2-ga, Chung-gu, Seoul, Korea 100-810Ms. Xiaoliang Wuwuxiaoliang1979@hotmail.comIntern, Dept. of Education and Training, APCEIURegional Development Academy of Wuhan University, Hubei, China 430072