INTRODUCTION & PROGRAMME - APCEIU

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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
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