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APCEIU and its resources on EIU/ESD

APCEIU and its resources on EIU/ESD. Dr. Sookhee Kwak APCEIU August 22-25, 2006 Penang, Malaysia. 1. Mandate of APCEIU. Keeping with UNESCO principles and declarations on education, APCEIU seeks to:

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APCEIU and its resources on EIU/ESD

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  1. APCEIU and its resources on EIU/ESD Dr. Sookhee Kwak APCEIU August 22-25, 2006 Penang, Malaysia

  2. 1. Mandate of APCEIU Keeping with UNESCO principles and declarations on education, APCEIU seeks to: ■ Strengthen national and regional capacities in education for international understanding; ■ Encourage and facilitate collaborative links between Asia-Pacific initiatives and other regional, international and global efforts in education; ■ Implement research and development of the philosophy, teaching methods and curriculum of education for international understanding; ■ Organize training workshops and seminars; ■ Produce and disseminate teaching materials and other publications.

  3. 2. Main Areas of Work ■ Teacher Training Workshops on EIU ■ Research and Development of EIU: Curriculum & Teaching/Learning Materials ■ Publication and Information Service on EIU ■ Cooperation and Networking

  4. 3. EIU/ESD in the Asia-Pacific region-at regional, sub-regional, national level-

  5. 1st TTW, July10-13, 2001, in Ichon, Korea in collaboration with UNESCO-APNIEVE, 34 participants, 15 countries 2nd TTW, July16-20, 2002, in Suva, Fiji, in cooperation with UNESCO Apia Office & Fiji UNESCO NC, 40 teachers and educators, 10 Pacific counties 3rd TTW, July 7-August 2, 2003, in Ichon, Korea, 30 participants, 14 countries. A teaching manual/resource book was field tested 4th TTW, June21-July11, 2004, in Ichon, Korea, 35 participants, 20 Asia Pacific countries 5th TOT, Theme : 20-29, September 2005, in Chiangmai, Thailand, 35 Participants from 12 Countries. UNESCO Bangkok office 4. Regional Teacher TrainingA Priority Program of APCEIU

  6. 5. Sub-regional Workshop • 2003 March 23-28, in Beijing, China, in cooperation with China UNESCO NC & UNESCO Beijing Office. 32 participants, North East Asian countries. Focus on Sustainable Development in North East Asia • 2004 November 1-7 in Sri Lanka &November 8-9, 2004 in India, Sri Lanka, India and Maldives, with Ministry of Education in Sri Lanka, GTZ, and Mysore University in India • 2005 December 15-17 in India, Sri Lanka, India, Pakistan, Bhutan and Maldives, Afghanistan, with Ministry of Education in Sri Lanka, GTZ, and CIIL in India • 2006. June 12-16, 2006 in Teheran, Iran, Afghanistan, with Ministry of Education in Iran;Iranian National Commission for UNESCO;Other related educational institutions; National, UNESCO Cluster office, Translation of EIU materials (In Fasi)

  7. 6. Resource Book for Teachers on EIU/ESDLearning to Live together • Objective: to introduce EIU concepts and teaching modules • Target: teachers for their use in classrooms • “Dismantling the Culture of War”, “Living with Justice and Compassion”, “Living in Harmony with the Earth”, “Promoting Human Rights and Responsibilities”, “Nurturing Intercultural Understanding and Solidarity”, “Cultivating Inner Peace”

  8. 7. Story books on EIU/ESD in Linguistic Diversity • Researching and developing educational/reading materials for children and youth in the Asia-Pacific Region in their mother languages, a one-month residential programme in Icheon Centre of APCEIU, Korea from 1-30 August 2005. • in the fellows’ mother languages: Kannada (Indian), Indonesian, Persian, Tongan and Uzbek. • The Sky, the Cloud and the Earth (Mr. Suresha, India), • My Earth My Life (Ms. Sulistyowati, Indonesia), • Bam Earthquake (Mr. Razavikhosravaninejad, Iran), • We Can Try (Ms. Fine, Toga) • Tolerance Wordbook (Mr. Djuraev, Uzbekistan).

  9. 8. EIU Materials:Inter-dialogue Project in Vietnam in 2006(on-going) • Participants: EIU experts, teacher educators, teachers, developers and other researchers related to EIU and EIU curriculum development, etc. • Collaborating Organizations: UNESCO Hanoi Office; National Institute for Educational Strategy and Curriculum (NIESAC) (In Vietnamese)

  10. 9. Asia-Pacific EIU Policy Meeting in 2006 (on-going) • 1 Situational Analysis : 7 Member States in Central Asia. • Collecting basic information on the current situation of EIU in the countries; • Comparative analysis on EIU to set the agenda for implementing EIU in accordance with existing developmental levels of EIU in different parts of the region; • Finding an effective policy for enhancing EIU. • 2. Sub-regional EIU Policy Meetings (Central Asia / North East Asia) • Dates: September, 2006/ November 2006 • Venue: Tashkent, Uzbekistan/ Beijing China

  11. 10.Trainer’s Guide on Designing Training Programmes for EIU/ESD in 2006 • 1: Introduction • 2: Designing a training of trainers’ workshop on EIU and ESD • 3: Balance and integration of workshop contents • 4: Selection of modules • 5: Planning for the training programme • 6: Conducting the training programme • 7: Some pedagogical approaches and techniques • 8: Conclusion

  12. Backgroundon Trainer’s Guide • This publication is a product of the Training of Trainers’ (TOT) workshop on Education for International Understanding (EIU) and Education for Sustainable Development (ESD), held in Chiangmai, Thailand, September 2005. • Organized jointly by the Asia-Pacific Centre of Education for International Understanding (APCEIU) and UNESCO’s Asia-Pacific Programme of Educational Innovation for Development (APEID), the workshop aimed to develop training models and manuals on EIU and ESD.

  13. Target : Teacher Educators • It was targeted mainly at teacher educators to empower and enable them to organize similar training programmes for teachers and trainee teachers. • In preparing this document for a wider application, APCEIU and APEID set out to produce a generic guide that drew upon the rich experiences, with specific references to and examples of EIU and ESD, from the workshop.

  14. Who can use this Guide? • This Guide is meant for a wider audience interested in organizing and conducting training workshops on EIU and ESD. • It is particularly relevant to teacher educators and teachers who are unfamiliar with organizing short-term training programmes and specific training interventions on EIU and ESD. • Trainers using the Guide are encouraged to adapt the contents to suit their local, national, sub-regional or regional contexts.

  15. How to use this Trainer’s Guide? • The Guide is structured to enable the reader to plan, organize and conduct a training workshop step-by-step using EIU and ESD as the conceptual and content focus. • It follows the general outline for designing a training programme, usually divided into three sections: • Concepts and themes • Process • Pedagogy

  16. How to contribute • Establishing a broad constituency that becomes familiar with the concepts • Building a critical mass of teachers and trainers who can transform and transfer the concepts to their students underlines the fundamental requirement for critical thinking in promoting EIU and ESD.

  17. Co-learning • Critical thinking is the first step to empower both trainers and learners, teachersand students as co-learners. • This Guide emphasizes the importance of co-learning and attempts to build both individual and collective sources of expertise in these two key areas of education.

  18. Social learning and social transformation • EIU and ESD are not dogmas but evolving concepts whose educational outcomes can contribute to social learning and social transformation.

  19. Head and Heart • In most formal learning environments, almost all the emphasis is on the cognitive aspect, whereas in training environments, two dimensions – cognitive and empathetic – are considered critical. • The training programme design has to include a proper proportion of both to ensure that the learning involves both the ‘head and the heart’, although a third equally critical component of skills – ‘the hand’ – should not be overlooked. • A balanced training programme curriculum will therefore consider the three ‘Hs’ equally.

  20. Preparation, Implementation and follow-up • Training manuals and guides can also be very useful in providing references or leads on where to find appropriate resources for preparing training programmes, for the training programme itself or for follow-up activities after the completion of the training programme. • A pre-training workshop can, in general, look at the following sections that are critical to the planning, preparation and implementation of a successful training programme.

  21. Part I: Training programme design and development • Pedagogy, introducing concepts and themes (in this case EIU and ESD and integrating principles of EIU and ESD) in training programme design • Balancing training programmes content and integration of pedagogy and methodology • Selection of the training modules and development of the modules

  22. Part II: Process – implementation of training process • Pre-training planning • Identification and selection of participants • Inventories • Documentation and resources • Conducting and implementing the training programme

  23. Part III- Pedagogy and learning process and documentation • Training programme methodology, pedagogy group learning • Communication • Evaluation

  24. Values, Structural analysis, Social transformation • On the whole, EIU rests on a tripod comprising values, structural analysis and social transformation, making it very relevant to the context of the United Nations Decade of Education for Sustainable Development (UNDESD), 2005 -2014.

  25. EIU & ESD • Sustainable development is grounded on four interdependent systems (biophysical, economic, social and political) and supports four interrelated principles (peace and equity, democracy, appropriate development and conservation) for sustainable living. • The four systems and principles are closely related to the concerns and themes of EIU.

  26. Synergy between EIU and ESD • Many synergies between EIU and ESD which can be used to promote a world which treasures and values cultural diversity, respects social justice and thus achieves sustainability and harmony in the relationship between man and nature. • The UNDESD presents many opportunities to promote EIU and ESD as complementary concepts. • To the four pillars of learning can be added a fifth within the context of ESD – Learning to Transform – under which training and development of curriculum for training become very important. • The synergy between EIU and ESD is not only conceptually in the inter-relationship between the four systems and four principles crucial to achieving sustainable development, but also in the fact that education is central to both themes.

  27. Key characteristics of ESD • Value-driven, • locally relevant, • interdisciplinary • holistic, • focused on critical thinking • problem solving, • multi-methodological • participatory in decision-making.

  28. Framework • Framework for a TOT programme on ESD • Society: understand social institutions and their role in change and development • Environment: appreciate and value resources available recognize the fragility of the physical environment • Economy:consider the limits and potential of economic growth and its impact on society and the environment • Culture:accept differences and diversity of people, beliefs, traditions and values • Based on these frameworks, the next step is to develop the following core elements into a detailed training programme.

  29. Selection of modules • Globalization and social justice • Cultural diversity, respect and solidarity • Sustainability • The cross cutting themes chosen to integrate the modules were: • Peace and equity • Human rights

  30. Integrative Pedagogy • To ensure an integrative pedagogy that brings together the following elements: • Cognitive: acquiring information and knowledge, critical thinking, moral reasoning, problem solving facing and solving ethical dilemmas • Affective: harnessing feelings and emotions that motivate action; exploring values, attitudes and emotionally charged thoughts; developing compassion, empathy, caring, love, concern for others • Behavioural: developing and practising skills to recognize and manage emotions, and to interpret feelings; expressing values in consistent actions; being aware of values and emotions behind changing actions • Spiritual: integrating the body, mind, heart with transcendent inspiration/aspiration, reflection, contemplation, meditation, conscious self-awareness, self-observation and self-correction

  31. Whole person • In summary, a conductive learning environment supporting a holistic or integrative education is therefore about the development of the whole person – physically, intellectually, emotionally and spiritually.

  32. Training programme methodology, pedagogy and group learning • Some useful pedagogical approaches and techniques of training, such as structured group exercises, games and role play to enhance and achieve the learning outcomes, can be adapted to develop generic approaches for other training interventions. • Context mapping • Participatory social analysis • Technical advices : a training needs assessment, Identification and selection of participants and pre-training orientation, Inventory of resources and documentation, Venue of training workshop

  33. Conclusion • This chapter concludes the Guide by highlighting three aspects: • Evaluation of the training programme • Checklist for designing a training programme • Qualities of an effective teacher trainer

  34. Thank you • Dr. Sookhee Kwak • Email:sukikoak@apceiu.org • www.apceiu.org

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