11

APCEIU and its resources APCEIU and its resources on EIU/ESDon EIU/ESD

Dr. Sookhee KwakDr. Sookhee KwakAPCEIU APCEIU

August 22-25, 2006August 22-25, 2006 Penang, MalaysiaPenang, Malaysia

22

1. Mandate of APCEIU1. Mandate of APCEIU 1. Mandate of APCEIU1. Mandate of APCEIU

Keeping with UNESCO principles and declarations on Keeping with UNESCO principles and declarations on education, APCEIU seeks to:education, APCEIU seeks to:

■ ■ Strengthen national and regional capacities in Strengthen national and regional capacities in education for international understanding;education for international understanding;

■ ■ Encourage and facilitate collaborative links between Encourage and facilitate collaborative links between Asia-Pacific initiatives and other regional, Asia-Pacific initiatives and other regional,

international and global efforts in education; international and global efforts in education; ■ ■ Implement research and development of the Implement research and development of the

philosophy, teaching methods and curriculum of philosophy, teaching methods and curriculum of education for international understanding;education for international understanding;

■ ■ Organize training workshops and seminars;Organize training workshops and seminars; ■ ■ Produce and disseminate teaching materials and Produce and disseminate teaching materials and

other publications. other publications.

33

2. Main Areas of Work2. Main Areas of Work2. Main Areas of Work2. Main Areas of Work

              

■ ■ Teacher Training Workshops oTeacher Training Workshops on EIU n EIU

■ ■ Research and Development of EIU: Research and Development of EIU: Curriculum & Teaching/Learning MaterialsCurriculum & Teaching/Learning Materials

■ ■ Publication and Information Service on EIU Publication and Information Service on EIU

■ ■ Cooperation and Networking Cooperation and Networking

44

3. EIU/ESD in the Asia-Pacific region3. EIU/ESD in the Asia-Pacific region-at regional, sub-regional, national level--at regional, sub-regional, national level-

North-East Asia

South and West AsiaSouth-East Asia

Pacific Asia

Central Asia

55

4. Regional 4. Regional Teacher TrainingTeacher Training A Priority Program of APCEIUA Priority Program of APCEIU

4. Regional 4. Regional Teacher TrainingTeacher Training A Priority Program of APCEIUA Priority Program of APCEIU

11stst TTW, July10-13, 2001, in Ichon, TTW, July10-13, 2001, in Ichon,

Korea in collaboration with UNESCO-Korea in collaboration with UNESCO-APNIEVE, 34 participants, 15 countriesAPNIEVE, 34 participants, 15 countries

22ndnd TTW, July16-20, 2002, in Suva, Fiji, TTW, July16-20, 2002, in Suva, Fiji, in cooperation with UNESCO Apia in cooperation with UNESCO Apia Office & Fiji UNESCO NC, 40 teachers Office & Fiji UNESCO NC, 40 teachers and educators, 10 Pacific countiesand educators, 10 Pacific counties

33rdrd TTW, July 7-August 2, 2003, in TTW, July 7-August 2, 2003, in Ichon, Korea, 30 participants, 14 Ichon, Korea, 30 participants, 14 countries. countries. A teaching manual/resource book was A teaching manual/resource book was field testedfield tested

44thth TTW, June21-July11, 2004, in Ichon, TTW, June21-July11, 2004, in Ichon, Korea, 35 participants, 20 Asia Pacific Korea, 35 participants, 20 Asia Pacific countriescountries

55thth TOT, Theme : 20-29, September TOT, Theme : 20-29, September 2005, in Chiangmai, Thailand, 35 2005, in Chiangmai, Thailand, 35 Participants from 12 Countries. Participants from 12 Countries. UNESCO Bangkok office UNESCO Bangkok office

66

5. 5. Sub-regional Sub-regional WorkshopWorkshop 2003 March 23-28, in Beijing, China, in cooperation with China 2003 March 23-28, in Beijing, China, in cooperation with China

UNESCO NC & UNESCO Beijing Office. 32 participants, North East UNESCO NC & UNESCO Beijing Office. 32 participants, North East Asian countries. Focus on Sustainable Development in North East AsiaAsian countries. Focus on Sustainable Development in North East Asia

2004 November 1-7 in Sri Lanka &November 8-9, 2004 in India, Sri 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, Lanka, India and Maldives, with Ministry of Education in Sri Lanka, GTZ, and Mysore University in India and Mysore University in India

2005 December 15-17 in India, Sri Lanka, India, Pakistan, Bhutan and 2005 December 15-17 in India, Sri Lanka, India, Pakistan, Bhutan and Maldives, Afghanistan, with Ministry of Education in Sri Lanka, GTZ, Maldives, Afghanistan, with Ministry of Education in Sri Lanka, GTZ, and CIIL in India and CIIL in India

2006. June 12-16, 2006 2006. June 12-16, 2006 in Teheran, Iran, Afghanistan, in Teheran, Iran, Afghanistan, with Ministry of with Ministry of Education in Iran;Education in Iran; Iranian National Commission for UNESCO;Iranian National Commission for UNESCO; Other Other related educational institutions; National, UNESCO Cluster office, related educational institutions; National, UNESCO Cluster office, Translation of EIU materials (In Fasi)Translation of EIU materials (In Fasi)

77

6. Resource Book for Teachers on EIU/ESD6. Resource Book for Teachers on EIU/ESDLearning to Live together Learning to Live together

Objective: to introduce EIU concepts and teaching Objective: to introduce EIU concepts and teaching modulesmodules

Target: teachers for their use in classroomsTarget: teachers for their use in classrooms

““Dismantling the Culture of War”, Dismantling the Culture of War”, “Living with Justice and Compassion”, “Living with Justice and Compassion”, “Living in Harmony with the Earth”, “Living in Harmony with the Earth”, “Promoting Human Rights and “Promoting Human Rights and Responsibilities”, “Nurturing Responsibilities”, “Nurturing Intercultural Understanding and Solidarity”, Intercultural Understanding and Solidarity”,

“ “Cultivating Inner Peace”Cultivating Inner Peace”

88

7. Story books on EIU/ESD in 7. Story books on EIU/ESD in Linguistic Diversity Linguistic Diversity

Researching and developing educational/reading Researching and developing educational/reading materials for children and youth in the Asia-Pacific materials for children and youth in the Asia-Pacific Region in their mother languages, a one-month Region in their mother languages, a one-month residential programme in Icheon Centre of APCEIU, residential programme in Icheon Centre of APCEIU, Korea from 1-30 August 2005. Korea from 1-30 August 2005.

in the fellows’ mother languages: Kannada (Indian), in the fellows’ mother languages: Kannada (Indian), Indonesian, Persian, Tongan and Uzbek. Indonesian, Persian, Tongan and Uzbek.

The Sky, the Cloud and the Earth (Mr. Suresha, India), The Sky, the Cloud and the Earth (Mr. Suresha, India), My Earth My Life (Ms. Sulistyowati, Indonesia), My Earth My Life (Ms. Sulistyowati, Indonesia), Bam Earthquake (Mr. Razavikhosravaninejad, Iran), Bam Earthquake (Mr. Razavikhosravaninejad, Iran), We Can Try (Ms. Fine, Toga) We Can Try (Ms. Fine, Toga) Tolerance Wordbook (Mr. Djuraev, Uzbekistan). Tolerance Wordbook (Mr. Djuraev, Uzbekistan).

99

8. EIU Materials:8. EIU Materials: Inter-dialogue Project in Vietnam Inter-dialogue Project in Vietnam

in 2006(on-going)in 2006(on-going)

Participants: EIU experts, teacher educators, Participants: EIU experts, teacher educators, teachers, developers and other researchers teachers, developers and other researchers related to EIU and EIU curriculum related to EIU and EIU curriculum development, etc. development, etc.

Collaborating Organizations: UNESCO Hanoi Collaborating Organizations: UNESCO Hanoi Office; National Institute for Educational Office; National Institute for Educational Strategy and Curriculum (NIESAC) (In Strategy and Curriculum (NIESAC) (In Vietnamese) Vietnamese)

1010

9. Asia-Pacific EIU Policy Meeting in 9. Asia-Pacific EIU Policy Meeting in 2006 (on-going)2006 (on-going)

1 Situational Analysis : 1 Situational Analysis : 7 Member States in Central Asia. 7 Member States in Central Asia. • Collecting basic information on the current situation of Collecting basic information on the current situation of

EIU in the countries;EIU in the countries;• Comparative analysis on EIU to set the agenda for Comparative analysis on EIU to set the agenda for

implementing EIU in accordance with existing implementing EIU in accordance with existing developmental levels of EIU in different parts of the developmental levels of EIU in different parts of the region;region;

• Finding an effective policy for enhancing EIU.Finding an effective policy for enhancing EIU.

2. Sub-regional EIU Policy Meetings (Central Asia / 2. Sub-regional EIU Policy Meetings (Central Asia / North East Asia) North East Asia)

Dates: September, 2006/ Dates: September, 2006/ November 2006November 2006 Venue: Tashkent, Uzbekistan/ Beijing China Venue: Tashkent, Uzbekistan/ Beijing China

1111

10.Trainer’s Guide on Designing 10.Trainer’s Guide on Designing Training Programmes for EIU/ESD Training Programmes for EIU/ESD

in 2006 in 2006 1: Introduction1: Introduction 2: Designing a training of trainers’ workshop on 2: Designing a training of trainers’ workshop on

EIU and ESDEIU and ESD 3: Balance and integration of workshop contents3: Balance and integration of workshop contents 4: Selection of modules4: Selection of modules 5: Planning for the training programme5: Planning for the training programme 6: Conducting the training programme6: Conducting the training programme 77: Some pedagogical approaches and : Some pedagogical approaches and

techniquestechniques 8: Conclusion8: Conclusion

1212

BackgroundBackground on on Trainer’s Guide Trainer’s Guide

This publication is a product of the Training of This publication is a product of the Training of Trainers’ (TOT) workshop on Education for Trainers’ (TOT) workshop on Education for International Understanding (EIU) and Education International Understanding (EIU) and Education for Sustainable Development (ESD), held in for Sustainable Development (ESD), held in Chiangmai, Thailand, September 2005. Chiangmai, Thailand, September 2005.

Organized jointly by the AsiaOrganized jointly by the Asia-Pacific Centre of -Pacific Centre of Education for International Understanding Education for International Understanding (APCEIU) and UNESCO’s Asia-Pacific Programme (APCEIU) and UNESCO’s Asia-Pacific Programme of Educational Innovation for Development of Educational Innovation for Development (APEID), the workshop aimed to develop training (APEID), the workshop aimed to develop training models and manuals on EIU and ESD. models and manuals on EIU and ESD.

1313

Target : Teacher Educators Target : Teacher Educators

It was targeted mainly at teacher It was targeted mainly at teacher educators to empower and enable them to educators to empower and enable them to organize similar training programmes for organize similar training programmes for teachers and trainee teachers. teachers and trainee teachers.

In preparing this document for a wider In preparing this document for a wider application, APCEIU and APEID set out to application, APCEIU and APEID set out to produce a generic guide that drew upon produce a generic guide that drew upon the rich experiences, with specific the rich experiences, with specific references to and examples of EIU and references to and examples of EIU and ESD, from the workshop.ESD, from the workshop.

1414

Who can use this Guide?Who can use this Guide?

This Guide is meant for a wider audience This Guide is meant for a wider audience interested in organizing and conducting training interested in organizing and conducting training workshops on EIU and ESD. workshops on EIU and ESD.

It is particularly relevant to teacher educators It is particularly relevant to teacher educators and teachers who are unfamiliar with organizing and teachers who are unfamiliar with organizing short-term training programmes and specific short-term training programmes and specific training interventions on EIU and ESD. training interventions on EIU and ESD.

Trainers using the Guide are encouraged to Trainers using the Guide are encouraged to adapt the contents to suit their local, national, adapt the contents to suit their local, national, sub-regional or regional contextssub-regional or regional contexts..

1515

How to use this Trainer’s Guide?How to use this Trainer’s Guide?

The Guide is structured to enable the The Guide is structured to enable the reader to plan, organize and conduct a reader to plan, organize and conduct a training workshop step-by-step using EIU training workshop step-by-step using EIU and ESD as the conceptual and content and ESD as the conceptual and content focus. focus.

It follows the general outline for designing a It follows the general outline for designing a training programme, usually divided into training programme, usually divided into three sections:three sections:

Concepts and themesConcepts and themes ProcessProcess PedagogyPedagogy

1616

How to contribute How to contribute

Establishing a broad constituency that Establishing a broad constituency that becomes familiar with the concepts becomes familiar with the concepts

Building a critical mass of teachers Building a critical mass of teachers and trainers who can transform and and trainers who can transform and transfer the concepts to their students transfer the concepts to their students underlines the fundamental underlines the fundamental requirement for critical thinking in requirement for critical thinking in promoting EIU and ESD. promoting EIU and ESD.

1717

Co-learningCo-learning

Critical thinking is the first step to Critical thinking is the first step to empower both trainers and learners, empower both trainers and learners, teachersteachers and students as co-learners. and students as co-learners.

This Guide emphasizes the This Guide emphasizes the importance of co-learning and importance of co-learning and attempts to build both individual and attempts to build both individual and collective sources of expertise in collective sources of expertise in these two key areas of education. these two key areas of education.

1818

Social learning and social Social learning and social transformation transformation

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

1919

Head and Heart Head and Heart

In most formal learning environments, almost In most formal learning environments, almost all the emphasis is on the cognitive aspect, all the emphasis is on the cognitive aspect, whereas in training environments, two whereas in training environments, two dimensions – cognitive and empathetic – are dimensions – cognitive and empathetic – are considered critical. considered critical.

The training programme design has to include The training programme design has to include a proper proportion of both to ensure that the a proper proportion of both to ensure that the learning involves both the ‘head and the learning involves both the ‘head and the heart’, although a third equally critical heart’, although a third equally critical component of skills – ‘the hand’ – should not component of skills – ‘the hand’ – should not be overlooked. be overlooked.

A balanced training programme curriculum A balanced training programme curriculum will therefore consider the three ‘Hs’ equally. will therefore consider the three ‘Hs’ equally.

2020

Preparation, Implementation Preparation, Implementation and follow-up and follow-up

Training manuals and guides can also be very Training manuals and guides can also be very useful in providing references or leads on where useful in providing references or leads on where to find appropriate resources for preparing to find appropriate resources for preparing training programmes, for the training programme training programmes, for the training programme itself or for follow-up activities after the itself or for follow-up activities after the completion of the training programme.completion of the training programme.

A pre-training workshop can, in general, look at A pre-training workshop can, in general, look at the following sections that are critical to the the following sections that are critical to the planning, preparation and implementation of a planning, preparation and implementation of a successful training programme.successful training programme.

2121

Part I: Training programme Part I: Training programme design and developmentdesign and development

Pedagogy, introducing concepts and Pedagogy, introducing concepts and themes (in this case EIU and ESD and themes (in this case EIU and ESD and integrating principles of EIU and ESD) integrating principles of EIU and ESD) in training programme designin training programme design

Balancing training programmes Balancing training programmes content and integration of pedagogy content and integration of pedagogy and methodologyand methodology

Selection of the training modules and Selection of the training modules and development of the modulesdevelopment of the modules

2222

Part II: Process – implementation Part II: Process – implementation of training processof training process

Pre-training planningPre-training planning Identification and selection of Identification and selection of

participantsparticipants InventoriesInventories Documentation and resourcesDocumentation and resources Conducting and implementing the Conducting and implementing the

training programmetraining programme

2323

Part III- Pedagogy and learning Part III- Pedagogy and learning process and documentationprocess and documentation

Training programme methodology, Training programme methodology, pedagogy group learningpedagogy group learning

CommunicationCommunication EvaluationEvaluation

2424

Values, Structural analysis, Values, Structural analysis, Social transformationSocial transformation

On the whole, EIU rests on a tripod On the whole, EIU rests on a tripod comprising comprising valuesvalues, , structural structural analysisanalysis and and social social transformationtransformation, making it very , making it very relevant to the context of the United relevant to the context of the United Nations Decade of Education for Nations Decade of Education for Sustainable Development (UNDESD), Sustainable Development (UNDESD), 2005 -2014.2005 -2014.

2525

EIU & ESDEIU & ESD

Sustainable development is grounded on Sustainable development is grounded on four interdependent systems (biophysical, four interdependent systems (biophysical, economic, social and political) and economic, social and political) and supports four interrelated principles supports four interrelated principles (peace and equity, democracy, (peace and equity, democracy, appropriate development and appropriate development and conservation) for sustainable living. conservation) for sustainable living.

The four systems and principles are The four systems and principles are closely related to the concerns and closely related to the concerns and themes of EIU.themes of EIU.

2626

Synergy between EIU and ESDSynergy between EIU and ESD

Many Many synergies between EIU and ESDsynergies between EIU and ESD which can be used which can be used to promote a world which treasures and values cultural to promote a world which treasures and values cultural diversity, respects social justice and thus achieves diversity, respects social justice and thus achieves sustainability and harmony in the relationship between man sustainability and harmony in the relationship between man and nature. and nature.

The UNDESD presents many opportunities to promote The UNDESD presents many opportunities to promote EIU EIU and ESD as complementary concepts.and ESD as complementary concepts.

To the four pillars of learning can be added a To the four pillars of learning can be added a fifth within fifth within the context of ESD – Learning to Transformthe context of ESD – Learning to Transform – under – under which training and development of curriculum for training which training and development of curriculum for training become very important. become very important.

The The synergy between EIU and ESDsynergy between EIU and ESD is not only is not only conceptuallyconceptually in the inter-relationship between the four in the inter-relationship between the four systems and four principles crucial to achieving sustainable systems and four principles crucial to achieving sustainable development, but also in the fact that development, but also in the fact that education is central education is central to both themes.to both themes.

2727

Key characteristics of ESDKey characteristics of ESD

Value-driven, Value-driven, locally relevant, locally relevant, interdisciplinary interdisciplinary holistic, holistic, focused on critical thinking focused on critical thinking problem solving, problem solving, multi-methodological multi-methodological participatory in decision-making.participatory in decision-making.

2828

Framework Framework Framework for a TOT programme on ESDFramework for a TOT programme on ESD Society:Society: understand social institutions and their role in understand social institutions and their role in

change and development change and development EnvironmentEnvironment: appreciate and value resources available : appreciate and value resources available

recognize the fragility of the physical environmentrecognize the fragility of the physical environment EconomyEconomy:consider the limits and potential of economic :consider the limits and potential of economic

growth and its impact on society and the environmentgrowth and its impact on society and the environment CultureCulture:accept differences and diversity of people, :accept differences and diversity of people,

beliefs, traditions and valuesbeliefs, traditions and values Based on these frameworks, the next step is to develop Based on these frameworks, the next step is to develop

the following core elements into a detailed training the following core elements into a detailed training programmeprogramme..

2929

Selection of modulesSelection of modules

Globalization and social justiceGlobalization and social justice Cultural diversity, respect and Cultural diversity, respect and

solidaritysolidarity SustainabilitySustainability The cross cutting themes chosen to The cross cutting themes chosen to

integrate the modules were:integrate the modules were:• Peace and equityPeace and equity• Human rightsHuman rights

3030

Integrative PedagogyIntegrative Pedagogy To ensure an integrative pedagogy that brings together the following To ensure an integrative pedagogy that brings together the following

elements:elements: CognitiveCognitive: acquiring information and knowledge, critical thinking, : acquiring information and knowledge, critical thinking,

moral reasoning, problem solving facing and solving ethical moral reasoning, problem solving facing and solving ethical dilemmasdilemmas

AffectiveAffective: harnessing feelings and emotions that motivate action; : harnessing feelings and emotions that motivate action; exploring values, attitudes and emotionally charged thoughts; exploring values, attitudes and emotionally charged thoughts; developing compassion, empathy, caring, love, concern for othersdeveloping compassion, empathy, caring, love, concern for others

BehaviouralBehavioural: developing and practising skills to recognize and : developing and practising skills to recognize and manage emotions, and to interpret feelings; expressing values in manage emotions, and to interpret feelings; expressing values in consistent actions; being aware of values and emotions behind consistent actions; being aware of values and emotions behind changing actionschanging actions

SpiritualSpiritual: integrating the body, mind, heart with transcendent : integrating the body, mind, heart with transcendent inspiration/aspiration, reflection, contemplation, meditation, inspiration/aspiration, reflection, contemplation, meditation, conscious self-awareness, self-observation and self-correctionconscious self-awareness, self-observation and self-correction

3131

Whole personWhole person

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

3232

Training programme methodology, Training programme methodology, pedagogy and group learningpedagogy and group learning

Some useful pedagogical approaches and techniques of Some useful pedagogical approaches and techniques of training, such as structured group exercises, games and training, such as structured group exercises, games and role play to enhance and achieve the learning role play to enhance and achieve the learning outcomes, can be adapted to develop generic outcomes, can be adapted to develop generic approaches for other training interventions.approaches for other training interventions.

Context mappingContext mapping Participatory social analysisParticipatory social analysis Technical advices : Technical advices : a training needs assessment, a training needs assessment,

Identification and selection of participants and pre-Identification and selection of participants and pre-training orientation, Inventory of resources and training orientation, Inventory of resources and documentation, Venue of training workshopdocumentation, Venue of training workshop

3333

ConclusionConclusion

This chapter concludes the Guide by This chapter concludes the Guide by highlighting three aspects: highlighting three aspects:

Evaluation of the training programmeEvaluation of the training programme Checklist for designing a training Checklist for designing a training

programmeprogramme Qualities of an effective teacher Qualities of an effective teacher

trainertrainer

3434

Thank youThank you

Dr. Sookhee KwakDr. Sookhee Kwak Email:sukikoak@apceiu.orgEmail:sukikoak@apceiu.org www.apceiu.orgwww.apceiu.org