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ESD
ACCUAsia-Pacific Cultural Centre for
UNESCO
ユネスコ・アジアユネスコ・アジアユネスコ・アジアユネスコ・アジア文化文化文化文化センターセンターセンターセンター
2013 ESD COE Experts MeetingQuezon City and Pasig City, 25-28 November 2013
2013 ESD COE Experts Meeting
Meeting Orientation
SHIBAO Tomoko, ACCU & Robbie Guevara, RMIT
Meeting Outlines
Organisers
Organized by UNESCO and ACCUCo-organised by ASBPAE and SEAMEO INNOTECH
Framework
As a part of “Linking Field Initiatives to Global P artnership” under the partnershpi with UNESCO implemented by ACCU support ed by Japanese Funds-in-Trust.
Participants
Representative of COE ASPBAEDAMTVE-APTEI
Resource person – Dr. Jose Roberto “Robbie” Guevara Organiser s and co-organisers: UNESCO, ACCU,
ASPBAE, S EAMEO-INNOTECH
Meeting Outlines
Overall objectives
To accelerate catalytic role of COE and identify fu rther roles and strategies to promote ESD in the Asia-Pacific Regio n beyond and terminal year of the Programme and UN Decade of ESD and to discuss how COEs can make commitment to Global Acti on Programme (GAP)
Immediate objectives
(1) To share outcomes and lesson learnt from the p rogramme activities in 4 years and 5th year expectations.
(2) To monitor activity of ASPBAE and learn from a case of Pasig City to share good practice of ESD
(3) To develop a follow-up plan and the commitment to GAP to perform roles of COEs after the end of the programme and co ntribute to the post -2014 agenda.
Program History
(and development of HOPE)
2005UN Decade for ESD starts2006 Asia-Pacific Seminar for Promotion of ESD
(Launch of Innovation and COE programme)
COE Teambuilding Workshop (Thailand, December 2006)
2007 “Tales of Hope” by ACCU
2008 Discussion for ESD Monitoring &Evaluation methodologyHOPE mission to Innovation Programme sites in 7 countries HOPE
2009 UNESCO World Conference on ESD mid-year of UN DESD(Bonn, Germany, March-April 2009)
“Tales of Hope II” by ACCUAsia-Pacific Forum for ESD Educators & Facilitators (Tokyo, Aug 2009)
Tokyo Declaration of HOPE 2009
2011 Asia-Pacific Forum on Educational Cooperation: Synergies EFA- ESD-ASPnet(Tokyo, February 2011)
Program History Program History Program History Program History
(and the development of HOPE)(and the development of HOPE)(and the development of HOPE)(and the development of HOPE)
2011 Second HOPE Evaluation mission to 3 countries
2012 2012 ESD COE Experts Meeting (Dhaka and Sundarban, Bangladesh, May 2012)
2012 Experts Workshop for Promoting EFA-ESD Synergyin Asia –Pacific (Chiang Rai, Thailand, December 2012)
“Tales of Hope III – EFA-ESD Synergy” by ACCU
2013 NFE-FE Partnrship workshop for ESD (Okayama, ctober, Okayama, Japan)
UNESCO World Conference on ESD (November, Aichi-Nagoya, Japan)
2013 2013 EDS COE Expters Meeting(Quezon City and Pasig City, Philippines, November 2013)
2014 UNESCO World Conference on ESD
Tales of HOPE
http://www.accu.or.jp/esd/
or
search “accu esd”
EV
OLU
TIO
N O
F TH
E H
OP
E
FR
AM
EW
OR
K
CONTEXTCONTEXT
HOLISTIC
• Recognizes and embeds the social, economic, environmental, and cultural aspects of the issue
• Utilizes and develops 3H (head, heart & hands) to acknowledge the wholeness of a person.
• Demonstrated in learning knowledge, skills, values and behavior.
• Facilitates intergenerational learning• Uses multiple methods for teaching & learning
Holistic elements
A poverty alleviation project to reform the farming process through developing the thinking skills as part of literacy education of women.
EconomicEconomicEnvironmentalEnvironmental
SocialSocial
HO
PE
OWNERSHIP-BASED
shared commitment and responsibility for � the identifying and understanding the nature of the
problem,� identification and generation of the required resources
(human, local and financial) and� development of proposed solution together with the
participants
Ownership elements (process and outcomes)
1. The women wrote the names of the crops. 2. They learned about of each of the crops.3. They assigned a score based on their own
criteria (situational analysis process)4. They tabulated the scores to compare and
select the most appropriate one for them.
“When I was first asked what crop to grow, I said maize. Maize is commonly grown here. But after the situational analysis, I decided to go for passion fruit. Because maize requires lots of labour but passion fruit is easy to take care of.”
HO
PE
PARTICIPATORY
values and facilitates engagement of the relevant stakeholders in designing, implementing, monitoring and evaluating the ESD initiative
In PARTNERSHIP
based on partnership between/among different stakeholders
Participation and Partnership ElementsH
OPE � “They share agricultural knowledge with me and I share
that of literacy – it is a both-ways learning.”
� A Memorandum of Understanding (MOU) betweentwo ministries: the Ministry of Agriculture and the Ministry of Education
EMPOWERING
• contributes to relevant individual and collective learning and greater confidence to act towards achieving the goals of the ESD initiative
Empowerment:Learning, confidence and identity
outcomes“They used to grow crops, but through this project, they became good decision-makers. This impact will remain for new generations.”
- Literacy class instructor
“Before joining the literacy class, my life was like that of a cow. I just did farming and ate whatever available grain blindly.
Now I am with confidence. I know what I am planting and why I am doing this.”
- Woman villagerHO
PE
HOPE Stories from the BansankongPrimary School, Thailand
HO
PE Photo by Bansankong School
CONTEXT of the stories from BansankongSchool, Thailand
• Near the Thai-Myanmar boarder• in a community of difficult situation with minority people
HO
PE 1. Illegal drugs abuse and drugs trafficking
2. Waste management3. Cultural preservation in young
generations4. Over-use of pesticide and insecticide5. Over-use of inorganic fertilizers6. Environmental and ecological
unfriendliness
7. Migrant Workers8. Dengue fever epidemic9. Low crop yields, and Poverty10. School dropoutEtc.
Photo by Bansankong School
Holistic elements
� Right of the children� 7 step approach – case study � based problem solving of local community issues � Academic as well as skill/attitude � achievement� Addressing the poverty situation of the students
EconomicEconomicEnvironmentalEnvironmental
SocialSocial
HO
PE
CulturalCultural
Ownership elements (process and outcomes)
“It’s practical and real.”- a student
Strong sense of social responsibility among partic ipants
“(parents) trust us completely with their children”- a teacher
HO
PE
Photo by Bansankong School
Participation and Partnership ElementsH
OPE
The school working together with community in:
•environment and ecological improvement,
•democracy fostering,
•student saving,
•good deed bank,
•renewable energy,
•cultural preservation and
•His Majesty the King’s Efficiency Economy programme (agricultural learning activities)
Photo by Bansankong School
Empowerment:Learning, confidence and identity
outcomes
“This is a pathway for helping teacher to move from traditional teacher to becoming a facilitator of learning.”- a staff, Ministry of Education
“Knowing that we have that right gives us the confidence to speak up and share our thoughts and opinions too .”
- a recent graduateHO
PE
Photo by Bansankong School
HOPE ElementsE
SD
Part
ners
hip
s
Local w
omen farm
ers Women Learners
Local Government
Officials
UNESCO Funder
Lite
racy
Fac
ilita
tor
Ministry of AgricultureStaff Member
Ministry of E
ducation
Project O
fficer
Evaluation C
onsultantHOPEHOPE
Applying the HOPE ESD FRAMEWORK ESD HOPE 枠組を事例に使ってみると枠組を事例に使ってみると枠組を事例に使ってみると枠組を事例に使ってみると…
HOLISTIC
OWNERSHIP-BASED
PARTICIPATORY/
in PARTNERSHIP
EMPOWERING
Case Story 事例
H O P E
What are the elements of HOPE from each case story?
Any suggestions?
それぞれの事例のお話にみられるHOPEの要素の例は?もっとよくするアイデアは?
Examples
要素の例
Suggestions
アイデア
□Viet Nam ベトナム
□Japan- Okayama日本(岡山)
□Japan - Kesennnuma日本(気仙沼)
□Japan – Kokawa 日本(和歌山・粉河)
□Australia オーストラリア
□India インド
□Indonesia インドネシア
□Thailand タイ
SHARESHARE
DEEPENDEEPEN
REFLECTREFLECTFEFE--NFENFE
PARTNERSHIPPARTNERSHIP
ESDESD
CASE STORY TELLER HOPE REPORTER*(Critical Friend)
1. Okayama Thailand Team
2. Thailand Australia Team
3. Vietnam Kokawa, Japan Team
4. Australia India Team
5. Kesannuma Vietnam Team
6. Kokawa Indonesia Team
7. Indonesia Okayama, Japan Team
8. India Kesannuma, Japan Team
HOPE Reporter will use the PINK SHEET AND SUBMIT TO ROBBIE to help with the Synthesis of the Workshop.
Applying the HOPE ESD FRAMEWORK ESD HOPE 枠組を事例に使ってみると枠組を事例に使ってみると枠組を事例に使ってみると枠組を事例に使ってみると…
HOLISTIC
OWNERSHIP-BASED
PARTICIPATORY/
in PARTNERSHIP
EMPOWERING
Case Story 事例
H O P E
What are the elements of HOPE from each case story?
Any suggestions?
それぞれの事例のお話にみられるHOPEの要素の例は?もっとよくするアイデアは?
Examples
要素の例
Suggestions
アイデア
□Viet Nam ベトナム
□Japan- Okayama日本(岡山)
□Japan - Kesennnuma日本(気仙沼)
□Japan – Kokawa 日本(和歌山・粉河)
□Australia オーストラリア
□India インド
□Indonesia インドネシア
□Thailand タイ
ONE INTERESTING ONE INTERESTING Example Example
ONE Suggestion ONE Suggestion for Improvementfor Improvement
SHARESHARE
DEEPENDEEPEN
REFLECTREFLECTFEFE--NFENFE
PARTNERSHIPPARTNERSHIP
ESDESD
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