Transcript Designing Training Programmes for EIU and ESD A Trainer’s

APCEIU and its resources
on EIU/ESD
Dr. Sookhee Kwak
APCEIU
August 22-25, 2006
Penang, Malaysia
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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.
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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
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3. EIU/ESD in the Asia-Pacific region
-at regional, sub-regional, national level-
Central Asia
North-East Asia
South and West Asia
South-East Asia
Pacific Asia
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4. Regional Teacher Training
A Priority Program of APCEIU
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1st TTW, July10-13, 2001, in Ichon,
Korea in collaboration with UNESCOAPNIEVE, 34 participants, 15 countries
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2nd TTW, July16-20, 2002, in Suva, Fiji,
in cooperation with UNESCO Apia
Office & Fiji UNESCO NC, 40 teachers
and educators, 10 Pacific counties
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3rd TTW, July 7-August 2, 2003, in
Ichon, Korea, 30 participants, 14
countries.
A teaching manual/resource book was
field tested
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4th TTW, June21-July11, 2004, in
Ichon, Korea, 35 participants, 20 Asia
Pacific countries
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5th TOT, Theme : 20-29, September
2005, in Chiangmai, Thailand, 35
Participants from 12 Countries.
UNESCO Bangkok office
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5. Sub-regional Workshop
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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
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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
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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
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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 6
office, Translation of EIU materials (In Fasi)
6. Resource Book for Teachers on EIU/ESD
Learning to Live together
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Objective: to introduce EIU concepts and teaching
modules
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Target: teachers for their use in classrooms
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“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”
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7. Story books on EIU/ESD in
Linguistic Diversity
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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)
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Tolerance Wordbook (Mr. Djuraev, Uzbekistan).
8. EIU Materials:
Inter-dialogue Project in Vietnam
in 2006(on-going)
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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)
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9. Asia-Pacific EIU Policy Meeting in
2006 (on-going)
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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.
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2. Sub-regional EIU Policy Meetings (Central Asia /
North East Asia)
Dates: September, 2006/ November 2006
Venue: Tashkent, Uzbekistan/ Beijing China
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10.Trainer’s Guide on Designing
Training Programmes for EIU/ESD
in 2006
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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
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Background on Trainer’s Guide
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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.
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Target : Teacher Educators
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It was targeted mainly at teacher
educators to empower and enable them to
organize similar training programmes for
teachers and trainee teachers.
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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.
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Who can use this Guide?
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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.
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How to use this Trainer’s Guide?
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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
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How to contribute
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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.
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Co-learning
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Critical thinking is the first step to
empower both trainers and learners,
teachers and students as colearners.
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.
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Social learning and social
transformation
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EIU and ESD are not dogmas but
evolving concepts whose educational
outcomes can contribute to social
learning and social transformation.
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Head and Heart
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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.
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Preparation, Implementation
and follow-up
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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.
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Part I: Training programme
design and development
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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
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Part II: Process – implementation
of training process
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Pre-training planning
Identification and selection of
participants
Inventories
Documentation and resources
Conducting and implementing the
training programme
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Part III- Pedagogy and learning
process and documentation
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Training programme methodology,
pedagogy group learning
Communication
Evaluation
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Values, Structural analysis,
Social transformation
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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.
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EIU & ESD
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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.
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Synergy between EIU and ESD
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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
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education is central to both themes.
Key characteristics of ESD
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Value-driven,
locally relevant,
interdisciplinary
holistic,
focused on critical thinking
problem solving,
multi-methodological
participatory in decision-making.
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Framework
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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.
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Selection of modules
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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
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Integrative Pedagogy
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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
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Whole person
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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.
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Training programme methodology,
pedagogy and group learning
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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 pretraining orientation, Inventory of resources and
documentation, Venue of training workshop
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Conclusion
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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
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Thank you
Dr. Sookhee Kwak
Email:[email protected]
www.apceiu.org
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