UNESCO ASPnet International ESD Events for Students and Teachers ASPnet Platform for Teachers

Transcription

1 UNESCO ASPnet International ESD Events for Students and Teachers ASPnet Platform for Teachers Friday, 7 November 2014, Okayama, Japan R E P O R T 1. Background The ASPnet International Events for Students and Teachers was envisaged as stakeholder meeting of UNESCO World Conference on ESD (Education for Sustainable Development) which was convened in Aichi-Nagoya from 10 to 12 November It is in view of the great contribution of the UNESCO ASPnet worldwide to the United Nations Decade of ESD ( ). The UNESCO World Conference on ESD, while officially closing the UN Decade of ESD, launched the Global Action Programme (GAP) on ESD. The UNESCO ASPnet International Events for Students and Teachers were participated by 160 students and 40 teachers from 32 countries selected for their quality ESD achievements. The ASPnet Platform for Teachers took place in Okayama City in the afternoon of 7 November, after the completion of the ASPnet Platform for Students with its adoption of the Joint Declaration. The knowledge, skill, behavior and attitude demonstrated by the students during the Platform for Students paved the way to the discussion by their teachers during the Platform for Teachers. The discussion during the Platform for Teachers was also informed by the GAP. The objectives of the ASPnet Platform for Teachers are; 1) to share ESD achievements and ideas to further promote ESD activities at participants schools, 2) to discuss post-desd actions and commitments to the GAP, and 3) to strengthen international partnerships among participants. The Platform for Teachers was organized by the Ministry of Education, Sports, Science and Technology (MEXT) of Japan, Japanese National Commission for UNESCO, and UNESCO. Organizing partners were, Okayama City, Okayama City Board of Education, Okayama Prefecture, Okayama Prefectural Board of Education, Okayama Prefectural Association of p. 1

2 Upper Secondary School Principals and the Asia-Pacific Cultural Centre for UNESCO (ACCU). The teachers also participated in the 6th Japan's National Conference on UNESCO Associated Schools as part of UNESCO International ESD Events, which was organized on the following day and adopted Okayama Declaration that will support ESD beyond Proceedings (1) Opening and Introduction The ASPnet Platform for Teachers at UNESCO ASPnet International ESD Events for Students and Teachers started at 15:45 on Friday, 7 November 2014 at Hotel Granvia Okayama, with the opening addresses by Mr. Iwamoto Wataru, Advisor to Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan and Mr. Qian Tan, Assistant Director-General of UNESCO. Mr. Iwamoto introduced the state of ASPnet schools in Japan and noted that although its number has greatly increased, it is not quantity, but quality that is important. He also said that the schools in the Mr. Iwamoto Wataru, MEXT network in Japan are the focal points in promoting ESD and should be open to communities and society, cooperating with non-formal and informal education sectors. Mr. Tan then spoke on behalf of UNESCO and thanked cooperating bodies for organizing the Platform for Teachers. He stressed that although approaches may be diverse, such as Japan s whole school approach, what is important is what teachers learn and how they teach. He hoped that this meeting will provide an opportunity to share various situations around the globe, as well as to aim at building future global collaboration (2) Group Work Briefing Mr. Qian, Tang, UNESCO Ms. Shibao Tomoko, Director, Education Department, Asia-Pacific Cultural Centre for UNESCO, then introduced the persons involved. First, she asked the 40 participating teachers p. 2

3 from 32 countries to self-introduce themselves, and then introduced the 6 facilitators and 4 communication supporters who will assist Japanese teachers in translating their remarks at group work. She then briefed general outline of the group work and reporting of the group work Ms. Shibao Tomoko ACCU discussion results. The facilitator of group work, Prof. Ichinose Tomonori of Miyagi University of Education first of all commented on the Platform for Students that took place in the morning, and praised its outcome. He then introduced the message delivered from UNESCO to the Platform for Teachers. Next, he went on to brief the Platform for Teachers and confirmed its role and aim, and then moved on to explain the flow of the group work. He presented two topics to be discussed, 1) Students Transformation and 2) Role and Actions of Teachers. He introduced some examples of student transformation in Japan and in some European countries. He also pointed out, referring to comments by GAP, that ESD has not been able to become the mainstream of education in spite of many successful Professor Ichinose Tomonori Introduction of participants achievements conducted. Lastly, as the perspective for group discussion, he introduced the five Priority Action Areas of GAP. (3) Group Work Group work session was held for 70 minutes. Participants were divided into 5 groups, A to E, each with 8 teachers, 1 facilitator and 1 to 2 communication supporters. Group A participants were from Romania, Russia, the Philippines, Uganda, Lebanon, Mexico, Bangladesh and Japan, and the facilitator was Prof. Ii Naohiro of Osaka Prefecture University, Japan. Group B participants were from Germany, Viet Nam, Uruguay, Fiji, Kenya, Oman, and Japan, and the facilitator was Mr. Oikawa Yukihiko of SEEDS Asia and Miyagi University of Education, Japan. Group C participants were from Canada, Greece, Indonesia, Haiti, Kazakhstan, Senegal and Japan, and the facilitator was Ms. Nakatani Ai of Tama City Board of Education, Japan. Group D participants were from Denmark, Rep. of Korea, Peru, Spain, Tunisia, South Africa and Japan, p. 3

4 and the facilitator was Prof. Suzuki Katsunori of Kanazawa University, Japan. Group E participants were from France, Brazil, Thailand, Ghana, Pakistan, New Zealand and Japan and the facilitator was Prof. Nakazawa Shizuo of Nara University of Education, Japan. Using large sheets of paper and whiteboard provided to each group, active discussions followed, where participants worked collaboratively. (4) Reporting of Group Work With the completion of group work, each group reported the content of the discussion with the facilitation of Prof. Ichinose. Group A In discussion about students change through ESD, it was reported that students became more responsible, gained more ability in critical thinking, deepened environmental awareness, and enhanced intercultural dialogue. Interaction with diverse entities, such as parents, governments and NGOs, were important factors in the change. Curricular and extracurricular activities such as ASPnet also helped enhance change. A question regarding how students undertook intercultural communication was raised from the floor. The reporter answered that they participated in activities in other countries, which promoted respect to others. A successful example of a project with a sponsorship was introduced. Group B In Group B, it was reported that students gained intercultural understanding through participatory activities with schools in other cultures and network. They also became eco-friendly, aware of not polluting the p. 4

5 environment and engaged in environmental protection activities. Students also developed communication skills through interactive forums and discussions which made them better express themselves, and articulate ideas. Another change is their perspective, the way they think. They now engage in more creative thinking, so that they are now able to make decisions and shape their future. They became more responsible students, and know how to act in society, taking part in teamwork and voluntary activities. They have more problem solving skills to cope with issues that affect us today, such as intolerance and environmental problems. Then they discussed contributing factors that changed students. First point raised was students who engage in active discussions can share ideas and that contributed to change in their attitude. Change in teaching approach, which is to have students engage in learning process also contributed. Another factor is collaboration and networking in and out of school. Collaboration can actually help realize business ideas which can contribute to EFA in the long run. Third topic was role of teachers beyond As UNESCO Director-General said, most teachers view their work as a career, but it is far beyond that. Teachers believe that they should create new opportunities, but this cannot be achieved by teachers alone. Involving other stakeholders is necessary, such as individuals, government institutions, or private sectors. Teachers need to continue improving ability of students by teaching desirable values. Another important point raised was evaluation & monitoring. Lastly challenges to overcome were pointed out, including teachers not having enough time and need for capacity building of teachers. There was also a request to UNESCO & the governments to incorporate ESD in the curriculum. Group C Group C discussion on change of students focused on their attitudes and values, rather than skills and knowledge. The points raised were; creativity, p. 5

6 cooperation, leadership, critical thinking, motivation, open-mindedness, citizenship, time management, selflessness, act according to circumstances (including creation of business), and networking with community. Second topic was ESD beyond It was reported that teachers should lead class with examples. They also need to utilize network with parents, collaborate with communities, engage in cross-curricular practices, and promote through media (e.g. notably social newspapers). Importance for teachers to be advocators, and the importance of content-based learning and skill-based education catered to technology innovation was also raised. Group D The topics Group D discussed were, change in students, factors that led to change, and how teachers should be. They pointed out that children have changed their attitudes and became more responsible, both locally and globally. An example in South Africa that they became very influential that they can even influence their parents to change their lifestyles was introduced. Students changed their habits and became innovative and responsible consumers. Some of the factors that led to such changes are, students leading classes after participating in forums, and partnerships between schools or countries. Lastly the group discussed how teachers should be. Teachers should teach what they believe, so they must practice what they teach. They should be creative in ESD practices and look for new partnerships and new projects. They should be well-informed about the subject, but they should not only provide information but need to find solution for issues as well. Teachers are facilitators and coordinators, and they should also look into the future. p. 6

7 Group E. In Group E report, it was presented that, although normally teachers set the goal and the target, teachers allowed students to come up with problems in the area and the society they live in, when problems are clear. In Africa, they face problems in drinking water, sanitation, diseases and infection by some bugs, and students are acting to cope with those issues. It was reported that when children learn, they can influence their parents. Importance of teachers facilitation was also discussed. As students today need to be engaged in quite controversial issues and make right decisions, teaching ethic and giving them the conscience is important as well. Teachers should increase students motivation, foster cross-border students and facilitate participation in the community. Lastly, it was reported that teacher development is important in order to be able to help the students. After all groups made presentations, Prof. Ichinose praised all the teachers for fruitful outcomes of their discussions. He said that he expected good ESD practices to be promoted beyond (5) Commentary and Closing Address Then, Ms. Livia Saldari, the ASPnet International Coordinator, UNESCO, delivered her comments and closing words. She said that ASPnet schools are expected to build new partnerships and strengthen existing partnerships. She recognized the great work of national coordinators and she praised great achievements of the works of the teachers. She said ESD promotes skills to image future scenarios and Closing remarks by Ms. Livia Saldari nurture critical thinking, integrating non-formal education, formal education and information education. She said that ESD has proven to be the beacon for education practice, and a tool for p. 7

8 sustainability. It serves as models for pilot projects, and is also a catalyst for international cooperation. She congratulated the participating teachers for being chosen for their amazing work and called for their continuing contribution to ESD. She highlighted the importance of GAP as a follow-up program to UN DESD. Although the resources are limited, and there are obstacles to cope with, the important thing is to continue, she stressed. She said UNESCO can broaden its activities with good practices by the teachers engaged in ESD, and active proposals from them, and called for further cooperation to promote ESD. Lastly she thanked ASPnet school teachers, national coordinators, UNESCO national commissions, and all the people involved who contributed to the achievements in the past 60 years. She closed her words with her expectations that new ideas will emerge from this Platform for Teachers. After Ms. Saldari s commentary, all the participants thanked Ms. Saldari, the international coordinator, for her contribution to support and promote UNESCO ASPnet. At 18:40, the ASPnet Platform for Teachers at UNESCO ASPnet International ESD Events for Students and Teachers was officially closed. p. 8

9 ANNEX 1 List of Participating countries UNESCO Region No. of Countries participants Africa 5 Ghana, Kenya, Senegal, South Africa, Uganda Arab 3 Tunisia, Lebanon, Oman Asia & the Pacific 19 Bangladesh, Fiji, Indonesia, Japan (9), Kazakhstan, New Zealand, Republic of Korea, Pakistan, Philippines, Thailand, Viet Nam Europe & North America 8 Canada, Denmark, France, Germany, Greece, Romania, Russian Federation, Spain Latin America & the Caribbean 5 Brazil, Haiti, Mexico, Peru, Uruguay ANNEX 2 Programme Schedule Time 15:30-15:45 Opening addresses 1 MEXT 2 UNESCO 15:45-16:10 Introduction to Group Work Programme 16:10-17:30 Group Work Theme 1: Reviewing ESD achievements Theme 2: Role and actions of teachers and the ASPnet to promote ESD beyond :30-18:15 Plenary Session Reporting of group working sessions; plenary debate on the way forward 18:15-18:30 Commentary and closing address p. 9

10 ANNEX 3 Presentation by Prof. Ichinose Tomonori p. 10

11 p. 11

12 p. 12