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Designing Training Programmes for EIU and ESD A Trainer's Guide


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									APCEIU and its resources
     on EIU/ESD

         Dr. Sookhee Kwak
        August 22-25, 2006
          Penang, Malaysia

        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.
    2. Main Areas of Work

■ Teacher Training Workshops on EIU
■ Research and Development of EIU:
Curriculum & Teaching/Learning Materials
■ Publication and Information Service on
■ Cooperation and Networking

  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

               4. Regional Teacher Training
                        A Priority Program of APCEIU

   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
    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
       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

   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 6
    office, Translation of EIU materials (In Fasi)
    6. Resource Book for Teachers on EIU/ESD
             Learning to Live together

   Objective: to introduce EIU concepts and teaching

   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
    “Cultivating Inner Peace”

    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).       8
               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
9. Asia-Pacific EIU Policy Meeting in
          2006 (on-going)
   1 Situational Analysis : 7 Member States in Central
     • 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
     • 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                10
 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
   8: Conclusion
          Background on 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.

     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.
      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.

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
   It follows the general outline for designing
    a training programme, usually divided into
    three sections:
   Concepts and themes
   Process
   Pedagogy                                       15
           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.

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

      Social learning and social

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

                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.

     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.

      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
Part II: Process – implementation
         of training process

   Pre-training planning
   Identification and selection of
   Inventories
   Documentation and resources
   Conducting and implementing the
    training programme
    Part III- Pedagogy and learning
     process and documentation

   Training programme methodology,
    pedagogy group learning
   Communication
   Evaluation

     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.

                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.
    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.                      26
     Key characteristics of ESD
   Value-driven,
   locally relevant,
   interdisciplinary
   holistic,
   focused on critical thinking
   problem solving,
   multi-methodological
   participatory in decision-making.
   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

         Selection of modules

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

             Integrative Pedagogy
   To ensure an integrative pedagogy that brings together the following
   Cognitive: acquiring information and knowledge, critical thinking,
    moral reasoning, problem solving facing and solving ethical
   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

             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.

      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

   This chapter concludes the Guide by
    highlighting three aspects:
   Evaluation of the training programme
   Checklist for designing a training
   Qualities of an effective teacher

   Thank you

   Dr. Sookhee Kwak
   Email:sukikoak@apceiu.org
   www.apceiu.org


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