A Nobel Laureate Lecture

During my term with UNESCO Office Bangkok, I had the chance to attend a lecture on “Science as a basis for bridging between cultures and fostering peace and development”

This lecture was delivered by Prof. Roger D. Kornberg on 19 December 2008 in the Faculty of Science, Mahidol University at 2 – 3.30 p.m. in the L.01 of Lecture Building on Rama VI Road, Phayathai, Bangkok.

This lecture is co-organized by BRIDGES, Dialogues towards a culture of peace, hosted through the International Peace Foundation; International Peace Foundation, network for the pro-motion of Peace; and Mahidol University, the wisdom of the land, on the celebration of commemoration of the 50th anniversary of the faculty of science, Mahidol University.

Some of the essences of the lecture cover the emphasis of biomedical science, culture, peace and development that highlight the use of biochemical mass destruction weapon, intolerant and aggressive behaviors.

Anyone can be anything they want to or what they dream of, sometimes through mysterious ways of life. Wilhelm Roentgen, for example, he was expelled from school at the age of 18. But after conducting a lot of personal experiments, he found one thing as the gift of the 20th century, which is X-rays, and for his achievement, he was the first person awarded Noble Laureate in Physics. Sometimes life guides and brings us through the road that we never expect it will destine us to an amazing discovery.

And the nature of discovery puts great attentions to the pursuit of fundamental principles, the product of untargeted research and that knowledge is the limiting factors of progress itself.

Science is international. The acquisition of knowledge, education will not suffice for addressing the societal problems, while basic science as a paradigm for solving societal problems. Both science and religion, according to Prof. Roger, seek to explain mysteries of life. Basic science is a literal bridge to understanding nature.

Basic science is a figurative bridge to the solution of societal problems, through the example of rationality and impartiality. Another point he emphasized was the power and importance of impression.  At the end of his lecture, he said “discovery is made by taking chances and risk not by making plans!”

There were some interesting words that I grasped in his lecture such as serendipity, notion, peculiar, obscure, offspring, demystify, engender, transmissible, oppression and repression.

During the Q&A session there were two things that stayed in my thought; first was that knowing his father was also Nobel Prize winner and that he himself doesn’t believe in God; two mind-bobbling facts of Prof. Roger, to my view.

Expert Meeting on Thematic Issues in Education for Sustainable Development (ESD) under the Mobile Training Team (MTT) Project: Day 3

Organized by APEID, UNESCO Bangkok
10-12 November 2008

Tarathip 4 (2nd Floor), Imperial Tara Hotel Bangkok, Thailand

Rapporteur: Mohammad Reiza, APEID, UNESCO Bangkok

Day 3: Wednesday, 12 November 2008

08.30 – 10.30

1.    Ms. Joy De Leo, Summary of the 2nd Say

Highlighting the points and essences of the 2nd day presentations and discussions. Psycho emotional area needs to be emphasized. Moving from mitigation to adaptation should consider the length of the process.

Theme VIII: Human Security

2.    Mr. Surichai Wun’ Gaeo

Presentation on “Re-orientation our education through human security.” The way of human approaches challenges.  Security is much about national interest – defense, but nowadays, security is more to the ground – human basic needs. This presentation outlines the logics of globalization and possibilities for redefinition from our experiences.

Globalization underlines some important issues including economic globalization that points out the market logic, ICT and hegemony of neoliberalism. Another issue is the deficits of economic that emphasize the environmental and resources deficits, governance and democratic deficits, human security deficits and social deficits (inequalities and injustices). The issue also teases out the social globalization and human security as well as sustainable development. Greater Mekong Subregion has been coined by Asian Development Bank, which is the center of growth for Thailand, Myanmar and China.

The dimensions of regional economic integration: economic, social, governance and resource or infrastructure interactions towards megaproject cooperation. Border economic zones and markets cover Thailand, Myanmar, Vietnam and Cambodia. Another issue is income gaps and that even increases, differential costs and benefits to different countries and groups. Economic integration is pictured from the development of transportation, goods delivery or distribution.

Another consideration is the degradation of water resources that outlines the specific issue of hydropower development along Mekong River and its tributaries. The government of Thailand can’t easily build dams, and most of the time there is protest against it, although there are more than 100 dams planned to be built.

The flow of people, Thailand sends, receive and transit people from and to other countries. There is big number of migrant workers and some of them are legal workers. There are 3 stages of descriptive framework for international migration and development in East and Southeast Asia. Another issue is the flow of disease like avian flu and HIV/AIDS in the border area.

The case of violence in southern Thailand underlines some points including the development and ethnicity-based identities, the government’s failure to redress in justices. Regionalization of national issue: limits of electoral and formal politics without social justice.

Furthermore, the democratic development in multicultural Thailand through common human security that highlights public understanding-the common future beyond assimilation policy, prospect of new governance-civilizing conflict. Development of experiences in the era of extremes: accelerated competition and human insecurities i.e. FTAs and EPAs; and the world becomes the place for winners and losers.

Focus on a common agenda of Asia-Pacific; in the region thee are issues of greatest cultural, economic and ecological diversity, responses to global and planetary crisis; as well as human insecurities under globalization in Asia Pacific. Another consideration is national security and human security that underlines the concern of manmade security and insecurity. Another point is human-centered approach in response to the issue of security. The value addedness in human security focuses on risks under competitive globalization, focuses on people, not only state nor investors, holistic perspective on living better and means and ends in risks management under globalization. Usefulness in knowledge generation and policy learning outlines the new awareness of mutuality and interconnectedness i.e. CSR, youth mainstream that has become marginalized issues.

Discussion

•    Population growth in the Philippines has been increasing in the past years and now has reached 90 million people. How is the relation between the fast population growth and human security in terms of cultural and religious differences?
•    All challenges should be put together and increasingly it could be dealt with but it depends on the public understanding, the meaning of public debates on the government policies as well as the political influence.
•    Sometimes the problem is that human security is not included in the educational curriculum system towards ESD.
•    What is the historical education system in Thailand towards the Muslim minorities in southern Thailand and the violence that has happened?
•    Education policy and progress should be open for public discussion and should be able to be brought to global discussion through the mediation of UNESCO.
•    Who are the potential non-education stakeholders to cooperate with to re-orientation of education?
•    It is how to open up the compartment to new changes and it needs heart and mind.
•    Everyone can help redefine globalization and the power of communication is real.
•    Rural leaders training for self-efficiency; field visit can give first-hand experiences in learners as well as class activities.
•    Economic gaps in Thailand for among farmers and traders, which draws a social injustice.
•    The most fundamental issue is value; how do we value people, the world, learning, etc.

10.30 – 10.45
Coffee Break

10.45 – 11.45
Theme VII

1.    Mr. Koa Tasaka

The presentation underlines the critical evaluation of modern technologies applied on Food Production and Food Preservation and the incorporation of the issue of food security into educational programme. It outlines also the critical evaluation of ‘green revolution’; pesticides and chemical fertilizer. In 1990, International Rise Research Institute (IRRI) was established in Los Banos, the Philippines.

Positive effect of green revolution in India, for example, has increased grain production from 1947 to 1992. Green revolution has contributed in the increase of food production, but it has also increased the use of pesticides (negative effect).

Discussion

•    There is also negative use of pesticides by Thai riverside farmers, which might damage the fishery industry.
•    Farmers are unaware of the danger of pesticides and the case in India was higher.
•    Thailand has become the largest rice exporter to all over the world but the farmers suffer from big debts.
•    The intention of green revolution is not bad at all but there are a lot of external factors that are not included as the Thai government expected.
•    There are many intervening factors between the inputs and the outputs towards the green revolution. There should be an introduction to social organic farming and talking about green revolution is also about mass production.
•    The problem is the fusion model of the idea of green revolution that makes the progress move very slowly.
•    The utilization concrete examples should be more emphasized for concrete results.
•    There is a need to change the paradigm to sustainable practice.
•    It is difficult to convince the farmers to adapt the model.
•    Another example is the refugee settlement of Kyangwali, Hoima, Uganda.
•    Dangerous pesticides were sold at the market of Myanmar government; but organic farming is also practiced in Pynmana, Myanmar. English Newspaper, Myanmar Times reported billion of rice harvest in 2005 using organic farming.
•    Food additives: analysis of food color additives.
•    Study of sustainable agriculture should be included in educational curriculum.
•    School lunch system with the Products of school garden for the purpose of food security.
•    The use of melamine and other chemicals should also be controlled.
•    How to control food security in very dense urban cities by bringing the experiences from the rural areas.
•    The experience of Cuba on organic farming in urban cities is very informative.

11.45 – 13.00
Theme IX: Research on ESD

1.    Mr. Elwyn Thomas

The base of presentation is the ESD meeting in 2007 and the use of the Internet discussion to look at research possibilities. It highlights policy issues and ESD research, research fields and strategies, focus areas and the value of case studies and evaluation.

Policy issues and ESD research outlines the lessons and outcomes from the 2007 ESD-net workshop in Bangkok, the roles of international agencies and national governments, policies that lead to research intensification and training of trainers and recent international and national policy reviews. In some Malaysian and Thai higher education, there are moves to promote ESD to be engaged in educational curriculum. The future of this respect is very positive. From the Turino Conference, there is a need of ethical and epistemological needs of ESD. The role of adults and community should be seriously counted to support the progress of ESD.

In the research fields and strategies, there are four areas that are outlines: conceptualizing ESD as a cognate area  – a key challenge, the use of a multi methodological strategies and approaches, training the trainers in ESD based research fields and the value of research networking. Eight key concepts as a basis for ESD conceptualization: interdependence, diversity, uniformity, social responsibility, social justice, resource capacity, innovation and accommodating for uncertainty.

Focus areas and the value of case studies highlights the focus areas emerging from the 2007 ESD-Net workshop in Bangkok, areas that did not emerge from the workshop and internet discussions, the special place of evaluation, the case study as a window into current and future ESD products. There are case studies connecting research and practices in ESD.

Discussion

•    Research and communication build gaps; the problem is the lack of information dissemination on the researches’ results to relevant stakeholders, especially the policy makers.
•    There are a lot of researches conducted on particular issue like ESD; is there any single method of research in the western academicians that can be used by Asian countries.
•    Impacts are quite important factors to move on as to whether the research can be continuously carried on.
•    Dilemma of university’s researchers towards the policy of the governments.
•    The connection of international policy is very timely issue, so there is general push to link up networks in the regions.
•    Funding can be the key success to the progress of ESD.
•    There is a problem of distrust in the cases o Mongolia and Nepal in the research conducted even the indigenous people are included in the activities.
•    The addition of ‘value’ in the eight key concepts as a basis for ESD, as it has been much discussed.
•    To turn back the documents of DESD which at the end emphasizes to live sustainable lifestyle towards sustainable community. ESD is about process and to work together in a new way. If we put ESD as a subject it will get recognition but it will diminish the value of ESD.
•    ESD has something to do with philosophy, vision that can be shared.
•    There are difference meanings of ‘development’ in the Japanese words. Big cities are not practicing sustainability at all. Media influence on young people about living in big cities to be perceived as fashionable—this has to be evaluated.

13.00 – 14.00
Lunch Break

14.00 – 16.30
Discussion & Preparation for the next Workshop, facilitated by Mr. Elwyn Thomas and Ms. Joy De Leo

•    Going through each sub-theme and highlighting the key concerns of each. Discussion about what can be brought to the next workshop.
•    Collaboration research will link up the relevant parties on the study and research of ESD.
•    Quick study with entry point for the research hand study of ESD.
•    Thee is integration of ESD in educational system in the region like in Vietnam, Sri Lanka, New Zealand, Australia.
•    Networking system should also be put big emphasis.
•    Curriculum examination of what has been taught towards ESD in Sri Lanka, Vanuatu, and some other countries in the region with the support of UNESCO and Japanese Funds in-Trust.
•    There is some project on ESD and World Heritage integration in the region.
•    TEI Workshop.
•    Pre Workshop.
•    The language of ESD.
•    Case analysis to work on each concentrated area.
•    Moving values to action.
•    Plan of action.
•    Leadership elements.
•    Programme evaluation.

16.30 – 16.30
Closing Ceremony

Mr. Derek Elias

•    Tangible connection
•    Advocacy

Mr. Feng-Chun Miao

Thank you for the attention and the hard work until the last minutes and the energy given to the efforts. This meeting has meet the first expectation for the next project and the next step for ESD in the coming years. More breakthroughs are welcome in the next workshops through the expertise contribution. Some recognitions are addressed to UNESCO staff for their contribution to the meeting.

Expert Meeting on Thematic Issues in Education for Sustainable Development (ESD) under the Mobile Training Team (MTT) Project: Day 2

Organized by APEID, UNESCO Bangkok
10-12 November 2008

Tarathip 4 (2nd Floor), Imperial Tara Hotel Bangkok, Thailand

Rapporteur: Mohammad Reiza, APEID, UNESCO Bangkok

Day 2: Tuesday, 11 November 2008

08.30 – 11.00
Theme IV: Climate Change

1.    Ms. Hye-Rim Kim

Outlining of the final report of this expert meeting and the template of the report and the introduction of Mr. Mikko Cantell.

2.    Mr. Joel Bacha

Highlighting few materials from UNESCO-APNIEVE and APCEIU Document to be as reference. Presentation of the latest publications and documents of UNESCO Bangkok, ESD Website, Movies, TLSF and Presentations for the preparation of the final report of the meeting. Presentation of the template and Astrolabe (a navigation instrument), ESD Context (Learning objectives, national priorities, examples-current policies, mapping and brainstorming, identifying the gaps); and this template can be used as a teacher training. This will elaborate the social and emotional learning. The template is modifiable for the better result of the final report.

Discussion

Mr. Elwyn asks about the addition of a column for comment.

Mr. Virginia outlines the similarity of several columns that can be wrapped into a column of curriculum.

Ms. Joy highlights the same point as Ms. Virginia that it could be difference on educational curriculum.

Mr. Elwyn teases out the point of content of the curriculum and the presentation of content and pedagogy, lesson planning, materials to clarify by using them as the basis. The template content is to broad for the workshop.

Ms. Joy elaborates the institutional policies and practices in sustainable point of view, the recognition of the institution and the model that it teaches.

Mr. Elwyn points out the institutional policies including training that can give institutionalization and training; framework and guidelines that can cover many fields should be focused for the next workshops. Training for trainers can be the keys of all of this process.

Ms. Joy outlines the integration of ESD by the school institution through learning and research.

Ms. Virginia outlines the final clarification regarding the MTT and teacher educators and teachers education institutions.

Ms. Hye-Rim says that the national teacher network as the teacher educators.

Ms. Joy enforces the point of the implementation of ESD by teacher educators in teaching methodology.

Ms. Lucille re-outlines the point of teacher educators in the pre-service sectors.

Mr. Elwyn says the point of lifelong teacher education and putting assessment and research on ESD together. He suggests summing up each day generally what have been discussed.

Mr. Koa agrees with Mr. Elwyn to make summary for each day.

Ms. Lucille suggests that each presenter provides a summary paragraph of his or her presentation.

Mr. Robert says that the summary can be the synopsis for outsiders.

Ms. Ji-Hyang outlines the point of the template of the final report as to whether to fill in the form and to make plan for the next workshop.

Mr. Elwyn suggests making abstract of each presenter’s presentation.

3.    Ms. Ampai Harakunarak

Global Climate Change – issues, impacts and possible solutions.  Global climate change education – content, knowledge, skills and values as well as current experiences – what has been done in Thailand. Most of the scientist believe that the impact of climate change is real that can be felt locally and globally. It has been realized since decades ago. It’s not new phenomenon because the climate changes all the time. What is wrong right now is that it becomes faster in a threatening way and become greater risk for human. A movie ‘The Earth’ by BCC is a good documentary on climate change – it has nothing to do with the earth but with the human. Thus we have to think more reasonably to deal with climate change. Many evidences suggest if people could avoid the danger. Many scientist also says that there is no guarantee regarding climate change but the question is ‘how we can reduce the rick and how people can solve the problem?”

The pattern of climate change included hot and cold weather and other phenomenon that contributes to climate change. “Is current climate change unusual?” It is unusual, but it is unusual in the sense that it happens all the time but the intensity is unusual not the change. Industrial revolution is one of the contributors to climate change. Excessive emission of carbon dioxide and other substances contribute to climate change. Major gasses are CO2 and holocarbons for refrigerators. The greenhouse effect also contributes to the climate change, which will block the heat to get out of the ozone layer.

Too much of gas in the atmosphere that is caused by human activities including industries and agriculture or any other energy use activities such industry development. The debate has been on whether it is natural or human-caused. Human influences have become threatening. It can be natural or human influences on global climate change. “Is current carbon emission level unusual?” The trend tells us that now that in the future global temperature will be a lot higher than today.

Discussion

Ms. Joy outlines the implication in education regarding climate change and its impact on children. Adapt to it or mitigate; it will cause negative reaction in human race. Children can be easily despairing about the future; so what is the message to deal with this?

Ms. Ampai says that evidence reveals that the trend does not stop here, so everyone will be affected. It is better to stop it as what it is and lower the level that it might occur in the future. The challenge is to find the scientific evidence. People need to do something in order to live in changing climate to adapt; the solution should come together.

Ms. Joy asks if there is another issue of global cooling. Is there evidence of it is just a myth.

Ms. Ampai says that the change in the climate include the history of ice age. The earth has the system of lava, which is moving the heat inside. The lava would also move out according to the level of CO2 and will warm up the earth. Scientific evidence is very crucial to keep the knowledge of all learners. The earth will not just stand still.

Mr. Elwyn outlines the study of homeostatic area. To what extent will the trend come down to reduce CO2 and to bring it back like in the trend in the past? ESD is the main messages for everybody: schools and universities.

Ms. Ampai mentions that climate change is not all bad, some parts of the world also benefit from this especially the northern hemisphere. Canadian government criticizes that Canadians will benefit from the warming of the climate. Some parts of the world will suffer from floods and some will suffer from the lack supply of water. Climate change actually has positive and negative impacts. The danger is that climate change might cause a lot of catastrophe. Education helps people to learn and to divide and to make judgment of what is happening in terms of global climate change. The science, social and culture parts enforce people to change their lifestyle.

Mr. Robert says that human spirit rises in challenges – the challenge that people are facing. In terms of science, the feedback mechanism of how fast uneven warming will happen.

Ms. Virginia says that there is a method called future education by David Hiks on how students can come up with several scenarios of how the future will turn out to be; by imaging preferred future.

Mr. Robert teases out the scenarios planning in corporate organizations.

Mr. Elwyn syas that there are some other parts of ESD that people don’t know very well, but climate change has something to do with the people and the policymaking. This is the impact that people are aware of.

Mr. Koa says that although climate change is visible but the big countries running big industry development. Big problem about climate change is that there are various data and which one is trustworthy and which one can be used and reliable one. In Japan, there is a saying that climate change is over exaggerating and people tend to follow that. Data can be taken as reference.

Mr. Elwyn says this has something to do with financial and political interests.

Mr. Robert says a point regarding Obama’s new policy on renewable energy and how the administrations should put a lot of money on that so that the people will participate and support the activities.

Mr. Joy says that what starts to happen in government policy is taking over ESD and environmental agenda. Climate change will take over and environmental issue has been ignored. Climate change is important but there will be some other things that will be sacrificed. How do we stop it from overbalancing?

Ms. Ampai says that ESD, however, should take climate change into account. What about the human, are we able to deal with the change of the earth in the sense of climate change? There is more catastrophes happening and this is what the earth telling us about the effect of our lifestyle and what we have done. Species are moving due to the climate change. Many diseases had gone and now are coming back and get worse. Many people question whether the sea level really rises? Potential climate change impacts outline health, agriculture, forest, water resource, coastal areas and species and natural sectors. The key message is: “climate mitigation and adaptation is a combined set of actions in an overall strategy to reduce greenhouse gas emissions.” Some solutions are highlighted including energy conservation, alternative or renewable energy, sequestration, adaptive management strategies.

Mr. Elwyn suggests giving list of concerns or priority, training and learning materials for the learning paths as reference for the next workshops. Another point is about the multidimensional effects of climate change in most part of the world.

Ms. Ampai suggests searching resources on climate change.

Mr. Mikko says the local and global issues that may overlap other issues. There is no long-term global solution, so there should be local solution, whose flexibility of local actions should be taken into account. Projection on climate change also has something to do with financial interest. UNESCO is now moving crosscutting issues such as climate change and gender.

Ms. Ampai economic evidence on this particular study will help lead to get greater pictures and deal with climate change issue. We need to concentrate on the knowledge, the code of conduct and the focus on some skills and professions and other development of human life. The proper conduct is linked to moral education. Climate change has impact on everyone of us, our profession and we have to integrate it into education and all kinds of discipline and help us to cope with it. Curriculum, learning modalities, teaching and educational technology will highlight the issue through formal education process. Integration of discipline from many subjects including science is taken from the current practices in California, USA. Whole School CT-Activities: school management, teaching and learning process, extracurricular activities and community involvement.

Some success factors from TEI experiences including the partnerships among project personnel and stakeholders, willingness of schools and stakeholders to participate, continual use of public relations schemes, etc. (www.tei.or.th)

Ms. Ji-Hyang points out the integration of educational curriculum and climate change in Thai educational system.

Ms. Ampai says that currently the Minister of Education of Thailand works together with other institutions regarding the climate change education; the emphasis is on the renewable energy but this is not formal integration in Thai education.

Mr. Mikko outlines the promotion of action in education towards climate change and the movement of international school in Thailand that work on gas emission elimination organized by its students, which seems very optimistic. The involvement of many stakeholders will help the movement work faster.

Ms. Virginia asks on how much consultation and partnership with the society including the faith organization like the monks.

Ms. Ampai says that in most Thai schools, monks are involved and they have become very good resources and partners. There is diversity of models in the schools, for example the “Dawn Project” that involved about 600 schools but some were effective but some were not.

11.00 – 11.15
Coffee Break

11.15 – 12.30
Theme V: Natural Disaster Preparedness

1.    Ms. Lucille Gregorio

Presentation on “Education for Natural Disaster Preparedness: Values, Attitudes, Skills and Knowledge.” In June 2006, ACCU organized an international workshop on education for natural disaster preparedness (ENDP). In the last years, there are a lot of natural disaster happened in most part of the world. Pictorial stories book of earthquake intensity scale has been written to give people more awareness of dealing with such natural disaster.  Science curriculum framework, the government of the Philippines comes up with the framework for teachers.

A comprehensive framework for ENDP addresses the needs of educational institution and practitioners to develop and use knowledge, innovation and education to build a culture of safety and resilience at all levels. The educational objectives are to gain knowledge on natural disasters, to acquire realistic attitudes toward natural disasters, to develop skills in natural disaster preparedness and mitigation, to encourage active participation of individuals, community and organizations.

The proposed implementation mechanism outlines concept building, curriculum development, material development and utilization, training for teachers and teachers-educators, institutional arrangement and policy linkages.

Discussion

•    Tsunami story sharing elaborates how learning on natural disaster preparedness can help survive in such natural disaster time.
•    ESD curriculum on ENDP is very important.
•    Another lesson from Phuket, leadership and communication skills are also integral parts in responding such situation.
•    Another example is in Myanmar case, many times UNESCO invites representatives from educational institutions but the response is not enthusiastic.
•    Myanmar involves in SEAMEO activities but not in UNESCO’s activities and this has become a serious concern for UNESCO.
•    In Sri Lanka, when Tsunami hit, people group themselves in the assistance of GTZ. Early warning system, emergency aids, etc should be better organized.
•    ESD should come to natural disaster education, to teach the society to react in such situation and how they respond the aftermath. Disaster management and education need to be better managed.
•    Psychosocial issues after the disasters as well as the rehabilitation.
•    The aftermath consideration includes trauma, depression, etc.
•    Re-orientation, re-organization of education programme in regards of DESD and international implementation scheme (ISS).
•    Immediate behavior response towards the increase of fuel price.
•    Necessity is the mother of invention
•    There are human made flooding and landslides from deforestation that is related to delay factors.

12.30 – 13.15
Lunch Break

13.15 – 15.30
Theme VI: Environmental Protection

1.    Mr. Elwyn Thomas, Summary of Day 1

Highlighting the main points of the first day of the meeting: a summary; going through the opening remarks, overview of MTT projects, understanding dimension of ESD, theme I “peace education and education for international understanding,” theme II “intercultural understanding,” and theme III “HIV/AIDS prevention education.” How everything can be translated into ESD situation and evidence-based approach is highly suitable for this.

2.    Mr. Robert Steele

Presentation on “Infusing environmental protection into school curricula.” System understanding and approach; the interconnection still exist. People can’t isolate subject and how to close the gaps between subjects and how to build a bridge among the subjects. The presentation outlines the reorientation of education for ecological and human sustainability, the incorporation of ecological protection into formal education curricula and the alignment of whole school learning with community environmental sustainability. It is not about content but it is about actions. Underlining the definition of environment and sustainability as well as sustainable development are imperative in this particular sector.

Democracy is not the goal, this is a process and sustainability is a goal, while sustainable development is the process to it. The perspective outlines the humanity and the biosphere that are entwined in a common fate.

Discussion

•    Important indication of education is that there is difference in priority in addressing the concern of sustainable development.
•    Four-stage process of teaching methodology outlines power and bridge.
•    All of factors related to sustainable development have to be related to the future value as well.
•    The law of thermo-dynamics relates to discipline of basic science.
•    The natural step’s four system conditions of sustainability. In the sustainable society, nature is not subject to systematically increasing concentrations of substances extracted from the Earth’s crust, concentrations of substances produced by the society.
•    Language matter highlights the language people speak. Sustainable development, sustainable growth and sustainable use have been used interchangeably.
•    It is impossible for the world economy to grow its way out of poverty and environmental degradation.
•    Substitution is one of the considerations of the economists. It has been a debate if sustainable growth really exists.
•    Growth, in ecological point of view, is not growing up; it grows horizontally.
•    Language is important—what is spoken.
•    The trend of production and consumption are also important; and they need articulation.
•    The indicators of monitoring and assessment is very important reduce uncertainty as much as possible.
•    Short term planning and decision is also important towards delay approach.
•    A good case is the Aral Sea in 1957 shoreline in Russia, which is now being a part of Kazakhstan and Uzbekistan.
•    Economic growth vs. ecosystem health; the living planet index of biosphere health fell. The consequences are likely catastrophic.
•    4 Basic criteria for sustainability: a sustainable society lives and operates in a holistic and systematic way.
•    3 R’s concept is added with the 4th R, which is refuse.
•    This 3 or 4 R’s are just a concept; the big R is the re-thinking.
•    Living within the Earth’s physical and biological limits, maintaining a vital prosperous economy.
•    All education is really environmental education; what is taught and what is not taught.
•    Paradigm of development: globalization and modernization, which are happening nowadays.
•    The conception of the stage of developing, developed and development.
•    System changes, and the point is how to bring about the positive changes.
•    A whole school approach: values, principles and practices reflected in every aspect of school’s activities.
•    Thailand is now developing the framework of eco-school.
•    What are the important issues related to environmental issue and what are non-environmental issues involved?
•    Greenmaps project worldwide that involve young people to learn about their local environment.
•    ESD components assessment by teachers.
•    The implementation of CSR by big corporations.
•    Discussion about system approach to be applicable in educational curriculum.
•    Discussion about all education is environmental education.

15.30 – 15.45
Coffee Break

15.45 – 17.00
Theme VII: Food Security

1.    Mr. Marut Jatiket

Presenting the topic of the Rural Ecology. What and where is farmland bio-diversity? Provision of eco-systems services to livelihood of communities, outlines the income of the society, supply of food, materials, medicine, social or cultural values and esthetical values. Status of farmland bio-diversity highlights the degradation of the farmland environment.

The objectives are to develop learning process that creates understanding and awareness.  Community meeting is to assess the understanding and interest of the society. Students do pesticides survey and to calculate amount uses per spray, season and year.  Health survey outlines the clothes and equipment used, signs and symptoms. Part of the school project is to document the community farmland biodiversity and health survey baseline data.

The findings include more than 200 species found on both plants and animals, 70% of storage, waste, cleaning have risks to children, foods and pets. Society then analyzes and priorities according to values and statues and comes up with one focus. They decide and choose species together to conserve 1 plant and 1 animal. Developing the community habitat action plan including the preservation area(s), strategies and agreements, studies on species, life cycle and habitat, reduction of pesticides and plan and proposal for supports. This programme is integrated in grade 5 and 6. Other related projects incorporate occupational chemicals in the community, waste/garbage, dengue fever, MSG foods/additives, various studies on life cycles of species and bridging gaps with traditional wisdoms.

The recommendations include sustainability o he project solely depends upon community participation and decisions. How to do it is to solicit interest and school selection, effective training (hands on), monitoring and supports, link with school and teacher development and disseminate success. The institutionalization in school system incorporates head master as the key supporter, identification of the needed time for teaching, the link of objectives and learning outcomes with national curriculum, the integration of various learning approaches and disciplines (subjects) and the utilizations of authentic assessment/portfolio to validate learning and development.

The real status is that over 100 schools in Thailand (1996-current) that have been involved in this project, IPM as vocational short courses under NFE in 40 provinces (1996-2002) with FAO and Danida and piloting real projects in Cambodia, Laos, Philippines and Vietnam under the “towards the non-toxic environment” supported by KEMI (Sida) in 2005 until now.

Discussion

•    Mr. Elwyn asks about teachers’ development; the curriculum breakdown based on the local educational system towards ESD.
•    Mr. Marut says that every country has the integration of this project with education even before ESD. Public health should be the forefront in promoting this issue. Current status of each country should be highlighted.
•    Allocation of 30% of the school curriculum to the local issues, but there is no certainty about it.
•    New curriculum in Thailand has been introduced recently and changes the whole basic education system.
•    One challenge for ESD is to develop curriculum that suits local customs.
•    Innovative curriculum in school for sustainable development.
•    Important dimension of ESD in teacher education.
•    Capacities of rural and urban schools are different as well as their involvement.
•    How is the internalization of local issue in the new curriculum of Thai education system? And how they introduce the new curriculum?
•    The new curriculum is more details; the old curriculum didn’t allow the students to make changes and each school has its own policy in how internalizing the new curriculum. That will also outline the teachers’ capacity.
•    The issue in food security is somehow, nutrition.
•    Collaboration of NGOs on food security and pesticides impact and lick with local and national issues.
•    Organic pesticides products.

Expert Meeting on Thematic Issues in Education for Sustainable Development (ESD) under the Mobile Training Team (MTT) Project: Day 1

Organized by APEID, UNESCO Bangkok
10-12 November 2008

Tarathip 4 (2nd Floor), Imperial Tara Hotel Bangkok, Thailand

Rapporteur: Mohammad Reiza, APEID, UNESCO Bangkok

Day 1: Monday, 10 November 2008

08.00 – 09.00
Registration

09.00 – 10.15
Opening

1.    Opening Remarks, Mr. Feng-Chun Miao
2.    Self-Introduction of Participants, all participants
3.    Overview of MTT Project, Ms. Hye-Rim Kim
4.    Understanding Dimension of ESD, Mr. Derek Elias

Discussion

10.15 – 10.30
Coffee Break

10.30 – 13.00
Theme I: Peace Education & Education for Intercultural Understanding

1.    Mr. Joel Bacha
2.    Ms. Virginia Cawagas
3.    Ms. Ji-Hyang Lee

Discussion

13.00 – 14.00
Lunch Break

14.00 – 15.30
Theme II: Intercultural Understanding

1.    Ms. Joy De Leo

Discussion

15.15 – 15.30
Coffee Break

15.30 – 17.00
Theme III: HIV/AIDS Prevention Education

1.    Mr. David Clarke

The overview outlines the context of HIV in details and it gives emphasis on the HIV global pandemic as there 33 million people living with HIV nowadays.  Southern Africa is affected the worst; and now 4.9 million people living with HIV in Asia and it is concentrated among most at risk groups. HIV is highly stigmatized. The important thing is that HIV is tricky and problematic in terms of treatment. The main point is that HIV varies in terms of threat, including the social action and education system.

Priority depends on the threat: local or national. More researches are undertaken to give clearer picture. Increasing of knowledge help people deal with HIV/AIDS. Education needs to include preventive education and to include impact mitigation to education sector. Minimizing the risk regarding personal health. Critical issue addresses gender in equality.

Discussion

Mr. Robert asks about the effective teaching approach; how it differs among cultures and how it affects teachers’ training.

Mr. David says that it is good to involve both main curricula and co-curricula. Participatory approach in teaching and learning has become major obstacle in HIV preventive education; for example teachers embrace more a lecture on life skills.

Mr. Elwyn outlines that one of the issues that ESD has to deal with is HIV/AIDS and teachers play an integral part in the preventive education. It has particular context of problems. ESD has effectiveness towards the situation to be able to apply HIV/AIDS in ESD programme in long-term plan.

Mr. Joel highlights the present issues by identifying the major focus of ESD’s issues and priorities. For example, each ESD’s focus has taken different priority in different region, for example in Central Asia the focus is on the supply of fresh water.

Mr. David outlines another point, which is commitment among young people. In India, many teachers and school principals are committed in preventive education on HIV/AIDS among their students. Some evidence suggested that selected teachers are important to promote HIV preventive education. It will highlight the criteria of selection and the role of guidance and counseling teachers.

Ms. Ampai mentions that the government in Thailand has adopted the new curriculum in public and physical health that includes HIV/AIDS. To what extent, students get engaged to know about the content, the issue of HIV.

Mr. David says that it’s based on the need of the target group – learners; what children really know about HIV. In terms of life skill education of students, it has become a promising area of education. The attitude and the skills should be taken into account.

Ms. Joy says that assertiveness is vital in this area.

Mr. David says that specific life skills might apply to address HIV case; not every approach work. It’s about critical thinking and decision-making – mismatch with particular paradigm about HIV. In many contexts, health education receive marginal part in education curriculum, the most common one is Biology.

Ms. Virginia says that the presentation is the process of curriculum development. All the constraint and mandates are for us to work out. The assumption, there is preliminary assessment of the need that will help to figure out what is needed in the present.

Mr. Robert teases out the ability of teachers to corporate with HIV community to invite them to be resource people to teach, to comment and to partner with the school in this important subject that can be quite effective and powerful.

Mr. David says that in Africa they have teachers living with HIV network, which is very important. Bringing skills and knowledge on HIV/AIDS to the students is very important too.

Mr. Elwyn says that to bring people with practical experiences into informal education system can be very powerful.

Networking within an issue is important also, which can establish vocal point in national level that can connect through Internet network that also meet regularly. They will bring a constituency on what can be done on ESD and HIV/AIDS. Focal points can do strategic plan enforce the relevant governmental institutions and related ministries to take action. Response analysis is highly suggested in responding towards ESD. Re-engineering this programme into educational system is fundamentally important and probable serves as the key of success.

Ms. Virginia outlines the importance of budget line of the policy statement for the implementation of this programme of HIV in education; based on the country case of the Philippines.

18.30 – 20.30
Welcome Dinner