Sangsaeng 41 one page by APCEIU

No.41 Autumn / Winter 2014

Living Together Helping Each Other

INTERNATIONAL LAW AND GLOBAL COMMUNITY

Protecting World Heritage, a Requisite for Peace Connecting Play with Learning

ISSN 1599-4880

Beautiful Earth, Prosperous Future

CONTENTS 3

Director’s Message

4 Special Column

The Contribution of UNESCO Culture Conventions to Live Together

8 Focus : International Law and Global Community 8 13 18 22

Safeguarding Right to Education in Law and Fact as Public Good Protecting World Heritage, a Requisite for Peace Overcoming Climate Change: Not a Choice but Our Duty Human Rights Laws, a Guide for a Culture of Peace

26 Best Practices 26 29

Eyes Set Towards Asia Cultivating the Global Citizen Tree in Our Young

32 Special Report

S a n g S a e n g ( 상 생 ) i s p u bl i s h e d three times a year by the Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO. 120, Saemal-ro, Guro-gu, Seoul, Republic of Korea, 152-050 Tel: (+82-2) 774-3956 Fax: (+82-2) 774-3958 E-mail: sangsaeng@unescoapceiu.org Web: www.unescoapceiu.org/sangsaeng

Global Citizenship Education: Preparing Learners for the Challenges of the 21st Century

36 Letter

Ambassadors for Mutual Goals

38 Interview

Connecting Play with Learning

41 Peace in My Memory

The Poor as Partners, Not as Beneficiaries

45 Tuning in to the Asia-Pacific

Beautiful Earth, Prosperous Future

46 Understanding the Asia-Pacific Region

Cover photo: Lady Justice balancing the world in the scales of justice

Publisher: Utak Chung Editor-in-Chief: Kwanghyun Kim Editor: Sunmi Ji Copy Editor: Yoav Cerralbo Designed by: Seoul Selection Printed by: Pyung Hwa Dang

SangSaeng (상생) , a Korean word with Chinese roots, is composed of two characters: Sang (相), meaning “mutual” (each other) and Saeng (生), meaning “life.” Put together, they mean “living together,” “helping each other,” which is our vision for the Asia-Pacific region. SangSaeng (相生) aims to be a forum for constructive discussion of issues, methods and experiences in the area of Education for International Understanding. SangSaeng also seeks to promote Global Citizenship Education, which is one of the three priorities of Global Education First Initiative launched by the United Nations in 2012. Illustrated by Hyun-Jin Choi

Signed articles express the opinions of the authors and do not necessarily represent the opinions of APCEIU.

Kampong Ayer, Brunei’s Historical Villages on Stilts

50 APCEIU in Action

Living Together Helping Each Other

ISSN 1599-4880 Registration No: 구로바-00017

Facebook /unescoapceiu Twitter @apceiu Google+ +UnescoAPCEIUorg2014

Homepage www.unescoapceiu.org

Director’s Message © APCEIU

Autumn / Winter 2014

Members of APCEIU with the participants of the 5th Asia-Pacific Leadership Academy for School Principals and the 2014 UNESCO/ROK Co-sponsored Fellowships Programme

any tend to downplay the role in which international

protect world heritage. Its promotion of global understanding

law plays on our daily lives, thinking that it only engages

places a shared duty on states to ensure the safeguarding of cultural

diplomacy or power politics amongst nations.

properties at all times.

In reality, however, international law affects us more than we

In another piece, Dr. Seungjun Lee points out the serious

give it credit for, as it enables us to live in a society that values

imbalance between humanity and nature caused by rapid

human rights, protects the environment, and preserves our

industrialization and growth in the world’s population. In order

national heritage sites and cultures. The world has a greater chance

to overcome the climate crisis, an unfortunate result of such an

of achieving unity because international law promotes universal

imbalance, he contends that a new climate agenda beyond the

values of peace, cultural diversity, sustainable development, and

Kyoto Protocol is needed.

globalization. That is why, in today’s highly interconnected world, we as global citizens need to recognize the importance of universal values that international law upholds. Only through public endeavours to comprehend its values can we aim to forge a world with a deeper global understanding. To provide our readers with a better understanding of international law, this edition of SangSaeng covers its various aspects through the introduction of significant international declarations, conventions, and treaties. Dr. Kishore Singh highlights the importance of the right to education, which is inscribed in several international laws as a fundamental right. He asserts that governments need to guarantee education through their national legal systems in order to increase the opportunities for the marginalized. In the following article, the UNESCO World Heritage Centre introduces the World Heritage Convention as an instrument to

Finally, Dr. Seetulsingh shares his insights on international human rights law under the Universal Declaration of Human Rights. In particular, he provides a thorough review on the workings of human rights law as it relates to the state. My hope is that through this issue of SangSaeng and its exploration of principles and ideals that drive international law, our readers will be able to recognize the important values needed for becoming responsible global citizens. On another note, I would like to highlight the World Education Forum, to be held in the Republic of Korea in May 2015. During this Forum, the post-2015 education agenda will be set. I strongly believe that this initiative will help pave the way for improving educational practices around the world. I would like to joyfully invite you to participate in the formulation of this important post2015 education agenda.

Utak Chung Director

Special Column

Interview with Samoan weaver at Gnataivai village

The Contribution of UNESCO Culture Conventions to Live Together By Etienne Clement (Director of UNESCO Apia, Office for the Pacific States) e.clement@unesco.org

Autumn / Winter 2014

The Contribution of UNESCO Culture Conventions to Live Together

assume that the regular readers of SangSaeng are quite familiar

diffuse knowledge: by assuring the conservation and protection of

with the international conventions developed by UNESCO on

the world’s inheritance of books, works of art and monuments of

the protection of cultural heritage and, more recently, on cultural

history and science, and recommending to the nations concerned

diversity and creativity.

the necessary international conventions.”

Most of these conventions were adopted during UNESCO

Therefore, the adoption of culture conventions by UNESCO

General Conferences and subsequently ratified by Member States

has led to a unique global platform for international cooperation

for which they constitute legally-binding international instruments.

and a holistic cultural governance system based on human rights

Some of them have become very well known, such as the 1972 World Heritage Convention, joined by no less than 191 countries,

In addition to this, the culture conventions have, over the years,

and the 2003 Intangible Cultural Heritage Convention binding 161

effectively contributed to the promotion and the pre-eminence

countries.

of these principles, especially in situations of armed conflict,

Some are less well known by the general public, such as the

civil disturbances, or when cultural heritage was threatened by

1954, 1970, or 2001 Conventions, although all of them have

vandalism, theft, or illicit export and excavations. The UNESCO

attracted a great deal of interest by governments and most have

website (www.unesco.org) provides a number of recent examples.

subsequently become universal instruments. Below are the 7 UNESCO Conventions on Culture:

The 7 UNESCO Conventions on Culture • The Convention on the Protection and Promotion of the

Diversity of Cultural Expressions (2005) • The Convention for the Safeguarding of the Intangible

Cultural Heritage (2003) • The Convention for the Protection of the Underwater

Cultural Heritage (2001) • The Convention for the Protection of the World Cultural

and Natural Heritage (1972) • The Convention on the Protection of Copyright and

Neighboring Rights (1952, 1971) • The Convention on the Means of Prohibiting and Preventing the Illicit Traffic of Cultural Property (1970) • The Hague Convention for the Protection of Cultural

Property in the Event of Armed Conflict (1954)

Culture Convention’s Aim

I have had the privilege of being involved in a number of cases in which these conventions have been implemented in various situations since 1987. In each instance, the conventions had an essential role in supporting dialogue under tense and complex circumstances. In order to get a clearer understanding, here are some instances: In 1990, the medieval city of Dubrovnik in former Yugoslavia was attacked. Thanks to its status as a World Heritage site and its general protection under the Hague 1954 Convention, this outstanding cultural heritage was preserved. In Cambodia, in the early 1990s, when four conflicting factions were fighting for control of the country, they all agreed to protect the ancient complex of Angkor. All four factions joined the World Heritage Convention in order to request that the site to be placed on the World Heritage List and they also asked for the benefits of the 1970 Illicit Traffic Convention. Beyond the protection of the site itself, the Conventions contributed to the creation of an environment of dialogue between the conflicting parties. These discussions ultimately led to an overall peace agreement and opened the way for the country to

The culture conventions are all inspired by UNESCO’s mandate for peace, human rights, and fundamental freedoms as stated in its Constitution: “The purpose of the Organization is to contribute to peace and security by promoting collaboration among nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and which are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the

and shared values.

United Nations.” The UNESCO Constitution clearly identifies the elaboration of conventions as a means of fulfilling its mission: “To realize this purpose, the Organization will … (c) Maintain, increase and

Theft at Banteay Chhmar Cambodia

work towards peace and development.

d e v e l o p m e nt o f

Other culture conventions bring a comparable spirit of

countries and

dialogue, mutual understanding, respect for cultural heritage, and

communities are

diversity. Listed below are several examples of how the various

evident.

conventions have influenced our behaviour and perceptions over time:

For example, when the civil

The 1970 Convention on illicit traffic in cultural property was

unrest in Cambodia

very useful in convincing museums in the 1980s and 1990s to stop

was resolved, the

purchasing cultural objects that had very high spiritual or cultural

World Heritage site

importance to their countries of origin.

of Angkor rapidly

Beyond the objects themselves, the 1970 Convention

b e c ame a maj or

contributed to the development of ethical principles among

tourist attraction

museum professionals that are now widely recognized and applied.

that had significant

It ultimately instigated an environment of mutual respect and

income-generation

understanding among culture professionals all over the world

benefits for the local

which is also reflected in the presentation of museum collections

population and also

and exhibitions.

contributed to the

Similarly, the 2001 Convention on Underwater Cultural Heritage, although only ratified by 48 countries, has a lot of

ÂŠ Etienne Clement

Special Column

Mr. Etienne Clement

creation of a private sector which did not exist in Cambodia prior to this period.

potential to promote universal respect for the value of ancient

I would like to add that where I am working now in the Pacific

shipwrecks which are currently the object of uncontrolled pillaging

Region, there are expectations that the growing number and

by unscrupulous treasure hunters.

popularity of World Heritage sites will generate similar benefits for sustainable development.

Towards Sustainable Development

A view of Levuka Historical Port Town in Fiji

site of Fiji in 2013. Its Management Plan includes strategies for

ÂŠ Etienne Clement

The benefits of the World Heritage status for the sustainable

Levuka Historical Port Town became the first World Heritage

The Contribution of UNESCO Culture Conventions to Live Together

Autumn / Winter 2014

Vandalism at Banteay Chhmar in Cambodia

conservation and for promotion t h r o u g h e d u c at i o n a l a n d tourism activities including training of guides, placement of interpretation panels, and a visitor centre, among other initiatives. The increase in the number of visitors is expected

collections in a number of developing

Samoan Fine Mats “The exchange of fine mats in Samoa is one example of reciprocal exchange or traditional gift-giving in the Pacific. Fine mats, which are soft, made out of a special kind of pandanus leaf, and finely woven by women, have a strong cultural value. The mats resemble a piece of fabric almost like the quality of fine silk. While spearheaded by women,

countries like Cambodia. Similarly, the 2001 Underwater Cu ltura l Her it age C onvent ion offers quite promising perspectives for countries that want to engage in under water cultural heritage activities.

the entire process of producing fine mats requires the

Under the International Fund for

to contribute not only to the

collaboration of entire villages and families. While Fine

Cultural Diversity (IFCD), established

economic development of the

mats used to be items that were exchanged for pigs and

in the framework of the UNESCO

area, but also to an enhanced

other food items, they are now sold and the practice of

2005 Convention on the Protection

understanding of the history

making these mats today has been replaced by labour for

and Promotion of the Diversity

and diversity of Levuka as a World Heritage site. Intangible cultural heritage also contributes to sustainable development, for example, the Samoan Fine Mats that have a social function in Samoa. This

money. Fine mats in the past were passed from one village to another through elaborate rituals with stories associated with them. The recipient families kept the fine mats until the next extended family gathered for a special occasion. Over time, fine mats connected numerous villages and families, creating a social network even with communities overseas. The safeguarding of the Samoan fine mats means supporting this traditional safety net, which has made an

of Cultural Expressions, support is provided on a regular basis to developing countries for their projects in the fields of cultural policies and cultural industries. Therefore, while some of the conventions may have a development

small island nation located in

important contribution to the sustainable development of

agenda more explicitly built into them

the Pacific Ocean has recently

communities and the country.”

than others, all of the conventions

joined the 2003 Intangible Cultural Heritage Convention.

By Akatsuki Takahashi

have implications for development. In conclusion, the UNESCO culture conventions, firmly grounded

But other conventions also contribute, although less directly, to sustainable development: the

in a human-rights based approach, have established a range of

1970 Convention on Illicit Traffic contains several cooperation

cooperation and funding mechanisms that not only promote the

mechanisms to enable the return of important cultural objects.

safeguard of culture, but also ensure its integration in development

This has led to the establishment and/or enrichment of national

strategies.

Focus

Safeguarding Right to Education in Law and Fact as Public Good By Kishore Singh (United Nations Special Rapporteur on the Right to Education) kishoreparis@gmail.com

Safeguarding Right to Education in Law and Fact as Public Good

Autumn / Winter 2014

he Universal Declaration of Human Rights proclaimed every one’s right to education more than 60 years ago. This is of even

greater significance in today’s globalised world as the centrality of education is being increasingly recognised in people’s lives. In the face of marginalisation in education along with the growing disparities in the access to quality education, the full realisation of the right to education without any discrimination or exclusion and safeguarding it as a public good, is of paramount importance. We must recognise that education is a foundation of human development and nation-building. It plays important roles in empowering individuals and transforming societies. Education is essential for peace and for sustainable development. It has an invaluable instrumental role in poverty eradication strategies. The right to education, of which both the individual and the society are beneficiaries, deserves a central place in developmental thinking.

Right to Education is a Fundamental Human Right Education as a fundamental human right is established in various international human rights conventions. UNESCO’s Convention against Discrimination in Education is the first instrument which comprehensively provides for the right to education by laying down fundamental principles of non-discrimination and equality of opportunity in education. Similarly, the right to education is also comprehensively provided for in the International Covenant on Economic, Social and Cultural Rights. Several other international human rights conventions develop the right to education because of its various dimensions, extending from initial or basic education, to lifelong learning. The Convention on the Rights of the Child guarantees the right to education for every child. The Convention on the Elimination of All Forms of Discrimination against Women, lays down women’s and girls’ right to education along the principle of gender parity. The right to education of the migrants is provided for in the Convention on the Protection of the Rights of All Migrant Workers and the Members of Their Families. The Convention on the Rights of Persons with Disabilities provides for the right to education of all the disabled on the basis of equality of opportunity. Established through international conventions, the right to education is thus not only an internationally recognised right, but a universal right. The right to education must be accessible to all, especially the most vulnerable groups, in law and fact and be without discrimination of any kind. Its provision must be respectful of equality of opportunity in education, which as a fundamental 9

ÂŠ Sungman Lee

Focus

Children smiling and playing in Bhutan

principle, is enshrined in almost all international human rights

progressive access to secondary and higher education on the

conventions.

basis of merit or capacity. Provision of education is primarily the

All boys and girls alike are entitled to education; the right to

responsibility of governments.

free and compulsory primary education of good quality is their inalienable right. This is a core obligation of states under international human rights treaties. No one should be denied access to education on account of their race, sex, religion or economic and social status. Beyond primary education, the right to education also extends to higher education,

It is always important to bear in mind

In that spirit, the right to education must be brought into the forefront in the actions and concerns of the global partnerships for development in building a better world for present and future generations.

while respecting equality of opportunity.

that the right to education as an entitlement is inextricably linked with the right to education as an empowerment. The right to education is invaluable in preparing children for democratic citizenship and for future responsibilities. Education must also inculcate in children the universal values of human rights, respect for cultural diversity, international understanding, and mutual

The obligations assumed by states under human rights treaties

respect. These are essential objectives of education, reflected in all

range from ensuring universal access to primary education, to

international human rights instruments.

Safeguarding Right to Education in Law and Fact as Public Good

Autumn / Winter 2014

Children attending school in Australia

States must ensure that the right to education is fulfilled both as an entitlement in terms of universal access to education, and as

is a noble cause, and should be fostered as a societal value of the highest order.

an empowerment in terms of quality of education for imparting knowledge, values, and competencies, with focus on skills development. These objectives are enriched by the “four pillars of education,” which are learning to know, learning to do, learning to live together, and learning to be. They are lucidly depicted in the report to UNESCO of the International Commission on Education for the Twenty-First Century titled—Learning: the Treasure within— published in 1996. The objectives assigned to education must be inspired by a humanistic mission rather than the mere utilitarian perceptions of education in terms of its material value only. This is crucial as the humanistic mission of education is being vitiated today. Education

State Responsibility Provision of education, while respecting its essential objectives, is above all the responsibility of governments. They must guarantee that the right to education is in national legal systems and give full effect to it. It is their duty to take necessary measures and expand educational opportunities for the marginalised and for children from poor families, especially girls, to enable them to fully enjoy their right to education as a fundamental human right. The obligations of states remain in case of privatization of education. The governments have international responsibilities to regulate all private providers of education and to sanction the 11

Focus abusive practices when these occur. It is important to emphasise

legal order. Governments must also take measures to give effect to

that the conventions and treaties have a binding force in

it in policies and programmes.

international law for the states which are parties to them. States are bound by their legal obligations that were undertaken while ratifying or acceding to such conventions.

The right to education is often least available to those who need it the most such as disadvantaged and marginalised groups, and above all, children from poor families. It is a justiciable right that

They are internationally responsible, according to the customary rules of international law, to account for any failure and to comply with their obligations.

must be safeguarded and enforced in case of its violation or breach. All providers of education, public or private, remain accountable for respecting the right to education. Access to justice

They must incorporate their obligations for the right to education into their national legal system to strengthen its

for all those whose right to education is not fully protected and respected, must be promoted.

constitutional bases, as well as to enable

The international legal instruments

appropriate legislation for national level

offer important frameworks to stake claims

action.

for protecting the right to education; they are also significant in terms of

The rig ht to education is als o

accountability, in case of its violations.

embodied in declarations and recommendations adopted by the

Public interest litigation is an

i nt e r n at i on a l c om mu n it y, w h i c h

imp or tant avenue w hich must b e

expresses its political commitments.

fostered, with the focus on social justice

Known as “soft law” instruments,

framework.

these have declaratory functions, in

Future Path Towards Sustainability

that they state the law as it exists and also have programmatic importance in setting out internationally agreed upon

The international community is currently

goals and targets.

discussing the future development

States and governments adopting

agenda. The right to education deserves

declarations and recommendations are

all prominence in this context since it is © Jongwoo Park

also subscribing to moral obligations with the intention to implement them, even though, as in the case of United Nations resolutions, there are no legal penalties for non-compliance. The United Nations Declaration on

Students taking a class in Sri Lanka

Human Rights Education and Training held in December 2011, for instance, carries political commitments by governments to give effect to the essential objectives of the right to education worldwide. The Education for All agenda also corresponds to various provisions for the right to education that are detailed in wellknown international human rights treaties. Similarly, the commitments by governments to education related Millennium Development Goals, must be seen in relation to international obligations for the right to education as a fundamental human right.

Enforcing the Right to Education It is not enough to incorporate the right to education in domestic

indispensable to development in all its dimensions. This is recognised by the Human Rights Council Resolutions 23/4 and 26/27 on the Right to Education adopted in June 2013 and in June 2014, which underline “the need to ensure that

the right to education is central in the context of the post-2015 agenda.” The United Nations General Assembly Resolution 66/288, “The Future We Want” (27 July 2012), also lays emphasis on the “right to education” and “full access to quality education at all levels” as being “essential conditions for achieving sustainable development.” The international community and national governments must indeed uphold the right to education as a fundamental human right that contributes significantly to the realisation of all human rights, including the right to development. In that spirit, the right to education must be brought into the forefront in the actions and concerns of the global partnerships for development in building a better world for present and future generations.

Ancient Wisdom in Asian Traditional Houses

Protecting World Heritage, a Requisite for Peace By Petya Totcharova, Mira Al Khalifa (UNESCO World Heritage Centre) p.totcharova@unesco.org, m.al-khalifa@unesco.org

38th Session of the World Heritage Committee in Doha, Qatar (June 2014)

ÂŠ UNESCO/ Eric Esquivel

Autumn / Winter 2014

Focus “Considering that parts of the cultural or natural heritage are of outstanding interest and therefore need to be preserved as part of the world heritage of mankind as a whole… It is therefore incumbent upon the international community as a whole to participate in the protection of the cultural and natural heritage of outstanding universal value….”

he quote above is drawn from the Preamble to the 1972

Genesis of Convention It is not possible to pinpoint the exact time at which international understanding on the need to protect the world’s cultural and natural heritage catalyzed. It is possible however to identify the key international events that gave rise to a recognition of the imperative of international, legal, geopolitical, economical, and technological cooperation if cultural and natural heritage were to be protected: here, the focus is on events leading to the international legal framework guiding such cooperation. In this regard, the destruction of cultural property during World War II stands out.

Convention Concerning the Protection of World Cultural and

The extent and breadth of the destruction created the impetus

Natural Heritage (World Heritage Convention or “The Convention”).

for the development of the 1954 Convention for the Protection of

This international legal instrument is viewed as the bedrock of the

Cultural Property in the Event of Armed Conflict. This instrument

protection of the world’s cultural and natural heritage.

placed a mutual and shared duty on state parties to ensure the

Distinctive and inspirational at the time of its adoption and subsequent ratification by most states comprising the United Nations,

safeguarding of cultural property in times of peace and against the foreseeable consequences of war. Equally, there was recognition of the need for collective action to

that seek to further the protection of cultural and natural heritage in

protect and save the monuments of Ramses II temple in Abu Simbel

times of peace or in times of turbulence.

from the possible destruction during the building of the Aswan Dam

it continues to inspire and generate other normative instruments

Galapagos World Heritage Site, the first site inscribed on the World Heritage List in 1978

Protecting World Heritage, a Requisite for Peace

Autumn / Winter 2014

Changdeokgung Palace Complex, World Heritage Property in Seoul, Republic of Korea.

in Egypt in 1959, and the city of Venice from the rising waters of the

concerned and the Convention Concerning the Protection of World

Venetian Lagoon in 1966.

Cultural and Natural Heritage was born. It was adopted by the

These (and other) events, combined with a call by the United

General Conference of UNESCO on 16th of November, 1972.

States for the creation of a World Heritage Trust—the aim of which was to stimulate international cooperation to protect “the world's superb natural and scenic areas and historic sites for the present and the future for the citizens of the entire world”—provided the momentum for an increasingly vocal and sustained international movement for the protection of culture and heritage. Seven years later, the initiative of the United States was activated by the International Union for Conservation of Nature. The Union introduced a draft proposal to the 1972 United Nations conference on Human Environment in Stockholm, which adopted a resolution in favour of the development of an international convention on the issue. Eventually, a single text was agreed upon by all the parties

Defining Principles Today, with 191 signatories, the Convention is the most widely ratified international convention on cultural preservation and nature conservation. Its almost universal ratification is perhaps where its success and greatest asset lie, in addition to its complex but well thought through mix of key legal principles of state sovereignty, state responsibility and territoriality, universality and, finally, its formal recognition of the interconnectedness of culture and heritage worldwide. Whilst the principle of state sovereignty and territorial jurisdiction, peremptory to states and central to interstate relationships, are maintained and conspicuous throughout the 15

Focus Convention, so too are expressions of the desire and need for

Examples of bilateral transboundary properties include the

collective international responsibility to protect cultural and natural

Wateron Glacier International Peace Park shared by the United States

heritage of outstanding universal value (see above the opening quote

and Canada, and the Maloti-Drakensberg Park composed of the

drawn from the Preamble to the Convention).

Ukhahlamba Drakensberg National Park in South Africa and the

Indeed, this responsibility is such that it is possible to suggest

Sehlathebe National Park in Lesotho.

that it has, in practice, transcended state sovereignty. That “this may

Additionally, transnational sites, such as the Belfries of Belgium

be the case” is hinted at inter alia, by the 2013 Operational Guidelines

or France, which consist of two or more component parts related by

to the Convention. This point to the inviolability of properties of

a clearly defined link, such as “cultural, social or functional links over

Outstanding Universal Value (OUV), a term defined in the Guidelines

time that provide, where relevant, landscape, ecological, evolutionary

(Paragraph 47) as:

or habitat connectivity” (Paragraph 137 of the Operational

[properties] of “cultural and/or natural significance which [are] so exceptional as to transcend national boundaries and to be

Guidelines), require the coordination and commitment between state parties at the political and practical levels.

of common importance for present and future generations of all

This is the case especially with regard to serial transnational

humanity. As such, the permanent protection of this heritage is of the

sites, where sites can be brought later for consideration following the

highest importance to the international community as a whole.”

nomination of the first site.

Being Listed

Legal Influence

It is this, the concept of OUV, which is the prerequisite for inscription

In sum, there is currently no more pressing and crucial topic in

on the World Heritage List.

the domain of cultural and natural heritage than the subject of its

It is, certainly, within the jurisdiction of the state parties to the

protection and preservation.

Convention to voluntarily identify and propose the nomination of

The safeguarding of world heritage and the collective

a property, which later ultimately falls on the remit of the World

responsibility it entails is a credible requisite of peace, with

Heritage Committee to assess.

international efforts to protect cultural heritage continuing to defy

The Committee, which is composed of 21 state parties of the Convention representing the different regions of the world, decides on the inscription of the nominated sites on the World Heritage List.

the norms of territorial jurisdiction and state sovereignty. Moreover, the notion that there is an emerging guiding principle in favour of cultural heritage for protection purposes is supported by

Also, the Committee examines the state of conservation of World

a wide variety of legal sources that exist independently of any duties,

Heritage properties and provides advice and recommendations to the

responsibilities, or authorities that may be derived from the World

states parties for the purpose of upholding their outstanding value

Heritage Convention.

for all humanity. To date, there are 1,007 sites on the List, located in 161 countries across the globe.

It is these developments, in some respects, that have spurred the protection of other aspects of cultural heritage, such as the Underwater Cultural Heritage Convention (2001) and Intangible

Sites Beyond Borders Additionally, it is important to note that sites of OUV inscribed on the World Heritage List, are not limited to sites situated on the territory of only one state party. Conceived as an instrument to enhance the protection of heritage and its subsequent transmission to future generations, the Convention promotes global understanding as illustrated by the inscriptions of transboundary sites and serial transnational sites. In the case of transboundary sites, nominations of the World Heritage properties occur on the territory of relevant state parties having adjacent borders. The Operational Guidelines provides that nominations of these sites should be prepared jointly, another illustration of international understanding and cooperation. 16

Cultural Heritage Convention (2003), which reflect the principles of the World Heritage Convention. Undoubtedly, the legal mechanism governing World Heritage continues to have a major influence on interstate relations, particularly with regards to the international understanding on the imperative of cooperation by the international community to protect our cultural and natural heritage. In part, this may be the result of a shift in the discourse on the importance of cultural heritage in recent years. However, the vicissitudes of legal orders, geopolitical landscape, economic and technological circumstances of our times, and an acquiescence that protection of our heritage can only be achieved through the rule of law, international understanding, and collaborative action are of greater significance.

Autumn / Winter 2014

OUR PROTECTED PLANET

7,50€ US$9 £6 ¥850

W i l d e r n e s s A re a s T h re a t e n e d S p e c i e s I n vo l ve m e n t o f I ndi ge nou s Peoples N EW WO RLD HE RITAGE SITE S T he L ist tops 1000 ISSN 1020-4202

3 059630 101738

World Heritage No. 73 • October 2014

Protecting World Heritage, a Requisite for Peace

World Heritage Review with a photo of Okavango Delta in Botswana, the 1000th site inscribed on the World Heritage List by the 38th session of the World Heritage Committee in Doha (June 2014)

ÂŠ Julia Frost

ÂŠ Compassvale Secondary School and Suhaimi Afandi

Focus

The polar ice rim showing the impact of climate change on icebergs and glaciers

Overcoming Climate Change Not a Choice but Our Duty By Seungjun Lee (Research Fellow at the Korea Adaptation Center for Climate Change, Korea Environment Institute, Republic of Korea) leesj@kei.re.kr

Overcoming Climate Change

Autumn / Winter 2014

n the coming years, we may not be able to see the earth maintain

associated with climate change has been increasingly discussed at

its constant global temperature, provide enough available water,

the local and international levels. Now is a critical time for action.

and sustain ecological diversity—all areas that have been taken for granted over the last several decades. The rapid industrialization and growth in the world population during the last century has resulted in a serious imbalance between humanity and nature. Many scientists now regard climate change with global warming as one of the most significant contributors to this imbalance. The fact that former vice president of the United States, Al Gore shared the Nobel Peace Prize with the Intergovernmental Panel on Climate Change (IPCC) was an example of how much the climate change issue is critical to our generation and to the generations to come. The next question that needs to be asked is what causes climate change in the long run? The emission of greenhouse gases, such as carbon dioxide or methane, whose impacts are neither detected nor recognized in the short term, is currently recognized as the primary reason for longterm climate change. Our ecological systems, that are vulnerable to climate of years while supporting our socioeconomic systems. In this regard, scientists predict that the rapid climate change in recent years will exert unprecedented impacts on our social and economic

The United Nations Framework Convention on Climate Change (UNFCCC), a primary international channel for negotiations among the 196 parties signed on to examine and to tackle the climate change issues, represents an international effort to combat climate change. Article 2 of the Convention defines its ultimate objective as “to stabilize greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system.” In another international move, the Conference of the Parties (COP) to the Convention adopted the “Kyoto Protocol” in 1997, which later entered into force in 2005. The Kyoto Protocol, whose first commitment period was from 2008 to 2012, exerted developed countries that are historically responsible for the current level of greenhouse gases to reduce emissions based on the principle of Common but Differentiated Responsibilities. Yet, there has been some criticism of the Kyoto Protocol; the most notable ones being that many countries have not taken serious steps to meet their commitments, and that the protocol did not set any commitment for fast-growing emerging economies.

systems.

Time for Action Overcoming the climate change crisis is no longer a choice, but our duty so that we can build a sustainable future for the coming generations. The IPCC, by its 5th Assessment Report, addressed that “future global warming will continue if emissions of greenhouse gases continue.” Despite the climate change crisis recognized by scientific discovery, such as the one reported by the IPCC that urgently requests international cooperation as well as domestic efforts, national development priorities and other political circumstances appear to be delayed. While each country delays their action in order to fight

variability, have organized themselves as living organisms for 1,000

Overcoming Climate Crisis

the mitigating effects brought on by the climate change crisis because of their own domestic conflicts between development and conservation, many developing countries, including the undeveloped and small island nations, are suffering from the adverse impacts of climate change. Adaptation to climate change and the loss and damage

A view of a Climate Summit held at the UN Headquarters in New York on 24 September 2014 A view of UNFCCC ADP meeting at the UN World Conference Centre in Bonn, Germany

Focus Although the Kyoto Protocol has been meaningful as a first

combat climate change.

step taken by the global society to overcome climate change, it is

Parties also decided to consider various elements for the

recognized that limiting the global average temperature increase

Durban Platform such as mitigation, adaptation, finance,

by 1.5 or 2 degrees Celsius above preindustrial levels, which is

technological development and transfer, transparency of action

the current target of the climate negotiation, may be impossible

and support, and capacity building as a way to enhance action

without further efforts.

against climate change.

The IPCC reported that “The global surface temperature increase by the end of the 21st century is likely to exceed 1.5°C relative to the 1850 to 1900 period for most scenarios, and is likely to exceed 2.0°C for many other scenarios.”

responsibilities as a top-down process, parties adopted a process

Platform with a view to develop a protocol, another legal instrument, or an agreed outcome with legal force under the Convention. This new initiative will be applicable to all parties as early as, but no later than 2015, and will come into effect from 2020.

Considering that climate change will have significant impacts on the sustainability of human beings, I expect the 2015 Agreement to operationalise the ultimate objective of the Convention by enhancing each country’s action on the ground.

Although many elements of the 2015

that allows each party to decide their own contribution, called the Intended Nationally Determined Contributions (INDCs). All parties review their appropriateness in achieving the ultimate objective of the Convention. According to the decision on INDCs, each party is expected to submit their INDCs as early as the first quarter of 2015 or well in advance of the 21st session of the COP

in 2015. The key point is that all parties contribute to this new

must be the participation of all parties with significant efforts to

climate regime.

Agreement are still under negotiation, the essence of the agreement

Dry land in Timor-Leste originated from water scarcity

in 2011, decided to launch the Durban

Contrary to the Kyoto Protocol that determined mitigation commitments of developed countries based on historical

Birth of a New Climate Regime The COP to the Convention at its 17th session

Lessons from the First Trial

Overcoming Climate Change

Autumn / Winter 2014

A family in Tarialan, Uvs Province, Mongolia, uses a solar panel to generate power for their Ger, a traditional Mongolian tent.

Still Hopeful UN Secretary-General Ban Ki-moon held the Climate Summit 2014 last September by inviting leaders of governments, the private sector, and civil society in order to maximize political momentum towards the new climate regime. Many countries and international organizations pledged their contributions and efforts to the successful new climate regime. At the closing of the summit, Ban said, â&#x20AC;&#x153;It had been a success. Today was a great day!â&#x20AC;? The current negotiation process for the 2015 Agreement under the UNFCCC as well as the Climate Summit 2014, are expected to acknowledge the seriousness of climate change, and at the same time, to promote international cooperation and efforts to achieve a sustainable future by overcoming the climate change crisis. There have been many conflicting elements found during the

The complexity of the negotiation comes from political, financial, and technical aspects, such as domestic conflicts amongst the stakeholders, mitigated ambitions and efforts, adaptation support for vulnerable countries, financial support of developed countries to developing countries, and the modification of an energy structure that will minimize emissions. Currently, all parties to the Convention are seriously working on the 2015 Agreement process with full ambition. The negotiation process for the new climate regime, however, should not be completed only by reconfirming the political will of all countries. Considering that climate change will have significant impacts on the sustainability of human beings, I expect the 2015 Agreement to operationalise the ultimate objective of the Convention by enhancing each countryâ&#x20AC;&#x2122;s action on the ground.

climate change negotiations.

Focus

A wide view of the Human Rights Council at its 18th session in Geneva, Switzerland

Human Rights Laws, a Guide for a Culture of Peace By Dheeraj Seetulsingh (Chairman, National Human Rights Commission, Mauritius) mhrcdbs@intnet.mu

he quest for peace after the Second World War went hand in hand with the development in international human rights.

In 1948, the aspirations of people who wanted to create a

third world war despite threats brought upon by the Cold War. However, humanity could not stop the regional wars as well as the civil wars that continue to haunt different parts of our planet.

better world were reflected in the Universal Declaration of Human

Following the proclamation of the Universal Declaration in

Rights. A new awareness of human rights concerns, stemming

1948, several international and regional conventions were drafted,

from the second half of the 20th century, has averted the risk of a

widely discussed, signed, and ratified by nations.

Human Rights Laws, a Guide for a Culture of Peace

Autumn / Winter 2014

They include the Convention relating to the status of Refugees of 1951, the International Convention on the Elimination of All Forms of Racial Discrimination of 1965, the International Covenant on Civil and Political Rights of 1966 (ICCPR), the International Covenant on Economic, Social and Cultural Rights of 1966 (CESCR), the Convention on the Elimination of All Forms of Discrimination against Women of 1974, (CEDAW), the Convention against Torture and other Cruel, Inhuman or Degrading Treatment or Punishment of 1984, (CAT), the Convention on the Rights of the Child of 1989 (CRC), the International Convention on the Protection of the Rights of all Migrant Workers and Members of their Families of 1990, the Convention on the Rights of Persons with Disabilities (2006) (CRPD) and the Convention for the Protection of All Persons from Enforced Disappearance of 2010 (CED). Women, children, migrant workers, and persons with disabilities, are groups of people who need special protection. Also, due to an increase in the elderly population, there may be a

ÂŠ UN Photo/ Jean-Marc Ferre

convention focusing on the rights of the elderly in the near future to ensure that their rights are safeguarded as well. Thus, The African Commission on Human and Peopleâ&#x20AC;&#x2122;s Rights has a final draft ready to cater to these groups that need further protection of their rights. Most of these international human rights treaties have provisions which obligate Member States to submit periodic reports to Committees or Treaty Bodies that established under them. The most well-known is the Human Rights Committee set up under the International Covenant on Civil and Political Rights.

Proper Check-up States agree to be subjected to periodic scrutiny in which their The European Convention on Human Rights and Fundamental Freedoms of 1950 was a landmark in which the people of Europe agreed to be bound by consolidated human rights norms. If there was more focus on Civil and Political rights (such as the right to vote, right to take part in government, right to life, right to liberty, right to a fair trial, freedom of conscience, freedom of expression, freedom of movement, freedom of assembly, and freedom from discrimination etc.), then economic, social, and cultural rights would have been followed very closely to ensure that human rights remain indivisible. The realization of such rights depends on the availability of resources and the rights can be subject to progressive realization.

Right Tools Over the years, the following international instruments have established human rights norms and have met with wide accession and with ratification to translate them into a reality.

records are examined in public with their failures brought to international attention. Human Rights experts, with the assistance of information submitted by non-government organizations and by civil society, conduct examinations of state representatives. Thus, the progress achieved in the field of human rights can be measured from one report to another for each country. Each state is reminded of its obligations in concluding observations of the Treaty Body. Through this, human rights can help to develop a culture of peace amongst nations.

Handling Complaints Many treaties (e.g. ICCPR, ICESCR, CEDAW, CRC) have Optional Protocols which enable individuals or groups to submit complaints to Treaty Bodies. These complaints are then thoroughly dealt with and they also work to keep states on their toes in adhering to human rights 23

ÂŠ UN Photo/ Jean-Marc Ferre

Focus

A Wide view of the 23rd session of the Human Rights Council

principles. For example, one interesting complaint relates to conscientious objection to military service. In this complaint, it was argued that if all human beings were to oppose going to war, peace would reign in the world. There

ambassadors who look at systemic violations. More importantly, the Human Rights Council conducts a Universal Periodic Review of all members of the UN. This is done in a four year cycle in which each Member State has to report on the human rights situations in their respective countries.

would be no warmongering by ambitious military leaders and

The peer review enables states to make recommendations on

consequently, no need for peaceful people to have to defend

how to improve the situations of each country. This mechanism

themselves using deadly weapons.

allows states to engage in constructive criticism, which in turn, leads to the creation of a spirit of fraternity.

Watchful Eye The UN Commission for Human Rights has given way for the Human Rights Council, a body of 47 Member States elected by members of the United Nations in Geneva, to promote human rights and to act as a watchdog to detect violations of human rights by states. The Council has a working group consisting of five 24

International understanding is promoted through a respect for human rights and through a mutual comprehension of the difficulties faced by each Member State.

Assisting the Helpful The Human Rights Council is assisted by an Advisory Committee which conducts thematic studies on topics such as post-disaster

Human Rights Laws, a Guide for a Culture of Peace

Autumn / Winter 2014

in which diversity is respected and in which human rights are inalienable. In June 2012, the Advisory submitted a draft declaration on peopleâ&#x20AC;&#x2122;s right to peace to the Council, which then set up an intergovernmental working group to negotiate a draft declaration for this ongoing project. World peace may become a reality if all nations sign up to a ÂŠ D. B. Seetulsingh

future declaration and commit themselves to observe peace and

Mr. Seetulsingh at the Human Rights Council Advisory Committee

to resort to negotiations for resolving all disputes rather than in waging war on the battlefield. Wars only inhibit the progress of mankind and hamper the rights of individuals in their attainment of both moral and material well-being. Wars are connected to poverty, lack of food, and to the fight to control resources that lead to the destruction of the environment and to climate change.

and post-conflict situations, international cooperation, terrorist hostage situations, right to food with reference to the urban poor and rural women, rights of peasants, local government, human rights, corruption, missing persons, and leprosy-related discrimination. The Committee has submitted a paper to the Council to contribute to the process of elaborating on a draft declaration based on human rights and international solidarity. Richer nations have to help the poorer nations in overcoming their difficulties in order to avoid further tensions in the world. Similarly, the Advisory Committee did the groundwork for the United Nations Declaration on Human Rights Education and Training that the General Assembly adopted in December 2011. The promotion of human rights education,

Power of States The United Nations human rights system has working groups and special rapporteurs to carry out studies on all aspects of human rights, and to draw attention to violations that concern human trafficking, rights of minorities, rights of indigenous peoples, etc. Businesses can have adverse effects on human rights if states cannot protect their people against exploitation by outsiders like multinational corporations and other non-state actors. States retain the obligation to respect,

No one can deny that it has perpetuated a Culture of Peace. World leaders are now conscious that they are being judged according to international human rights standards by the tribunal of the world public opinion.

especially among the younger generations, will help teach people to respect the rights and needs of others. Children should be taught Human Rights Education (HRE) as advocated by the World Programme for HRE, and should not be exploited as child soldiers in armed conflicts, which is a crime against humanity.

Generating Peace Through Education The culture of human rights is relatively new in the history of the world. Better education can promote mutual understanding and comprehension of the lifestyles and thought processes of other people. The universality of human rights promotes global culture

protect, and to fulfil the aspirations of their citizens. The International Law of Human Rights is the law for the future. Law has been described as a body of rules for the guidance of human conduct that is imposed on citizens and that is enforced by the state. The international human rights law can

be defined as a body of rules for the guidance of states that permits states to govern their relations with each other and with their citizens. Currently, while international human rights law is imposed by legal obligations and by mutual trust, there is no international body to enforce those obligations, except through condemnation by the United Nations and through a certain degree of intervention where necessary. No one can deny that it has perpetuated a Culture of Peace. World leaders are now conscious that they are being judged according to international human rights standards by the tribunal of the world public opinion. 25

ÂŠ Graeme Caudry

Best Practices

CHPS students exploring a fish market in South Korea

Eyes Set Towards Asia By Graeme Caudry (Principal, Croydon Hills Primary School, Australia) caudry.graeme.gj@edumail.vic.gov.au

t Croydon Hills Primary School (CHPS), we acknowledge

In the past, Australia had always naturally looked towards its

the importance of internationalising education, including

Anglo-Saxon roots, which were the major source of immigration in

Studies of Asia, in our school curriculum. We create an expectation

the 20th century; this meant looking to the other side of the world.

that provides and develops our studentsâ&#x20AC;&#x2122; global perspectives while

Our place in Asia is importantly being embraced at a political,

aiming to embrace cultural diversity and to encourage global

business, and cultural level in recent years and with that in mind,

awareness with positive values and attitudes.

our school looks to build on this momentum.

In line with this view, we aim to prepare our students so that

Our programme aims to develop students who are able to

they can understand and appreciate a range of cultures, particularly

appreciate Asia including its impact on economies and the global

in Asia, so that they can understand that they are part of a global

population, to have informed attitudes about Asian people, cultures

community. We are fortunate that in Australia, we are increasingly

and countries, to know about contemporary and traditional

acknowledging our place in Asia and building proactive strategies

Asia, to connect Asia with Australia from a variety of global

and processes that further develop understanding and empathy.

perspectives, and to successfully communicate with people from

Eyes Set Towards Asia

Autumn / Winter 2014

Asia and beyond. Our Internationalising education programmes

Than English (LOTE) programme, which is taught by a highly

with a focus on Asia involve several ongoing initiatives.

experienced and passionate teacher. Along with being a language programme, LOTE incorporates cultural activities with learning.

Connecting with Korea

We have also set up an international education display area in

Our sister school started partnerships ten years ago with schools in South Korea when we formulated a relationship with Maewon Elementary School. Since the implementation of the exchange programme, we have hosted students and staff to visit and to study at our school and provided them with an Australian family homestay experience. Our school has had six student groups that undertook the Korean Study Tour programme. In this programme, groups of up to 20 students undertook a twelve-day study tour of South Korea, visiting two schools each time and enjoying a Korean family homestay experience. We also travelled to the south of the peninsula to Busan City. During our last three tours, we established a relationship with our second sister school, Kumyang Elementary School, a government school in Busan. This was established by pursuing the sister city relationship between Melbourne and Busan. Students and staff from Busan visited CHPS and during their stay, our school provided homestays for them. This has been a central part of our programme because it enables us to exchange directly with another culture and one that was quite foreign to us when we began. Little was known about South Korea when we started but since then, we have seen it burst onto the world stage.

the school where maps, posters and artefacts are displayed. This area is a public demonstration of its importance in our school and is in a common area regularly accessed by our school community. Our school believes that this visual reminder is important because it keeps the importance of the links with Asia at the front of the student minds. Furthermore, we have been building up learning resources in order to support teachers planning to focus on Asian Studies. Besides curricular and interpersonal activities, we are currently planning the development of an Asian garden on our school grounds. The distinctive Asian aspects of the garden and outdoor areas will make it a tranquil and engaging area for students to spend time. On a more fun note, our school also organises a Studies of Asia Day for the entire school. The day includes performers and activities that highlight the wonderful cultural diversity which is an important part of life for so many people. In order for Asian studies to become embedded into all areas of the curriculum, we are developing integrated units of work on Asian countries, as well as developing cross curriculum infusions. Our school’s student learning is based on the Inquiry Model and it would be exciting to be able to undertake a collaborative Inquiry Unit. Our school aims to be a highly regarded school known for

Besides our decade-old sister school relationship with Korea, we also have a programme that encourages our students to learn

Indonesian. The courses are offered through our Language Other

A live presentation implemented through Skype in order to aid effective learning

its implementation of using ICTs to support individual student learning. Being technologically savvy has aided our ability to communicate and make the most of the digital tools which are now available.

Efforts to Understand Asia

A presentation when Kumyang Elementary School performed the fan dance at a presentation assembly when they visited CHPS in 2011

Best Practices

CHPS teachers Dale and David at the Red Fort in Agra. The Flat Stanleys represent the students from their classes.

Our visit to Yangwon Elementary School for the 4th Asia-Pacific Leadership Academy for School Principals on Education for Diversity in October, 2013.

Travelling Opens Horizons

Recently, we have been working with shared websites or Wiki,

Earlier this year, both the assistant principal and I travelled to China. Though done personally, both trips were undertaken with an educational focus that provided us with important insights. I have had different staff members travel with me on each of the Korean Study Tours. A total of ten staff members have now shared this experience. I was fortunate to be selected as one of two representatives from Australia to attend the 4th Asia-Pacific Leadership Academy for Principals held in South Korea in 2013. For me, a special experience that I took away from that trip was when I worked with 32 principals from 19 countries for ten days in order to build upon our intercultural understanding of each other. This enabled me to make contact

be beneficial as users can put up all types of media including texts, photos, and videos while it serves as a common record that can be accessed at any time. This means that information can be viewed when it suits either parties and responses can be made to fit with the individual school’s timetable. Being able to post a video is particularly important because it permits students to express themselves while

together,” which is part of UNESCO’s mission, has never been more important in our troubled world as it is today.

to promote student to student contact. These countries currently include India, Pakistan, Mongolia and the Philippines. In the past it has also included Indonesia and Thailand.

Overcoming Communication Failures We have found through our experiences that a major reason why international relationships fail to flourish is due to the challenge of trying to communicate in real time. There is no doubt that using Skype or similar programmes are great when they work. Unfortunately, technical failures, time zones, and varying school schedules often get in the way of smooth and regular communication. Emailing can be effective, but it often lacks the 28

way to go about working together over the internet. Using Wiki can

The term “learning to live

with schools in a range of countries in order

impact or personal feel of face-to-face talking.

which can be viewed and edited by either party and can be a great

also opening the door for anyone to ask and to respond to questions. The term “learning to live together,” which is part of UNESCO’s mission, has never been more important in our troubled world as it is today. The concept of learning to live together is centred on

the development of understanding, consideration, and respect for others, their beliefs, values and cultures. It implies recognising differences and diversity as opportunities and as a valuable resource to be used for the common good rather than as something dangerous. Although our state of Victoria has a wonderful cultural diversity, it is not wholly reflected in our school which makes it more important to build cultural understanding and empathy through communication. At Croydon Hills, we are proud of the path we are on and the work we do to support this important type of learning. We are only a little way down that path but the view ahead is very exciting.

Cultivating the Global Citizen Tree in Our Young

ÂŠ YHSS UNESCO and Media Club

Autumn / Winter 2014

Tree of my life drawn by the teacher

Cultivating the Global Citizen Tree in Our Young By Kusum Latha Sharma (Senior Teacher, Yangchenphug Higher Secondary School, Bhutan) jigsumkls@yahoo.com

f teachers are aiming to instil the responsibilities of being a

grades. Consequently, most students somehow remain oblivious to

global citizen to the youth, then I have found that tons of tests

other attributes that help them become decent actors for the 21st

and examinations are not the only path. Rather, other approaches

century.

would be to develop several additional skills and competences that

The Life Skills Programmes are paradigms that our school

would make learners more responsible in order to transform them

offers to students. Upon graduating from Yangchenphug Higher

into ethical global citizens.

Secondary School (YHSS), they are taught to become committed

However, due to limited scholarship opportunities available

global citizens.

and the increasing number of high school students, competition

Life Skills Programmes encourage both teachers and students

has intensified, which makes students focus on getting higher

to become ethical leaders by being creative, initiating team work, 29

Best Practices organizing a community service or celebrating international days. The Programmes are based on the belief that everybody

internalize who they really are while also helping them to explore their latent potential.

possesses leadership capabilities. Therefore, we, as educators, need

At the same time, we get them involved in co-curricular

to ignite the fire so that students can realize and come to grips with

activities which help to utilize their free time, earn extra credit

their full potential.

and do something productive. The activity also enables them to

Through the Programmes, we instil fundamental values in

learn necessary competences such as values and virtues which

students to empower them so that they learn to accept diversity

are essential in the development of one’s character and are also

and to respond properly to global challenges.

appreciated globally. It is important to stress that this session is a wakeup call for many students and not just a life skills class. Until

Defining Identity The Programme titled “Tree of Life” has been administered to students in grades 9 to 12 on a monthly basis. Depending on the concerns of the teacher, the activities are conducted either inside their classrooms or in the auditorium. From there, the students reflect and answer the important question, “Who are you?” ten times. They strike off the first four answers and later another three, leaving just the last three answers to the question. After they finish, different value-clarifying questions are posed to them such as: 1) What came to mind while you were answering the question “Who are you?” ten times? 2) Did you get ten answers for the question “Who are you?” 3) What were the first four choices or answers that were stricken off the list? 4) Were you satisfied with the remaining three options that

then, for most students, the classroom was exclusively a place to read and write in order to excel academically; nothing more. Today, after three years of life skills classes, we are witnessing a vivid change in the pupils’ attitudes and behaviours. They have become more independent and responsible. Furthermore, they have become more observant to the extent that they are mending broken fences and refurbishing the assembly podium without having anyone remind them. They own up to their responsibilities and accept criticism when they cause problems. Although the programme involves risks and hard work, they walk out committed to gaining the different attributes needed to be a global citizen like leadership, creativity, problem solving, and perseverance for sustainability. Even with all this hard work, students started believing that taking responsibility could not only be daunting, but also rewarding. The interest in serving the community has significantly grown

were left?

amongst the students. A group led by UNESCO club members,

After they have answered the questions and performed all these

for example, initiated a programme to install handmade trash bins

tasks, the students share their different opinions. They then draw their “Tree of Life” with different labels in

at a religious place of worship called Dechenphug in Thimphu, followed by yet another cleaning campaign at a shrine in a nearby

order to deeply reflect about themselves. Anyone of us may try answering the question “who we are” ten times and see how difficult it is to complete all the answers. In other words, it is not as easy as we think when it comes down to making the correct choices when describing who we really are. Next, they are asked to remember the happy and sad moments of their lives. Also, they are prompted to think about who was the most influential person in their lives and list their strengths and weaknesses. While sharing their experiences, they should describe happy moments as mountains and sad moments as valleys. On seeing how many mountains and valleys they have drawn, they take turns to present what they learnt by drawing their different life experiences and relating those life experiences to who they are currently.

Looking Inward to Go Outward The main objective of this activity is to ensure that students 30

Handmade trash bins installed by the club members

Cultivating the Global Citizen Tree in Our Young

Autumn / Winter 2014

Slogan presentation on the World No Tobacco Day

village called Simtokha.

Final products of the EIU workshop

spirit of volunteerism intensely increases.

This meaningful though small contribution made by this group

One good example of this is when a group of students brought

left an everlasting positive impact upon the community and the

sweets and gifts and spent quality time with autistic children in the

environment.

office of the Ability Bhutan Society in Thimphu.

Tools to Overcome Life’s Challenges

discovered that their new friends are no different from themselves.

While communicating with the autistic children, they Through the various activities in this programme, all students from the 9th to the 10th grades learn ten core life skills which are effective communication, cultivating interpersonal relationships, critical thinking, empathy, creative thinking, problem solving, selfawareness, decision making, coping with stress and last but not least, coping with emotion. If students understand these ten core life skills, we believe that they will be equipped to overcome any of life’s tough hurdles and

become ethical leaders in the future.

“They deserve to be respected and to have a platform to live their life like any human being,” said one of the student visitors. A number of students have already developed leadership insights. Some students thought that they should organize an awareness programme for World No Tobacco Day. They presented a poetic enactment on the theme, “Stand against any form of tobacco use.” on 31 May 2014.

Development Through Workshops

Students are made to reflect major issues such as global

These activities and initiatives would not have been made possible

warming, drug abuse, and acts of global citizenship to address

without the school-based capacity development workshop for both

these and other issues with deep critical approaches. For example,

students and teachers.

students must hold a presentation during the morning assembly

Selected teachers from the different schools in Thimphu valley

about, for instance, the main causes and harmful effects of global

along with the YHSS teachers received three-day training covering

warming; activities like these are actively and regularly practiced at

Education for International Understanding. Club members were also trained to take care of their

YHSS. When students proactively get involved with the life skills

surroundings and community through a team activity. All

classes, they are encouraged to develop a sense of responsibility,

participants went through the intensive task of preparing a booklet

ownership and creativity as key components in helping them

with stories on the theme of global citizenship. Finally, students are taught to construct what we call “SMART”

nurture their personalities. In this sense, everything they do matters in some way. As a result, their actions affect others in one way or the other.

(specific, measurable, attainable, realistic and time bound) goals in life.

Not only do their actions lead to change, but also, those actions

Students are guided by SMART goals in order to climb the

help them make correct decisions which in turn help them realize

ladder of global citizenship and connect what they have learnt from

their dreams of understanding global citizenship.

their textbooks in order to apply them into the real world.

By taking them through the different life skills activities, the 31

Special Report

Children playing at school

Global Citizenship Education Preparing Learners for the Challenges of the 21st Century By Theophania Chavatzia (Section of Health and Global Citizenship Education, Division for Teaching, Learning and Content, Education Sector, UNESCO Headquarters) t.chavatzia@unesco.org

Global Citizenship Education

he growing interest in global citizenship education (GCED)

refers to a sense of belonging to a broader community beyond

reflects a change in the role and purpose of education we

national boundariesâ&#x20AC;&#x201D;our common humanityâ&#x20AC;&#x201D;drawing on the

want and need for the 21st century.

interconnectedness between the local and the global, the national

In a fast-changing and increasingly interconnected world,

and the international.

there is a need for an education that not only imparts cognitive

GCED aims to prepare and to empower learners to engage and

skills and knowledge of facts, but that can also help forge more

to assume active roles locally and globally, and to become proactive

just, inclusive, peaceful and sustainable societies.

contributors to finding common solutions to common challenges

GCED is considered as a key aspect of the global education

in an interdependent and fast-changing world.

agenda. It is proposed as one of the education targets in the

Common key parameters of GCED include: knowledge,

post-2015 development agenda while it is already one of the

understanding and critical thinking about global issues and the

three priorities of the United Nations Secretary General's Global

interconnectedness and interdependency of countries and different

Education First Initiative (GEFI).

populations; a sense of belonging to a common humanity, sharing

Despite its well recognised importance, the way GCED is

values and responsibilities and holding rights; showing empathy,

understood and operationalised varies

solidarity and respect for differences

from one context to another, owing

and diversity; and acting effectively

ÂŠ UNESCO

ÂŠ APCEIU

Autumn / Winter 2014

to its multiplex nature and multiple dimensions.

United Nations (dXFationaO 6FientiÂżF and Cultural Organization

In an effort to provide conceptual

and responsibly at local, national and global contexts for a more peaceful and sustainable world.

clarity around GCED as well as practical

Interpretations of and approaches to

guidance for its implementation,

GCED may vary as there is no standard

UNESCO has issued a publication

model of implementation.

titled â&#x20AC;&#x153;Global Citizenship Education:

The focus of GCED can also differ

Preparing Learners for the Challenges of

based on specific social or political

the 21st Century.â&#x20AC;?

contexts. For example, in conflict or post-

This first UNESCO publication on

conflict settings, GCED is considered for

GCED seeks to enhance understanding

peace building and conflict prevention or

arou n d t h e topi c an d to c ons i d e r implications of its integration in education

Global Citizenship Education

contents, pedagogy, and practice.

Preparing learners for the challenges of the 21st century

The publication presents examples of existing approaches in different settings

A cover page of the report

and identifies areas of priority for future work. It has been prepared to assist both education policy makers and practitioners in planning for and implementing GCED. The publication is the result of extensive research and consultation with education experts, policy makers, researchers, practitioners and representatives of youth, civil society, and other stakeholders from all over the world. It draws extensively on the outcomes of two key UNESCO

resolution. In countries experiencing political transition such as in the Middle East or in Latin America, the entry point for GCED has been civic education as a way of promoting principles such as democratic

participation, human rights, and other universal values. The publication also acknowledges some ongoing tensions relating to GCED and inevitably some questions that remain open to different interpretations. For example, one question would be â&#x20AC;&#x153;How to reconcile local identities with global identities or notions of global solidarity and global competition?â&#x20AC;?

events: the Technical Consultation on Global Citizenship

Possible ways of easing those tensions include enabling

Education, which took place in Seoul, South Korea in September

dialogue and sharing of information, cultivating an understanding

2013, and the first UNESCO Forum on Global Citizenship

of others, and encouraging entrepreneurial behaviour that entails

Education, held in Bangkok, Thailand in December 2013.

respect, solidarity, empathy, and developing a sense of giving back to society.

Looking in to GCED There are different interpretations of the notion of global citizenship; however, a common understanding is that it

GCED in Motion GCED is based on a lifelong learning perspective and it concerns 33

Special Report all learners regardless of age. It can be delivered in all modes and settings of learning

In India, the Centre for Environment Education (CEE) pro

motes positive actions to make the world more sustainable.

through formal and informal education by using a wide variety of approaches that are conventional or innovative. Although there are different ways of integrating GCED in to education, it is more productive to understand it as a transdisciplinary approach that is to be mainstreamed within existing subjects, rather than to be taught as a separate topic. GCED promotes the use of a wide range of participatory learning methods that actively engage the learner, and that encourage critical thinking while challenging the status quo. GCED introduces transformative pedagogy which implies certain changes to the individual at both an institutional and a community level.

- Building the capacity of teachers: Empowering teachers

and educators in building their capacities is critical for

the delivery of GCED. This can be ensured through compre

hensive professional development with pre- and in-ser

vice training through online courses and teacher exchange

programmes. - Youth-led initiatives: Several examples of youth engagement

in promoting GCED, including the Youth Advocacy Group

of GEFI, the Y-PEER network, the YP Foundation, the Acti

vate programme, the UNESCO World Heritage Volunteers

initiative, and others are provided in the report.

GCED must also be part of the learning environment and

- Measuring GCED learning outcomes: the measurement of

the general school ethos, including management, teachers' roles,

GCED and its impact becomes all the more necessary if

teaching practices, and maintaining the relationship between

GCED is to be included in the post-2015 development

school and the wider community.

agenda. Is it possible to measure GCED related learning

outcomes and if so, how? The measurability of GCED can

be questioned, especially on a global scale, given the

multi-dimensional nature of the topic and the diversity

of approaches in conceptualising and operationalising it. In

fact, monitoring and measuring GCED can be implemented

in different ways in various contexts internationally, region

ally, nationally and locally. In order to facilitate and system

atise the measurement and comparability of GCED learning

outcomes on a global scale, a set of commonly agreed

Examples of existing practices on GCED that are presented in the publication include the following: - Holistic approach: Implemented in England, Scotland,

and Wales, Oxfam's Curriculum for Global Citizenship

promotes a whole school approach with staged learning,

from early childhood to upper secondary. - Integrate GCED within another existing topic, which is a

practice in many countries in Asia-Pacific as well as other

countries where GCED is integrated in subjects such as

civics and citizenship education, moral and values ethics

education, religious education, health and physical edu

cation, social studies and others. - Using information and communication technologies

(ICTs): Use of online learning platforms to reach out to

both educators and learners. For example, the Taking IT

Global for Educators initiative (TIGed), which is a net

work of over 11,000 teachers and 4,000 schools.

indicators needs to be developed. The Technical Advisory Group (TAG) of the Education for All Steering Committee

is working towards this direction. In an effort to assist this

process, UNESCO has worked with education experts to

define overall priorities for measurement.

- Sports- and art-based approaches: GCED can be deliv

ered outside the classroom and the standard curriculum

such as in arts or sports, which can promote dialogue

with other cultures, social values, collaboration, fair play,

and conflict resolution. The Olympic Values Education

Programme (OVEP) uses sports for value-based learning

on and off the playing field. - Community based approaches: Linking learners to real-life

experiences through community-based activities, student

exchange programmes, foreign language studies, and others.

Technical Consultation on GCED held at APCEIU in 2013

Global Citizenship Education

ÂŠ APCEIU/ Jong-Jin Lim

Autumn / Winter 2014

Students actively participating in the class

The Way Forward GCED carries an enormous potential in helping to create peaceful ÂŠ APCEIU

and sustainable societies. Maintaining momentum and passing from theorising to action, scaling up and diversifying the implementation of GCED is necessary if the benefits of GCED are to be reaped. The report puts forward six specific elements for consideration for the scaling up of GCED: First, to promote GCED mainstreaming in to education, and seek to enhance understanding about new platforms such as social media, innovative exchange programmes, and other modalities, taking into consideration their implications on access, quality, capacity, resources, outcomes, and impact. Second, a need for continuous professional development for teachers and educators for empowerment is critical. Third, educational professionals must consistently engage

young people in the design, implementation, monitoring, and evaluation of GCED not just as targets and recipients of education, but as drivers and agents of change. Fourth lies in enabling and facilitating the sharing of experiences and network formation. Fifth, a consensus identifying a set of indicators for measuring GCED related learning outcomes must be reached. This is becoming more urgent in context of the post-2015 development agenda setting, with GCED together with ESD, being proposed as targets of the education goal. Last is the scaling up of GCED to go beyond the education sector to include and to engage actors at multiple levels across other sectors for sustainable impact. As the international community is intensifying discussions on setting the post-2015 development agenda, this report helps make the case for GCED as being one of the biggest and most urgent priorities of the future education agenda. 35

Letter

ÂŠ APCEIU

Ambassadors for Mutual Goals During the final presentation session

By Makhprat Abdullaeva (Senior Specialist, Republican Avloni Teacher Training Institute, Tashkent, Uzbekistan) midandj@yahoo.com

Dear APCEIU, After attending the 14th Asia-Pacific Training Workshop (APTW)

In my designed action plan, I will draw special attention

organized by APCEIU, I have decided to dub APCEIU as an

to applying the knowledge and skills that I gained during

ambassador because it embodies the core values that foster and

the workshop while I organize and conduct training for

promote global citizenship. I initially felt APCEIUâ&#x20AC;&#x2122;s sincerity

school administrators, principals, methodologists, and other

during the preparatory process of this workshop through the

administrators at public education institutions on a monthly basis.

continued efforts of communicating with me through emails and

Therefore, I will conduct practical sessions with them

phone calls. I would like to express my gratitude in giving me this opportunity to participate in such a workshop which focused

concerning the content and concepts of EIU while at the same time maintaining close ties with my friends and APCEIU staff members whom I met at the workshop.

on emphasizing the importance of Education for International

Another unforgettable event was the trip organized to the

Understanding (EIU), Global Citizenship Education (GCED), and

demilitarized zone (DMZ), which is a symbol of division between

establishing a Culture of Peace.

South and North Korea. This trip gave me the opportunity to

It is not an overstatement to say that the key to the success

visit the DMZ and become better acquainted with the activities,

of this workshop rests in the productive environment set by the

customs, and culture of the Korean people who live there. It was

mutual ideas of global education and the unique approaches by

a once-in-a-lifetime opportunity for me to gain a better insight

each participant to promote these ideals.

into this historical area and to understand the experiences of the

I can still recall the exciting activities as well as the constructive sessions with the organizers, trainers, and participants from different countries.

Korean people that live along the DMZ border. My hope is that the promotion of education on a global scale by organizations such as the APCEIU will continue forever.

The workshop included sincere discussions; working in small

I believe that with the help of APCEIU, we can organize and

groups to share our ideas, analyzing problems, creating solutions

conduct activities committed to improving the quality of all

and taking cooperative action in becoming promoters of GCED as

education.

well as in bolstering a Culture of Peace.

As long as APCEIU continues to be the ambassador of

Also, during the workshop, we had a chance to share our own

peace, unity, and sustainable development, my colleagues and

ideas and experiences with the principles of EIU, the rights and

I will always be there as aides in the efforts to accomplish more

duties of citizens, problems in education, reasons for these issues

extraordinary feats in EIU and GCED.

and methods in solving these obstacles. I realized that based on the ideas shared in the workshop, the

With sincere and cordial wishes,

role of Teacher Training Institutes is very essential in endorsing

Makhprat Abdullaeva

the concepts and contents of global citizenship. 36

Autumn / Winter 2014

Photos of all members of the 14th APTW

Hurmatli APCEIU jamoasi, Osiyo va Tinch okeani mintaqalari Xalqaro hamjihatlik ta’limi

rejada men trening davomida olgan bilim, ko‘nikma va malakalar

markazi (APCEIU) tomonidan tashkil etilgan 14 – Osiyo-Tinch

asosida xalq ta’limi tizimida faoliyat olib borayotgan rahbarlar,

okeani xalqaro amaliy treningida ishtirok etib qaytgach, APCEIUni

maktab direktorlari, metodistlar va boshqa ta’lim muassasalarida

global fuqarolikning mazmun mohiyatini targ‘ib qilish va uni

faoliyat olib borayotgan mutaxassislar uchun oylik treninglar

mustahkamlashga qaratilgan harakatlarini chuqur anglagan

tashkil etish va o‘tkazish masalalariga alohida e’tibor qaratdim,

holda men ularni mushtarak, pok niyatlar elchisi deb atadim.

Hozirgi kunda esa malaka oshirish institutimizda

APCEIUning samimiyligi va xushfe’lligini seminar-treningga

o‘tkaziladigan har oylik kurslarda maktab direktorlari, metodistlar

tayyorgarlik jarayonidagi goh elektron pochta goh telefon orqali

va qayta tayyorlov kursi tinglovchilariga “Xalqaro hamjihatlik

amalga oshirilgan muloqatlar davomidayoq sezgan edim.

ta’limi”ning mazmun mohiyati, tamoyillari mavzusida

Xalqaro hamjihatlik ta’limi (EIU), global fuqarolik ta’limi

mashg‘ulotlar olib bormoqdaman. Shu bilan bir qatorda seminar

(GCED)ning mazmun mohiyatini tushunib yetish hamda Tinchlik

treningda ishtirok etgan hamkasblar va APCEIU jamoasi bilan

Madaniyatini barpo etishdek ulug‘ ishning amaliy namunasi

ham muntazam muloqat qilib turaman.

bo‘lgan shunday mashg‘ulotda ishtirok etishdek baxtni nasib

Yana bir esda qolarli tadbir bu Janubiy va Shimoliy Korea

etganligingiz uchun yana bir bor sizlarga o‘z minnatdorchiligimni

davlatlari o‘rtasidagi tinchlik aloqalarining ramzi bo‘lgan

izxor etishga ruxsat etgaysiz.

zona DMZ vodiysiga uyushtirilgan sayohat va u yerdagi

Amaliy trening davomidagi sog‘lom, ijodiy muhit, eng muhimi

mashg‘ulotlardir. DMZ vodiysi chegara zonasi, uning tarixi, yerda

hamfikr, hamjihatlikdagi faoliyat amaliy-trening mashg‘ulotlari

yashovchi koreys xalqi bizni Koreyaning o‘ziga xos urf odatlari,

muvaffaqiyatining kaliti bo‘ldi desak mubolag‘a bo‘lmaydi.

madaniyati, u yerda yashovchi aholining faoliyati bilan yaqindan

Men seminar mashg‘ulotlari, tashkilotchilar, trenerlar, turli

tanishish imkonini berdi.

davlatlardan kelgan amaliy-trening ishtirokchilari, ularning

Ishonamanki, ta’limni xalqaro miqyosda targ‘ib qilishdek ulug‘

mashg‘ulotlar davomidagi faoliyatini hanuz hayajon bilan eslayman.

va mas’uliyatli ishda APCEIU bilan boshlagan hamkorligimiz

Mashg‘ulotlar davomidagi samimiy muloqatlar, kichik

hamisha davom etadi. Sizlarning ko‘magingizda va sizlar

guruhlardagi hamfikrlik, muammolar tahlili va hamkorlikdagi

bilan birgalikda kelgusida ta’lim sifatini oshirishga qaratilgan

faoliyat bizni “Global Fuqorolik Ta’limi” (GCED), shuningdek

mashg‘ulotlar tashkil etamiz.

“Tinchlik madaniyati” targ‘ibotchilari sifatida bir joyga yig‘di.

APCEIU tinchlik, birdamlik va barqaror taraqqiyotning

Mashg‘ulotlar davomida biz “Xalqaro hamjihatlik ta’limi”

ramziy elchisidir va bunday ulug‘ ishni amalga oshirishdan

(EIU)ning mazmun mohiyati, tamoyillari, fuqarolarning huquq va

hech qachon to‘xtamaydi. Amaliy treningda ishtirok etgan

burchlari, ta’limdagi muammolar, ularni kelib chiqish sabablari,

hamkasblarim bilan birgalikda Xalqaro hamjihatlik ta’limi (EIU)

xal etish yo‘llari haqida fikr-mulohaza yuritdik, tajriba almashdik.

va Global fuqarolik ta’limi (GCED) targ‘ib qilishda biz hamisha

Mashg‘ulotlarda bildirilgan fikrlar asosida men “Global

sizlarning yonigizda elkadoshmiz.

Fuqarolik ta’limi” mazmun mohiyatini targ‘ib qilishda malaka oshirish institutlari alohida ahamiyatga ega ekanligini angladim. Amaliy mashg‘ulotlar davomida ishlab chiqilgan istiqbol

Samimiy va do‘stona tilaklar bilan, Maxprat Abdullaeva 37

Interview

Connecting Play with Learning An Interview with Mr. Johann Olav Koss, Founder of Right To Play

Johann Koss is the President and CEO of Right To Play International. Johann is an internationally recognized social entrepreneur who has been widely acknowledged for his work in promoting the use of sport and play as a tool for positive childhood development. He founded Right To Play in 2000, dedicating himself to growing it into an influential international non-government organization and a leader in the Sport for Development and Peace movement. Before founding Right To Play, Johann was an Olympic speed skater and is considered to be one of the greatest winter Olympians of all time winning four gold medals, and one silver over the course of his career.

Connecting Play with Learning

Autumn / Winter 2014

Q . You became an ambassador to the Olympic Aid organization while competing as a speed skater. What inspired you to take up that role? Growing up, I always knew that I was incredibly lucky—I had access to safe playing spaces, an encouraging family, and the best coaches who could help me become the best person and speedskater I could be. When I began to gain success as a speed skater, it was important for me to give back—becoming involved with Olympic Aid was the perfect vehicle to do so. When I joined Olympic Aid as an ambassador, I knew that I would be able to bring sport and play to children living in some of the most disadvantaged areas of the world, and this was incredibly important to me. I am always inspired to keep working when I think that not everyone has been given the same advantages I was as a child. I would like children all over the world, no matter what situation they are in, to be able to play and learn in the safest environment possible.

Q . What do you think about the benefits of play based education on children? Play is incredibly important during childhood. Play based education is a more engaging way for children to learn, and can act as a universal language which can bridge cultural and linguistic barriers. The United Nations recognizes play as the right of every child. It is not a luxury. It is a tool for education, development and peace. Play initiates important life lessons and develops skills like cooperation, leadership and teamwork. It promotes the involvement of all boys and girls and provides a retreat from everyday hardships and brings joy and laughter, allowing kids to be kids. When children are expected to simply memorize and repeat lessons, they will not learn – play allows them to communicate

through a universal language, and learning then becomes fun. When learning is fun, children are more likely to participate in and become motivated to attend class, and their newfound skills and knowledge are retained.

Q . In the world, almost 70 percent of children do not attend school regularly due to financial or other systemic reasons. Also, the lack of education that covers hygiene causes a number of children to suffer from infectious diseases such as HIV, AIDS and etc. What kinds of programmes have been implemented in order to expand the opportunities of education? This is an area that we are very passionate about as we realize that there are so many children who are not getting the proper education they deserve in order to protect themselves from communicable diseases. We work with local schools and education departments,

Shaking hands with the local youth in Rwanda

as well as community programmes and play days to ensure that we 39

Interview so with the idea that play is the perfect tool to

they don’t attend an actual classroom. Our

teach about many areas of life, including health

specialized play-based games and activities

practices, conflict resolution and leadership and

teach children how to protect themselves

cooperation. When I started Right To Play, I knew

from contracting diseases like HIV, AIDS and

that this was how I wanted our games to be used

malaria, and how to care for themselves and

and I am incredibly happy that this has been

protect others. They also teach about acceptance

accomplished.

and respect for others who might have a disease that limits them. Our games focus on teaching children about three key areas of health; hand washing and sanitation, HIV and AIDS, and malaria. Through these games, we hope to teach children about prevention techniques

reach as many children as possible – even if

Q. A lot of Olympic athletes have joined your team. Do they also participate in the teaching programmes directly? Our Athlete Ambassadors have always been an

With the children in Tanzania

for diseases like Ebola (by hand washing) and malaria (by hanging bed nets) among many others.

Q. How can play be incorporated into lesson plans? Please share the Right To Play’s teaching methods and pedagogical tips that teachers can utilize in their classrooms.

important part of our organization. They help promote our work and bring credibility to what

we are doing in the areas of play based education and sport for development and peace. I am very thankful that so many incredible athletes have decided that they would like to support Right To Play and use their time on our behalf. While our athletes are not directly involved in our teaching programmes, if they are able to visit our programmes in the field, they are usually able to participate in the

At Right To Play, we’ve developed thousands of fun and interactive

games with the children. This is always a valuable experience for

games intentionally designed to teach critical life lessons. These

them and for the children who get to play our games with someone

games can turn a relay race into a lesson about math or a game

who knows the true value of the lessons we are trying to teach.

of catch into a lesson in concentration. The real transformational work begins after the game is over when the coach sits down

“connect” the lesson experienced in the game with a certain area of

Q . In 2012, the UN Secretary-General emphasized “global citizenship” as one of the priorities of the Global Education First Initiatives (GEFI). Do you have any ideas to foster global citizenship through play and sports?

their life or past experience, and then “apply” that lesson in order

I agree that education is an important tool to create a healthier

with the group of children and leads them through a simple, yet powerful three-step process called “Reflect, Connect, Apply.” The coach will ask the children to “reflect” on the game they just played,

for them to go forward. Every game that a child plays during one of our programmes will be accompanied by a “Reflect, Connect, Apply” session where the children and coach will discuss how the lessons learned during the game will be able to help them and their families in their day-to-day lives. We know that children learn by repeating something time and time again until it becomes a habit, so this is why the “Reflect, Connect, Apply” session is so important after each game.

Q . It is very impressive that the game protector dodgeball can be a main educational tool to teach leadership and communication skills. Did this idea stem from your background?

world. With education comes knowledge and the power to change the world. I also agree that global citizenship should be a priority when it comes to accomplishing these goals and overcoming these global challenges. As I’ve mentioned before, sport and play are able to reach across language and cultural barriers, and helps to connect people who may not have been able to be connected otherwise. We have seen examples of communities which were normally consumed with conflict come together under the name of sport and a game of football. At Right To Play, we design our programmes to be dependent on the powerful role of the community coach, leader and teacher which allows the lessons to reach even further than just the child – they stretch to the parents, and the community as a whole. This contributes to the idea that we are a global community and

The most exciting part about play based learning is being able to

must work together to ensure our children are receiving the best

take a game that might seem simple and turn it in to a forum to

possible education. In order to make any kind of sustainable lasting

teach children valuable life skills—protector dodgeball is a great

change for the future, it is imperative that we all work together.

example of this. When our games are developed, they are done 40

The Poor as Partners, Not as Beneficiaries

ÂŠ SELCO Solar

Autumn / Winter 2014

Slum in bangalore powered by solar energy with grid in the background

The Poor as Partners, Not as Beneficiaries By Harish H. Hande (Founder of SELCO Solar, India) harish@selco-india.com

ÂŠ SELCO Solar

Peace in My Memory

A Family under solar light, shimoga Karnataka

n 1990, I started working on my masters and doctorate degrees in energy engineering. I was interested in solar power, and I

However, I am happy to say that SELCO has successfully disproved those myths over the years.

wanted to bring it to my home country of India. At the time, I was only examining and studying large solar plants. However, when I had a chance to visit the Dominican Republic, I saw that even the very poor communities were using solar energy. This experience led me to change my thesis and after getting my advanced degree, I came back home and stayed in the rural areas of India and Sri Lanka, while living without electricity for two years in order to better understand the issues and needs of the villages there. I started SELCO Solar in 1994 as a social enterprise because, in part, I was motivated by the belief that the poor can also become partners in my endeavour. Everyone talks about the poor as beneficiaries, but no one talks about them as partners. This leads to an important question. How do you view the poor? There are three myths surrounding the poor community. These three myths are that the poor cannot afford technology, cannot maintain sustainable technologies, and that social ventures cannot be run as commercial entities, 42

Solving a Chronic Problem Access to modern energy services is a key factor in the development of the rural areas in India. The vast majority of rural households in India currently lack access to reliable energy services like electricity, cooking fuel, and so much more. SELCO believes that energy services are important ingredients for poverty reduction, income generation, health, education, and for many other important issues that can help improve the lives of those in the poor communities. Over 60 percent of Indiaâ&#x20AC;&#x2122;s population lacks access to reliable energy services. The link between the development of a family, the upliftment of a group of peopleâ&#x20AC;&#x2122;s quality of life, and the availability of reliable energy services is very strong. While the link between adult literacy, health, education, and productivity to the availability of energy is obvious, life expectancy

The Poor as Partners, Not as Beneficiaries

Autumn / Winter 2014

Sari weaving under solar lights

and other parameters used to measure the quality of life also have

around the world. The idea is to train people on utilising solar

a direct link to the availability of reliable and sustainable energy

energy.

services. In developing countries, one need of the rural community that is rarely satisfied is access to a reliable source of energy. The

It’s a formal programme in which we receive applications from around the world, and also provide those in the programme with the appropriate education during their one-year term.

vast majority of the rural population in India suffers from chronic

Although about 80 percent of our employees at SELCO are

cooking fuel shortages, a lack of reliable lighting, and a lack of

4th for 5th grade dropouts, we look for applicants who share our

power to undertake income generation activities or to run small

common sense and passion, along with a willingness to learn,

businesses.

rather than those who have shining resumes. Normally, students

The primary motivation of SELCO was to solve India’s poverty issues using sustainable energy as a catalyst.

who enter the programme are from the ages of 20 to 25. What we are trying to do at the Incubation Centre is not just to

SELCO’s profits are reinvested back into the company in order

teach about solar energy, but to be able to identify what the needs

to be used in the areas of innovation and in creating further access

of a village or group of people might be. For example, these needs

to reach the poor.

could include solar, biogas, or even pico hydro power. Hence, we are open to work with any form of sustainable energy.

Incubating for the Future For many years, we have been telling the younger generations to look at SELCO “not as a company, but as a concept.” In line with this, we opened the SELCO Incubation Centre for South Asia in 2011 in order to incubate and to inspire youngsters

The programme focuses on teaching how to assess the needs of the poor. Rather than just visiting a village with various technological gadgets, we encourage our students to stay in the village and then come up with a solution. Currently, people try to find solutions even before they try to understand what the problem might be. For us, when somebody 43

Peace in My Memory

A rural customer in Sindhanur, Karnataka

comes with a solution, we work to fit the problem into it first. Since

Each region has different dynamics, needs, and cultures. If

needs assessments are never taught in schools, we include it as part

we just push our own ways onto people, we might destroy their

of the programme.

cultures. Thus, we need to be careful. By destroying cultures and

Also, we encourage our students to move up in the hierarchical caste system society of India rather than to stay where they are now. For example, if we hire a driver who has been a driver for over ten years, we will encourage that person to move up in the world to managerial director positions.

identities, we are also destroying peace. Promoting peace is very much like respecting different identities since we believe that it’s all about respecting others. In the Asian education systems, if a student receives 94 percent on a test, his or her parents and family ask, “Why didn’t you get 100 percent instead? Why didn’t you come in first?” instead of telling

EIU Fixes Energy Woes The philosophy of sustainable energy can be linked to Education for International Understanding. Everyone, including the poor, should be given both access to sustainable energy and to opportunities to move forward. Also, at the Innovation Centre, we teach our students to respect the differences people have when assessing the needs of the poor. Of the 7 billion people that share our planet, 2 billion already have electricity. Why can’t we force the products and processes that were created for one part of the world’s population to the remaining 5 billion people? 44

the child, “You did great.” For example, I can simply read about something in two days but if someone were to ask me if I understood any of it, I would not be able to answer. We are rote-based in terms of education. By teaching the youth about sustainable energy and the needs assessment, we are trying to tell them that their thought process is what’s important. It is how you think and how you take it forward rather than being about what you have read. Especially for the education system in Asia, there needs to be an environment based on cooperation rather than being based on competition.

Tuning in to the Asia-Pacific

Autumn / Winter 2014

South Asia

Beautiful Earth, Prosperous Future By Charu Kapoor (Principal, Ganga International School, Hiran Kudna, New Delhi, India) charucapur@yahoo.com

ustainable waste management is rapidly transforming the

The process includes leaving a gap in the vermicomposting

ugly wastelands of garbage dumps into precious resources

pit covers. These gaps attract flies which later lay eggs on the

through innovative and cost efficient practices by turning what

waste. From there, maggots are formed and are then fed to the

society throws out into piles of profit and resources.

hens, which, in turn, lay nutritious eggs.

Innovative and cost efficient practices in waste management

Another of his initiatives is the positive usage of fresh waste

have been started in India as well as the rest of Asia to ensure

from fish markets. What Srinivasan does is quickly provide

sustainable development.

that fish waste to ducks, which helps them increase their egg production. Srinivasan is running this in 10 villages with the

Kitchen Waste for Bio-Gas and Compost A good example of this can be found at the Nisargruna cafeteria situated at the Tata Institute for Social Sciences in Mumbai,

assistance of the District Rural Development Agency.

Permanent Garbage Gives Permanent Roads

India. There, the cafeteria has undertaken a healthy and

Transforming non-biodegradable plastic into a precious

profitable use of their kitchen waste by transforming their refuse

resource is a motivation for Professor Vasudevan and his team

into biomass in the backyard of the plant.

of scientists working at the Thyagaraja College of Engineering.

By doing so, Nisargruna now generates an adequate amount

By using a special process to melt plastic waste, Vasudevan

of energy to run their kitchen. At the same time, it not only

has developed a procedure that transforms non-biodegradable

provides energy for their daily operations but also creates

plastic tar into a finished product that can be used to build

compost that is used to fertilize their lawns and plants. In total,

durable roads. What makes this even more special is that

500 kilograms of their kitchen waste produces 20 kilograms

Vasudevan offers this technology to anyone without charging

of methane which is then used for their cooking operations.

any royalty.

Furthermore, 40-50 kilograms of rich compost, or black gold, is produced from this initiative.

These schemes have become successful because they not only adopt global practices to be used for the local level, but also share local knowledge in helping to find creative ways of

Animal Partners in Waste Disposal Vellore C. Srinivasan, project director at the Indian Green Service (IGS), employs a “garbage to gold” vision. He transforms the non milk yielding cows’ excrement, or what he calls “black gold,” into a vermicomposting process

within 72 hours.

sustainable waste management to their global partners. This not only helps the environment but also fosters and spreads a Culture of Peace through innovation for sustainable development. In the end, these innovative practices help take care of our beautiful planet, because, after all, this is the only home we have.

A forest path in Bosung, Republic of Korea

Understanding the Asia-Pacific Region

The Kampong Ayerâ&#x20AC;&#x2122;s history and culture gallery with newly constructed modern concrete houses in the background

Kampong Ayer, Bruneiâ&#x20AC;&#x2122;s Historical Villages on Stilts By Pudarno Binchin (Anthropologist, Brunei Museums Department, Brunei Darussalam) pudarno@gmail.com

Kampong Ayer, Brunei’s Historical Villages on Stilts

Autumn / Winter 2014

the entire island of Borneo and parts of the southern Philippines. When Antonio Pigafetta, an Italian chronicler for Magellan’s fleet, came to Brunei in 1521, Kampong Ayer was already well established as a major port of call as well as a vibrant trading centre, which Pigafetta dubbed as the “Venice of the East.”

Villages of Kampong Ayer The current population of Kampong Ayer is estimated to be around 30,000 inhabitants. Many people do not know that this special place is made up of 40 villages that are clustered into six mukim (wards). Traditionally, the boundary of each village is not clearly defined, but local inhabitants know where the boundaries that separate each village are located. Thus, an outsider may find difficulty in identifying who belongs to which family (or kin groups) from each area or kampong (village). This mukim administrative system was, in fact, introduced by the British colonial administration in the early 20th century to demarcate boundaries between groups of villages, which otherwise kept changing from time to time. Each village of Kampong Ayer is made of a cluster of homes that are built along the banks of the Brunei River, with the majority located along its southern bank. Some villages have mosques, schools, clinics, police stations, and fire stations. In order to connect these homes, the Bandar Seri Begawan

municipal board and the district office provided the inhabitants of Kampong Ayer with public foot-bridges and concrete jetties. The jetties provides service to “water taxis,” which are wooden boats called perahu tambang, that ferry people around the villages, as well as from Kampong Ayer to the Brunei River’s banks. There are a myriad of thoroughfares in the water villages that crisscross between houses to allow these “water taxis” to operate around the various water lanes so that they can easily serve customers.

Heart of the Village

on stilts known as Kampong Ayer (Water Village). According to

very long and are mostly used as stilts. Nowadays, many modern

utting across the capital city of Bandar Seri Begawan is the Brunei River and its special inhabitants, who live in a group

of villages. These villages are comprised of clusters of houses built local history, Kampong Ayer once became the centre of Brunei’s kerajaan, or the administrative centre of the Brunei sultanate. The river-dwelling people who are living in these villages

are mainly composed of Brunei Malays. They are the dominant ethnic group of Brunei and were instrumental in establishing the traditional Brunei Islamic sultanate back in the 14th century. Historically, Kampong Ayer was an important trading centre for Borneo. During Brunei’s 5th sultan, Sultan Bolkiah, who reigned from 1485 to 1524, expanded Brunei’s empire to cover

Some of these stilt homes are built with kayu bulian (Bornean iron wood) and kayu nibung (a type of local palm), which last homes in Kampong Ayer use concrete blocks such as the two newly established villages of Kampong Bolkiah A and Kampong Bolkiah B, which are named after the current reigning sultan. To make life more comfortable, the homes in Kampong Ayer are supplied with running water, electricity, and telephone lines so that its inhabitants can gain access to modern amenities including air conditioning, satellite television, and the internet. Looking back into histor y, these villages have many interesting facts to tell. Without knowing these facts, Kampong 47

Understanding the Asia-Pacific Region Ayer might simply be seen as a unique group of homes located

borne out of maritime trades and related economic activities such

on the Brunei River. Yet, the interesting details of these homes

as coastal trading, craft-making, and cottage industries.

are found in the names of the villages as well as the type of

Brunei’s trades were traditionally controlled by the

economic activities that the local inhabitants of the villages used

shahbandar (a Persian word, literally meaning “lord of the city” or

to specialize in.

in other words, minister of trade). Brunei’s traditional economic activities also gave rise to inland trade. Their traders, known as

What’s in a Name

penyuru (tax collectors) and pengalu, travelled upriver to villages

were, and in many cases, still are named according to certain references. Some villages are identified by important and influential individuals who once lived there. Of these villages, some were, and still are, known for their previous craftworks and trades while others were simply named after well-known landmarks. Villages that are known by their once living influential inhabitants are given names of individuals that are identified only by their titles and ranks. Some of these villages include Kampong Sultan Lama (the former King’s village where a sultan had resided and built a palace), Kampong Pengiran Bendahara Lama (former deputy of

in the interior highlands of Borneo in wooden boats laden with artefacts to trade with the indigenous people. These commercial activities also gave rise to trading villages in Kampong Ayer with many types of local industries that flourished in the past including boat-making, goldsmiths, brasscasting, silversmiths, cloth-weaving, fishing crafts, and fish traps. Common artefacts and handicrafts that were produced by these villages included gongs, swords, cannons, silverware, brassware, and woven clothes. These were not only traded internally, but were traded internationally, especially to China.

Local Identity

the Sultan’s village), Kampong Pemancha Lama (former minister

Specialized skills and tasks among these villages created social

of defence for the sultanate), Kampong Bakut Siraja Muda (islet of

differences and a division of labour that ultimately helped to

the Crown Prince’s village), Kampong Pengiran Tajuddin Hitam

establish a certain social identity for the groups of families living

(Prince Tajuddin Hitam’s village), and Kampong Setia Pahlawan

in these specific villages. These differences were based on their economic activities and

(loyal warrior’s village).

namely included Kampong Pandai Besi (the village of blacksmiths),

Trade Connects

Kampong Pandai Emas (the village of goldsmiths), Kampong

In the past, Kampong Ayer was famous for its craftworks. The

The mosque of Kampong Sungai Kebun built on stilts as seen from Subok Hill across Brunei River.

Kampong Pengatap (the village of roof-makers), and so on.

array of traditional technologies found in Kampong Ayer was

Pebalat (the village of balat-making; balat is a type of fish trap),

Perahu tambang, Kampong Ayer’s “water taxis” that operate around villages to transport local passengers and tourists.

Scenery of a Brunei Malay village in Kampong Ayer showing government built concrete bridge and few wooden footbridges linking the houses.

Before the British government came to Brunei, these villages

Autumn / Winter 2014

Kampong Ayer, Brunei’s Historical Villages on Stilts

Upstream section of Brunei River with panoramic view of Kampong Ayer and Bandar Seri Begawan’s city centre on the right.

Many craftsmen living in these villages became famous for

channels of the Brunei River such as Kampong Lurong Dalam

their intricate designs and high quality crafted products. In

(inner channel village) and Kampong Lurong Sikuna (schooner

addition, the professions existent in these villages provided status

channel’s village). Interestingly enough, the word “Sikuna” is

markers as they were reflected in the distinctive styles of their

derived from the English word schooner and, similarly, Kampong

homes, and social ranks with honorific titles on key members of

Labuan Kapal (ship docking village) was a place to anchor ships

the villages set by the reigning sultans.

in the past.

Consequently, the people of the water villages became highly

However, some villages have changed their names, perhaps

stratified with specific individuals who held administrative

due to changes in their economic activities. For example,

positions in the centralised political system that supported the

Kampong Padaun (village of roof-makers) and Kampong

succession of powerful sultans.

Pemeriuk (village of pot-makers) are now known as Kampong

Only a few villages are named after important landmarks,

Pandai Besi (village of blacksmiths).

such as the small tributaries of the Brunei River which include

Other villages have disappeared after the local inhabitants

Kampong Sungai Kedayan (Kedayan River’s village), Kampong

either migrated to other sections of the Kampong Ayer, or joined

Sungai Asam (sour fruit river’s village), Kampong Sungai Pandan

and absorbed by the neighbouring communities of adjacent

(Pandanu River’s village), Kampong Sungai Kebun (garden river’s

villages. Today, Kampong Ayer, one of the largest water villages to

village), and Kampong Sungai Si Amas (gold river’s village).

be found in Borneo and Southeast Asia, has become one of the

Other villages are named after some of the deep river

main tourist attractions in Brunei. 49

APCEIU in Action Fellowships Programme Successfully Concluded

14th Asia-Pacific Training Workshop: EIU, Fostering Global Citizenship

The 2014 UNESCO/ROK Co-sponsored Fellowships Programme,

The 14th Asia-Pacific Training Workshop (APTW) was held from

attended by 24 educators from 19 African and Asian-Pacific countries,

21 to 29 August, in Seoul, South Korea. Organized by APCEIU, 27

successfully concluded on 31 October. Held for two months, the

participants from 17 countries from the Asia-Pacific region attended

Programme was composed of various courses ranging from lectures

the workshop this year titled EIU, Fostering Global Citizenship. The

and workshops, focusing on teacher training for basic education,

workshop aimed not just to develop the participants’ understanding

Korean education development, ICT in education, and EIU. This

and knowledge of key concepts such as EIU and GCED, but also

year’s Programme had two EIU projects, one titled “Journeys to

increase their applicable skills so that they can later implement

School” and the other titled “Journeys to Peace.” Participants in the

training programmes in their home countries. Participants of various

programme took part in making the two EIU story books and a photo

occupations took part in highly engaging lectures and in-depth

book. The printed materials will be distributed to the participants’

seminars. After drafting action plans for their implementation and a

countries and are expected to be used as an EIU learning resource in

presentation, participants spent their last night enjoying the fun side

Africa, Asia-Pacific, and beyond.

of Seoul. The workshop ended on a high note at the closing ceremony By Ji-Hong Lee (jihonglee@unescoapceiu.org)

Asia-Pacific School Leaders Gather for Global Citizenship Education GLOBAL CITIZENSHIP

PASSPORT

School leaders

the following day with the presentation of certificates. By Ji-Hong Lee (jihonglee@unescoapceiu.org)

Regional Meeting on Everyday Objects from Southeast Asia and Korea

from the AsiaPacific region concluded their participation in the Asia-Pacific Leadership

SCHOOL FAIR

Ac a d e my for School

Principals (APLASP), which was held and organized by APCEIU and sponsored by the Seoul Metropolitan Office of Education. Running from 16-22 October, 19 school leaders from 11 UNESCO Member States in the Asia-Pacific region gathered for this year’s APLASP Programme. Based on the participatory workshops, school visits, and cultural immersion programmes, the participants drafted and presented their action plans for school-to-school exchanges. Realizing that the network formed in the academy is an ongoing project rather than a final product, participants expressed their willingness to carry out school-to-school exchange programmes to strengthen their network. By Yeon-Woo Lee (ywlee@unescoapceiu.org)

Expert anthropologists, museum curators and educators from Southeast Asia and Korea met in Seoul on 24 and 25 September to identify priority items for educational materials. The meeting aimed to encourage better neighbour relations and promote a Culture of Peace under the theme of Everyday Objects of Southeast Asia and Korea. The project was spearheaded by APCEIU in close cooperation with the SEAMEO Secretariat, SEAMEO SPAFA and was sponsored by the Korean Ministry of Foreign Affairs and ASEAN. The final works consist of interesting tales and visual data representing the everyday objects of Southeast Asia and Korea. Those works will be developed and translated into the seven local languages of the sub-region and Korean. By Hyun Kim (hkim@unescoapceiu.org)

APCEIU in Action 2nd Expert Meeting: Promoting Intercultural Dialogue and a Culture of Peace in Southeast Asia Through Shared Histories

their departure, participants shared their opinions about EIU and

APCEIU, in close

the convergence

cooperation with

of e du c at i on at

the UNESCO Bangkok office, held the 2nd Expert Meeting on Prom ot i n g Intercultural Dialogue and a Culture of Peace in Southeast Asia through Shared Histories in Bangkok, Thailand from 16 to 17 September. Historians and experts in the field of education from nine countries in the sub-region agreed to establish an advisory committee that will provide technical guidance and ensure the quality of the upcoming materials that are currently in development. Also, they established a common intellectual groundwork in order to select four key priority themes to be covered for the works that will be produced in the coming years. The materials will cover topics ranging from the early history of Southeast Asia to its modern times. By Hyun Kim (hkim@unescoapceiu.org)

The Midterm Review for the Korea-Indonesia, Malaysia and the Philippines Teacher Exchange Programme The Midterm Review for the KoreaIndonesia, Malaysia and the Philippines Te a c h e r Exchange Programme was held at APCEIU on 15 October. APCEIU Director Utak Chung urged teachers to bring new ideas to the Teacher Exchange Programme in order to promote intercultural understanding between Korea and partner countries. Since September, the visiting teachers were dispatched to various secondary schools across Korea to give lectures as well as introduce their culture to local students. By Jae-Hong Kim (jaykim@unescoapceiu.org)

Math, Science Teachers Dispatched to US

the pre-training programme. They also learned about the educational systems, policies and the academic characteristics of the United States and Korea through lectures given by experts in those fields. As part of their training to prepare for real-life lessons in the United States, the dispatched teachers created a teaching guide and taught classes while receiving feedback from specialists. By Ko-un Seo (koun.seo@unescoapceiu.org)

Launch of Multimedia Educational Material, Angkor: the World Heritage of Cambodia A P C E I U r e c e nt l y released Angkor: the World Her itage of Cambodia, the 3rd series of multimedia education material for public use. This material utilizes 3D panoramic photography which allows the users to appreciate the historic sites in Cambodia more vividly and without actually having to visit the locations in order to enhance EIU by promoting knowledge and understanding of World Heritage in the region. This material also provides various photographs and interesting descriptions of the World Heritage sites in Cambodia, including the Angkor, Temple of Preah Vihear, and other sites. This material is available on the APCEIU website. By Sunmi Ji (sunmiji@unescoapceiu.org)

Enjoy SangSaeng Through iTunes S ang S ae ng m ag a z i ne is now available for the first time at the iTunes store. Now, readers of SangSaeng can enjoy the 39th issue, â&#x20AC;&#x153;Exploring Colourful Asia,â&#x20AC;? in a fun, interactive manner. Many interesting features such as the Overview Table of Contents and Folio which directs the reader to

Nineteen Korean math and science teachers have been dispatched to

the featured articles where they

the United States for ten months from 25 August to the end of May,

can find external resources via both external and internal hyperlinks,

2015. The teachers are participants of the Teaching Abroad for Global

Pinch and Zoom, Pan and Zoom, smooth scrolling, and interactive

Competency Programme, and will be learning about professional

slideshows, movies, and motion graphics were added to provide a

teaching methods and how to develop global competences and

unique experience for the readership of SangSaeng.

skills during their stay in Bloomfield College, New Jersey. Before

By Sunmi Ji (sunmiji@unescoapceiu.org)

Colourful Lao patterns ÂŠ Sungman Lee

EIU Photo

SangSaeng is available online: www.unescoapceiu.org/sangsaeng