Living Together, Helping Each Other

No.39 | Spring 2014

EXPLORING COLORFUL ASIA Holi- Indian Festival of Colours and Joy Korea’s Traditional Colours and Their Presence in Daily Life Panagbenga- Filipino Flower Festival Interview with the EFA Global Monitoring Report Team

CONTENTS 4 Higher Education, The Right Vector For Broader Change 12 Shining Blue Pearl Of Central Asia

7 Holi- Indian Festival Of Colours And Joy Traditional Colours And 22 Korea’s Their Presence In Daily Life

No.39 | Spring 2014

EXPLORING COLORFUL ASIA Holi- Indian Festival of Colours and Joy Korea’s Traditional Colours and Their Presence in Daily Life Panagbenga- Filipino Flower Festival Interview with the EFA Global Monitoring Report Team

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SangSaeng is published three times a year by the Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO. Publisher: Utak Chung Editor-in-Chief: Kwanghyun Kim Editor: Sunmi Ji Copy Editor: Yoav Cerralbo Designed by: Seoul Selection

Printed by: Pyung Hwa Dang 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

SangSaeng, a Korean word with Chinese roots, is composed of two characters: Sang, meaning “mutual” (each other) and Saeng, meaning “life.” Put together, they mean “living together,” “helping each other,” which is our vision for the Asia-Pacific region. SangSaeng 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.

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

3Director’s Message

40 Special Report

4Special Column

43 Interview

Higher Education, the Right Vector for Broader Change

7Focus: Exploring Colourful Asia

7 Holi- Indian Festival of Colours and Joy 12 Shining Blue Pearl of Central Asia 17 What a Dish, China’s Spice of Life 22 Korea’s Traditional Colours and Their Presence in Daily Life 27 Panagbenga- Filipino Flower Festival

33 Best Practices

33 Wars Past Used to Promote Peace Education 36 The Mosaic of Understanding

39 Comic Relief

Ab Hara’s Dream

Facebook /unescoapceiu Twitter @apceiu Google+ +UnescoAPCEIUorg2014

Towards Global Capacities Education

Making the Right to a Proper Education Universal

47 Letter

A Must-be Programme for Educators

49 Peace in My Memory

Battling Dyslexia Through Images and Inspiration

52 Understanding the Asia-Pacific Region Thailand’s Rock Art Opens Gates of History

55 APCEIU in Action

www.unescoapceiu.org ISSN 1599-4880 Registration No: 00017

living together, helping each other

FOCUS: EXPLORING COLORFUL ASIA

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PANAGBENGA Filipino Flower Festival Article by Bea Saludo Photography by Jeff Zapanta

City of Flowers

Also known as the City of Pines or City of Flowers, Baguio City lies on a plateau 1400m above sea level with mountains on all sides.

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ne distinct thing about this city compared to the rest of the country is the weather. Temperature in Baguio on an average ranges from 8 to 14 degrees Celsius, which is reminiscent of Europe during summer, very ideal for tourist to escape from the humidity in Manila. This is the primary reason why this city became the summer capital of the Philippines.

Street performers from Baguio, City Philippines

One reason people love to go to Baguio is the accommodation and the warm reception of locals. Hotels and inns are easy to find all over the city offering very affordable rates. Local foods are also highly recommendable especially Baguio’s famous vegetable dishes.

living together, helping each other

FOCUS: EXPLORING COLORFUL ASIA DID YOU KNOW?

Panagbenga is a Kankana-ey (dialect widely used by Cordillerans in the Northern Philippine boondocks, specifically people from the Mountain Province and people from the Northern part of the Benguet Province) term meaning “a season for blossoming; a time for blooming.”

Panagbenga Held annually in Baguio every February, the Panagbenga or Baguio Flower Festival is one of the most attended festival in the Philippines. It is a festival to celebrate not only the “season of blooming” of flowers but also the booming economy and prosperity of the city. Panagbenga showcases street dancing presentation by dancers in flower-inspired costumes as well as colorful floats decorated with flowers paraded along the major streets of Baguio City. This festival reflects the history, traditions and values of Baguio and the Cordilleras. It lasts over a month long and flourishes through community spirit involvement.

sion Development Authority (BCDA).

In 1996, archivist and curator Mr. Ike Picpican suggested to rename the festival to Panagbenga, a Kankanaeys term which means “a season of blossoming, a time for flowering”. Since then it became an annual grand event for the people of Baguio.

Attractions There are huge displays of flower exhibits, lectures, garden tours, floral contest and the much-awaited grand parade of floats decorated with all kinds of flowers. The parade of floats showcases the creativity and artistic side of the locals of Baguio. Their talents and ingenuity were displayed in the performances and the rendition of the festival hymn composed by Prof. Macario Fronda, band master of the St. Louis University. The rendition of the festival hymn went well with the magnificent execution of the Bendian dance, an Ibaloi dance of celebration. The Bendian dance’s circular movements speak of unity and harmony among the members of the tribe-themes foreshadowed the coming together of the various sectors of the community to bring the festival to life.

Brief History Baguio Flower Festival was first launched in 1995. It was a joint project of Attorney Damaso Bangaoet Jr of John Hay Poro Point Development and Mr. Victor A. Lim of the Bases Conver-

The Grand Parade of Flower Floats Left: Flower girls line up for a performance Above: Middle school boys perform on drums Middle: Street dancing is common during the festival

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As early as 6am with 8 degrees Celsius morning temperature, locals and tourists stationed themselves along the major streets to watch the Grand Parade of Flower Floats, sponsored by the differ-

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As early as 6am with 8 degrees Celsius morning temperature, locals and tourists stationed themselves along the major streets to watch the Grand Parade of Flower Floats.

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ent locals and street dancing of the participants clad in flower-inspired local costumes, who are students from the primary and secondary levels. Exactly 9 am the festival started with a shower of rose petals along Session Road followed with parade from Philippine Military Academy Cadets. The bands played lively tunes that set the festive mode of the crowd. Colorful costumes and lively dance numbers came next followed by skillfully-crafted, vibrant and colorful floats. Some of the local showbiz personalities like Sam Milby, Enchong Dee and others were on the floats that draw more excitement from the crowd. Bands from Philippine Military Academy (PMA), University of Luzon (UL), and University of Cavite joined the parade and provided great accompaniment too.

Thousands of people situated themselves strategically to have a good view of the grand parade. Some were on the

rooftops and others opt to stand on the elevated pavements of the street approximately 10km stretch from Upper Session Road leading to the Baguio Athletic Bowl, where the participants assembled. The street dancers featured ethnic dances of the Ibalois, Kankanaeys, Ifugaos, Gaddangs, Isnegs and Tingguians to the tune of the remix Modern and Panagbenga Songs.

End of Festivities

Continuing the Tradition

After the event, hundreds of volunteers from city of government and different institutions work together to clean up the streets. This community act show how unified and organized the people of Baguio are.

As the Baguio Flower Festival continues to evolve, new activities serve as opportunities to enrich the Panagbenga Spirit. They infuse the festival with dynamism, perspective and character as well as the unique traditions of each group or individual that makes itself or himself a part of it. Collectively, they animate the Festival: giving it color, spice, substance, character, in fact, an identity that reflects the richness of Baguio’s own culture. Moreover, the flourishing of the community spirit is the most eloquent testimony that the Festival has found a home in the hearts and minds of the people of Baguio.

Above: High school girls perform traditional dance Top right: Dancers hold hands after performing

living together, helping each other

FOCUS: EXPLORING COLORFUL ASIA

2014 EVENT SCHEDULE

photography by Harley F. Palangchao

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Opening Ceremonies The Grand Opening Parade signifies the beginning of the celebration of the month-long Festival. The different organizations involved in the running of Panagbenga is also highlighted during the parade.

WHEN : February 1 at 7:00AM WHERE : Panagbenga Park, Session Road, Mazsaysay Avenue, Harrison Road, Athletic Bowl WHAT : 1. Opening Ceremonies at the Panagbenga Park 2. Drum and Lyre Dance Parade Competition and Field Presentations 3. Opening Concert 4. Fireworks Display

Baguio Blooms: Landscaping Exhibit & Exposition The Market Encounter serves as a trade fair and bazaar where various goods are sold to the public. Just beside the Market Encounter is the Landscaping Competition which showcases the artistry and resourcefulness of the landscapers in Baguio.

WHEN : February 1 to First Sunday of March WHERE : Burnham Park WHAT : 1. Trade fair and bazaar 2. Baguio’s Got Talent 3. Concerts 4. Game shows 5. Landscaping competition and exhibits

Handog ng Panagbenga sa Pamilya Baguio This event is a gift of the Foundation to the City of Baguio. It is a whole day event where free concerts and shows are staged within the vicinity of the park.

WHEN : Second Sunday of February WHERE : Burnham Park WHAT : 1. Entertainment 2. Clowns & magic shows 3. Family-oriented activities

Let a Thousand Flowers Bloom This event is envisioned to be a family-centered event wherein anyone may participate at no cost. Participants are given a blank canvas and basic painting materials that they can use to paint anything. Selected paintings are then paraded during the two Grand Parades after which are displayed in the City.

WHEN : Second Sunday of February WHERE : Melvin Jones WHAT : 1. Painting of streamer 2. Entertainment

Grand Street Dancing Parade A major highlight of the Festival. Participants dance and march to the different Cordilleran music, costume and tradition. The different categories in the competition are the high school, college and open-category.

WHEN : Last Saturday of February WHERE : Panagbenga Park, Session Road, Magsaysay Avenue, Harrison Road, WHAT : 1. Street Dancing Parade 2. Drum and Lyre Performance

Grand Float Parade The major highlight of the Festival, the biggest and grandest of its kind in the country. Flowers and other organic material decked floats are paraded and displayed during this day.

WHEN : Last Sunday of February WHERE : Panagbenga Park, Session Road, Mazsaysay Avenue, Harrison Road WHAT : 1. Floral Float Parade 2. Marching Bands

Session Road in Bloom A week-long event featuring expositions by the food and other hospitality establishments in the City and in the Country.

It is during this event that Session Road is closed to vehicular traffic to become an al-fresco dining spot complemented by open-air concerts and performances.

WHEN : Last Monday of February to First Sunday of March WHERE : Session Road WHAT : 1. Food carts and cafes 2. Various shops 3. Concerts and Entertainment

Closing Ceremonies This is where the different winners are recognized, prizes are awarded, and certificates given. It is also when the synchronized fireworks display is staged at around 8:30 to 9:00PM, signifying the official closing of the Festival.

WHEN : First Sunday of March WHERE : Athletic Bowl WHAT : 1. Awarding of Winners 2. Raffle Draw 3. Field Demonstrations 4. Silent Drill 5. Synchronized Fireworks Display

living together, helping each other

INTERVIEW

Making the Right to a Proper Education Universal An Interview with the EFA Global Monitoring Report Team Catherine Jere, Report Team, UNESCO headquarters cm.jere@unesco.org

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In terms of cost, this learning crisis results in $129 million spent annually toward a false economy that has failed to ensure that all children have learnt the basics.

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Could you tell us about the main message the report aims to deliver?

Analysis for the 2013/4 Global Monitoring Report (GMR) reveals a global learning crisis that is hitting the most disvvadvantaged the hardest. The Report shows that 250 million children are not learning the basics – how to read and write and do basic arithmetic. All the more worrying is that over half of these children are unable to read or write despite having spent at least four years in school.

This has a huge impact on the young people in many countries as they enter the marketplace. In sub-Saharan Africa, for example, 40 per cent of 15-24 year olds cannot read a single sentence. In South and West Asia, one-third of young women cannot read all or part of a sentence.

In terms of cost, this learning crisis results in $129 million spent annually

toward a false economy that has failed to ensure that all children have learnt the basics.

Central to this crisis is the huge lack of qualified teachers. In a third of countries analysed by the Report, less than three-quarters of primary teachers are trained. Children living in poor or remote areas are much less likely to be taught by qualified teachers.

Looking across the EFA goals, the Report also shows that, despite progress, many countries are not on track to achieve these goals by 2015. Universal Primary Education, for example, is likely to be missed by a wide margin. Globally, 57 million children are still out of school, the majority of whom are girls. By 2015, less than a third of countries will have adults all literate.

living together, helping each other

INTERVIEW

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A teacher and students in Muong Khong county, Vietnam © UNESCO / Nguyem Thanh Tuan

Could you elaborate on the characteristics that the Asia-Pacific region shows in terms of achieving EFA goals?

Education in a globalised world is increasingly putting emphasis on the importance of values, attitudes and communication skills as a crucial complement to the traditional emphasis on knowledge and skills.

Overall, the East Asia-Pacific region has made substantial progress towards EFA goals, with almost universal enrolment in primary education and youth literacy, for example.

However, pockets of disadvantage and marginalization remain in some countries across the region.

In terms of specific targets, enrolment in pre-primary education across the region has doubled from 39 to 62 per cent between 1999 and 2011, still short of the key benchmark of 80 per cent enrolment (Goal 1).

For Goal 2, Universal Primary Education, gross enrolment rates have risen from 95 to 97 per cent. However, the retention rate of the last grade of primary education has shown less progress (from 84 to 89 per cent between 1999 and 2011), indicating that a significant minority of children still fail to complete their primary education.

Gross secondary enrolment has risen from 62 per cent in 1999 to 80

© UNESCO/EFA Report

per cent in 2011, and whilst 8.9 million adolescents of lower secondary school age were out of school in 2011, this does represent a 64 per cent decrease compared with 1999 rates (goal 3).

Adult literacy has also improved, from 82 to 95 per cent in 2011 (goal 4).

Gender parity has been achieved at the secondary level – a GPI of 102 – and primary level enrolments are slightly in favour of girls: a GPI of 103.

Some countries still have significant progress to make if EFA goals are to be achieved. Progress towards universal primary education has stagnated in the Philippines with almost a third of primary school age children not in school, 1.46 million children out of a total population of 5.1 million.

In terms of the quality of education, several countries in the region score very highly in international benchmarks for learning. They include Japan, the Republic of Korea and Singapore.

In East Asia and the Pacific as a whole, around 15 per cent of children leave school having failed to read and write. In Malaysia, enrolment in secondary education has increased, but learning outcomes have worsened, widening the inequality amongst students.

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As one of the priorities of the Global Education First Initiative (GEFI) launched by the UN Secretary General, global citizenship education (GCE) toward the post-2015 agenda has been gaining international attention. Please share your thoughts on the ongoing discourse on the post-2015 agendas and GCE, as well.

Education in a globalised world is increasingly putting emphasis on the importance of values, attitudes and communication skills as a crucial complement to the traditional emphasis on knowledge and skills.

Whilst the exact definition of GCE is itself contested, there is growing consensus on the need for non-cognitive aspects of competencies – such as empathy, openness and aptitudes to interact with those from different backgrounds – to be included in the post-2015 agenda.

In addition to quality, the relevance of education to understanding social, political, cultural and global issues will be an important yardstick for education post-2015. This includes a role for education in supporting peace, human rights, equity, diversity and sustainable development.

GCE is action-orientated and ultimately transformative. As such, global citizenship education should give the learner the opportunity and the competencies to link their own lived ex-

periences to global issues, and should acknowledge that learners themselves can make a powerful contribution to change.

In most countries, the formal education system is likely to be the main mode of delivery for GCE, but there is a growing understanding that this might have to be complemented by non-formal approaches, including ICT modes, to target populations currently outside the formal system and to promote life-long learning.

One key issue post-2015 will be governments’ ability to measure GCE competencies, if they are to be adequately monitored and achievements recognized. In the time up to post2015 education agenda, UNESCO is working with the Learning Metrics Task Force to define what is required to support young people to become global citizens, both in terms of learning outcomes and broad competencies.

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EFA Global Monitoring Report (EFAreport@unesco.org)

eveloped by an independent team and published by UNESCO, the EFA Global Monitoring Report is the prime instrument to assess global progress towards achieving the six ‘Dakar’ EFA goals.

The team puts together an annual publication that tracks progress, identifies effective policy reforms and best practice in all areas relating to EFA, draws attention to emerging challenges and seeks to promote international cooperation in favour of education. The Report is targeted at decision-makers at the national and international level, and more broadly, at all those engaged in promoting the right to quality education – teachers, civil society groups, NGOs, researchers and the international community.

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Could you give us a brief introduction about the next report entitled “Have we made it?”?

The 2015 EFA GMR will review how much the EFA movement has contributed to ensuring that all children, young people and adults enjoy their right to an education that meets their basic learning needs.

The Report will provide a definitive global assessment of overall progress toward the six EFA goals that were established in Dakar, Senegal in 2000, paying particular attention to gaps between those who benefited and those who did not. This assessment will provide lessons for the framing of post-2015 education goals and strategies.

There is growing consensus on the need for non-cognitive aspects of competencies – such as empathy, openness and aptitudes to interact with those from different backgrounds.

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Lastly, do you have any message for the global readers of SangSaeng?

Despite substantial progress towards EFA goals, particularly in East Asia and the Pacific, global inequalities remain stark. As attention turns toward the World Education Forum in the Republic of Korea next year, we urge readers of SangSaeng to make their voices heard in ensuring that equity and cooperation are at the heart of any post-2015 global education agenda.

living together, helping each other