2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

UNESCO/ Japan Asia Pacific
Environmental Education Research Seminar 2004
Report of the Expert Workshop
Masahisa Sato*, Kazuyuki Mikami**, Lucille Gregorio***, and Kip Kates****Masahisa Sato

Lucille Gregorio

Kip Kates

I. Introduction
The Seventh UNESCO/ Japan Asia Pacific Environmental Education Seminar was held in Kesennuma, Japan, on 11
to 14 February 2004. It was organized by the Miyagi University of Education and the Japanese National Commission for
UNESCO, within the framework of the 7th Programming Cycle (2002 - 2007) of the Asia Pacific Programme of Educational
Innovation for Development (APEID), Asia and Pacific Regional Bureau for Education, UNESCO Bangkok, and incollaboration with Kesennuma City and the Asia / Pacific Cultural Centre for UNESCO (ACCU). An open forum held on 11
February 2004, had international participants as speakers, and the audience composed of local people and their governmentand school leaders. The participants had a chance to visit the Omose Elementary School, a model school for "Education for
Sustainable Development" on 12 February 2004. The Expert's workshops and roundtables were organized on 13 and 14
February 2004. The deliberations were focused on the in-service teacher training in Environmental Education and somesuggested actions for the celebration of the International Decade for Education for Sustainable Development (IDESD,
2005-2015).
There were 40 participants from 13 countries, namely, Afghanistan, Cambodia, China, India, Japan, Laos, Malaysia,
Nepal, New Zealand, Philippines, Thailand, Vietnam, and USA. Some international organizations were also represented,
namely: United Nations University (UNU), UNU-Institute for Advanced Studies (UNU-IAS), Institute for Global
Environmental Strategies (IGES), and Asia / Pacific Cultural Centre for UNESCO (ACCU), and UNESCO APEID, Bangkok.
The expert workshops consisted of two parts. Part I was focused on in-service teacher training for the implementationof Environmental Education in the Asia Pacific Region, while Part II discussed and prioritized the actions and means for the
implementation of Environmental Education for the DESD.

* Institute for Global Environmental Strategies (IGES), Japan** Miyagi University of Education, Japan*** UNESCO Bangkok, Thailand**** Tottori University, Japan㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

The discussion on in-service teacher training in the field of Environmental Education was preceded by presentations
for direction setting and case studies, presented by resource persons and selected participants. The roundtables wereorganized as face to face and interactive workshops conducted to actively involve the participants in sharing and exchanging
their views on in-service teacher training and some actions to be implemented in preparation for the celebration of theInternational Decade on ESD.

II. Objectives of the Expert Workshop
The main objectives of the Workshop were:
1. to analyze current situation of in-service teacher training for Environmental Education in the region, and
2. to discuss and prioritize actions for the implementation of the IDESD.
Specifically, the workshop was organized to share and analyse the current status of in-service teacher training in thefield of Environmental Education and come up with an analytical framework; and to discuss and prioritize the actions forEnvironmental Education as one of the preparatory work for the implementation of the IDESD.
The Workshop provided the opportunities for information sharing and discussion on a common concern - the effective
implementation of in-service teacher training for Environmental Education, and to facilitate the building of a stronger
network among environmental educators and policy makers in the Asia Pacific Region.

III. Agenda of the Expert Workshop
The agenda of the workshop were as follows:
1. Opening Ceremony
2. Direction Setting Presentations
3. Case Study Presentations
4. Analysis of current status of In-service Teacher Training in the field of Environmental Education:
Constraints and Countermeasures of In-service Teacher Education or the Implementation of Environmental
Education and Recommended Actions of In-service Teacher Education for the Implementation of Environmental
Education
5. Prioritized actions and means of implementation of Environmental Education for the International Decade of ESD
6. School Visit
7. Closing
The annotated agenda and detailed schedule of work is in Annex 1.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

IV. Presentations for Direction Setting and Case Studies(1) Presentations for Direction-Setting
Four presentations set the tone of the meeting. One, on the APEID actions on Environment Education and Educationfor Sustainable Development by Mrs. Lucille Gregorio Programme Specialist; two, on the Japanese current teacher training
activities for environmental education by Prof. Kimiko Kozawa of Tokyo Gakugei University, an Associated Centre of
APEID; three, on the research findings of the study on Environmental Education at the tertiary level in the Asia-PacificRegion by Dr. Masahisa Sato of the Institute for Global Environmental Strategies (IGES); and four, on lessons learnt fromthe past UNESCO/Japan Seminars on Environmental Education by Prof. Eiichiro Harako, the coordinator of the seminars
organized by Tokyo Gakugei University.
Paper 1: APEID actions on Environment Education and Education for Sustainable Development
by Mrs. Lucille Gregorio Programme Specialist, APEID, UNESCO Bangkok
The paper provided the experts meeting with the background, short history and institutional framework andmanagement of UNESCO-APEID. The programme areas in the 7th APEID Programme Cycle (2002 - 2007) were alsomentioned. Some future actions were proposed based on experiences learned from implementing previous activities. For
the implementation of the International Decade of ESD, some key lessons from past UNESCO activities were enumerated
as follows: (1) ESD as an emerging but dynamic concept; (2) basic education providing the foundation for all future education
endeavours; (3) the need to refocus many existing education policies, and practices to build the concepts, skills, motivationand commitment needed for sustainable development; (4) education as the key to rural transformation which is essential
to ensuring the economic, cultural and ecological vitality of rural areas and communities; (5) life long learning, appropriatetechnical and vocational education, higher education and teacher education as vital ingredients of capacity building for asustainable future. As action agenda, the importance of inter-linkages (policy linkages, governance to improve coordination
between implementation bodies), individual capacity building (teachers who are the key to learning and promoting qualityof education), institutional capacity building (professional development process, planning & strategies, management,
networking and decision making) were proposed The presentation also stressed that to respond to the challenges,
UNESCO-APEID have given priority to community empowerment, teacher training and material development projects in
its Main Line of Action - considering that UNESCO is not a funding agency, but could provide catalytic and advisory role ineducational innovation for development, especially through APEID.
Paper 2: Japanese Current Teacher Training Activities for Environmental Education
by Prof. Kimiko Kozawa, Tokyo Gakugei University, Japan
Issues were presented on Environmental Education for sustainability and its implication to teacher training. Basedon lessons learnt from the Japanese experiences, one statement of the Japanese government was cited, which stressedthat Environmental Education in the 21st century should be regarded as "education and learning for the realization of thesustainable society" rather than as "education and learning for the environment". The presentation also mentioned that it
is important to understand the different cultures of societies, and to promote attitudes which are acceptable based on the㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarcontext of particular situations. After the current status of Environmental Education in Japan was presented, and somepoints to be considered for further development of Environmental Education and teacher training were proposed: (1)connection between teachers' teaching experiences and Environmental Education practices; (2) in-service teacher training
for developing environmental knowledge and skills, and the planning and implementation skills; (3) development of "openschool for community" which enables teachers to be more active, the curriculum locally oriented, and communities more
involved; (4) understanding the goal and concepts of Environmental Education as well as identifying learners' interest
and needs; (5) consideration of policy influences for the promotion of Environmental Education; (6) special support by theeducational board by taking part in in-service teacher training courses; (7) infusion of Environmental Education into all
subjects, and (8) provision of opportunities for the professional development of in-service teachers and educators.
Paper 3: Research Findings of the study on Environmental Education at the tertiary level in the

Asia-Pacific Region

by Dr. Masahisa Sato, Research Associate, Institute for Global Environmental Strategies (IGES)
Presented were some research findings from the study on 'Environmental Education at the Tertiary Level and Teacher
Education in the Asia-Pacific Region. The research elucidates the sub-regional diversity in terms of the introduction ofEnvironmental Education programmes in higher education, curriculum topics and inter-institutional co-operation. Trow's
theory (1974) was found to explain the diversity of educational targets, delivery styles, and inter-institutional co-operationand networking among Environmental Education Centres and Environmental Information Centres. There are some
exceptions found in the delivery styles and institutional networking at the elite phase. These findings indicate that it isimportant to consider sub-regionality and higher education development phases in producing region-wide policies.
Paper 4: Lessons Learnt from the past UNESCO/Japan Seminars on Environmental Education by Prof. Eiichiro Harako,
Associate Professor, Tokyo Gakugei University.
The presentation pointed out the necessity to consider carefully the real problems and constraints, of countries in theregion and how these problems can be solved for the effective implementation of in-service teacher education, and otheractivities. Some of the problems are related to policies, while others are related to programmes. The Asia Pacific region isvery diverse - yet there are commonalities in developing environmental education, for a strengthened regional networking
and cooperation.
(2) Case-study Presentations
Four case studies were presented. One, by Prof. Takaaki Koganezawa from a Japanese experience of implementing
environmental education in a primary school; two, Ms. Jennie Lane from the USA, presenting an analytical review of current
environmental education for in-service teacher training; three, Mr. Athapol Anunthavorasakul from Thailand presenting
a case on pre-service and in-service teacher training for Environmental Education in the University setting, and four, Mr.
Amba Jamir from India, giving the NGO perspective on teacher training in environmental education.
Case Study 1: Prof. Takaaki Koganezawa, Professor of Miyagi University of Education (Japan), presented some teacher
training activities on environmental education in Miyagi prefecture. These included features of Environmental Education㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarin Omose Primary School, the subjects of teacher training in Environmental Education, the ways of resolving the subjects,
support systems for teachers provided by the Miyagi University of Education, and other supports provided by the university.
The importance of involving local people and local stakeholders (local NGOs, media, locally-based companies, local
governments, museums, universities) and organizing teamwork were stressed. It was also suggested that higher education
institutions should take active roles in providing information, sending experts, jointly developing educational materials,
developing network, and providing opportunities for the re-training for teachers.
Case Study 2: Ms. Jennie Lane, Director of the Wisconsin Centre for Environmental Education, University of
Wisconsin School of Steven Point (UWSP), presented an analytical view of current Environmental Education in the UnitedStates, and some cases on in-service teacher training. She talked about environmental education projects such as: Learning,Experience and Activities in Forestry (LEAF), Wisconsin K-12 Energy Education Programme (KEEP). Specifically, KEEP
was introduced as one of professional development programmes which includes energy courses (face to face, on-line, somespecial topics), workshops and conferences - Energy Fair. In addition, in-service training programme by the University of
Wisconsin for qualified teacher / educators and / or resource managers was also mentioned. The course logistics included:
implementing the UWSP extension/ credit outreach; providing one credit course; setting 16 hours of contact time;
supporting by tuition waiver and stipend; and marketing and evaluation. The delivery approaches employed the activity
guide developed with teachers / educators and were provided to in-service teachers / educators via the extension course.
Case Study 3: Mr. Athapol Anunthavorasakul, Lecturer at Chulalongkorn University, Thailand, presented some
programmes and activities on pre-service and in-service teacher training for Environmental Education in his institution. It
was introduced in the undergraduate pre-service programmes and related activities have been implemented in the areas ofhumanities, social science, and science. In-service teacher training have been organized by the university, in cooperation
with the Ministry of Education, Department of Environmental Quality Promotion (DEQP), Teacher Education Institutes andother Educational Institutes, with special attention to the storyline approach, community based learning, and whole school
approach.
Case Study 4: Mr. Amba Jamir, Director of an NGO, "the Missing Link, Society for Environment and Communication"
in India , stressed the importance of identification of appropriate "teachers", before discussing the issues. They maybe
university graduates, committed practitioners, job-seeking individuals; or responsible leaders who are shaping the futureof the nation. The presentation also stressed that individuals promoting non-formal education as well as teachers in formal
education need to be highly recognized as facilitative teachers. There are issues to be considered: (1) linking lessons learnt
from social experiences such as livelihood and food security, market impact and globalization; and (2) linking global issues tolocal issues such as deforestation and biodiversity, cultural heritage and traditions, indigenous knowledge and ownership ofresources, as key points when promoting in-service teacher training for ESD.

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

V. Roundtables for Active Interaction
Roundtable 1: Analysis of In-service Teacher Training for the implementation of Environmental Education
Framework
The participants were divided into five groups based on the sub-region they represent. Each group discussed
constraints and countermeasures for the implementation of in-service teacher training in Environmental Education.
Recommendations for further improvement of in-service teacher training were also identified. The analytical frameworkwith four components proposed include: (a) support systems; (b) institutional capacities; (c) in-service teachers' capacities;and (d) programme / curriculum contents. Figure 1 shows the analytical framework and the components for each component.

Figure 1: Analytical Framework on In-service Teacher Education
The main items covered by the presentation on in-service teacher training for Environmental Education were based on
above figure. The group reports are attached as Annex 3.
Constraints
The constraints of in-service teacher training for Environmental Education, common to the countries of the region are:㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar(1) Support systems•

lack of adequate policies•

lack of facilities•

lack of financial resources•lack of information & material resources•lack and/or weak network of educators•lack of trainers of environmental education teachers(2) Institutional Capacities•

unclear institutional vision and mission•

lack of incentives and recognition•

unsystematic/lack of monitoring and evaluation•

faulty or lack of decision making process,•weak institutional culture•

weak or lack of inter-linkages(3) In-service Teachers' Capacities•

Conventional/traditional teaching methodologies(4) Programme / Curriculum Contents•

lack of scope and formation•

limited programme content•

lack of examples of practical programmes,•

irrelevance to "real life"•

unsystematic programming,•lack of priorities

The above-mentioned constraints are very similar to the general in-service teacher training in many countries of theregion. In the area of "programme / curriculum contents", the irrelevance to real life could be explained by the countries'importing' Environmental Education materials and approaches following programmes from western countries.
Roundtable 2:Prioritized actions of Environmental Education for the International Decade on ESD
The participants were again divided into four groups to discuss the designated topics. The main items covering theimplementation of Environmental Education were: (1) overarching efforts; (2) project implementation process; (3) national
level recommendations; (4) institutional efforts; (5) approach based recommendations; and (6) topic based recommendations.
After the discussion of the designated topic in each of the four groups, a representative from each group reported back thegroup outputs in the plenary session. In order to synthesize points recommended, group reports were integrated into one
table by each item. The highlights of presentation are as shown in Annex 4 A (Regional Recommendations) and Annex 4 B(Recommendations for National Implementation).
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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Regional Level Priority Actions•

Institutional coordination,•

Organization of a series of workshops•

Information and experience exchange•

Setting / linking regional centres of excellence,•

Mobilization of technical & financial resources,•

Partnership between government & donor Agencies•

Partnership between different agencies & practitioners and networking

National Level Priority Actions•

Formulation of national action plans and political negotiations•

Institutionalization, development if innovative curriculum, teaching and learning materials, and strategies

It is also shown in Annex 4 that further actions for DESD is needed at the regional, national, local and institutional
efforts following project management cycle, e.g. designing stage, planning stage, implementation stage, evaluation stage,
and the approaches to be employed for the implementation, e.g. open communication structure, collective decision making,inter-linkages, participation, joint implementation and dialogue. In considering the actions for DESD, the approaches needs
to be carefully considered as a tool of knowledge and skill acquisition (not as the transformation), the behaviour change,
reformation of learning style and decision making, and social structure reformation, rather than the topics which might notimportant as the nature of environmental issues are so inter-related.

VI. Recommendations
1. General Recommendations for Regional Actions•

Institutional coordination to avoid overlapping efforts•

Organize a series of regular seminars / workshop for exchange of experiences•

Creation of an on-line exchange of information and experiences•

Setting / Linking Regional Centres of Excellence, by promote regional centres of excellence, developing links
with existing educational institutes / centres of excellence, and the regional clearinghouse•

Mobilization of Technical & Financial Resources•

Partnership between government and donors in implementing national action plans•

Co-ordinating activities between different agencies and practitioners•

Creating an effective mechanism for setting-up new networks or maintaining and strengthening existing
networks for,a.

sharing ideas and innovations in EE / ESD throughout the decade 2005/2015b.

educational institutes, schools and communities through EE (focused on㧙 㧙

community-based learning and2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

research)c.

multi-level forum including educators, teachers, community representatives, NGOs and government
representatives.

2. Recommendations for the Project Implementation Process
Category 1: Design and Planning Stage(1) Concept and Approach for ESD•

Emphasize the International Decade for ESD as a "Peoples Decade" not just a "UN/UNESCO Decade"•

Clarify the distinction between EE and ESD•

Avoid SD jargon and message fatigue•

Identify organic "on the ground" ESD initiatives which "capture the representation of diverse•

Find the "missing link" in the planning stage•

Envision uncertainties•

Revisit histories and learn from the past•

Arouse the "refilling" of the Decade•

Establish a focus at the regional & country level to co-ordinate Programmes on ESD•

Learn from what already exists (stock taking)•Stock taking activities should include not only EE but also ESD•

Build capacity for Member countries•"Meet people where they are" to understand and build relationships

audiences"(2) Needs Assessment•

Each sub-regional, regional and country level about ESD implementation. How can we help each other?

•

Country / community consultations•

Consult widely to build partnerships(3) Marketing•

Identity possible key agents to implement DESD•

Review the current capacity / situation•

Assess the strengths and weaknesses of ESD(4) Regional Strategy and Implementation Plans•

Formulate Regional and Sub-Regional strategies•

Conduct Country / community consultations•

Develop and set a common agenda & strategies for ESD at the regional level(5) Research•

What research is available in EE / ESD that identifies teaching & learning for change?
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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Category 2: Implementation and Follow-up Stage(1) Capacity Building, Education & Literacy Promotion•

Promote distant on-line learning through the Global Virtual University (GVU)•

Promote Type II Initiatives, Asia-Pacific Initiatives•

Establish a good knowledge base through the Toolkit project(2) Literacy promotion and Material Production•

Regional book production on certain topics.

(3) Accumulation of Lessons from Experiences•

Use grassroots successes to advance systemic changes•

Need to develop a strong network of sharing ideas & innovations in EE / ESD•

Through-out the decade 2005/2015, identify 'best practices' and lessons learnt(4) Public Relations and Outreach•Popularize DESD•

Publicity and awareness campaign for DESD•

Spread the ESD message as widely as possible•

Need for acceptance at the public level. There is a need for a public forum(5) Evaluation and Assessment•

Develop and share examples of evaluation and assessment

3. Recommendations for National Implementation•

Development of National Action Plans•

Conduct political negotiations by sensitizing politicians and policy makers to the vitality of ESD (to muster theirsupport)•Institutionalization, by making Education for Sustainable Development a foundation course in all teacher
training programmes, and organization of short courses and materials on ESD for the reorientation of teacher
educators in colleges and universities, and promote ESD as a course of education•

Identify teaching and learning strategies, methods and programmes that focus on change
If education is to be the agent of change, then we need to adopt teaching andlearning strategies that focus on change, help learners, and reflect our altitudes
and values•

Curriculum and Materials Development - reviewing the present curriculum, making ESD as an overarching㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

theme, developing Curriculum tools for ESD especially during the decade, sensitizing curriculum developers
how to integrate ESD into learning curricula at different levels, and providing toolkits for different target
groups
4. Recommendations for Institutional Efforts(1) Ways of Implementation•

Setting-up a Coordinating Body, national level (meeting 2/3 times per year), and regional level (meeting once
per year), membership comprising representatives of schools, communities and NGOs. Core groups could be
set-up, and regular consultations conducted•

Opening Communication Structure, to evaluate and discuss issues and promoting ESD messages and models
that work•

Organizing public relations and outreach activities•

National commitment to maintain the network•

Setting - up national/sub-regional networks or centers for ESD and linking to other networks, also
strengthening existing networks•

Promoting regional centres of excellence•

Setting up a monitoring system to monitor progress of ESD projects, to identify obstacles and characteristics of
success(2) Research•

On ESD / EE teaching and learning, networking and coordination•

Action and Documentary research•

Project Implementation: Pilot projects (focusing on ESD); Strengthening of networks and partnerships;
Regional launch, country launch, local launch of the Decade, and donor-supported projects(3) Information Exchange by On-line Basis•

Setting up on-line exchanges at educational institutes(4) Database•

Sharing practices that work

(5) Partnership•

Promoting bilateral / multilateral national efforts for co-operative activities•

Bringing together different ESD partners to transfer ideas and activities to countries where ESD initiatives are
not working(6) Regular Regional Workshops and Seminars•

Holding regional / sub-regional workshops & seminars for needs assessment and sharing ideas•

Collecting and sharing feedbacks on the network by regular seminars / workshops for a step-wise approach㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar•

Holding workshops and training in for different venues, especially in countries with effective models or
examples for the promotion of ESD•

Inviting representatives to share information and develop networks on ESD(7) Regional Planning Workshops for scenario building and planning for uncertainties(8) Regular evaluation workshops(9) Regional Media Workshops, to identify and utilize media tools, promote media awareness information andinvolvement of stakeholders
5. Recommendations for Topic-Oriented Efforts(1) Book and Material Production•

Development of different materials and guides for different audiences (policy, private, NGO, community, etc.)•

Preparation of low-cost / low technology awareness materials•

Provision of basic tools (materials, guidebooks…) for developing countries (to create a knowledge base)(2) Curriculum Development•(3)•

Regional workshop on development and matrix for incorporating EE into existing curricula / teacher training
Regional Training Workshop
Regional workshops on teacher training for adapting curriculum and materials to local needs㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Annex 1: Annotated Agenda and Schedule of the Expert Workshop
1. Opening Ceremony
2. Direction-setting Presentations•

An Orientation to APEID and ESD by Ms. Lucille C. Gregorio, UNESCO BKK•Challenges for Future Environmental Education & Its Teacher Training. by Prof. Kimiko Kozawa, Tokyo
Gakugei University•

Environmental Education at the Tertiary Level in the Asia-Pacific Region, with a focus on Teacher Training. by
Dr. Masahisa Sato (IGES)•

Revisiting 'Teacher education which promotes Environmental Education - What should it be like' by Prof.
Eiichiro Harako, Tokyo Gakugei University(1) Case-study Presentations•

Teacher Training in Environment Education: Case Study of Omose Elementary School by Prof. Takaaki
Koganezawa, Miyagi University of Education•

Environmental Education in Wisconsin: A Teacher Education Approach by Ms. Jennie Lane, University of
Wisconsin, USA•

Teacher training for EE and ESD in Thailand: Pre-service and In-service, by Athapol Anunthavorasakul,
Chulalongkorn University, Bangkok•

Learning Together: Teaching" for a Sustainable Future" by Mr. Amba Jamir , NGO representative, The Missing
Link, Society for Environment and Communication, India(2) Roundtable 1: Analysis of Current Status of In-service Teacher Training in t Environmental Education•

Group Work: Constraints and Countermeasures of In-service Teacher Education for the Implementation ofEnvironmental Education•

Group Work: Recommended Actions of In-service Teacher Education for the Implementation of Environmental
Education(3) Roundtable 2: Prioritized Actions and Means of Implementation of Environmental Education for the International
Decade of ESD•

Group Work: Prioritized Actions and Means of Implementation of Environmental Education for the International
Decade of ESD

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