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TABLE OF CONTENTS

PARTI PROCEEDINGS 3

INTROpUCIlOlii 4

1. Background 4 2. Objectives 4

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3. Organizers 4 4 . Opening ceremony 4 5 . Participants 5 6. Closing ceremony 5

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7. Introduction to the Workshop 5 8. Presentation by U N E S C O P R O A P , Bangkok 6 9. Country paper presentations 6

(a) China 6

(b) Japan 7

(c) Republic of Korea 8

(d) Democratic People's Republic of Korea 9

(e) Mongolia 9

(f) Macau Pui Ching Middle School 9 11. Visit to the M a c a u Pui Ching Middle School 10 12. Action Plan for ASPnet in East Asia Sub-region 10

PART II PRESENTATION PAPERS 13

China 15 Japan 17 Mongolia 22 Republic of Korea 24 UNESCO PROAP 31 Macau Pui Ching Middle School, Macau 34

ANNEXES 35

A . List of Participants 37 B. Programme 41 C. Speeches 42

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Parti

PROCEEDINGS

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First Sub-regional Workshop on ASPnet

INTRODUCTION

1 . Background

Within the framework of the U N E S C O Regular Programme for the 2000-2001 biennium (30C/5), the U N E S C O Beijing Office organized, in close cooperation with U N E S C O Centre of Macau, the first Sub-regional Workshop on Associated Schools Project Network (ASPnet) in East Asia. The workshop was the very first of its kind to be organized for ASPnet in the whole Asia-Pacific region and was planned in close consultation with U N E S C O Headquarters in early 2000 in the hope that such a sub-regional workshop could mark a significant turning point in the A S P initiatives in the sub-region.

The workshop w a s organized in conjunction with the Third Meeting of the Secretaries-General of National Commissions for U N E S C O in the five East Asia countries, which was held just prior to the workshop (25-27 September 2000). Placing the two meetings back-to-back w a s a strategic necessity to ensure that the ASPnet would receive the full attention and consideration of the National Commissions, which act as the national coordinators of A S P in these five countries.

2 . Objectives

The workshop has three objectives:

(1 ) To promote and strengthen A S P activities in the sub-region; (2) To draft a c o m m o n action plan for A S P in East Asia to initiate collaborative actions and

projects for A S P Asia; and (3) To launch a flagship project on ASPnet.

ORGANIZATION OF THE WORKSHOP

3. Organizers

The meeting w a s organized by U N E S C O Beijing Office and was hosted by the U N E S C O Centre of Macau.

The meeting w a s organized immediately after the Third Meeting of the Secretaries-General of National Commissions for U N E S C O (25-27 September 2000) and took place at the auditorium of the U N E S C O Centre of Macau.

4 . Opening ceremony

Brief opening speeches were given by Dr. W u Zhiliang, Director of the U N E S C O Centre of Macau, Mr. Noboru Noguchi, Director of the U N E S C O Beijing Office, and Dr. Zhou Nanzhao, Acting Director and Chief of ACEID at the U N E S C O Principle Regional Office for Asia and Pacific ( P R O A P ) in Bangkok, Thailand.

Firstly, Dr. W u Zhiliang gave a short speech in which he explained the high expectations attached to this workshop by the U N E S C O Centre of Macau and the schools in Macau that are aspiring to participate in the A S P activities in the near future. As the Centre was still very new, he shared his hopes to learn and exchange many experiences on A S P with the participating countries, as well as to forge close links and create networks with these countries. He concluded his remarks by extending a warm welcome to the workshop and to Macau and by conveying his best wishes for a successful meeting.

Mr. Noguchi followed with his speech in which he stressed the importance of the current workshop as being the very first sub-regional level workshop on ASPnet in the whole Asia-Pacific region. Recognizing that the A S P in the East Asia sub-region is currently not so active, he hoped for this workshop to give impetus to revitalize and expand the A S P in this sub-region. H e then thanked the three resource persons to this workshop and requested their substantive input and expertise, particularly in preparing a plan of action for the sub-region. H e also explained that the A S P programme had a long history,

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originally starting with three main objectives, namely (1) to learn about the U N , its objectives and activities, (2) to learn about human rights, and (3) to learn about culture and people of different countries of the world. H e noted that the focus and emphasis of A S P have been shifting and expanding in scope recently in accordance with changes in U N E S C O programme priorities. H e concluded by extending his sincere gratitude to the U N E S C O Centre of Macau again for their close cooperation in hosting the workshop immediately after the National Commissions meeting.

Dr. Zhou Nanzhao followed with elaborate opening remarks that set the tone of the workshop. In his speech, Dr. Zhou emphasized the important role that A S P could play in the Asia-Pacific region in promoting education for international understanding and peace. H e also mentioned that the A S P schools could assist in the process of educational reform to achieve quality education in the Member States of the region through the innovative pilot projects initiated by the A S P schools. At the same time, he noted the need for a thorough review and updating of the A S P in order to meet and reflect the various emerging needs of the region. Dr. Zhou stressed that the A S P schools had to become more dynamic and creative and become the key agents of change. H e expressed his hopes to revitalize the A S P in the Asia-Pacific region and requested the close cooperation and support of the participating countries. In turn, he promised to extend the full assistance of U N E S C O Bangkok Office to develop and strengthen the A S P in each country to this effect.

The opening ceremony was followed by a round of self-introduction and the group photo session.

The full text of the speeches is provided in Annex 3 to this report.

5. Participants

Representatives from the National Commissions of U N E S C O in the five East Asian countries and the U N E S C O Macau Centre, as well as representatives of A S P schools from the Republic of Korea, Mongolia and Macau, were invited and attended the workshop. The representatives of the Kyrgyz National Commission and of the National Federation of U N E S C O Clubs and Associations in Japan (NFUAJ) also took part as observers to the workshop.

The full list of participants is provided in Annex 1 to this report.

6. Closing ceremony

The D . P . R . Korea proposed to place on record the profound gratitude to the U N E S C O Centre of Macau for the remarkably efficient organization of the workshop.

SUPPAt^Êl DISCUSSIONS

7. Introduction to the Workshop

Following the Opening ceremony, M s . Maki Hayashikawa, Education Officer of the U N E S C O Beijing Office, w a s given the opportunity to provide a brief introduction to the workshop organization and to explain the tentative programme, which was subsequently adopted by the meeting. In view of the very short duration of the workshop, for practical reasons the following four people were identified prior to the commencement of the workshop to serve as Chairpersons in turn (in order of the session chaired):

Session 1: Mr. Masamitsu Oki, Deputy Secretary-General, Japanese National Commission for UNESCO

Session 2: Mr. Zhou Nanzhao, Chief, ACEID, UNESCO Bangkok and Mr. Noboru Noguchi, Director, UNESCO Beijing

Session 4: Mr. Zhang Xuezhong, Secretary-General, Chinese National Commission for UNESCO

There w a s no chairperson for session 3 on the afternoon of 28 September 2000, as a visit to a school was organized (details given in section 11 below).

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As for the Rapporteur, U N E S C O Beijing Office was entrusted to draft the final report, with the assistance of the U N E S C O Bangkok Office.

8. Presentation by U N E S C O P R O A P , Bangkok

M s . Yasuko Ogino, Consultant at the A C E I D Unit of U N E S C O P R O A P , gave a PowerPoint presentation on the overview of the A S P and s o m e regional perspectives and plans for an A S P network in Asia and the Pacific region. Firstly, she provided s o m e background to the creation of A S P and then suggested several themes and activity areas for A S P . She highlighted some activities that were being carried out by the U N E S C O Bangkok Office ( P R O A P ) at the regional level, particularly on the production of a series of teaching guidelines and learning materials to be used for promoting international understanding and core values on peace. She concluded by expressing her hopes for further expansion of A S P activities and closer cooperation with various partners and m e m b e r states in the region.

Mr. Zhou Nanzhao supplemented the presentation by informing the participants about the n e w discussion taking place in U N E S C O P R O A P on the need to review the philosophical basis of A S P in the Asia-Pacific region. H e stressed that the present guiding principles of the A S P require a shift in their emphasis and orientation in order to reflect the changing needs of the region. H e particularly pointed to the need to redefine the role of A S P , moving from the current status as a pilot project implementer to a more dynamic leader in the reform process of the education systems in individual nations or in the region, in which the A S P Network becomes an agent of change for quality.

H e stressed that the priority in setting up an A S P Network should not be the number of A S P schools registered but on the quality of the activities carried out by the A S P schools.

For this purpose, he suggested that each country should also start reviewing and examining the main orientations, goals and priorities of their national A S P s , with a view to making them more creative, innovative and dynamic. H e reminded the participants that such a national exercise would depend much on the commitment and the support of the National Commissions for U N E S C O in each country.

9. Country paper presentations

(a) China

Mr. Tao Xiping gave a presentation on China's recent activities carried out under the framework of the A S P and the U N E S C O Clubs and Associations. The presentation was given in Chinese, with English interpretation provided by Mr. Du Yue, Director of Programme Division of the Chinese National Commission for U N E S C O .

Mr. Tao Xiping first referred to one of their major events organized this year in celebration of the International Year for the Culture of Peace in August 2000, and at the occasion of the official visit of the Director-General of U N E S C O .

H e then explained that in China, currently there were five A S P schools located in three major cities of Beijing, Nanjing and Suzhou. China plans to submit their nomination for another 15 schools to be registered as A S P with U N E S C O next year. Upon acceptance by U N E S C O Headquarters, China will have 20 A S P schools.

Mr. Tao Xiping, referring to the Delors Report, mentioned that China's educational reform process has been very much benefited by the four pillars of learning to be, learning to know, learning to do and learning to live together and that these pillars should also help guide the A S P schools in China.

Recognizing the two main functions of A S P , Mr. Tao Xiping mentioned that A S P schools in China are playing a key role in promoting the reform process and setting models for other schools by implementing pilot projects. To this effect, only the schools of quality have been selected as A S P in China.

H e announced that China plans to organize two activities in 2001 under the A S P framework. Firstly, they plan to organize the first national workshop on A S P with the five A S P schools and the 15 prospective A S P schools to develop a national action plan for A S P in China. Secondly, they plan to translate and

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reproduce the A S P teaching/learning materials, manuals and handbooks into Chinese. They have already translated one handbook for teachers, the teacher handbook on the preservation of the World Heritage.

H e then m a d e three suggestions for the current workshop to consider in regard to the future development of A S P in the region:

Firstly, to establish a qualification standard for A S P schools candidates. H e suggested that to become an A S P school, (1) it must be representative of other schools and possess unique characteristics; (2) it must have a good understanding of U N E S C O ' s ideas and principles; and (3) it must be successful in achieving educational reform.

Secondly, to develop closer links between the activities of A S P schools and the U N E S C O Clubs and Associations. In this regard, he reported that currently there were 100 U N E S C O Clubs and 14 provincial Associations in China. Most of these U N E S C O Clubs are operating at primary and middle schools and have been organizing m a n y unique activities, especially in commemoration or celebration of international years and events designated by U N E S C O and the U N system, such as the International Years of the Ocean, for Tolerance, of the Aged, etc.

Thirdly, to establish an A S P network in China and with other countries. Since in China the U N E S C O Clubs and Associations already have a very large network, he suggested that links could be created between the U N E S C O Clubs and A S P schools to further expand the network.

Mr. Tao Xiping further elaborated on the particular characteristics of the activities carried out by the U N E S C O Clubs and Associations China. For example, he mentioned that U N E S C O Club schools have organized activities to benefit poor areas. Mr. Tao gave the example of the donation m a d e by a school in Beijing to a school for blind children in Inner Mongolia. H e also referred to activities carried out in the field of cultural heritage, under which s o m e U N E S C O Club schools m a d e a donation for the protection of the Silk Road heritage. In addition, he gave examples of major international level activities organized by the U N E S C O Clubs and Associations, such as international youth camps, an exhibition of paintings and an international workshop, that have helped to promote international understanding among children. The U N E S C O Clubs and Associations have achieved much through these social activities.

To promote these links with community activities and the schools, next year the Association will recommend another 15 A S P schools from the U N E S C O Club schools. The goal of Mr. Tao Xiping is to expand the A S P Network in China.

Five A S P schools in China have direct contact and communication with U N E S C O Headquarters in Paris and the other schools to become A S P s will also have a direct link with U N E S C O Headquarters. The hope is for the children involved in the A S P programme to learn much about international understanding and cooperation.

Mr. Tao hoped that in the future U N E S C O could help the development of A S P schools in China from the sub-regional and regional levels. H e confirmed the readiness of China to cooperate and work together with other countries to conduct research in new fields under the framework of A S P and also offered the wish of China to host the next A S P sub-regional workshop in East Asia.

(b) Japan

The presentation by Japan consisted of two parts:

(1 ) an introduction of A S P in Japan presented by Mr. Takashi Asai of the Japanese National Commission for U N E S C O , and

(2) a discussion of the activities of the National Federation of U N E S C O Clubs and Associations in Japan (NFUAJ) presented by Mr. Akito Terao, Deputy Secretary-General of the N F U A J , w h o w a s participating in the workshop as an observer.

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In his presentation, Mr. Asai first introduced the historical background and development of A S P in Japan since 1953, pointing out that A S P activities in their early stage were very important as one of the main modalities for practicing education for international understanding in schools. The number of A S P schools reached its peak in the mid-1970s with 30 schools, but since then has been in decline. A s of 2000, there are only 20 schools participating in A S P .

H e then elaborated on the current situation of education for international understanding in Japan, recognizing that internationalization and education were two important "pillars" for Japan's education in coping with the future social changes. H e explained that education for international understanding in Japan had two major aims:

• to raise the awareness of youths of their identify as Japanese, and • to foster a c o m m o n sense of belonging as citizens of the world.

Mr. Asai also introduced four concrete "cases" of education for international understanding currently being carried out at elementary schools in Japan.

Mr. Asai's report w a s followed by a presentation by Mr. Terao on the activities for education for international understanding from the perspective of the non-governmental organization. Mr. Terao first gave a brief introduction on his organization, N F U A J , noting with pride that it is the very first non­governmental movement for U N E S C O in the world. H e reported that currently there are 50 U N E S C O high school clubs in Japan actively taking part in the activities organized by or under the framework of the N F U A J .

Mr. Terao introduced s o m e of the various youth activities carried out by N F U A J . H e explained that most of these youth activities related to the promotion of education for international understanding. For example, the Asia-Pacific Children's Picture Diary Contest for the Children's Arts Festival, started in 1990, has been one of their major activities for international cultural exchange and understanding. Incidentally, he announced the organization of the 5th Children's Arts Festival next year and requested the participating countries in the sub-regional workshop to also take part in this event. H e also referred to the youth exchange programme between the Republic of Korea and Japan, which has been very successful and informed that they were planning to expand this youth exchange programme to other countries.

H e also introduced their n o w well-known Terakoya Movement, which was launched at the occasion of the International Literacy Year in 1990. Since then, N F U A J has succeeded in raising over U S $ 1 0 0 million to support literacy programmes all over the world.

N F U A J has recently launched an Internet website called the " U N E S C O Teachers' Club," and currently more than 150 teachers are participating in this website. It is an on-line network of teachers, w h o are interested in or actively involved in international education, and serves as a forum for exchange of information, materials, and ideas. For example, N F U A J translated U N E S C O ' s Peace Kit into Japanese and m a d e it available online so that teachers can download it and use it for their lessons. They are also in the process of translating the W H education Kit and to be m a d e widely available on the Internet for the use of teachers. Mr. Terao suggested that such an Internet network of teachers could be very useful for further expansion of ASPnet in the sub-region and hoped that other countries will join in this initiative in the near future.

(c) Republic of Korea

The presentation by the Republic of Korea w a s also divided into two parts. Firstly, Mr. C h o Woo-jin of the Korean National Commission for U N E S C O ( K N C U ) gave a general background to the A S P in the Republic of Korea. His main points included the historical development of A S P and the role of K N C U in promoting A S P activities and education for international understanding A S P . H e also described the major activities that have been carried out in 1999-2000. H e detailed the n e w plans of the K N C U to expand ASPnet considerably at the national level in the coming years, particularly through close cooperation with the newly established Asia-Pacific Centre of Education for International Understanding (ACEIU).

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M s . Lee Young-Ah, an English teacher from the Yongsan Middle School in Seoul, continued the presentation by giving a PowerPoint video presentation on the Cross-Cultural Awareness Programme (CCAP) . The programme w a s launched in September 1998 by the K N C U in cooperation with the Ministry of Education of the Republic of Korea. The Yongsan Middle School has been one of the A S P schools actively implementing the C C A P , under which they invite foreign residents in Korea to share the culture of their countries with the Korean students. The programme has contributed to ridding the school classrooms of prejudice of different cultures and to encouraging participants to be aware and accept the differences between cultures. M s . Lee informed the workshop that the C C A P has so far had a very positive impact on the students and the school teachers, as well as on the visiting foreign volunteers and even the Korean interpreters w h o assisted in the C C A P activities in the schools. She concluded by saying that the C C A P has become very popular and that m a n y more schools were hoping to participate in the programme.

(d) Democratic People's Republic of Korea

Since D .P .R . Korea is not yet a participating country in the A S P , they did not m a k e a presentation for this workshop. However, the delegate of the D .P .R . Korea informed the meeting that they were currently examining the possibility of joining the A S P , and hoped to be participating actively in the near future.

The delegate further inquired on the reasons that the 13 non-participant countries in the Asia-Pacific region had not yet joined A S P . The Chairperson (Dr. Zhou Nanzhao) replied that these 13 countries were from the Central Asia and the Pacific Island states and that they had not joined A S P yet either because they were still a young country (mainly the Central Asian countries) or because of financial reasons (for the Pacific Island states). The Chairperson mentioned that the U N E S C O Bangkok Office w a s currently working with U N E S C O Almaty Office to encourage and help these Central Asian countries to join in the A S P network.

The Chairperson noted with much appreciation D . P . R . Korea's achievements m a d e in achieving universal primary education and hoped that D . P . R . Korea soon will be joining the A S P network, as they can provide a very good model for other participants.

(e) Mongolia

The presentation by Mongolia was given by Mr. C h . Lkhagvazhav, Director of the Technology Development Institute. In Mongolia, there are only three A S P schools. Given that there are more than 600 secondary schools in the country, Mr. Lkhagvazhav felt this number w a s too small. H e noted that s o m e of the obstacles to developing ASPnet were the lack of information on ASPnet, lack of stimulation, the limited capacity of the National Commission to support ASPnet, etc. In order to develop a favorable environment for the development of ASPnet in Mongolia, he identified several key issues that Mongolia w a s currently examining, including the legal conditions for educational development, the introduction of new technology in studying, the development of new curriculum for secondary schools, the transfer to a democratic and humanitarian society, and the respect for Mongolian traditions.

H e referred to the potential of the Internet in serving the A S P schools as well as the need to organize workshops for national coordinators and to produce more materials on the A S P . H e concluded by saying that the International Year for the Culture of Peace and the Manifesto 2000 will continue to be a valuable exercise for promoting the development of an environment for every citizen to become a creative and pro-active human being.

(f) Macau Pui Ching Middle School

The presentation on "The culture activities of Macau Pui Ching Middle School's History and Geography Society" w a s given by Mr. Chiang Kuok Hong, geography and English teacher of the school. H e first explained that U N E S C O Club w a s a brand n e w idea in Macau, since the U N E S C O Macau Centre w a s only created two years ago, and that the schools in Macau are still experimenting and learning about

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U N E S C O in general.

Since there were no official U N E S C O Clubs yet, the presentation described the activities that have been undertaken by the school's History and Geography Society, which had much in c o m m o n with U N E S C O ' s fields of competence and concerns. The main activities introduced (with the help of a PowerPoint photo projection) were:

• Organization of visits and study tours • Photo exhibitions • Participation in social investigation and writing reports on history and geography • Compilation and publication of books • Propagation of environmental protection • Attendance in academic seminars.

Through these activities, the students have gained m u c h valuable experience, particularly in the field of publication of books, and teachers do not intervene in the process left to the initiatives of the students. The books published by the Society are distributed to all libraries and sold in bookshops in Macau as well.

Since a visit w a s scheduled to the Macau Pui Ching Middle School, further explanation w a s given during the visit at the school.

11. Visit to the M a c a u Pui Ching Middle School

A visit to a secondary school in Macau that was actively engaged in activities related to U N E S C O ' s fields of competence w a s organized in the afternoon of the second day.

The group visited the Macau Pui Ching Middle School, a private Catholic institution founded in 1889. The school currently enrolls over 3000 students, with a 2:1 ratio of boys to girls. The School in fact has a kindergarten and a primary school attached as well.

The participants were received by the principal of the middle school, Mr. Lei Cheong Lap, w h o gave a brief introduction to the school's history, composition and key activities. Then participants took a quick tour around the school campus and building.

After the visit, Mr. Chiang Kuok Hong, one of the workshop participants and a teacher at the school, briefly explained the educational system in Macau to the participants.

Education was supported by the Portuguese for the Portuguese schools, and very little funding w a s given to local education. It w a s only after the war, when missionaries started to set up schools for poor children in Macau, that education became more universally available. Therefore, most schools in Macau are only 50 years old. Since 1990, the Macau Government has provided a free education system and has started to provide subsidies to the schools. At first, free education w a s only offered at the primary school level, but in 1995, lower middle school also became free education. Education at the senior high school level still requires fees.

Since under the Law on Education in Macau there is no obligation to the parents to send their children to school at a given age, education cannot really be said to be "compulsory" in Macau.

12. Action Plan for ASPnet in East Asia Sub-region

The final session of the workshop discussed possible activities to be launched and carried out in the countries and in the sub-region in ASPnet. The session was chaired by Mr. Zhang Xuezhong, Secretary-General of the Chinese National Commission.

In order to proceed efficiently with the final session, each country w a s requested to prepare in advance a number of proposals both at the national and sub-regional levels and even on the regional level. It w a s suggested by the Chairperson that the regional level proposal later be submitted to the U N E S C O Bangkok Office in the n a m e of the East Asia sub-regional group for their further consideration and

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follow-up action and support.

Following the submission of a number of concrete proposals by China, and further supported by Japan, Mongolia, and the Republic of Korea, all the participants agreed to submit the following five concrete proposals for follow-up by each country and U N E S C O :

1. To invite all of the A S P schools in the participating countries to establish their o w n homepage and website, with the objective to share experiences in this field.

2. To organize A S P activities under the theme "Our C o m m o n Heritage" to allow young people to learn and share their national and regional treasures and to exchange experience in this respect.

3. To set up a teachers training programme for A S P teachers at sub-regional level.

4. To organize exchange programmes at sub-regional and regional levels, with a proposal to U N E S C O Bangkok to organize the first Asia-Pacific regional workshop as soon as possible (maybe sometime in 2001) to exchange experiences in A S P school activities. At the sub-regional level, it w a s proposed that the second sub-regional workshop be organized in 2001 in Beijing.

5. S o m e projects could be formulated on subjects such as the protection of intangible heritage (especially noting the Director-General of U N E S C O has attached much importance to the protection of intangible heritage), environmental education, cultural tourism, etc.

A few other suggestions were m a d e for further consideration. Firstly, recalling the recent establishment the Asia-Pacific Regional Centre of Education for International Understanding (APCEIU) in the Republic of Korea, it w a s proposed that the activities or projects by A P C E I U could go hand-in-hand with A S P activities at the sub-regional or regional levels.

Secondly, it w a s also proposed that teacher training and exchange programmes should be the priority activity of A S P in the sub-region.

Thirdly, with reference to the c o m m e n t by the delegate from the secondary school in Macau, it w a s further stressed that in order to establish, promote and strengthen A S P activities in the sub-regional countries, there is a need to more rigorously publicize the ASPnet through the m a s s media. In this regard, the Chairperson further noted that the countries in the sub-region should take advantage of the information communication technology for publicizing, promoting and sharing information on A S P a m o n g the countries.

Lastly, regarding the concern about financial resources to carry out the proposed activities, it was further suggested that the Chairperson remind each country that it should raise the funds for its o w n national activities, while for the regional or sub-regional levels, funds should be explored and sought through U N E S C O ' s regular and extra-budgetary sources.

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Part II

PRESENTATION PAPERS

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A S P Activities in China

Current situation of A S P schools in China

1) There are 5 A S P schools in China, located in Jiangsu Province and Beijing City. These schools carried out m a n y activities to promote international peace and understanding. At present, w e are preparing to apply for 15 more A S P schools to U N E S C O H Q s , it will be 20 schools recently.

2) The function of A S P schools in China

A) Exploratory In order to cultivate talent facing to 21 Century, it is necessary to discuss how to make the idea of culture and peace infiltrate through education reform. During this process, the main point of this reform is to promote research on quality education, namely, embody the target of improving educators' quality, therefore reach the requirement of "learn to survive, learn to study, learn to work, and learn to live together" by U N E S C O .

B) Example Because A S P schools are high level schools, and have good conditions, s o m e schools have their o w n website, so they can influence, and can bring experience to other schools, promote the alteration of education idea, and make an example for other schools.

3) Contribution of U N E S C O Club to A S P Schools Chinese U N E S C O Club was funded in 1985, earlier than A S P Schools. Because U N E S C O Club and A S P school has commonness , so w e put part of A S P schools activities into U N E S C O Club's activities. There are over 100 U N E S C O Clubs and 14 local associations in China. They are all developing activities under the leadership of Chinese National Commission. The character of activities:

A) Develop activities closely U N E S C O ' s subject, such as • International tolerance and peace • International sea year • International old people' year • International culture heritage • Peace Culture

B) Participate in activities, including: • Support compulsory education in rural area • Donate to blind children in Inter-Mongolia • Propagandistic activities in the street to protect environment • Millions people's signature about Tai Lake • Protect Silk Road's culture heritage

C ) Strengthen national and international exchange • Hold s u m m e r camp • International workshop • Calligraphy and painting contest • Exchange visit activities

These activities are part of A S P schools' activities, it is benefit for A S P school to concern international and social things, to attend social practice. Therefore it develops A S P schools' activities, and accumulates experience for future activities. Mr. Koi'chiro Matsuura, the Director -General of U N E S C O highly evaluated the art performance for celebrating the International Culture of Peace after watched it in this August.

1. The workplan and suggestion of carrying out activities

China will develop A S P school from quantity and quality according to U N E S C O ' s strategies and plan, the detailed plan is as following:

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1 ) China will increase the amount of A S P to 20. 2) According to four mainstay scheme proposed by U N E S C O 21 Century Commission's report,

make youth and student learn to live together. 3) Translate and publish U N E S C O ' s training materials and publish the training manual on

protection of culture world heritage in 2000. 4) China would like to undertake the Second A S P Meeting.

W e still suggest:

1) Strengthen A S P school's transverse connection; promote A S P net to exchange experience, open activities.

2) Build national coordination system to coordinate A S P school and U N E S C O Club' s activities. 3) Make c o m m o n standard of A S P School, as the m e m b e r of A S P School should capable to

organize and carry out activities to contribute to the international culture and peace. 4) Promote A S P school to involve in teaching reform, mobilize teacher and students to participate

in A S P activities. 5) U N E S C O should support A S P activities widely.

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A S P Activities in Japan

A S P activities as one of the practices of education for international understanding

1. History of A S P in Japan

A S P activities in Japan had started at 4 junior high schools and 2 senior high schools in 1953. The main activity was pilot study of the education for international understanding. From 1956, 13 schools had joined into this project and the activities had changed from pilot study to activity depending on the level of the school and having due regard to the school's actual situation.

Since the "International Conference for the readers of U N E S C O A S P " in 1963, education for international understanding has spread into elementary schools and A S P had relation with civil education and lifelong learning. The themes of the A S P were not only human rights, foreign countries, United Nations, but also environmental pollution, environmental assessment, natural resources, etc.

"Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to H u m a n Rights and Fundamental Freedoms" adopted in 18 th U N E S C O General Conference (1974) had given a great influence to education for international understanding.

A lot of schools introduced education for international understanding, however, they did not treat A S P . The number of Associated Schools was 30 in 1975, but that became less and less. N o w 20 schools join into A S P in 2000.

2 . T h e m e of A S P

There were three c o m m o n themes, "study of human rights," "understanding of other countries and cultures," and "study of United Nations and its Special Organizations," so as to compare each other with the result of the studies.

As for the themes adopted by Associated Schools in Japan, they had priority to study of human rights in the beginning, however they moved the priority to integrated study of three themes. O n the other hand, understanding of other countries and cultures w a s on the flat level and study of U N was very limited on the whole.

3. Problem of A S P in Japan

Japanese government has promoted education for international understanding and foreign language education for over ten years, but unfortunately A S P has not treated as the effective way of education for international understanding. There were several reasons why A S P activities have not become popular in our country. O n e reason is that the separate section of the ministry administers education for international understanding and A S P . The other reasons are on the quality of teachers, quantity of the teacher's task, and so on.

Current situation of education for international understanding in Japan

1. The Significance of Education for International Understanding in the Report of the Central Council for Education

The First Report by the Central Council for Education, 'lhe Model for Japanese Education in the Perspective of the 21st Century, 19 July 1996," shows the basic future direction of education in Japan. The First Report regards the field of internationalization and education as an important "pillar" of education from the perspective of future social changes.

Internationalization and education, according to the First Report, consists of 4 themes, one of which involves the "strengthening and enriching of education for international understanding:" The First Report describes the situation as follows:

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"In the context of the advance of internationalization, it is very important for children to develop a feeling of understanding of different cultures and an attitude of being able to live in harmony with people from these cultures. The kind of education needed to cultivate these qualities has already been incorporated in different forms into regular subject teaching, Moral Education and Special Activities, or into school-based events, in m a n y schools. However, w h e n w e think of international society in the future with the increased deepening of interdependence, w e believe there is a need for education in this area to be strengthened still further and for schools to have a very clear grasp of the ideas involved in education for international understanding."

The report also states that in the context of promoting education for international understanding, the significance of existing international exchange activities conducted in a variety of forms, including study tours to foreign countries, affiliations with sister schools and the hosting of foreign students in Japanese schools, should be recognized. There is also a need, depending on the level of the school and having due regard to the school's actual situation, to provide support for those efforts already being m a d e .

In addition to such report, the report states that since there can be no question about the importance of the role played by teachers, it is recommended that the curriculum concerned with international understanding in initial teacher education courses and in-service training should be strengthened and that the s c h e m e s for sending teachers overseas should be expanded. In line with this, the opportunities for overseas study by m e m b e r s of local boards of education w h o are involved in giving advice and guidance on school educational activities should be also expanded.

Based on such recommendations, w e are trying to expand various programs for sending teachers overseas and to utilize teachers and other personnel with overseas experiences actively for international understanding education.

2 . Aims of Education for International Understanding

The following two points are very important as aims:

• Identity as Japanese: Realizing that he or she is Japanese, to deepen his or her creativity and contribute to the creation of a n e w culture.

• C o m m o n sense as a citizen of the world: To understand the importance of mutual reliance and the role of a nation in contributing to international cooperation. From the following three points of view, education for international understanding is conducted through all educational activities at school.

1 Appreciation of foreign cultures:

To develop an ability to understand the cultural differences between Japan and other countries, and foster an attitude of respect toward the differences in cultures.

People in various regions have created cultures over the passage of a long time. In the study of cultural differences, let students ask such questions as " W h y " or " H o w " have such differences c o m e about?" and enable them to find the answer by themselves. W e must then be careful not to compare one culture with another to judge its superiority and not to look at a culture from a critical point of view. The attitude of understanding the characteristics of each culture and respecting them must be fostered.

2 Understanding of h u m a n beings:

To foster the positive attitude to accept people w h o have different ideas or ways of living and to have respect for them.

Let students recognize that they are living with various types of people, depending on each other, that they should accept various ways of living and senses of values and realize their good aspects.

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3 Self-expression and communicative competence:

To foster communicative competence to express oneself clearly and understand each other. By understanding a speaker's intentions, idea and feelings well, m a k e it possible for students to express their o w n ideas and feelings clearly.

3. Introduction of "Period for Integrated Study" and Education for International Understanding

The Course of Study, which serves as the curriculum guideline for schools, has been revised according to the above-mentioned report of Central Council for Education. In the revised Course of Study, the "Period for Integrated Study," recommended in the report has been introduced.

This cross-curricular period for study covers such area as information technology, environment, welfare as well as education for international understanding.

This "Period for Integrated Study" is an important feature of the n e w Course of Study and represents a large number of hours in curriculum. The period is to be introduced from the 3rd grade of elementary school and its aims for students are as follows:

a) To establish one's own tasks or projects from one's own motivation, think and judge independently, and develop quality and ability to solve problems better

b) To learn h o w to think and study, develop the attitude of working on problem-solving and research activities independently and creatively, and to become able to think about one's own w a y of living.

Based on these aims and in accordance with the particular characteristics of the school and the community, learning activities are to be carried out, such as cross-curricular and integrated tasks covering areas such as international understanding, information technology, environmental problems, welfare/health, such tasks should be based on children's interests and concerns, according to the situation of the community and the characteristics of the school.

T h e "Period for Integrated Study" involves each school level, elementary, lower secondary and upper secondary, and can be continued through each learning stage.

4 . Case Examples of Education for International Understanding at Elementary school :

Case 1

a) Grade and features:

4 t h grade of elementary school Instruction of Social Studies utilizing Internet

b) Aims of instruction: To understand relations with other countries through learning about Japanese lifestyles and culture, and to develop the basic qualities for living in an international society

c) Class contents: With an aim to introduce the children's o w n prefecture to foreigners, various groups were formed. Each group concentrated on a theme, obtaining information from the h o m e page of the prefectural office and utilizing the Internet.

This activity aimed to enabJe children to increase their use of information technology and to deepen the understanding of their o w n culture.

d) Class development: • Confirmation of learning contents: consideration of Brazilian children • Decision on the group theme: nature in the prefecture, sightseeing spots, etc. • Discussion on h o w to get information: use of Internet • Utilization of Internet: accumulation of information • Presentation: making the contents easier for non-Japanese to understand

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e) Results and assessment for the future: Most children showed a strong interest in the Internet and were surprised that data w a s renewed on a daily basis. They became adept at selecting necessary information for their project. After making a h o m e page, they received e-mails from Hong Kong and other places and expanded their communication with schools in and out of Japan. They are hoping those areas with which they exchange will be extended to Asia and Africa in the future.

Case 2

a) Grade and features: 3rd and 4 th grades of elementary school Exchange activities with Korean people

b) Aims of instruction: To foster children w h o can respect others, have an open mind and express their o w n ideas through the opportunities of having direct contact with people with different cultures, customs and languages.

c) Class contents: The class welcomed 24 Korean people and learned about Korean g a m e s , school life, food and clothes, songs, etc. By making small groups and asking questions on various topics, children had the opportunity to experience customs different from their own and in doing so tried to understand and accept them. At the s a m e time, through the discussions they developed their abilities of expressing their opinions to others.

d) Class development: • Discussion on class activities: exchange activities with a neighboring country, Korea • Division of groups by theme: what are children interested to know and find out • Discussion on their findings: encourage children's interest and concern in foreign countries • W e l c o m e activities for visitors: introduction of Korean ethnic costumes and daily life • Free discussion in small groups: communication of children's o w n ideas and feelings • Exchange of impressions of the activities

e) Results and assessment for the future: Since the number of children w h o are interested in finding out about foreign countries on their o w n accord has increased, this activity can be seen to have developed children's willingness and interest to learn. It is necessary to consider h o w to combine such knowledge and direct h u m a n exchange effectively from now on.

Case 3

a) Grade and features: 5th grade of elementary school Cross-curricular and integrated study in a "barrier-free" educational environment

b) Aims of instruction: To understand that there are various cultures and customs in the world and each of them should be respected, and also that it is important for people in the world to help each other as partners

c) Class contents: To find out about lifestyles and cultures in Asian countries, which have close relations with Japan and to foster the attitude of thinking and judging from an international viewpoint

d) Class development: • To find out about the main trade partners of Japan : Korea, Indonesia, Saudi Arabia • M a k e groups for specific countries : exchange opinions on what to look up • Research activity, information-sharing activity, exchange activity : 15 hours' learning plan

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• Presentation : presentations given by each country group • Exchange of opinions: relation between Japan and Asian countries

e) Results and assessment for the future: Children understood the importance of cooperation with Asian countries. Children felt the importance of h u m a n relations as the basis of international society through those activities. Children are interested to know about other countries outside Asia.

Case 4

a) Grade and features: 6th grade of elementary school " W e , people of the earth," cross-curhcular and integrated study

b) A ims of instruction: To develop an open mind to b e c o m e engaged actively with foreigners and foreign cultures and the ability to solve problems independently through research on foreign countries and actual exchange activities with people from different countries.

c) Class contents: To carry out learning activities throughout the year with a focus on international understanding T h e three themes based on children's interests/concerns were i) exchange with foreign Countries, ii) world music, iii) play in English! (English conversation). Various sizes of groups were m a d e according to the contents of activities.

d) Class development: (Example of "Exchange with foreign countries")

• D o research on countries with close relations with Japan e.g. U . S . A . , China, Russia, Brazil, Britain etc.

• Choose one's area of research and m a k e preparations for an International Fair, gathering interesting information from books and the Internet

• Have an exchange session with people from the selected country (cooperation of 13 foreign helpers)

• Summarize information from the session • Provide information at International Fair Posters, pamphlets, quiz, g a m e s , model toys,

pictures, and so on

e) Results and assessment for the future: Children b e c a m e active in expressing themselves and acted independently through the cross-cultural and integrated study. The reasons for this were: the tasks were relevant to the children's o w n lives, m a n y experience-based activities were utilized, and various learning styles were used for problem-solving activities. It is necessary to take into account the children's actual situations, the contents of instruction, the characteristics of the children's local area, social changes and so on for the development of n e w integrated learning units.

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A S P Activities in Mongolia

By Ch.Lkhagvazhav

Before of all I would like to express m y sincere thanks to U N E S C O Beijing office and U N E S C O Centre in Macau for inviting m e to participate in the first meeting on ASPnet in East Asia sub-region.

The United Nations has proclaimed the year 2000 as the International Year for the Culture of Peace, and the years from 2001 to 2010 as the International Decade for a Culture of Peace and Non-violence for the Children of the World.

This event in the year 2000, which is at the beginning of the new millennium, offers to all of us a unique opportunity to strengthen and develop the culture of peace within the wide framework, including that of schools, family and whole nation. Despite the fact that Mongolia admitted into the network of U N E S C O Associated schools (ReSEAU) just in 1985, it is obvious that it gives tangible results. In this connection, I would like to note that in Mongolia only three schools involved into the A S P network. Considering the point that w e have more than 600 secondary schools, it doesn't make any sense. Thus, evaluating and analyzing an environment for development of the ASPnet in Mongolia w e identified following factors as important issues and take into the account in case of managing the aim and purpose of Manifesto 2000:

Strengths • Educational development meets positive legal condition • A new technology of studying are innovates faster in the recent years • N e w curriculum development for Mongolian secondary schools, teaching and learning materials development in the recent years • Mongolian traditions such as respecting each other, peaceful mind • The fact of transferring into the democratic, humanitarian society turned public psychology, freedom of mind, the sense of individualism, importance of creative life and many other new knowledge, skills, attitude and values sets into the human mind

W e a k n e s s W e met different kind of obstacles in our activities such as lack information about A S P network, lack of stimulation to involve and promote A S P ' s network, beside of National Commission lack of ability to support, and few schools which are involved into the network.

Opportunity • Create A S P network considering territory location • Connect to Internet service associated schools • Translate and deliver major documents of U N E S C O • Organize workshops for National Coordinators • Production of teaching and learning materials • Turn into strengthen all weaknesses, pointed above

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These opportunities are the main goals for increasing ASPnet activity in Mongolia. With the purpose to implement these goals w e are set our working mechanism by the following way:

1

U N E S C O Clubs and

National Commission

^ _ w ^ ^ p

Associated NGOs

t Other schools (non-associated)

These opportunities are the main goals for increasing ASPnet activity in Mongolia.

With the purpose to implement these goals w e are set our working mechanism by the following way: Moreover, the organization has given a call for every school to join this network. A great importance is attached to actively involve the school teachers, students, and the general public, including particularly the m a s s media in particular. The Associated Schools should play a large role in fostering the public awareness of and to promote measures (their active participation in the Movement) for gathering 100 million signatures with the aim to support the Culture of Peace activities, organized by the U N E S C O . The work being organized within the framework of the U N E S C O Associated Schools should be in the direction so as to include all the schools, parents of students and local communities, and one which actively involves students and pupils in every its activity, and wich carries out its activities by using the research study, communications, culture and information, and includes widely the m a s s media organizations, and moreover is in conformity with the interests of children and youth, by which opens up their talents and strengthens their self-reliance, and promotes the culture of mutual respect for each other.

In order to create a viable network of schools at the national level, it is necessary to m a k e effective co­ordination, to promote and support a mutual understanding of educational institutions, to exchange the information nationally through effective and efficient ways , and to implement communication dissemination methods.

It is understandable that the membership m e m b e r of associated school in each country is linked with its population size. However, the success of the Associated Schools depends upon the work quality of each individual m e m b e r .

Because, according to the Mongolian government strategies and action programs for development of education to the year 2005, and spirit of the L a w on Education of Mongolia, the mission of the Mongolian educational system is to establish an enabling environment for every citizen to develop into a creative and pro-active h u m a n being, and to acquire a cutlure of communication with a deep respect for each other, w e would like to specially note that there is full possibility to work by giving all-round support for the ideas of the "Manifesto 2000 for the Culture of Peace and Non-violence" in Mongolian schools.

Thank you for your attention.

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A S P Activities in the Republic of Korea

Parti By C H O Woo-jin Education Unit, Korean National Commission for U N E S C O

History

The Republic of Korea, which has been a m e m b e r state of U N E S C O since June 1950, first participated in U N E S C O Associated Schools Project in 1961. In the beginning only four secondary schools joined U N E S C O Associated Schools Project network, but the number of the A S P schools in Korea is 68 as of 31 July 2000 (including 24 primary schools, 12 middle schools, 28 high schools and 4 universities of education). The initial purpose of ASPnet in Korea was to introduce different cultures and to deliver new sources of knowledge and information to Korean society. In supplement nowadays, however, its goal includes conducting research on global conflict resolution and disseminating Korean culture and tradition to the countries abroad.

For the past 40 years, A S P in Korea has experienced several ups and downs by various circumstances. I think A S P was generally quite an unfamiliar project to the educational situation at the starting point. After having held A S P annual seminars several times and the establishment of the A S P Planning Committee in 1965, to show the guidelines of A S P activities, it was really welcomed by educators and teachers as a very experimental and valuable program to promote education for international understanding and peace in Korea. O n e of the most memorable activities was the Asian Regional Conference on A S P held in Seoul in 1971. At this conference, the creation of a center of education for international understanding was already recommended.

A S P activities, however, were declined in Korea from the middle of the 1970s to the early 1980s. The 9th Forum of A S P schools held in 1981 provided the opportunity to reactivate ASPnet in Korea. In addition, in the same year the Second Asia-Pacific Conference on A S P was held in Seoul with participants from 11 countries. After these conferences, The Development Plan of Education for International Understanding (1985) and Teachers' Manual on Education for International Understanding (1988) were published and disseminated at the national level by the Korean National Commission for U N E S C O . Those books have been evaluated highly as very comprehensive materials to provide guidelines for ASPnet activities in Korea.

The second period of stagnation came around from the early 1990s to 1994. Due to the financial constraints and insufficient human resources of K N C U , ASPnet activities also weakened in Korea. In 1994, the Korean Government, however, pushed forward the policy of Segaehwa (globalization), the Ministry of Education was deeply interested in the field of education for international understanding and designated K N C U as the National Center of Education for International Understanding in 1995. ASPnet in Korea, of course, has been one of the most important bases to implement many sorts of programs of the National Center.

K N C U has limited appropriately the size of ASPnet in Korea for the quality of the A S P in Korea, because A S P is still recognized as a pilot project. Under the background of the National Center, K N C U is making a new plan to expand ASPnet considerably at the national level. For example, K N C U is testing to manage K o r e a - U N E S C O Associated Schools Project Network more effectively in a dual membership system, with either regular membership or associate membership. In Korea, principals and teachers of public schools are transferred to other schools approximately every 4-5 years. They, public schools, have lots of difficulties in maintaining A S P activities and accumulating experiences in their own school. After evaluating A S P schools that have done unceasing activities, K N C U classifies the school as regular members .

Furthermore, ASPnet in Korea will be expected to reorganize and promote closer cooperation with ASPnet in other countries, especially in the Asia-Pacific region, under the collaboration with the Asia-Pacific Centre of Education for International Understanding (ACEIU) established by the Agreement between U N E S C O and the Korean Government on 26 August this year.

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Structure

1. Korean National Commission for U N E S C O

K N C U , as from the beginning, is still the key organization responsible for coordinating ASPnet in Korea. K N C U provides documents on A S P , financial support to pilot projects at each school level, holds c a m p and workshops for A S P students and teachers as well as serving the role of a liaison office and clearing house for ASPnet. The Education Unit of K N C U , consisting of 6 staff members, has been concentrating on the field of education for international understanding for several years. ASPnet in Korea under the umbrella of K N C U plays a very important part in disseminating and developing teaching-learning materials in the field of education for international understanding at the primary and secondary school levels. Most of ASPnet activities in Korea are coordinated comprehensively by the Director of Education Unit of K N C U .

2. The Advisory Committee of Education for International Understanding

The Advisory Committee of Education for International Understanding was established in 1997, succeeding the Planning Committee for A S P established in 1965. The Committee is composed of within 15 members , with a 2-year term, whose purpose is to advise the policies and methods to implement education for international understanding. They also examine the application of new A S P school and evaluate the annual report from each school. The functions and members of the Committee will be reorganized, however, due to the proposed International Advisory Committee of ACEIU .

3. Teachers' Council of Education for International Understanding

Teachers' Council of Education for International Understanding w a s founded in 1996, the goal of the Council is to contribute to realizing the idea of U N E S C O through activities on education for international understanding. The Council is composed of teachers who are keenly interested in the activities on education for international understanding. Most members are ex and incumbent A S P teachers at primary and secondary schools. In particular, the steering committee of the Council has been very active and productive. They wrote and translated very useful teaching-learning materials by themselves or in collaboration with professors. They are also the very core members of 6 local councils that have served as branches of the main Council since 1999.

Major Activities in 1999-2000

In 1999, there were many noteworthy items of the ASPnet activities last year. First, 35 students of primary and secondary schools were respectively awarded A S P model student prize recommended by each school principal. Second, four secondary schools of Korean ASPnet participated in the experimentation of the World Heritage education resources kit for teachers 'World Heritage in young hands' within the U N E S C O ASPnet. Third, two students from secondary schools and one teacher successfully took part in the World Parliament of Children in Paris, 20-28 October 1999, organized by U N E S C O and the French National Assembly. Last, K N C U has maintained a cyber space site for ASPnet in Korea as a part of the homepage of the National Centre of Education for International Understanding under the financial support of the Ministry of Education.

The financial state of ASPnet activities this year is much more sufficient by support of the Ministry of Education. K N C U has promoted two types of 'learning by experience' programs to further education international understanding. In the first type, K N C U provides the funds to A S P teachers w h o proposed their ideas. This type gives the opportunities to m a k e decisions and realize their o w n programs by themselves and to encourage them in joining the ASPnet actively. More than 9 A S P schools have selected to receive over $1500 each in the early this year. They will submit the final report and financial statement to K N C U after completing their pilot project on education for international understanding. In the second type, K N C U organizes and manages the 'learning by experience' program firsthand. The first learning by experience program using m u s e u m s was already held at selected m u s e u m in M a y this year. The purpose of this program is to arouse interest in m u s e u m education and education for international understanding by teachers, students, parents and persons related to m u s e u m s and to develop m u s e u m s as an experience learning field for education for international understanding. K N C U has a plan to do a similar program in autumn this year.

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ASPnet and Other ElU-related Program

1. Teachers' Training Course on Education for International Understanding

A s an annual program since 1996, K N C U organized this training course on education for international understanding for 7-10 days in August, at the Youth Centre in Ichon City, it is the location of the Asia-Pacific Centre of Education for International Understanding. Primary and secondary teachers (around 40-60) recommended by sixteen municipal/provincial boards of education in Korea participated in this training course led by 21 lecturers composed of eminent professors and practical experts. The Ministry of Education has provided the financial support and accredited this training course as an official regular course for teacher training. Most new A S P teachers have studied education for international understanding by joining this training course.

2. Cooperative Project for Educational Development in Asian Countries

The Ministry of Education and K N C U provided financial support to Vietnam through the U N E S C O Fund-in-trust and had close cooperation with the Vietnam National Commission for U N E S C O in organizing a National Seminar on Education for a Culture of Peace for U N E S C O Associated Schools in Vietnam. The Seminar was held in Hanoi from 1-3 December 1999 and a representative of K N C U and an A S P teacher were sent similarly to the Seminar. An international youth forum between Mongolia and Korea constituted another cooperative project. Five Mongolian students participated in the Arirang C a m p , one of the K N C U ' s youth programs held in August in 1999. They also visited to make firsthand observations of the activities of some Associated Schools and experienced home-stay in Korea. Also, five Korean participants are participating in 2000 Blue-Sky Youth C a m p in Mongolia this week. Three of them are students of the Daewon Foreign Language High School, which is a really active A S P school in Korea.

Part II

A S P : Cross-Cultural A w a r e n e s s P r o g r a m m e By Young-Ah Lee Yongsan Middle School

Associated Schools Project

Associated School Project (ASP) aims at mobilizing schools throughout the world in order to strengthen the role of education in promoting a culture of peace and tolerance.

A S P is also helping to foster this commitment to peace and tolerance by promoting education for peace, democracy, human rights, solidarity and mutual understanding in order to prepare our youths to overcome the complexities of a rapidly changing world.

A S P has four main themes of studies that provide a basis that can be extended to other fields. The themes are:

• World concerns and the role of the United Nations system in dealing with them

• H u m a n rights, democracy and tolerance

• Inter-cultural learning • Environmental issues.

A S P schools in Korea have been carrying out programmes relevant to these themes. O n e of these programmes is the "Cross Cultural Awareness Programme" (CCA) which focuses on inter-cultural learning, promoting a better understanding and appreciation of other customs, traditions, and values.

At first, only a few Associated Schools took part in this programme. However, through the expansion of A S P , over 110 schools are now participating in this programme.

In Korea, a homogeneous country, C C A P is having great positive effects on all the participants. From

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this programme, the participants are able to realize the principle that "one of our greatest wealths in the world is cultural diversity."

Cross-Cultural Awareness P r o g r a m m e

The Cross-Cultural Awareness Programme (CCAP) w a s first launched in September 1998 by the Korean National Commission for U N E S C O in cooperation with the Ministry of Education of the Republic of Korea.

C C A P invites foreign residents in Korea to share the culture of their countries with the Korean students. They are asked to visit schools and meet young Korean students as Cultural Exchange Volunteers (CEVs) in collaboration with Korean Interpretation Volunteers (KIVs) and schoolteachers.

C C A P w a s designed to augment the education of international understanding in schools by sensitizing the Korean youth to the need for international understanding as well as learning tolerance and developing cross-cultural appreciation. It also provides opportunities for individuals from different cultural backgrounds to share traditions with others in order to strengthen their commitment to foster a community of mutual respect. It also encourages positive interaction between the Korean and foreign communities, creating a constructive partnership through a process of open-ended dialogues between Koreans and the people of different nations residing in Korea.

C C A P is not only designed to provide Korean students with knowledge of specific cultures, but also, more importantly, to enhance students' thoughts and attitudes in favor of cultural diversity and open-mindedness. Therefore, strong emphasis is put on an interactive approach focused on action and experience that can inspire students' creativity and spontaneous participation.

This year, it is expected that around 440 C C A P classes will be conducted at 110 schools nationwide. In particular, starting this year, the programme will be available on the Internet.

C C A P volunteers also participate in monthly meetings to discuss their C C A P activities such as their classes and their experiences in schools, sharing their cultures with the other participants. By involving themselves in this unique and exciting endeavor, all participants are able to increase their understanding of one another and deepen their commitment towards building a culture of tolerance and mutual respect.

School Classrooms Freed from Prejudice

Mr. Mukul Basu from India, along with a Korean interpretation volunteer, arrived at Yongsan Middle School in Seoul. They greeted the students waiting for them in the school auditorium.

Most of the students approached Mr. Basu, w h o was dressed in an Indian traditional dress, with curiosity. S o m e students, although they were shy, said hello" to him timidly. It w a s the first time the students saw an Indian in traditional costume even though they had learned about India through books and TV. The students couldn't take their eyes off him. Mr. Basu then began to introduce India. H e told the students that there were numerous ethnic groups and that over 200 languages were spoken in India. Since there are so many , he said that most Indians communicate with each other in Hindi or English. H e showed a bill with eight languages on it. H e also explained that India has numerous gods and religions. The number of gods exceeds an astonishing 3,300 million. H e showed some pictures of Brahma, Vishnu, and Shiva, gods responsible for the creation, management, and destruction of the universe, respectively. H e also introduced the students to the 'Tabula,' a traditional musical instrument. H e played the 'Tabula' with the help of s o m e volunteer students. A s the class progressed, students came to think of Mr. Basu as a close friend and not as a stranger.

After Mr. Basu finished introducing India, there w a s a 'Question and Answer Session' during which students asked him questions such as: " W h y do Indians eat with their hands?" and " D o you use your hand instead of toilet paper in the bathroom?" As soon as these questions were asked, there was a loud burst of laughter. Mr. Basu calmly answered their question with his own question: "Then why do Koreans eat with chopsticks?" At that moment , all the students stopped laughing and began to think about the question.

Mr. Basu continued to answer the students' questions. H e reasoned that since there were many cold

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days in Korea and that since most foods were hot to the touch, Koreans must have had a need to use something to eat the hot foods with. They decided to use chopsticks. India, however, has a different climate and Indians eat different foods. Indian foods are proper to eat with one's hands. They need not worry about uncleanness because they eat only after washing their hands thoroughly. Also, in a warm country like India, using water in the bathroom is better for one's health than using paper. The students became serious as they reflected on what he said.

There is a difference between cultures. O n e culture is neither superior nor inferior to the other. Indians eat food with their hands and Koreans eat food with chopsticks. That's it. They are only different ways in eating food. The students realized that Indians would consider it strange to see Koreans eating with chopsticks just as Koreans think it strange for Indians to eat with their hands. The students also found that a culture different from Korea's w a s not odd but rather rich in tradition and with a long history. They realized that they should try to understand and come to respect other cultures. The students also reflected on the greatness of their own culture as Mr. Basu talked about his own culture with such great pride and affection.

O n another occasion, M s . Kinuko Fukami from Japan c a m e to visit the students. M s . Fukami greeted the young students in Japanese and showed them s o m e differences in the pronunciation of Japanese and Korean words. She m a d e students laugh by pronouncing McDonald's "Magnonardo." She also voiced the sounds of s o m e animals. Moreover, she discussed some differences and similarities between the Korean and Japanese cultures. "For example, Koreans' table manners are different from those of the Japanese," she said. Holding a bowl and chopsticks, she showed how a Japanese person would eat. Placing the bowl in her left hand, she pretended to eat food with chopsticks in her right hand. O n e of the students then asked her how the Japanese would eat soup. The answer was the same. They should hold the soup bowl and drink from it. The student informed her that it was the opposite in Korea. Koreans don't hold the soup bowl; they should keep it on the table. She then frowned and answered that it w a s not considered to be good table manners. The students wondered how good table manners in Korea could be considered to be bad manners in another country. Students who had once laughed now became serious.

Through other C C A P classes, the students have learned first hand about the cultures, histories, and policies of Sri Lanka, Pakistan, and Bangladesh.

Mr. Ridmaal Fernando from Sri Lanka explained about his national flag to the students in much detail and Mr. M u h a m m a d Mujibur from Bangladesh gave the students a chance to see a soap opera depicting a typical day in his country.

The students realized how little they knew about their neighbors. As their curiosity peaked, the students hoped to meet other people from different countries. Through songs, dances, cooking, and playing games , students c a m e to an understanding about the different cultures and their viewpoints were broadened. They were also inspired to learn more about themselves and the world with an open mind, tolerance, and respect. They now have an understanding for one another and this is the first step towards world peace.

The Effects of C C A P

Students:

Students are very excited to experience other cultures through the foreigners in their classroom. They have shown much interest in learning about the various cultures. They have learned how to interact politely with people from different countries. Even the students who were not interested in school life took an active part in C C A P classes. They showed an open mind and a change in their attitudes in learning more about new cultures.

Students also met s o m e C E V s w h o introduced their country's cultures in fluent Korean. Many of the students have often remarked that they would like to introduce the Korean culture to the world in the future. Students w h o are blindly chasing after foreign cultures, especially western cultures, c a m e to develop an interest in other countries; they also realized that they knew very little about other Asian countries. The students had an opportunity to clear up any misunderstandings about specific countries and they even had opportunities to introduce the Korean culture to the C E V s . Through C C A P , they

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discovered their own identity. They were able to experience foreign cultures first hand and not just through textbooks.

School Teachers:

W e , teachers, have often heard the saying: "The quality of a class cannot be higher than the quality of the teacher." This m e a n s that teachers have a tremendous impact on their students. Students are unable to open their eyes to see the real world if teachers are biased and fixed on old ideas. Teachers themselves can have a prejudice and a preconception of other cultures, and this can be passed on to their students. This brings a need for teachers, as well as students, to participate in the Education for International Understanding (EIU). C C A P can benefit Korean adults as well as Korean youth.

Teachers w h o have many personal experiences about various cultures can share their experiences with their students and the students can therefore, understand more about the world from their teachers.

By opening more C C A P classes in schools, teachers w h o have interest in other cultures can participate; thus, expanding their students' understanding of the world with their own. Teachers in charge can also enhance their knowledge of foreign cultures in preparing for C C A P by having students research the countries related to the C C A P class and by discussing the lesson content with the C E V s . Teachers themselves could serve as Cultural Exchange Volunteers to the foreigners. Principals could also get involved to foster intercultural awareness. They would be able to gain recognition for the importance of international education and adopt their experiences in school administration.

C E V :

Mr. G r a m Perry, a C E V , answered this question: "What makes you participate in C C A P ? " H e replied that he w a s very happy to be able to give something back to Korea where he currently resides by introducing the British culture to the Korean youth. He's also glad to meet Korean young children because he likes children very much. As he visits Korean schools, he learns about the Korean education system, methods of teaching, and attitudes of the teachers and students. H e said that the Korean education system had m a n y good points compared to that of the British education system. H e said although he was nobody special, he w a s always given the 'royal carpet' treatment in every school he visited. Principals, teachers, and students were all very gracious and appreciative of Mr. Perry's efforts. H e regards it a pleasure to visit schools as a C C A P volunteer. Mr. Perry feels proud when the young students actively participate in his classes. H e says that seeing all the cheerful young children m a k e it all worthwhile. H e commented that he wouldn't be able to get this precious experience anywhere else. H e shared his British culture with the students by playing traditional British g a m e s , dancing, singing, and introducing British cooking. H e emphasized that this was a good opportunity to meet many Koreans as well as volunteers from other countries. By being able to form new friendships, Mr. Perry says that he got back much more than he had given.

KIV:

Lee Chil-soon is a Korean interpreter volunteer w h o finds C C A P a very rewarding part of her life. M s . Lee said that the reason why she got involved in this programme was that she thought being a volunteer was very worthwhile. If she received money for participating in this programme, she said she wouldn't get as m u c h pleasure. She finds it very rewarding to be able to c o m e in contact with so m a n y people from various cultures in one localized place. Moreover, she w a s excited to hear various languages and could learn m a n y things from meeting people of other countries she wasn't familiar with. She also had fun visiting m a n y schools, which had their o w n 'school cultures.' M s . Lee felt that her dreams to be a school teacher had c o m e true when she stood in front of the classroom. The time she invested turned out to be very little compared to what she got in return. She added that it was very valuable to her to gain mutual respect, understanding, and friendship with people from around the world.

Isn't the purpose of real education to foster an international understanding? W e can guess that the young children w h o gain an understanding of other cultures will make a positive impact on society when they become adults. C C A P is not only for Korean students but also for schoolteachers, principals, foreign volunteers, and Korean interpretation volunteers. All participants are able to deepen their understanding of one another and deepen their commitment towards building a culture of tolerance and mutual respect. They are able to share their new views of the world with people they c o m e in contact

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with everyday such as their family members, friends, relatives, and colleagues.

C C A P , however, is not perfect. Most C E V s w h o participate in the programme are residents in Korea who have their own businesses. They deliver their personal views of their country's history, policies, and culture. They can be biased. It is dangerous for young students to stick to an image of a country based on the views and impressions of the first person they meet from that country. However, these negative aspects are very minimal compared to all the positive aspects of the programme.

H o w to run C C A P

C C A P registration and all schedule arrangements among C E V s , KIVs, school teachers, and K U C E S can only be done through CCAP-Ne t .

Whoever is interested in C C A P can log in to CCAP-Ne t . If a visitor wants to be a volunteer, simply can fill out a registration form, and applicant needed to specify available times and areas.

It is a school teacher who decides when to have a C C A P class. Appointing a day and time on a calendar shown on the screen can see the listing of several registered volunteers available on that date and place and select a C E V and KIV among them. This request by the school teacher is automatically delivered to two chosen volunteers and programme officers in charge of C C A P through both e-mail and intra message by CCAP-Ne t .

W h e n volunteers have gotten an e-mail, for instance, "You've got a request from Yongsan Middle School to conduct a C C A P class on Sep 28 2000. If you're available for this class, please confirm".

Once three participants involved in a planned class express positive responses, it is highly recommended to have a preparatory meeting, where they can discuss the students' interests and the details of the activities and arrange the second class together. If an additional class is m a d e the schoolteacher must give notice of the newly assigned activity to CCAP-Net .

After C E V conducts an enthusiastic and responsive class in collaboration with KIV and the teacher in charge, all participants complete the whole process of the class by submitting their activity reports.

Early March schools that are interested in C C A P make an application for the programme.

C C A P conduct biannual. The first semester is between April and June, the second between September and November. Each school has once or twice in a month.

K U C E S organize orientations for C E V s , KIVs, and Schoolteachers before starting new semester. Also demonstration class is conducted prior to each new semester C C A P classes.

There is a C C A P caravan! The idea of this programme is to team up C C A P volunteers, take a weekend trip, and conduct C C A P classes in remote areas where school students have little or no exposure to diverse foreign cultures. This will not only benefit the students of chosen schools, but also provide foreign volunteers with a chance to experience Korean rural culture, go sightseeing and make friends with fellow volunteers.

C C A P evaluation meeting for each semester! All participants are invited to evaluate and exchange opinions on the accomplishments of the semester.

C C A P has had much favorable response from many schools. Many schools hope to participate in CCAP.

Reference Report of C C A P Activities (1999), Korea U N E S C O Cultural Exchange Services

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A S P and Regional Perspectives and Plans for ASPnet in Asia and the Pacific

By Yasuko Ogino Consultant, U N E S C O A C E I D

Excellencies,

Distinguished participants, Ladies and gentlemen,

It is m y honour to speak of A S P and the regional perspectives and plans for it in front of the distinguished participants and the most important persons for the projects of the respective countries.

Overview and Current Emphasis of A S P

A S P w a s launched in 1953 as a direct response to the Constitution of U N E S C O and as practical means to realize the ideals of U N E S C O . The ultimate goal of A S P is the promotion of peace of the world and the achievement of peaceful co-existence of all people of the world. In order to accomplish this crucial goal, A S P has taken educational approach, in stead of political and economic ones. A S P is based on the profound understanding of the preamble to the U N E S C O constitution, which says:

"Since wars begin in the minds of m e n , it is in the minds of m e n that the defences of peace must be constructed."

A S P expects that when the younger generation develop the defences of peace in their minds, peace can be promoted in families, communities, nations, and the world in the future. From that perspective, the project emphasizes on teaching and learning certain knowledge, skills, attitudes and values which can lead to the building of peace, first in the minds of learners, and in the end in societies.

The International Commission on Education for the Twenty-first Century has proposed in the Delors Report Four Pillars of Learning: Learning to know; Learning to do; Learning to be; and Learning to live together. This proposal is based on the Commission's acknowledgement of the critical needs to develop n e w capabilities and capacities of people in order to ensure h u m a n survival and flourishing of societies in the coming century. The emphasis is placed on humanistic, ethical, cultural, and international dimensions of education, as well as the emerging needs for computer literacy and children's ability to do research and think more independently in their learning processes. The Five-year Plan of Action for the Consolidation of the U N E S C O ASPnet for 1999-2003 has focused on these four pillars of learning, and particularly "Learning to live together." In the programme year 2000-2001, the International Coordinating Unit for A S P of U N E S C O H Q suggests Four/Five Peace Pillar Themes as significant issues to be explored through pilot activities in order to develop the competencies to "live together with all people of the world." The Four/Five Peace Pillar T h e m e s are:

1. Non-violent resolution of conflict;

2 . H u m a n rights and democracy; 3. Intercultural learning; 4 . Solidarity; and 5. Fifth pillar (any suggested topic).

The Unit has launched "ASPnet Peace Pillar Award Initiative (PPAI)" as a worldwide activity during the year 2000-2001, and participating m e m b e r states are encouraged to develop model projects and activities centered on these four or five themes by M a y 2001. Since P R O A P supports this initiative as the Principle Regional Office responsible for coordinating and promoting A S P activities in Asia and the Pacific following the guidelines from U N E S C O Headquarters, I would like to briefly remind you of the focal point of each theme through this opportunity.

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S o m e Suggested T h e m e s for A S P (PPAI)

1. Non-violent resolution of conflict

W e observe the continued scourges of violent conflicts in m a n y parts of the world including our region. Domestic violence involving children and violence in schools have been increasing worldwide. The younger generation must develop their capabilities to solve any conflict non-violently. S o m e A S P schools, particularly in European countries, have incorporated lessons on non-violent conflict resolution where children learn and develop skills and values for non-violence. Other A S P schools have undertaken activities to learn about the historic great figures such as Maha tma Gandhi, Martin Luther King Jr. and Nelson Mandela w h o sought justice in society through non-violence. Learning on non­violent resolution of conflicts is one of the most crucial themes of the current A S P .

2 . H u m a n rights and democracy

The concept and understanding of h u m a n rights and democracy m a y vary in the different political, economic, and social contexts of the respective countries and the sub-regions. However, U N E S C O considers h u m a n rights and democracy to be the cornerstone for Culture of Peace.

S o m e A S P schools have set up student councils where students experience and practice democratic principles. Other schools incorporate or reinforce learning on the Universal Declaration of H u m a n Rights and the Convention on the Rights of the Child as normative instruments. It is expected that A S P schools from different political, economic, and social contexts develop their unique and creative activities for teaching and learning these themes, and their feedback to U N E S C O will enrich and widen the scope of the A S P and the Culture of Peace Programme.

3. Intercultural learning

In the past decades, violent conflicts have occurred a m o n g different ethnic, cultural, and religious groups more frequently than between nations. Under such circumstances, overcoming the ignorance, misunderstanding, prejudice, fear, and intolerance prevailing among people by learning about other cultures have become critically important for the harmonious co-existence of peoples of the world. ASPnet can provide the best m e a n s and opportunities to promote such intercultural learning.

4 . Solidarity

U N E S C O considers solidarity as the fourth significant theme of A S P . S o m e A S P schools undertake activities such as twining schools between the privileged and the less privileged ones, and the students learn to share available resources, care for those w h o are in trouble, and develop a sense of solidarity through the activities. It is expected that A S P schools create further innovative activities for developing a sense of solidarity in the minds of the younger generation.

5. Fifth Pillar

The themes to be explored through A S P are not constrained to these four, but any initiative for or idea of the fifth pillar theme is welcome and appreciated.

Concerning the themes for Flagship Projects, any theme is appropriate including the four or five peace pillar themes; however, the ones which take advantage of the wide geographic coverage and cultural diversity of the sub-region concerned are recommended. The themes which were explored in the Flagship Projects in the past are related to environmental protection and preservation, the preservation and promotion of World Heritage, Culture of Peace, and Intercultural Learning.

S o m e Suggested Areas/Types of Activities

A s the areas or types of activities for both A S P pilot activities and Flagship Projects, the following are suggested in summary. However, the development of any other innovative areas of activity is encouraged.

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1. Curriculum development 2. Teaching and learning material development 3. Teacher training 4. Translation into local languages of the already produced U N E S C O materials 5. Student and teacher exchanges 6. World Heritage Activities 7. The youth mobilize the youth activities 8. Youth c a m p 9. International festival

Regional Perspectives and Plans for ASPnet

Following the guidelines from U N E S C O Headquarters, in cooperation with sub-regional offices and m e m b e r states, and in collaboration of the affiliated centers, such as U N E S C O Centre of Macau, Asia-Pacific Centre on Education for International Understanding (the Republic of Korea), and Asia-Pacific Network for International Education and Values Education (APNIEVE), P R O A P aims to promote both quantitative expansion and qualitative improvement of the ASPnet in the region.

The three sub-regional workshops for A S P National Coordinators in Macau, Bangkok, and Apia, which take place during this programme year, may play vital roles for accomplishing this goal. In qualitative measurements, the enhanced network and understanding on A S P among the A S P National Coordinators will lead to the creation and development of unique and creative A S P activities in the respective countries and Flagship Projects in the sub-regions. In quantitative measurements, around 800 schools of 30 m e m b e r states of the region have currently participated in the ASPnet. The remaining 13 m e m b e r states of the region are invited to join the network in or after the workshops. Each participating member state is encouraged to increase the membership of schools up to 100 of different levels of education and in various geographic areas.

P R O A P also plans to produce and publish several teaching guidelines and learning materials, which can be used for promoting qualitative improvement of the ASPnet. The project to prepare and publish a regional handbook on Asia-Pacific Core Values on Peace and Harmony is currently going on. The completion of this project may contribute to further the understanding of "Culture of Peace" among Asian and Pacific people, and identify and include Asian and Pacific views and values in the concepts of U N E S C O Culture of Peace Programme.

The second A P N I E V E sourcebook titled "Learning to Be: Humanistic Values and Social Skills Development" is under preparation, too. Furthermore, a project on Case Studies and Regional Curriculum Guidelines for Civics Education is also under preparation. Translation activities of U N E S C O materials into local languages are also being planned. P R O A P hope that these materials will assist A S P activities in the respective schools and countries.

Concerning additional financial resources for implementing A S P activities, a new Japanese Trust Fund for promoting International Understanding has become available. The detailed information would be circulated soon.

P R O A P as well as U N E S C O Headquarters will disseminate as quickly as possible the information to help qualitative improvement and quantitative expansion of the ASPnet in the region. At the s a m e time, w e will be looking forward to receiving feedback from m e m b e r states and A S P schools concerning their innovation and development of teaching and learning activities for promoting peace and harmonious co-existence of societies. The initiative and spontaneity of member states and participant schools are respected and appreciated very much in A S P . O n the other hand, it is our belief that the experience, information, and expertise, which m e m b e r states exchange through and gain from the ASPnet, will lead to the innovation and development of education in general of the respective countries. P R O A P expects that A S P will create the solid foundation of mutual understanding and harmonious co-existence in Asia and the Pacific through educational cooperation and collaboration of the region.

I hope m y presentation today has provided s o m e helpful ideas for the forthcoming discussion over the next few days. Thank you very much for your attention.

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The Cultural Activities of Macau Pui Ching Middle School's History and Geography Society

By Chiang Kuok Hong Pui Ching Middle School

The P C H G S is an academic organization of secondary school students, engaging in the study of social sciences. To achieve its aim of understanding Macau, knowing our Motherland better and having the world in view, the Society has, in the past decade, m a d e continued efforts in doing its work.

Its main activities include:

1. Organizing visits and study tours 2. Holding photo exhibitions 3. Participating in social investigations and writing reports on history and geography 4 . Compiling and publishing books 5. Propagating environmental protection 6. Attending academic seminars.

1. Organizing visits and study tours

First, w e carried out study tours about the local history and culture and later our study tours were extended to the Pearl River Delta and even further to Shanxi province, origin of the ethnic Chinese, and Henan province, etc., so as to have a better understanding of our motherland. Because of the special relationship between Macau and Portugal, some members even had a chance to go to Portugal in Western Europe to learn more about western culture.

2. Holding Photo Exhibitions

In the past decade, the P C H G S has held up to 60 photo exhibitions with a wide range of themes. This has s o m e effect on our members, students, and even parents and the general public. The themes range from current affairs, personage, customs, culture, banknotes, pottery and porcelain, architecture, scenery in various places to report-back photo exhibitions after the study tours.

3 . Participating in Social Investigations

To enable our members to have a deeper understanding of social changes, people's livelihoods as a whole, historical origins and developments, the developments of numerous trades, environmental protection, etc., w e have encouraged them to participate in lots of activities concerned, give interviews or send out questionnaires to businessmen, residents, tourists, etc. so as to get firsthand material.

4 . Compiling and publishing books

The materials obtained from study tours and visits were sorted out and based on them, reports were written with personal opinions of what one has learned from study and survey. Well-written reports were then chosen and carried in the annually published book "Hong Lan Shi Di" (Articles on History & Geography by Pui Ching Students). After participating in all the work of compiling, typesetting, illustrating, composing and distributing, all the members have got s o m e valuable experiences. They have learnt the whole process of how to start with conceptions, then carry out investigations, write articles, and even publish and distribute a book.

5. Propagating environmental protection

Our Society spares no effort in propagating and arousing people's awareness of environmental protection. For years, with the support of the institutions concerned, w e have printed leaflets with not only articles but also pictures and graphs, and handed them out to the local people in an attempt to draw their attention to the problem of environmental protection.

6. Attending academic seminars

Every year, our Society invites scholars to our school to give lectures or make speeches. Our members also take part in academic seminars outside school. Thus they learn how to study, do survey, absorb and enrich their knowledge.

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ANNEXES

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First Sub-regional Workshop on ASPnet

A . List of Participants

China

Mr. Zhang Xuezhong Secretary-General

Mr. Du Yue Director

Chinese National Commission for U N E S C O 37, Damucang Hutong, Xidan, Beijing 100816 R R . China Tel: +86-10-6609-6989 / 6883 Fax:+86-10-6601-7912 Email: natcomcn@public3.bta.net.cn

Programme Division Chinese National Commission for U N E S C O 37, Damucang Hutong, Xidan, Beijing 100816 P.R. China Tel: +86-10-6609-6989 / 6883 Fax:+86-10-6601-7912 Email: natcomcn@public3.bta.net.cn

D.P.R. Korea

Mr. Ri Si Hong Deputy Secretary-General

D.P.R. Korea National Commission for U N E S C O P.O. Box 44, Pyongyang Democratic People's Republic of Korea Tel: +85-02-381-7222 Fax:+85-02-381-4660

Mr. Song Se II Secretary of the National Commission (Education)

D.P.R. Korea National Commission for U N E S C O P.O. Box 44, Pyongyang Democratic People's Republic of Korea Tel: +85-02-381-7222 Fax:+85-02-381-4660

Japan

Mr. Masamitsu Oki Deputy Secretary-General

Japanese National Commission for U N E S C O 3-2-2 Kasumigaseki Chiyoda-ku, Tokyo 100-0013 Japan Tel: +81-3-3581-4211 Fax:+81-3-3581-9149

Mr. Takashi Asai Senior Specialist Cooperation with International Organization

International Affairs Planning Division Science and International Affairs Division Japanese National Commission for U N E S C O 3-2-2 Kasumigaseki Chiyoda-ku, Tokyo 100-0013 Japan Tel: +81-3-3581-4211 Fax:+81-3-3581-9149

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Republic of Korea

Mr. Cho Woo-jin Programme Specialist (APS Officer) Education Unit

Korean National Commission for U N E S C O C.P. O . Box 64 Seoul Republic of Korea Tel: +82-2-755-2991 Fax: +82-2-755-7477

M s . Lee Young-ah English Teacher

Yongsan Middle School (ASP School)

Mongolia

Mr. Oidov Chimidregzen Secretary-General

Mr. Dorjderem Amarbayasgalan Scientific and Information Officer

Mr. Chultemiin Lkhagvazhav Director

Mongolian National Commission for U N E S C O Government Building III, M O S T E C Ulaanbaatar Mongolia Tel:+976-1-326-368 Fax:+976-1-322-612 Email: mongmer@magicnet.mn

Mongolian National Commission for U N E S C O Government Building III, M O S T E C Ulaanbaatar Mongolia Tel:+976-1-326-368 Fax:+976-1-322-612 Email: mongmer@magicnet.mn

Information Training and Research Center (ITRC)

Resource persons

Mr. Tao Xiping President

National Federation of U N E S C O Clubs and Associations of China 6 Jianguomen Nan Dajie, Beijing 100022 P.R. China

Mr. Zhou Nanzhao Chief, ACEID

M s . Asuko Yogino ACEID Consultant

U N E S C O Principal Regional Office for Asia and the Pacific (PROAP) P.O. Box 967m Prakanong Post Office Bangkok 10110 Thailand Tel:+66-2-391-0577

Fax:+66-2-391-0866 Email: nzhou@unesco-proap.org

U N E S C O Principal Regional Office for Asia and the Pacific (PROAP) P.O. Box 967m Prakanong Post Office Bangkok 10110 Thailand Tel: 66-2-391-0577

Fax:66-2-391-0866 Email: ACEID@unesco-proap.org

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First Sub-regional Workshop on ASPnet

Observers

M s . Adash Toktosunova Secretary-General

M s . Nazira Birnazarova Specialist in Information and Communication

Mr. Akito Terao Deputy Secretary-General

Kyrgyz National Commission for U N E S C O 54, Erkindik str. Bishkek Kyrgyzstan Tel: +996-312-22-33-80/22-66-05 Email: kyrgunesc@ elcat.kg/unesco @ intranet.kg

Kyrgyz National Commission for U N E S C O 54, Erkindik str. Bishkek Kyrgyzstan Tel: +996-312-22-33-80/22-66-05 Email: kyrgunesc@elcat.kg/unesco@intranet.kg

National Federation of U N E S C O Associations in Japan (NFUAJ) Asahi Seimei Ebisu Bldg., 12F 1-3-1 Ebisu, Shibuya-ku, Tokyo 150 Japan Tel:+81-3-5424-1121 Fax:+81-3-5424-1126

U N E S C O Centre of Macau

Dr. W u Zhiliang Director

M s . Catarina Fong Assistant to the Director

Mr. Chan Chi Leong Social Panel Chairperson

Mr. Chiang Kuok Hong Geography Teacher

U N E S C O Centre of Macau Alameda Dr. Carlos d'Assumpcao Nape, Macau Tel: +853-727-066 Fax: +853-727-057 Email: unescomc@macau.ctm.met

U N E S C O Centre of Macau Alameda Dr. Carlos d'Assumpcao Nape, Macau Tel: +853-727-066 Fax: +853-727-057 Email: unescomc@macau.ctm.met

Macau Pui Ching Middle School (ASP School) Tel: +853-529-333 Fax: +853-339-056

Macau Pui Ching Middle School (ASP School) Tel: +853-529-333 Fax: +853-339-056 Email: kh-chiang@pu

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First Sub-regional Workshop on ASPnet

U N E S C O Beijing Office

Mr. Noboru Noguchi Director

M s . Maki Hayashikawa Education Officer

Jianguomenwai 5-15-3 Waijiaogongyu, Beijing 100600 P.R. China Tel:+86-10-6532-2828 Fax:+86-10-6532-4854 Email: uhbej®unesco.org/ n.noguchi@unesco.

Jianguomenwai 5-15-3 Waijiaogongyu Beijing 100600 P.R. China Tel: +86-10-6532-2828 Fax: +86-10-6532-4854 Email: m.hayashikawa@unesco.org

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First Sub-regional Workshop on ASPnet

B. Programme

First Sub-regional Workshop on Associated Schools Project Network in East Asia 27-29 September 2000, Macau

Tuesday. 26 September 2000 Arrival of participants to Macau

Wednesday. 27 September 2000 Morning Registration 15:00-15:30 Opening ceremony (with U N E S C O Centre of Macau, U N E S C O Beijing, U N E S C O

P R O A P ) , followed by self-introduction 15:30-16:00 Introduction to the workshop and ASPnet 16:00-16:30 Coffee break and group photo 16:30-17:00 Presentation by U N E S C O P R O A P on A S P in Asia-Pacific Region 17:00-17:30 Country presentation on A S P activities (China)

Thursday. 28 September 2000

8:30-9:30 Country presentations on A S P activities (Japan, Republic of Korea) 9:30-10:00 Coffee break 10:00-10:30 Country presentation on A S P activities (Mongolia) 10:30-11:30 General discussions on the country presentations 11:30-12:00 Presentation by Macau Pui Ching Middle School 12:00-14:00 Lunch break 14:00-14:30 Discussion on preparing an Action Plan for ASPnet in East Asia Sub-region 14:30-17:00 Visit to the Macau Pui Ching Middle School

Friday. 29 September 2000

9:00-10:00 Discussion on the preparation of Action Plan and on designing a flagship project on ASPnet in East Asia Sub-region

10:00-10:30 Adoption of the Action Plan and pilot project proposal 10:30-11:00 Closing ceremony 11:00- Coffee break 12:00- Lunch break Afternoon Sightseeing in Macau

Saturday. 30 September 2000

Departure of participants

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C. Speeches

Dr. W u Zhiliang Director, U N E S C O Centre of Macau

Distinguished guests,

Dear friends, Ladies and Gentlemen,

Good afternoon,

It is a great pleasure for m e to welcome you today to the First Sub-regional Workshop on Associated Schools Project Network in East Asia today. I also would like to express m y sincere appreciation and gratitude to Mr. N . Noguchi, Director of the U N E S C O Beijing Office and to M s . Maki Hayashikawa, Education Officer of the U N E S C O Beijing Office, for kindly organizing this meeting.

It is indeed a great honour for Macau to host and participate in this important and significant meeting. I hope that the mutual cooperation between the U N E S C O Centre of Macau, the U N E S C O Beijing Office, the U N E S C O Bangkok Office, and other national commissions and associations can be strengthened and an ever closer relationship can be established within the framework of U N E S C O .

Regarding the implementation of the Associated School Project, several schools in Macau, including high schools and primary schools, have become involved in this project which is being carried out by this Centre. Since the Associated School Project is quite meaningful and deserves to be better developed, I hope that our Centre can gain more, in this meeting, by sharing views with other participating countries which are already very experienced in this field.

I wish w e will have fruitful discussions in the meeting and that you enjoy your stay in Macau.

Thank you very much .

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^ First Sub-regional Workshop on ASPnet ,

Zhou Nanzhao Acting Chief, ACEID, UNESCO-PROAP

It's indeed a great pleasure of mine to be at the first Sub-regional Workshop on ASPnet in East Asia. O n behalf of U N E S C O Principal Regional Office for Asia and the Pacific, I would like to extend warm congratulations to all of you for the successful opening of the workshop, and to thank Mr. N . Noguchi, Director, and his colleagues at U N E S C O Beijing Office for taking the initiative and efforts in organizing the workshop. I want also to thank Secretary-General of National Commission for U N E S C O , A S P national coordinators and other responsible officers from M e m b e r States of East Asia for your strong support to ASPnet and your active participation in this sub-regional workshop. M y sincere thanks go also to the Director of Macau Centre for U N E S C O for the efficient organization of this workshop.

U N E S C O ASPnet is a network of schools committed to educating for a culture of peace and learning to live together. In response to the U N E S C O mandate of constructing the defence of peace in the minds of m a n through education, science, culture and communications, A S P has expanded from a group of 33 schools in 15 M e m b e r States in 1953 into a major network of more than 6,000 schools in 160 countries, of which over 800 are in M e m b e r States of the Asia-Pacific region. A large number of innovative pilot projects have been conducted at grass-root school, national and increasingly sub-regional and international levels to promote inter-cultural learning, peaceful resolution of conflicts, world heritage education, environmental protection and h u m a n rights education, etc. Though not necessarily tangible, the impacts of A S P projects and activities are positive and substantive.

In preparing for its 50th anniversary in early 21st century, and in responding to the changing, growing demands of M e m b e r States for new, enhanced roles of U N E S C O Associated Schools in nationally and regionally-specific contexts, ASPnet has prepared a five-year Strategy and Plan of Action for its consolidation (1999-2003), which will serve as guidelines for strengthening the network.

East Asia, covering China, Japan, Mongolia, People's Democratic Republic of Korea, and the Republic of Korea, is a culturally rich and economically dynamic sub-region of Asia and the Pacific. It has created economic miracles that attracted worldwide attention; it has societies in fundamental transition to market-oriented economies. Educationally it has had oldest systems dating back over 3,000 years ago; it has also systems equipped with most advanced information-communication technologies, and all the education systems in the sub-region have been undergoing major reforms to better serve national development goals. Politically it is witnessing the heartening breakthrough in the peaceful unification of North and South Koreas.

In view of the past traditions, present changes, and future challenges, w e are obliged to rethink the roles of education in development, and, thereby, the roles of A S P in educational innovations from broad perspective of human-centered, equitable and sustainable development in sub-regional contexts in particular.

In the words of U N E S C O Director-General Mr. Koichiro Matsuura, "Basic education for young children ... is the single key to their future," "basic education is the true driving force for sustainable development in the world." Basic education moreover fosters the initial seeds of mutual understanding, through the twin key concepts of "tolerance" and "learning to live together," whereby all and each m a y be enriched in a harvest of m a n y cultures."

It is for the first time that an East Asia sub-regional workshop is convened on U N E S C O Associated Schools Project Network. A s U N E S C O Beijing Office planned and expected, the Workshop should and could m a k e "a significant turning point in the A S P initiatives in the sub-region."

I. W e need a broadened vision to take an in-depth look at A S P and its goals and roles in the changing educational and development context of the East Asian sub-region.

A S P is a network of schools throughout the world committed to the lofty ideals of U N E S C O and designed to produce multiplying effects, through wide dissemination and creative replication of A S P innovations, which will be incorporated into the mainstream of the education systems of M e m b e r States. A s such, A S P is global future-oriented in perspective, future-oriented in its vision, experimental and

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pioneering in its work and all-encompassing in the scope of knowledge, skills and h u m a n values which they diffuse.

Therefore, A S P should not be confined to extra-curricular activities and cross-national exchanges. A S P is not a "side dish" for intercultural learning; it has to get into the mainstream and play pioneering and exemplary roles in the renovation of their national education systems. The areas of A S P activities could go beyond the four main themes of intercultural learning, h u m a n rights and democracy, environmental concerns, and world concerns and the role of U N system, which are already large enough to cover a wide range of sub-themes. A s a matter of fact, it should be noted that to a large extent education systems in East Asia have been quite centralized, and the main themes of A S P have had difficulty in getting translated into formal national school curriculum, and this fact has largely limited the actual impacts of A S P at national level in the sub-region and the Asia-Pacific region as well.

It is in this regard that A S P elaborated the 5-year A S P Strategy and Plan of Action outlining the overall direction for the development of the network up to the year 2003, and reconceptualized a general framework of A S P activities from the perspective of "four pillars of learning for the 21st century": learning to know, learning to do, learning to be, and learning to live together, which should, in turn, be implemented in curriculum design, teaching-learning materials development, teacher training, and improved methods and technologies of delivery of education.

II. W e need renewed strategy for both quantitative expansion and qualitative improvement of ASPnet:

• to plan for further expansion. In view of the fact that the number of Associated Schools in East Asian countries is very m u c h limited, M e m b e r States might want to consider involving more schools into ASPnet by balanced geographical coverage and improved representation of primary, secondary schools and teacher education institutions.

• to ensure effective coordination of A S P at national level, through national A S P coordinators and or other institution(s)/individuals which the national commissions for U N E S C O designate for the purpose of coordination at national level.

• to increase recognition by the national authorities of the A S P roles and potential contribution to educational renovation in the country.

• to mobilize adequate financial, h u m a n and material resources for actual implementation of planned project activities.

• to enhance the impacts of A S P projects on the national systems of education, through inputs into school curriculum, prototype materials development.

• to strengthen sub-regional and regional networking, through integrated information system and well-designed plans of action.

III. W e need to design a sub-regional plan of action in light of the broadened vision and of the A S P five-year Strategy and Plan of Action.

While w e rethink the roles of A S P in global perspective, have aimed high for A S P ' S quantitative and qualitative development in the third biennium of U N E S C O Mid-term Strategy, our plan of action has to be realistic, especially in view of the m u c h limited financial resources m a d e available to U N E S C O field offices, both in Bangkok and Beijing.

For P R O A P , the priority actions have included the following:

• Sub-regional joint development of curricular and teaching-learning materials on the four pillars of education; in cooperation with A P N I E V E , ASPnet in Asia-Pacific will develop prototype/sourcebooks respectively on learning to live together, learning to be, learning to know, and learning to do, in assisting M e m b e r States in the:

- Production/translation/adaptation of educational materials, including publication of ASPnet Best Practices in Educating for a Culture of Peace in close collaboration with the ASPnet Coordination at Headquarters, as a result of the n e w "Peace Pillar" award scheme - Support to national plans for h u m a n rights and peace education, in collaboration with the n e w Asia-Pacific Centre of EIU in South Korea

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/ • "S ^ First Sub-regional Workshop on ASPnet ,

- Sub-regional meetings/workshops of national A S P coordinators to discuss regional cooperation, including design of flagship projects - Continuation with extra-budgetary projects, such as Young People's World Heritage Education Project

Despite the limited number of actions, M e m b e r States could m a k e major initiatives under national circumstances to complement regional workplans; the plan of action could be flexible and it is up to the M e m b e r States in East Asia to plan and implement actions which they deem necessary and feasible.

IV. W e need to jointly launch topical sub-regional flagship project.

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First Sub-regional Workshop on ASPnet

Mr. Noboru Noguchi

Director, U N E S C O Beijing Office

Dr. W u Zhiliang, Director of the U N E S C O Centre of M a c a u , Mr. Tao Xiping, President of the National Federation of U N E S C O Clubs and Associations in China, Mr. Zhou Nanzhao, Acting Director and Chief of A C E I D , U N E S C O Bangkok Office, Distinguished participants, Ladies and gentlemen,

It is a great pleasure for m e to say a few words at the opening of the First Sub-regional Workshop on Associated Schools Project Network in East Asia.

First of all, I should like to express m y profound gratitude to Dr. W u Zhiliang, Director, U N E S C O Centre of M a c a u and his staff for hosting this workshop immediately after the Third Meeting of the Secretaries-General of National Commission for U N E S C O in East Asia had been completed.

W e are pleased to see that most of the representatives of National Commissions stayed on to take part in this workshop as well. W e wish to extend our w a r m welcome to teachers of A S P from M a c a u and from other countries.

W e are also delighted to have with us distinguished persons such as Mr. Tao Xiping, President of the National Federation of U N E S C O Associations in China, as well as our respected colleagues from the U N E S C O Bangkok Office, namely Mr. Zhou Nanzhao, Chief of A C E I D , and Mrs. Yasuko Ogino. W e very m u c h count on your expertise.

This is the First Sub-regional workshop on A S P R O scheme in East Asia. Also, I w a s told, this is the very first sub-regional workshop on this subject in the whole Asia and Pacific region. I should therefore wish to express our sincere appreciation to all of you w h o are present here today.

The Associated School Project has a very long history. Soon after its inception, U N E S C O started the A S P to promoted education for international understanding a m o n g children and youth throughout the world.

At its earlier stages, if I remember correctly, A S P R O project used to have three pillars for its subject of teaching and learning, namely

(1) to learn about the U N system, its objectives and activities (2) to learn about h u m a n rights (3) to learn about culture and peoples of different countries.

Recently, it s e e m s to be that U N E S C O has been making efforts to revitalize this A S P with s o m e shift of emphasis on certain priority programmes of U N E S C O . For example, A S P activities are carried out closely linked with the U N E S C O Heritage Programme. This is certainly a good way of revitalizing the A S P , enlarging its scope and strengthening its impact.

I hope that during this workshop very useful exchange of information, experiences and ideas, with a view to further promoting A S P activities in our sub-region and also formulating an action plan for possible collaborative projects, will take place.

In closing, I wish every success of the meeting.

Thank you very m u c h .

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