APCEIU 안과밖2016.08.01 17:41

“It is important that global leaders know that youth can bring issues to extraordinary levels.”

As a closing remark, Ms. Minjeong Kim, from the UN Secretary General’s Global Education First Initiative, (GEFI) commented; “Please take the knowledge and skills gained from this workshop and carry out the same exercises in your community.”

Co-organized by APCEIU and UN GEFI, the 2nd Youth Leadership Workshop on GCED ended July 16 2016. During this workshop, 49 youth leaders from 38 countries participated in various programmes including plenary sessions on GCED, workshops for Youth Advocacy and field trips to understand GCED local initiatives.

The four-day event, held at the Busan University of Foreign Studies in Republic of Korea, aimed to build the capacity of dynamic young leaders. Participants engaged in different workshops under the theme of “Deepening the Understanding of GCED by Using Advocacy Tools.” They took part in various interactive exercises in order to understand GCED by sharing their own definitions of GCED, reflecting on the leadership involved in GCED and implementing strategies for GCED during group activities.

In exploring local initiatives and developing strategic planning for GCED, the youth leaders took part in a field trip to four different locations in Busan. Participants chose one of the following places to experience and further their understandings of local initiatives pertaining to GCED based on the following themes: Empowering Youth in GCED Competences  (Indigo Sowon), Peace and the UN System (UN Memorial Cemetery and Peace Memorial Hall), Respecting Cultural and Religious Diversity (Beomeosa Temple), Understanding GCED Local Initiatives (Seodong Maze Market & Art Creation Space).

By exploring GCED in local settings, youth leaders had the opportunity to relate their own experiences with those of different areas in Busan in order to find methods to implement GCED in their home countries. One method was producing multimedia, such as videos and photos related to the workshops’ topics, to publish in social media.

On the final day of the workshop, participants in groups of six presented their outcomes and future plans to promote GCED. The presentation format included four key questions that were answered:

define the change you want to see in GCED, think about three actions you can do, analyze your resources, needs, risks and ways to monitor your success, write your own campaign messages.

Each group presented on the above topics, touching on: the insufficient political agendas of central and local governments related to GCED, the vagueness of the definition for GCED, the inadequacy of resources for implementing GCED, the lack of GCED champions, exam-oriented Education and the absence of capable teachers.

To find solutions to each issue, youth leaders discussed and shared their ideas coming up with group outcomes, such as: mobilization of GCED campaign, social media activities, “Name GCED” competition (re-naming GCED in your own language), engagement with local NGOs, development of a GCED database, implementation of GCED into schools and an international forum for GCED; all of which are to be enacted after the workshop as follow-up activities.

 

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언론이 본 APCEIU2016.07.21 11:54
APCEIU 안과밖2016.07.11 15:04

The 1st Global Capacity-Building Workshop on GCED held a closing ceremony, in which educators from the Middle-East, Asia, Africa and Latin America participated.
 
On 1 July, 26 teacher educators and education policy experts from national education institutions and organizations from 24 different countries participated in the closing ceremony organized by APCEIU. In the final session of the workshop, before the closing ceremony, participants presented their own Action Plans. The workshop lasted for 2 weeks, beginning 19 June and ending on 2 July 2016.
 
Participants of the workshop agreed on the importance of GCED, presented their own Action Plans to promote the value of GCED in their home country and commented on each other’s Action Plans. Participants were divided into groups covering different topics such as Training, Education Curriculum Development, Policy Development, Projects, etc. and discussed Action Plans for 2 days. Participants presented on: the current status of GCED curriculum in each country, objectives and contents of their future Action Plans, current resources and challenges to enacting Action Plans, and evaluation guideline suggestions.

Rana Abdallah from Lebanon said: “I personally talked with the mayor of the Lebanese city Sheem and suggested to make a GCED curriculum with field trips to historical sites in Sheem….I will make concrete plan for implementing a regular GCED curriculum when I go back to Lebanon based on what I learned through this workshop.” She underscored the need of incorporating field trips into a GCED curriculum, saying that her visits to the Korean Demilitarized Zone, Suncheon, and Guwangju helped her to more generally understand GCED concepts and peace education.
 
Workshop Facilitator, Lea Espallardo, advised that when it comes to developing a national curriculum for GCED it is of pivotal priority that each educator clarifies and practices GCED based on the urgent local or national issues pertinent to the home country. Maria Garciela Cuervo Franco from Uruguay commented on the fact that this workshop helped her to clearly define and standardize GCED evaluation. She said: “I want to renew current GCED evaluation standards in Uruguay based on what I learned through this workshop.”

Many participants pointed out that the current definition of GCED is unclear in the education sector. Moreover, there are not enough GCED educators who clearly recognize the GCED concept in general. Participants unanimously raised the concerns that governments’ interests in developing a GCED curriculum and raising economic support to develop a regular GCED curriculum should be a common future goal.

Participants strived to find a means to share GCED cases and guidelines together, proposing to build a common web platform to promulgate these ideas. Accordingly, APCEIU presented on current “EIU Best Practices Platform” where educators can explore local EIU initiatives in other countries, encouraging participants to participate in APCEIU’s future projects.
 
In order to better understanding the concepts of GCED, for 2 weeks, participants listened to lectures covering various topics such as violent extremism, visited different places including Dora Observatory in Paju, Asia Culture Center in Gwangju, and Suncheon Bay Wetland Reserve, and also sharing experiences with local schools. After having returned to their home countries, participants are encouraged to design training workshops on GCED specific to their local situations. APCEIU is planning to continue to monitor and advise participants’ post-workshop activities and to establish a human resources network in order to promote GCED in different regions.

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APCEIU 자료실2016.07.06 09:51
APCEIU 자료실2016.07.06 09:46
언론이 본 APCEIU2016.07.04 14:42
APCEIU 안과밖2016.06.27 17:59

Educators from middle-east, Asia, Africa, Latin America and Europe are suggesting GCED as a solution to prevent violent extremism which has caused various social problems including recent refugee issues.

UNESCO APCEIU hosted sessions over the prevention of violent extremism for two days (22th to 23th June). This is a part of the 1st Global Capacity Building Workshop, which is held from 19 June to 2 July in the ROK. The two-week Workshop gathers teacher educators, who are in charge of GCED teacher-training and curriculum development from 26 countries.

Participants of this workshop hosted by UNESCO APCEIU and sponsored by the Korean ministry of education, and Asia Culture Center of Republic of Korea, agreed on the fact that the social conflict is enlarging and the role of education is important to prevent violent extremism.

“The education is a way to prevent youths’ participation in extremist groups.”
Jane WangjiruNyaga from Kenya said, “Kenya has been attacked by extremist groups.” “Youths are the main members of the group because it is offering money in the exchange of joining the group,” and she continued, “This problem can be solved when Kenyan youth finish their regular education and have jobs to earn money. In the sense, this is significantly meaningful for me to participate in this workshop with others who share the same value of education.”

Jose Fernando Mejia, an Executive Director of ‘Programa Aulas en Paz’, said that “Columbia is in the process for the peace agreement with FARC, the Revolutionary Armed Forces of Colombia.” “It is a historical moment since this is the first peace agreement with an extremist group for the past 60 years in Columbia. This is interesting for me to understand the Columbia’s regional problem in the context of a global paradigm.”

Toh Swee-Hin, distinguished professor of University for Peace in Costa Rica, Peter Fredlake, director of Teacher Education and Special Programs of United States Holocaust Memorial Museum, Lydia Ruprecht, senior programme specialist of division of Inclusion, Peace and Sustainable Development in UNESCO, Kelly SIMCOCK, Director of Programme for The Tim Parry Jonathan Ball Foundation for Peace, all shared one voice that violent extremism is demanding another new role to current education.

Lydia Ruprecht introduced a practical teaching guideline for educators through emphasizing the importance of educators’ role and influence to prevent violent extremism. She said, “Education of poor quality can be factor of radicalization and legitimizing inequalities and discrimination, while provided that it addresses the personal and systematic conditions that are conducive to violent extremism and radicalization, education can nurture the defenses against violent extremism.” She explained how to teach to prevent violent extremism, “In macro level, educators need to emphasize that society can correct social inequalities and provide opportunities and alternative routes to individual and collective development. In individual level, educators need to teach ways to strengthen resilience, which includes having socio-emotional skills, critically thinking to understand complexity, acquiring key knowledge about society and developing ability to take action against violent extremism.”

Participants suggested GCED, as a fundamental solution to prevent violent extremism which includes the value of mutual respect and understanding the individual difference. This reflects the international society’s movement to prevent violent extremism, supported by the launching of United Nations’ Plan of Action to Prevent Violent Extremism in January, 2016. Recently, with increasing of violent extremism, UNESCO’s special emphasis has been given to the importance of PVE-E(Preventing Violent Extremism through Education).

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APCEIU 자료실2016.06.27 11:03