some notes on superintendents' exam
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Current Issues and Trends in
Education(LET Review on
Social Dimensions of Education)
RENE C. ROMEROPhilippine Normal University
UNESCO-APNIEVE
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OUTLINE
A. UNESCOs Thrusts in Education
1. Access: Education for All (EFA) Jomtien,
Thailand.
2. Concerns on Life Long and Life Skills.
3. Exploring on Alternative Delivery Systems
and Use of ICT.
4. Focusing on Quality Education (Dakar,
Senegal)
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5. Emphasis on Educating for
Peace, Human Rights,
Democracy and SustainableDevelopment (Ibe, Geneva)
6. On Tolerance and CulturalDiversity, Culture of Peace
Program
7. Four Pillars of Learning
Learning to Know, to Do, to Be,
and to Live Together
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8. Integrating the Humanistic,
Ethical, Multicultural and
International Dimensions of
Education in Basic Education.
9. Inclusive Education, Heritage
Education, Development
Education poverty reduction
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B. Core Content in Global Education /
International Education
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C. Core Content on Education for
Sustainable Development
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D. Core Content on Human Rights
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E. Innovations in Education
Major Paradigm Shifts
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F. Core Content on Education, Poverty,
and Development
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G. Core Content on Good Governance
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DIMENSIONS OF PEACE
Absence of DirectPhysical Violence
Justice
(equitable distributionof wealth and resources)
Respect forHuman Rights
GenderEquality
Non-Violent Resolutionof Conflict
Care for theEnvironment
PersonalPeace
GlobalMindedness
Cultural Diversity
And Solidarity
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Dr. L. Castro identified 8 major peace education
themes:
Upholding Human Dignity
Challenging Prejudice and Building Tolerance
Promoting Nonviolence
Challenging the War System
Resolving and Transforming Conflict
Sharing the Earths Resources
Caring for the Earth
Cultivating Inner Peace
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EIU Conceptual Framework
1. Dismantling a culture of war (disarmament and nonviolence)
2. Living with justice and compassion (local and global justice)
3. Promoting human rights and responsibilities
4. Building intercultural respect, reconciliation and solidarity
5. Living in harmony with the earth (sustainable futures)
6. Cultivating inner peace (spirituality of peace)
Integrating EIU into educational systems andprocesses using multi-dimensional frameworks.
There are six interrelated themes:
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Human Security
UNDP &
Freedom
from
Want
UNESCO &
Freedom
from
Fear
Kofi
Annan &
Freedom
to Live InDignity
Freedom from
Hazard Impact
(Vulnerability)
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I realize that in the century that we are
about to welcome, the leadership ofthe world, the responsibility for this
planet, will change hands, from the
baby boomer generation to the X-generation raised on McDonalds and
Michael Jackson, and then to the
younger Nintendo generation, raisedon MTV and video games...
Dr. Victor Ordoez (1998)
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Dr. Victor Ordoez (1998)
Two future generation will have developed in
the context of quick response mechanisms,
life as interpreted through a computer screen,
and a global competitiveness that fosters ame-first mentality, hardly conducive to a
real concern for other peoples, much less for
peoples yet unborn...
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Dr. Victor Ordoez (1998)
More significantly, and less talked about,
this future generation will have adifferent concept of time, and will have
been fed on short attention spans,
sound bites and clips, with immediategratification as taken for granted. In this
context, hardly anything is long term,
and worries about a world in disarray,
say, 95 years from now, may hardly
bother them all.
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Citizenship Characteristics: Knowledge,
Values & Attitudes, Skills and Competencies
1. Ability to look and approach problems as a member
of a global society
2. Ability to work with others in a cooperative wayand to take responsibility for ones roles/within
society
3. Ability to understand, accept and tolerate culturaldifferences
4. Capacity to think in a critical and systematic way
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5. Willing to resolve conflict in a non-violent manner
6. Willingness to change ones lifestyle and consumption
habits to protect the environment
7. Ability to be sensitive towards and to defend human
rights, rights of women, ethnic minorities, etc.
8. Willingness and ability to participate in politics at thelocal, national and international levels
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Active LevelACTING
Translation of value conceptinto ones life as it passes
through valuing. Or, thechallenge to continue workingout in congruences. Process
of personal integration
Conceptual Level
UNDERSTANDINGAppreciation of value concept
introduced where factsbecome intimate knowledge,
as concepts are madeconcrete and fully grasped.Attainment of wisdom.
Cognitive Level
KNOWINGIntroducing the subject
area from which a specificvalue concept may be
presented, explored anddiscerned. Knowledge and
facts-based Learning.
Affective LevelVALUING
Subjecting value concept toprocess of valuing, validatingwhether it is considered as
personally meaningful and is
therefore upheld and integratedin ones value system.Experience-Reflection pedagogy.
Figure 5:
The Teachingand Learning
CycleA Model forHolistic andIntegrated
Approach to
Values Education
Frameworkof Module
(APNIEVE)
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PNU-CTL Winning Mural on Education for Sustainable Development(UNESCO-Bangkok, Thailand [2008])
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Recent typhoon Pepeng and Ondoy highlight the need to be good stewardsof the planet. Philippine colleges and Universities are currently integratingenvironmental care in the curriculum part of celebrating 2005-2014 on Decadeof Education for Sustainable Development. Faculty Development program arebeing undertaken in response to natural disaster prevention and management
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Partnership for Faculty &
Students Exchange
PNUs has twinning arrangement/partnership with:
China (1) East China Normal University in Shanghai and(2) Beijing Normal University in China
Indonesia University Negeri Jakarta
Korea (1) Chinju University of Teacher Education and (2) Gwangju National Universityof Education
Japan (1) Tokyo Gakugei University and (2) Ikeda High School attached to KyoikuUniversity in Osaka
Macau Universidad de Macau
Hongkong Hongkong Institute of Education
India Swami Ramanand Teerth Marathawada University
Australia Griffith University Multi-Faith Centre
Forthcoming: Providence University (Taiwan) and Norton University (Cambodia)
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AsianASPnetNetwork
Japan
Philippines
ThailandChina
Korea
Kitayodo HS Hagoromo
Gakuen S.H.S.
Fuko Ikeda
Sangdang S.H.S.
H.S. Affiliated toRenmin Univ.
TheDemonstrationS. of The psatri
Rjabhat Univ.
CTL of PhilippineNormal University
Educating for ESD in Asian ASPNet Schools
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EMPATHY
He prayed --- it wasnt my religion.He ate --- it wasnt what I ate.
He spoke --- it wasnt my language.
He dressed --- it wasnt what I wore.He took my hand --- it wasnt the
color of mine.
But when he laughed --- it was howI laughed,
and when he cried --- it was how I cried.
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When All Boarders are Gone
Objectives
To analyze present regional trends and
link them to the quest for global peace
and justice.
To appreciate the value of unity in
diversity.
To recognize the importance of global,regional, and personal
interdependence.
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Content
Interdependence in the Asia Pacific context
Procedure/Learning Activities
Cognitive Level: Knowing
1. Facilitator shows newspaper cartoon clippings fromdifferent countries and asks participants to label each as
either breakdown or breakthrough. Examples are thefollowing:
73 per cent of the worlds 6.3 billion people live belowpoverty line (less than $2 per day) with child labor andchild prostitution
Increasing disparity between rich and poor countries
Border, territorial and ethnic conflicts leading todeterioration of the social fabric
Environmental degradation
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HIV/AIDS pandemic, SARS, Bird Flu
Region has 3 billion people or about 61% of the world
population
Presence of five most populated countries: China, India,
Indonesia, Bangladesh, and Pakistan
Large population of youth 15-25 years
Many countries have deeply rooted philosophies,religions and cultures
Great diversity in ethnic, linguistic, social and political
terms
Mushrooming of many trans-border nationalcommunities plus large population of migrant
More than 21 million children aged 15 by 2005 are
likely to drop out before Grade 5.
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Nearly 70 per cent of the 885 million illiterates
worldwide are in the Asia Pacific region
Gender gap in adult literacy rate remains 14 per
cent against females
About 37 million children of school age are not
enrolled in nay formal basic education out of thetotal of 130 million out-of-school children in the
world. (APIED, Bangkok 2002)
2. Facilitator elicits responses to the question: Why doyou consider the event a breakdown or
breakthrough?
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3. Facilitator leads participants to identifycharacteristics and features which characterize
each of the following countries in the AsiaPacific region:
Country Colonial Power
Malaysia, India, Myanmar British
Laos, Vietnam, Cambodia French
Philippines Spanish and American
Indonesia Dutch
East Timor and Macau Portuguese
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Facilitator asks participants, How does the cultural
identity and diversity of each country contribute to its
state of development? Which features contribute totheir development and modernization?
Conceptual Level: Understanding
4. Facilitator guides participants in an analysis ofeconomic interdependence in the global context bypresenting a diagram showing the flow of eventsthat lead to the production of a sweater.
Study the flow of events that lead to the productionof items like sweaters. Name the countries involvedand the participation of each.
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Ideaoriginated ina company in
the UnitedStates
The accountsdepartment that
recorded thepurchase is
located in India
The advertisingcampaign is
devised in France
The completedsweater is
transported by aHonk Kong
shipping line
Production line inChina is controlled
by computers inthe Republic of
Korea
Designs are sentto China where it
is made
Product isdesigned in Italy
American companyborrows money from a
bank in Franfurt,Germany, to go ahead
with the idea
THE STORY OF ASWEATER
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5. Facilitator uses the following guide questions to helpparticipants understand the concept of interdependencea. What concept or concepts is the flowchart illustrating?
b. In what way do countries benefit by being part of theproduction process?
c. In what way can this be a disadvantage?d. Are there other forms of interdependence?
6. Facilitator summarizes responses and discusses theconcept of interdependence and its different forms (cultural,intellectual, etc.), making a clear distinction withdependence.
7. Facilitator asks participants to reflect on the impact ofinterdependence on a global, community, and personal leveland share their reflections in groups of 3.
8. After 15 minutes, volunteers are encouraged to share withthe larger group.
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9. Facilitator shares a poem on global solidarity.
In every border postthere is something insecure
Each of them longingfor leaves, for flowers
Cant figure out
what kind of trees they have landed on.
I supposethat at first, it was people who invented bordersand then borders started to invent people.
It was borders who invented people,armies, and border guards.
While borders still stand we are all in prehistoryReal story will startWhen all borders are gone.
From: Yeugeny Yeutasheuko
Excerpts from Fuku
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10. Facilitator leads participants to an analysis and reflection ofthe poem by asking the following questions:a. What do you understand by a border post? Can you
describe it?b. What are borders for?c. Who invented borders?d. What do borders inventingpeople mean?e. Is the border a good invention of people? Why?
f. What do prehistory and realhistory stand for?
Affective Level: Valuing11. Facilitator leads participants to an appreciation of the poem
by asking the following questions:
a. What is your general feeling after reading the poem?b. What words or phrases struck you most? Why?c. How does it feel living in a place surrounded by borders?d. How do you feel living in a world without borders?e. What insights can you draw from the poem?
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Active Level: Acting12. Facilitator invites participants to suggest ways they
can promote interdependence and unity on theCommunity and personal level using the followingincomplete sentence:
I will promote unity and interdependencein my community by
I will promote unity and interdependencein my workplace by
Materials Needed Newspaper clippings and cartoons
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UNESCO-APNIEVE ESD Book Launching
in Shanghai (November 2009)
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Our global future is in our hands
A PNU d ti t d t d t Ed ti
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A PNU education student draws a poster on Education
for Sustainable Development and Education for
International Understanding
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