Background
The main purpose of
UNESCO, according to its Constitution, is to contribute to peace and security by
promoting the collaboration of nations through education, science and culture,
in order to further universal respect for justice, the rule of law, human rights
and fundamental freedoms for the peoples of the world, regardless of race, sex,
language or religion. One of the basic aims of the Organization has always been
the promotion of peace and international co-operation through education. After
its foundation in 1946, educators working with UNESCO produced an impressive
number of new ideas and suggestions concerning the education of young people for
international understanding.
In order to translate these ideas into concrete action, UNESCO launched the
Associated Schools Project Network (ASPnet) in 1953. As of September 2005, it
includes over 7 793 educational institutions, ranging from pre-school education
to teacher training in 175 countries.
Associated Schools commit to promoting the ideals of UNESCO by conducting pilot
projects in favour of better preparing children and young people to meet
effectively the challenges of an increasingly complex and interdependent world.
The new ASPnet Strategy and Plan of Action (2004-2009) places emphasis on
reinforcing the four pillars of Learning for the 21st Century
(learning to know, to do, to be and to live together) and promoting quality
education as outlined in the Dakar Framework of Action. ASPnet teachers and
students have many opportunities to work together beyond their classrooms to
develop innovative educational approaches, methods and materials from local to
global levels.
Goals
ASPnet conducts its
activities at the global level and its goals can be summarized as follows:
At the national level:
National Commissions for UNESCO and Ministries of Education establish a network
of schools interested in carrying out activities and in order to improve quality
education, particularly its ethical, cultural and international dimensions by
developing effective teaching approaches, methods and materials. This network is
designed to have a multiplier effect through the diffusion of information on
results obtained so that other schools in the country can carry out similar
activities. There are numerous cases where ASPnet contributes to educational
reform and renewal in various Member States of UNESCO.
At the regional level:
Countries within a region often share common denominators such as language,
religion and culture. To strengthen these bonds, each region of the world is
encouraged to set up an educational Plan of Action, to include regional seminars
and workshops for National Co-ordinators and teachers, student and teacher
exchanges, and other initiatives and events, most notably "Flagship projects".
At international level:
Efforts are made to facilitate an exchange of information on ASPnet at all
levels, the conduct of international flagship projects, special events,
campaigns, contests and to encourage contacts and links of solidarity between
participating institutions.
Study Themes
ASPnet schools are
encouraged to conduct pilot projects on four main themes of study covering a
wide range of interrelated sub-topics. The point of departure should be issues
relevant to the student’s own environment, concerns, and aspirations. The themes
presented below provide a basis which can be extended to other topics.
1.
World concerns and the role of the United Nations system:
Select an issue of world concern such as poverty, hunger, disease, unemployment,
pollution, illiteracy, cultural identity, women's issues, population, etc., and
examine various facets of the problem locally, nationally and internationally.
As the students search for possible solutions, the present and future role of
the United Nations and its Specialized Agencies in helping to solve such issues
become more concrete and visible. The observance of International and United
Nations Years and Days can also help students to situate these issues with
regard to their own lives, now and in the future.
2. Human rights, democracy and tolerance:
Schools often choose the Universal
Declaration of Human Rights, the Convention on the Rights of the Child, or the
Decade on Education for Human Rights (1995-2004 for example, as points of
departure.. Discussions should be within the context of the students' own
experiences, broadening out to encompass the rights of others, sensitizing them
to their own rights but also to their duties and responsibilities. Today, many
activities relating to human rights aim at eliminating all manifestations of
intolerance, racism, prejudice and at strengthening education for democracy,
mutual respect, civic responsibility, tolerance and non- violent conflict
resolution.
3. lntercultural learning:
As societies become increasingly multicultural and multiethnic, the study of
other countries and cultures can be undertaken at the local and national levels.
Contact can be made with parents or students of other origins, indigenous
peoples, immigrant groups and with embassies and cultural centres of other
nations. Such groups and organisations are an invaluable source of information
and could help to promote a better understanding and appreciation of other
customs, traditions and values, by contributing to exhibitions or by providing
speakers to address students about the country and its role in the UN family.
4. Environmental concern:
This theme allows students to link international issues affecting the global
environment to individual, local or national realities. Within this framework,
they can be encouraged to confront problems of local concern which may lead them
to develop strategies for the same or similar problems at both national and
international levels. Activities in this area include studies on pollution,
energy, forest conservation, marine and atmospheric research, soil erosion and
conservation of natural resources, desertification, the "greenhouse effect",
sustainable development, recycling "Agenda 21", and ultimately on how science
contributes to the future of humanity. Subsequent to reflection in the
classroom, community-oriented projects are often conducted to improve immediate
local needs.
