Course Proceedings

ASPBAE Basic Leadership and Development Course (BLDC)
20-26 September 2010
Hotel Elizabeth, Baguio City, Philippines
Course Proceedings
By:
People’s Initiative for Learning and Community Development (PILCD)
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BASIC LEADERSHIP AND DEVELOPMENT COURSE (BLDC) 2010
20-26 September 2010, Baguio City, Philippines
PROCEEDINGS
Day 1- September 21, 2010
9:00 AM - Welcome to Baguio City- Jose Roberto (Robbie) Guevara and Ramon
Mapa
Robbie Guevara, current President of ASPBAE, opened the morning session with an
energizer song- “I’m Alive, Awake, and Enthusiastic.”
The first day in Baguio City formally started with welcome remarks by Ramon Mapa,
executive director of People’s Initiative for Learning and Community Development
(PILCD) one of the local co-hosts the of BLDC 2010. He warmly greeted the participants
by giving short introduction of PILCD and Baguio City. He also advised the participants
to approach the staff of PILCD if they have immediate concerns. Robbie asked the
meaning of the symbols in the tarpaulin. Ramon explained that the symbols are called
Bul-ul or rice gods which serve as guardian spirits. He mentioned that the participants
will be able to see more sample of the sculptures during the City tour.
Robbie went on with the morning session by discussing the roles/ tasks of learning
groups. Learning groups are tasked to help organize the day by doing icebreaker and
recap. For September 22, the learning group A is in-charge. Tomorrow night, learning
group B will start with the film festival. Learning group C will be in charge on Friday
while learning group D is in-charge on Saturday.
For the site visits: Ramon presented the list of the organizations to be visited1. ALS of DepEd
2. Out-of-school youth (learners)
3. Dap-ayan ti Kultura iti Kordilyera
4. La Trinidad Organic Practioners
5. Save Our Street Children Foundation
Participants chose which organization to visit, Anita listed their names and got the
following list:
1. Save Our Street Children Foundation Inc. (SOSCFI) - 4 participants
2. La Trinidad Organic Practitioners (LA TOP) - 8 participants
3. Dap-ayan ti Kultura iti Kordilyera (DKK)- 4 participants
4. Alternative Learning System -Department of Education- 3 participants
5. Learners of Balik Paaralan Para sa Out-of-School Adults (BPOSA)- 9
participants
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Robbie presented several learning tools to be utilized for the entire course- learning
groups, post cards, readings included in the training kit and journals
9:40- 10: 10 AM Learning Group/ Facilitation Team Meeting
The learning groups were given 30-minute meeting to know more each other, finalize
their group names, prepare their cheer and discuss their tasks. After the meeting, the
learning groups performed their cheer and came up with the following names:
Learning group E
Group name: Sunrise Arise
(They chose sunrise as their
group name because the rising
of the sun brings hope and luck
to the people.)
Members: Helen Dabu
(ASPBAE, Philippines), Maikeli
Tutuvou Kausuqo (FCOSS,
Fiji), Irina Razilova (dvv Int’l,
Uzbekistan), Benafsha
(ANAFAE, Afghanistan), Abdul
Bashir Khaliqi (ANAFAE,
Afghanistan)
Learning group B
Group name: ALAM AM
(Their group name is a
combination of their initials.
The word “alam” is a
Filipino term for know, and
the acronym “AM” means
all messages.)
Members: Lisa Ito (CEC,
Philippines), Anshuman
Karol (PRIA, India), Aloema
Fretton (METI, Samoa),
Saidakhmedova
Makhububa (dvv Int’l,
Uzbekistan), Kanchi Maya
Sherpa (HHESS, Nepal)
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Learning group D
Group name: PAL (Their
group name is an acronym of
Pacific Asian Leaders. The
word “pal” means friend.)
Members: Ani Pahuru
Huriwai (PTE, New Zealand),
Zakir Hossain Sarker
(REFLECT, Bangladesh),
Nasiba Mirpochoeva (ASTI,
Tajikistan), Mana
Chanthalanonh (dvv Int’l,
Laos), Lalinthip Suppapurk
(Thalang NFE and IEC
Center, Thailand)
Learning group A
Group name:
AOOMA(Their group name
is a combination of initials
of their first and last
names.)
Members: Mallikkarjun Rao
(Laya, India), Anupama
Perera (PAFFREL, Sri
Lanka), Akiko Suzuki (SVA,
Japan), Joachim Orapa
(ASPBAE, Papua New
Guinea), Oemi Faezathi
(PEKKA, Indonesia)
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Learning group C
Group name: Matahari (“Matahari” is a Maori term for sun.)
Members: Timote Vaioleti
(IMPAECT, New Zealand),
Hannah Pia Baral (ACE, New
Zealand), Ranjith
Wickramsinghe (CED, Sri
Lanka), Erdenechimeg
Jambaldorj (Mongolian
Women’s Federation,
Mongolia), Kholida Lubis
(PESADA, Indonesia), Jose
Gregory (Sahayi, India)
Activity: Getting to Know Your Learning Group via Most Significant Change
(MSC) Story- Lisa Ito
Lisa Ito explained that through the activity participants meet with their learning groups to
share and discuss their post cards. After the sharing and discussion, the group has to
select the MSC story out of the five postcards. They need to justify why they selected
the particular story.
To give the participants a concrete idea of the MSC story, Robbie shared the story of a
woman featured on his postcard from the Education for Sustainable Development
project. The woman was a participant of the literacy program who eventually became
knowledgeable on the crops she is planting. He also mentioned the institutional
outcomes of the project.
11:55 AM- Back to the plenary hall for the sharing of the MSCs
Group Presentations:
ALAM AM group chose the story of Kanchi Maya Sherpa of HHESS
in Nepal as their MSC- organizing and involving every household in
the community for the cleaning and health program. The program
has a big impact in the community particularly in terms of
maintenance of cleanliness and hygiene.
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Point of clarification: Nasiba of Afghanistan asked if all women in the community are
involved in the cleaning program. Kanchi Maya Sherpa explained that women are the
one involved but those who do not participate are charged with fees.
SUNRISE ARISE group chose Helen Dabu’s story who is working as
Capacity Development and Advocacy Support of ASPBAE in
Mongolia, East Timor and Vietnam. They chose her story because of
how she involved the civil society in forming coalitions to push policy
advocacy in the aim to engage the government in the achievement of
the goals of Education for All.
AOOMA group chose the story of Oemi Faezathi from Pekka
Indonesia- organizing single mothers, abandoned housewives and
widows in the community for leadership and economic empowerment.
They undergo training to become leaders in the
political arena.
MATAHARI group chose the story of Jose
Gregory of SAHAYI-Center for Collective Learning and Action
providing capability training program to tsunami-stricken
communities in Southern India. The intervention comes in form of
entrepreneurship development program which help people cope up
with their economic loss.
PAL group chose the story of Md. Zakir Hossain Sarker, on the
REFLECT organization implementing literacy programs. Zakir
explained the process that their organization had passed
through.
12: 50 end of group reports
Energizer: Lisa Ito asked the help of Maikeli Tutuvou Kausuqo and they introduced an
energizer where the participants formed the word “coconut” using hand and head
movement.
Synthesis: Adult learning principles
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Sandy summarized the learning experience from the sharing of MSC stories.
Participants here come from different backgrounds and have different experiences,
skills, and knowledge. We have commitments to transform and empower adult learning
practices with the firm believe in the right to learn.
Session 2: Overview of Adult Learning Principles-Sandy Morrison
Adult Learning Principles
Our aim is to connect your educational practice to the theory of adult education/learning
and its underlying principles
Who Are We?
• We are self-directed learners coming from wide range of backgrounds, skills,
knowledge and experiences as adult educators.
• We have diverse adult learning contexts. But there are shared themes and
regional challenges.
• We have the commitment towards transformation and empowering adult learning
principles with the firm belief in the right for all to learn especially the most
marginalized sectors
Assumptions
• We have shared understanding of meanings eg. Adult education, adult learning,
transformative
• RODIKAYA: “need for conceptual clarification” and “has come to acquire a whole
array of synonyms and near synonyms and sometimes overlapping and
competing terms”
• FOLEY: the radical adult educator
Four pillars of education
• Learning to know
• Learning to do
• Learning to live together
• Learning to be
Through brainstorming, Sandy Morrison generated ideas from the participants on the
meaning of these pillars:
Learning to know
Learning to do
Because we do not
know that is why
we want to know
Adult learners want
to know right away
Learn skills, for
example computer
literacy
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Learning to live
together
Becoming part of
the community
Change something
in the community by
working as a group
Overcome issues of
race and religion
Learning to be
To be empowered
Being the best of
ourselves
Allows reflection
division
Intercultural- living in Transforming
a space with people yourselves
of different cultural
backgrounds
Identify your own
capacity
Assumptions About Adult Learners
• Have life experiences/ knowledge which are grounded
• Are relevancy-oriented
• Are goal-oriented
• Are practical
• Require respectful dialogue
• Are autonomous and self-directed
• Participatory approach
• We are learners and we are all educators
Process of delivery
• Recognitions of different knowledge systems and learning styles including
indigenous
• Acknowledgement of the growing need to work across traditional disciplinary
boundaries especially given a lifelong focus integrated and whole
• Co-generation/ co-production of knowledge which is ongoing
• Sharing and ownership of knowledge
Points to ponder:
• We need to understand our educational philosophy
• What is it that we think we can change?
• How these learnings change our practise and help transform the lives and
communities in which we work?
• Our educational philosophy informs our educational practice.
Sandy Morrison asked the participants to share their educational philosophy and they
enumerated the following:
- empower people for claiming their rights,
- enable people to move to actions and positive change
- to improve quality of life of people
- to bring positive change for better way of life
- based on needs
-encouragement
-self-motivation
-social responsibility
- commitment to help others
-reform
- policy changes
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Understanding Worlds
• Village, tribes, communities
• Leadership in those worlds
• Quality education
• Political and power
• Culture and social
• Barriers and transformation
My World
• Self-determination- autonomy, meaningful education
• Cultural aspirations- language, knowledge, and cultural as basis for identity
• Cultural preferred pedagogy- learning and teaching positively, reinforces values,
behaviour and cultural capital
• Mediation of socio-economic impediments- impediments impact
disproportionately on Maori
• Extended-family social structures and practices- extended family responsibilities
• Collective vision- direction and impetus for struggle by all
To sum up her presentation she used a diagram illustrating the challenges of finding
opportunities to implement adult education in practice. The MSC stories are concrete
examples of these challenges.
13: 39 PM end of Sandy’s Presentation
Helen Dabu made announcements for the Cultural Night: approach learning group E for
the presentations.
13:40-14:40 Lunch Break
Post card presentation- Sunrise Arise group
Maikeli Tutuvuo Kausoqo of Fiji Council of Social Services (FCOSS)
was involved in microfinance program providing financial literacy
training among members of remote communities.
IRINA RAZILOVA of dvv International Tashkent shared her
experience in establishing an Oral History Center which serves as a
source of self-identity and national building in the principle of
realizing history.
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Game: “The Boat is Sinking”
Myo Min took over the afternoon session and started with “The Boat is Sinking” game to
form groups. He explained that when he announces the number of people that will fit
into the lifeboats, they are to break up into groups of that number. They may grab
participants from other groups to complete the required number. Three groups were
formed during the final round of the game.
Group activity: Drawing of Islands
The participants worked in three different groups to draw beautiful islands on their own
perspective
Khushi (Happy) Island: “Where people come to stay”
Peace Island
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Matahari Island
Group presentations and processing:
Each group presented their drawings. After the presentation, Myo Min processed the
group activity by asking the participants on their process of drawing and naming their
island. The participants specified religious thinking and environmental sustainability as
one of the considerations in filling out their island. One group chose Peace as their
island’s name because of many conflicts existing in our society.
Point of clarification:
-What is missing in the Khushi Island is the element of culture which is essential in
making it as a community.
-Why government not chief?
Point to ponder: How do you want to live in dignity?
Session 4 Human Rights And Education: Introduction to Human Rights- Myo Min
Development of HR
United Nations Definition of Human Rights
Human Rights are universal legal guarantees protecting individuals and groups against
actions which interfere with fundamental freedoms and human dignity.
Characteristics of HR
• They are internationally recognized
• They are legally protected
• They focus on the dignity of the human being
• They protect individuals and groups
• They obligate State and State actors
• They cannot be waived/taken away
• They are equal and interdependent
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They are universal
Different group of rights
• Civil rights- rights of individuals to be protected from arbitrary interference by
government in their life liberty and security, freedom to travel, right to due
process.
• Political rights- rights of individuals to interfere and participate in the affairs of the
governments e.g. right to vote, stand for election, participate in state and social
management, freedom of speech, press, assembly
• Social, economic and cultural rights-progressive demands of the people to
improve their standard of living. e.g. right to education, work, healthy and working
environment, practice of religion use of one’s language and enjoy one’s culture.
According to recipient
• Individual rights- are rights that may be exercised by every individual such as
those in the UDHR
• Collective/group rights – are rights given to a specified vulnerable group which
may be exercised because of one’s membership to such community such as
women’s rights, children’s rights, indigenous people’s rights
Who is responsible to implement human rights?
The STATE has the primary responsibility to:
• RESPECT human rights- not to do acts that will violate the rights of the
individuals
• PROTECT human rights- commit acts that will defend the rights of the individuals
• PROMOTE human rights- enforce activities that will ensure that individuals know
about their rights.
• FULFILL human rights- Ensure that rights are realized either immediately or
incrementally.
Nature of HR violation by the state
• Violation by Omission
• Violation by commission
• Arbitrary derogation- for example martial rule
Viewing of Universal Declaration of Human Rights (UDHR) Video
14: 13 Tea Break
Post card presentation- Sunrise Arise group
Benafsha Rashidi, in charged of supervision and monitoring of
literacy program implemented by Afghan National Association of
for Adult Education (ANAFE). She cannot express herself well in
English so Abdul Bashir Khaliqi acted as her interpreter. Mr.
Bashir relayed that Benafsha was very happy that she
participated in the BLDC.
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Abdul Bashir Khaliqi, managing director of ANAFE, implemented
Literacy Initiative For Empowerment (LIFE) which brought
coordination of all stakeholders working on literacy including
policy advocacy.
The participants reviewed the UDHR concepts using the island drawing. Myo Min
pointed to some pictures and illustrations in the drawing and the participants identify the
rights associated to them. For example, school- Art 26 right to education; house- Art. 25
right to adequate standard of living. Myo also gave the link to the video so that
participants can download them www.humanrightsactioncenter.org.
Session 5 A Rights- based Approach to Education- Myo Min
Structure of Human Rights System
• Treaties- ratified by governments
• International Covenant on Economic, Social and Cultural Rights (ICESCR)
• International Covenant on Civil and Political Rights (ICCPR)
• Convention Against Torture
• Convention on the Elimination of All Forms of Discrimination Against Women
(CEDAW)
• Convention on the Rights of the Child (CRC)
• Convention on the Rights of People with Disability (CRPD)
• Convention on the Rights Migrant Workers (CRM)
Status of ratifications- Myo Min showed the commitment of different countries.
Philippines has ratified all the international laws
What is the Human Right to Education?
• The human right of all persons to education is explicitly set out in the Universal
Declaration of Human Rights, the International Covenants, the Convention on the
Rights of the Child and other widely adhered to international human rights
treaties and Declarations -- powerful tools that must be put to use in realizing the
human right to education for all!
Governments' Obligations to Ensuring the Human Right to Education
• "Everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages. Elementary education shall be compulsory.
Technical and professional education shall be made generally available and
higher education shall be equally accessible to all on the basis of merit....
Education shall be directed to the full development of the human personality and
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to the strengthening of respect for human rights and fundamental freedoms. It
shall promote understanding, tolerance and friendship among ... racial or
religious groups...." --Universal Declaration of Human Rights, Article 26
Everyone has the right to education. Primary education should be compulsory
and free to all--International Covenant on Economic, Social and Cultural Rights,
Article 13
Women have equal rights in education. States shall ensure the same conditions
for career guidance, access to studies, teaching staff and equipment.
Stereotyped roles of men and women are to be eliminated in all forms of
education. Women must have the same opportunities to benefit from
scholarships and the same access to continuing education. States shall ensure
the reduction of female drop-out rates and that woman have access to
educational information to help ensure that health and well-being of families,
including information on family planning.
States shall take into account the special problems of rural women and the
significant roles they play. States shall ensure equal rights of men and women
to receive training and education.-Convention on the Elimination of All Forms of
Discrimination Against Women, Articles 10 and 14
Commitments made at
• the Earth Summit in Rio,
• the World Summit for Social Development in Copenhagen,
• the World Conference on Women in Beijing, and the Habitat II conference in
Istanbul,
• the World Declaration on Education for All,
• MDG Goals 2: Achieve universal primary education
Six Education For All (EFA) Goals
• Universal Primary Education- By 2015, all children have access to and complete,
free and compulsory primary education of good quality.
• Youth and Adult Learning and Life-skills Education- Learning needs of all young
people and adult are met through equitable access to appropriate learning and
life skills program.
• Adult Literacy- Achieve 50 percent improvement in levels of adult literacy.
• Gender- Eliminate gender disparities in primary and secondary education by
2015.
• Quality- Improve all aspects of the quality of education.
• Early Childhood Care and Education - Expand and improve comprehensive early
childhood care and education.
Rights to education
• Availability – that education is free and government-funded and that there is
adequate infrastructure and trained teachers able to support education delivery.
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Accessibility – that the system is nondiscriminatory and accessible to all, and
that positive steps are taken to include the most marginalized.( Non
discrimination, physical accessibility and economic accessibility)
Acceptability – that the content of education is relevant, non-discriminatory an
culturally appropriate, and of quality, that the school itself is safe and teachers
are professional.
Adaptability – that education can evolve with the changing needs of society and
contribute to challenging inequalities, such as gender discrimination, and that it
can be adapted locally to suit specific contexts.
17: 27 PM
Activity: Learning groups were tasked to check again their MSC stories, take note of
the good points of the stories and write them in meta cards.
Group Presentations- Learning groups posted their metacards on the board.
ALAM AM group identified the following good points in their MSC:
-Adult learning to all
-environment sensitivity
-participation
-collective action
-livelihood building
SUNRISE ARISE group identified the following good points in their MSC:
-based on needs
-action oriented
-coordinationand cooperation
-Influencing the government
-balanced
-Good example for other countries
-Supports the EFA goals
-Upholds human rights
-Empowerment
-CSOs engagement with the government and other stakeholders
-Gives Motivation to civil society to work together
PAL group identified the following good points in their MSC:
-adaptability
-capacity building
-Sustainability
-Self-reliant
-Rights based approach
-Participatory tools
-Gender equality
-Networking
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AOOMA group tdentified the following good points in their MSC:
-participation
-specific beneficiary
-collectiveness
-ownership to the project
-strong support of the community
-lobby and advocacy
-multi stakeholders
MATAHARI group identifird the following good points in their MSC:
-protecting the vulnerable group
-Capacity building eg. Training
-Micro finance
-Follow-up-consultancy support
What are the components of the rights-based approach?
1. ANALYSIS BASED ON THE REALIZATION OF HUMAN RIGHTS
ƒ By analyzing each right
ƒ By analyzing those responsible
2. MEANINGFUL PARTICIPATION AT EACH STAGE
3. OBJECTIVES AND GOALS BASED ON HUMAN RIGHTS
4. MEASURING OUTCOMES IN HUMAN RIGHTS TERMS
5. UTILIZING MECHANISMS OF ACCOUNTABILITY
18:30 end of Myo Min’s presentation
19:00 Dinner
Cultural Evening
The participants, dressed in their national attire, performed various presentations such
as songs and dances which represented their country.
Participants from the
Philippines including the
staff of PILCD rendered a
song entitled “Ang Bayan
Ko,” popularized during the
Martial Law in the
Philippines.
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Participants from the South
Pacific- New Zealand, Fiji and
Samoa performed a role play
narrating the history of Maori
people.
The participants from South
and Southeast Asia were the
graceful “front liners” in
community dancing.
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Participants from Sri Lanka, Mongolia and Bangladesh deeply sang with heart and soul.
The cheerful participants
enjoyed the eveningdancing and sharing the
best they got from their
respective culture.
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Day 2- September 22, 2010
9:11 AM
The AOOMA group started the day with a chant by their group member Mallik of India.
They recap the activities from the previous day and introduced the”Orum Sum Sum” ice
breaker.
Post cards presentation- AOOMA group
ANUPAMA PERERA is working in People’s Action for Free
and Fair Election (PAFFEL) the first citizen-based election
watch in Sri Lanka.
ANITA BORKAR, regional coordinator of ASPBAE’s Training for
Transformation Program. She shared the experience of
women’s organization in India which transformed the status of
women from being ill-equipped to effective leaders.
Robbie presented the schedule of day 3. The time of the input session has been
shortened to give more time to the learning group meeting. He also checked if
participants are writing in their journals. He emphasized the significance of learning
through the journal and readings. He encouraged participants to bring-in adult learning
principles in their activity. He also discussed the main points of the reading on radical
education by discussing the definition of radical education and the aspects that makes
adult practice radical.
9:45-10:30 Learning Group Meeting pondering on the question- Is your adult education
practice radical?
10:40 Session proper
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Session 6 Gender and Lifelong Learning- AnitaBorkar
Pre-activity: Anita Borkar introduced a game before her topic on gender and lifelong
learning. She asked questions ranging from their name, name of their roommate,
number between 1- 10, color, and flower to the participants and they must finish writing
their answers at the count of ten. Interpreted their answers-some people under the
pressure of time can think creatively.
Activity: Anita involved the participants to a reflective activity. Participants were given
meta cards where they wrote their mother’s name, one quality, and one opportunity that
would have made their mothers’ life better. They shared individually what they have
written on their meta cards. One participant
became emotional during the sharing.
Anita processed the activity by asking
questions to the participants. What
transpired during the processing of the
activity were:
• commonality of experiences,
• reality on the status of women in our
society particularly those of the
earlier generation, and
• even narration of women’s history.
Most of the participants identified the following opportunities that would have made their
mother’s life better:
• Education- Women were deprived of their right to education whether basic or
higher in terms of its accessibility, adaptability, availability and acceptability. Asi
• Decision making- Women were not given the chance to decide in the number of
children they want to have, work they would like to do, and even whom to marry.
The stereotypical treatment to women existed in our society since time immemorial and
when women step-out of their box they are ridiculed and worse ostracized.With this
activity, the participants brought up the concept of gender rights from their personal
experiences. Anita encouraged the participants to apply gender lens in their adult
education practice.
Myo Min connected the concept of gender to Human Rights (HR). Participation of
women is limited because unconsciously we are used to the social structures. When we
think of HR, we should consider the sector of women; include them in our programs and
get the women perspective.
Participants acknowledged the importance of gender lens in adult education practice
and emphasis on women empowerment.
11:50-12:00 Tea Break
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Postcard presentation- AOOMA group
Akiko Suzuki, project coordinator of SVA in Cambodia
shared her work in the adult education through the
implementation of library project in primary schools, slum
areas and communities.
Session 7 Education for Sustainable Development- Lisa Ito
Lisa Ito of Center of Environmental Concerns (CEC) brought in the Education for
Sustainable Development (ESD) framework. The session aimed to:
9 Identify milestones in the development of ESD
9 Describe basic features of ESD as a framework
9 Use ESD as a framework to reflect on our own practice
Unsustainable
Participants brainstormed on what they consider unsustainable and came up with a long
list which defined and described the concept of unsustainable.
• not stable
• not lasting
• short-term
• temporary
• life-situations
• changing needs
• short-term funding
• not considering indigenous knowledge
• denial of justice
Current context
• We are living in an unsustainable world
¾ environmental degradation and depletion of resources
¾ high carbon dioxide concentration in the atmosphere
• Rooted in development paradigm
Sustainable Development
• Contested and constantly evolving concept
• Will to improve everyone’s quality of life, including that of future generations, by
reconciling economic growth, social development and environmental protection
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Brundtlant Report (1987): Sustainable development is –
¾ “Development that meets the need of the present without compromising
the ability of the future generations to meet their own needs.”
¾ Economic Growth + Preservation of Our Earth
Historical Flow of the Concepts on Sustainability
• 1970’s - “Limits to Growth” by Rome Club
• 1980’s - ‘Sustainable development’
the Brundtlant Report ‘Our Common Future’
• 1990’s - ‘Agenda 21’
Earth Summit (United Nations Conference on Environment and
Development)
• 2000’s – The World Summit on Sustainable Development
Three Pillars of Sustainability
• Environment
• Society
• Economy
Having a Different Vision of the Word
• Development for whom?
¾ More inclusive
¾ Unborn generations (intergenerational)
¾ “Have nots” of our times (intra-generational equity)
Why Education?
• Improving the quality of our life implies a change in our learning.
•
"Education – in all its forms and at all levels – is not only an end in itself but is
also one of the most powerful instruments we have for bringing about the
changes required to achieve sustainable development."-UNESCO (2005) ESD at
a Glance
What Kind of Education is ESD?
• It is a holistic way of critically analysing concrete and complex problems to arrive
at solutions.
• More education does not always lead to sustainability
• Environmental education + development education
• Encompasses environmental education, setting it in the context of broader sociocultural factors and socio-political issues of equity, poverty, democracy, quality of
life, as well as a development perspective on social change
Lisa Ito asked the participants on what type of education leads to sustainability. Ani
Pahuru of New Zealand responded with her idea that education relevant to the context
is leading to sustainability. It should be focusing in the need of the local and culturally
appropriate. Joachim Orapa of Papua New Guinea, on the other hand, pointed out that
educated politicians are the one abusing the resources of the community.
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Characteristics of ESD
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Based on the principles and values of Sustainable Development
Promotes life long learning
Accommodates the evolving nature of sustainability
Deals with all three realms (environment, society and economy)
Interdisciplinary
Addresses content, taking into account context (global issues and local priorities)
Uses a variety of pedagogical techniques that promote participatory learning and
higher order/crittical thinking skills.
Builds civil capacity for community-based decision-making and problem solving
Locally relevant and culturally appropriate
Local needs have international effects and consequences
Engages formal, non-formal and informal education
Values driven
ESD is a New Way of Doing Education
• ESD as a paradigm shift
• ESD as a new vision of education, a vision addressing the complexity and
interconnectedness of problems (UNESCO-UNEP 2008 Youth Xchange)
• ESD: a new pedagogy, a new approach to learning; Educators become
facilitators of learning for change (IUCN CEC Communication)
13:15-14:15 Lunch Break
Session proper: Synthesis of Frameworks For and From Practice- Robbie
Guevarra
Using their own MSC story, participants identified the key issue on their story and the
secondary issue linked to understanding the key issue. Provided with color-coded meta
cards, they were instructed to write the key issue in the purple card, and the secondary
issue in the yellow card. The purple cards were pasted on the front side of their
nametags while the yellow one is pasted on the back part. Then the participants formed
a big circle and were instructed to look and walk together with others who have similar
issues written on their purple card. As they do the task, they were banned from talking
or discussing the issue. From the activity, six groups were formed based on the
resemblance of issues. Then, they worked in groups to plot the links of the issues and
the activities that respond to these issues in maps.
23
Group Presentations:
Group 1: Ani Pahuru Huriwai
(New Zealand), Aloema
Fretton (Samoa), Lisa Ito
(Philippines), Nasiba
Mirpochoeva (Tajikistan)
PRIMARY
ISSUE
Adapting to
climate and
environmental
changes
SECONDARY
ISSUE
Unemployment
among adult
population, lack
of
environmental
awareness and
action
LINKS
Sustainability
(long-term)
HOW TO
EDUCATE
More sectors to
involve,
practical /role
modelingorganic
farming, shortcourses/
trainings,
community
organizing
OTHER
ACTIVITIES
Cooperation
with the
government/Ask
financial help to
support the
program,
marketing,
websites/
newsletters
Group 2: Akiko Suzuki
(Japan), Nguyen Thanh An
(Vietnam)
24
PRIMARY
ISSUE
Low community
participation of
mothers and
youth
SECONDARY
ISSUE
Change
behavior, gain
knowledge and
skills
LINKS
HIV/AIDS
prevention,
Library
activities
HOW TO
EDUCATE
Events,
campaign,
training,
networking,
advocacy, input
with the
national plan
OTHER
ACTIVITIES
Cooperate with
the
government,
monitoring,
national
conference,
fund raising,
documentation,
information
education
campaign
(IEC),
health service
(free condom/
needle
program)
Group 3: Abdul Bashir
Khaliqi (Afghanistan),
Benafsha (Afghanistan),
Kanchi Maya Sherpa
(Nepal), Mallikarjun Rao
(India), Mana
Chanthalanonh (Laos),
Ranjith Wickramsinghe
Irina Razilova (Uzbekistan)
(Srilanka),
PRIMARY
ISSUE
Literacy and
continuing
education
25
SECONDARY
ISSUE
Teachers’
training,
improvement in
processing
skills,
employment
and salary, lack
of education,
LINKS
Environment,
community
development,
emotional /
religious needs
HOW TO
EDUCATE
Capacity
building,
vocational
training, literacy
sessions,
promotion of
community
reading rooms,
OTHER
ACTIVITIES
Civic education
(basic rights),
health
education/
health care,
Own economic
initiatives,
literacy
no access to
education,
coordination
exchange visit,
establish youth
groups,
establish
community
learning center
(CLC)
resource
center, training
of trainers and
supervisors at
the provincial
and district
level as well as
national level,
participation in
the
development of
national
document on
literacy, needs
assessment
survey, national
literacy action
plan
Networking,
scholarship,
income
generating
programs,
developing
training
material for
learners and
trainers
Group 4: Erdenechimeg Jambaldorj (Mongolia),
Kholida Lubis (Indonesia), Maikeli Tutuvou Kausuqo
(Fiji), Oemi Faezathi (Indonesia), Saidakhmedova
Makhbuba (Uzbekistan)
26
PRIMARY
ISSUE
Women’s
empowerment
SECONDARY
ISSUE
Access to
resources,
violence
against
women,
change
behavior,
women’s
lifelong non
formal
education,
savings
account
LINKS
Women’s
rights to
education/
economic
rights
HOW TO
EDUCATE
Capacity
building,
campaign
OTHER
ACTIVITIES
Networking,
legal
empowerment,
socialization of
marginalized
women,
microfinance,
social health
awareness,
political
participation of
women
Group 5: Joachim Orapa
(PNG), Hannah Pia Baral
(New Zealand), Helen Dabu
(Philippines)
PRIMARY
ISSUE
Government
funding cuts
27
SECONDARY
ISSUE
Lobbying,
research,
participate in
national budget
process,
stakeholders
engagement,
policy review
LINKS
Marginalized
groups are
affected
HOW TO
EDUCATE
capacity
building
(training and
skills
development),
information
education
campaign
OTHER
ACTIVITIES
Consultation,
dialogue,
mobilize,
newsletters,
other
publications,
national and
regional events,
dissemination
and input,
networking
(develop
partnerships
with other
groups such as
business sector
and
government
agencies),
renewed vision
Group 6: Jose Gregory (India), Anupama Perera
(Srilanka), Lalinthip Sappapurk (Thailand)
PRIMARY
ISSUE
Poverty
reduction
28
SECONDARY
ISSUE
Silencing of the
minorities
LINKS
Knowledge/
capacities,
attitude,
education,
protection of
rights, how to
plan,
importance of
voter’s
registration,
cooperation
and
coordination
among CSOs
HOW TO
EDUCATE
Policy
advocacy,
capability
building, new
methods, CSO
engagement
with
government on
EFA,
networking
OTHER
ACTIVITIES
Negotiate
employment for
poor minority,
media
campaigns,
awareness
programs,
international
experience,
trainings,
publications,
life skill
education,
promotion of
micro
enterprises,
financial and
consultancy
support
Robbie Guevarra summarized the group outputs. Through the workshop participants put
in context and provide the frameworks such as rights-based approach to adult
education and development, gender and lifelong learning, and education for sustainable
development, for the work they do in their respective communities. There is a
progressive contextualization of the adult practice, our practice works in context.
Point of clarification:
We respond to issues in terms of the need of the community, we are proactive rather
than reactive.
The new approach in development work is to focus on our strengths for example “What
can we do as women?”
Using the ASPBAE BLDC Program Map, Robbie showed the links between the
concepts and the frameworks that have been discussed. He also mentioned that
participants will be able to see the application of these frameworks during the site visits.
16:05 Tea Break
Postcard Presentation-AOOMA group
L.Mallikharjuna Rao shared his experience in working as a
coordinator of LAYA, a non-government organization working in
indigenous communities providing literacy programs. Aside from
putting up a community reading center, they also circulated
reading materials in the villages.
Joachim Orapa talked about his involvement in adult education
advocacy work in Papua New Guinea by working as Capacity
Development and Advocacy Support Officer of ASPBAE. The
Global Action Week (GAW) seized the participation and support
of the government agencies in conducting international events.
29
-
Orientation to site visits and structuring site visits Ramon Mapa
Ramon Mapa gave a brief introduction of the Cordillera region by discussing the
following facts:
Cordillera Administrative Region (CAR)
• one of the prime tourist destination in the Philippines. In this region, we can see
one of the eight wonders of the world, The Banaue Rice Terraces in the province
of Ifugao
• has many spectacular scenic views and enchanting cool places (see brochure)
• rich in historical and cultural heritage (the people's way of life in this place existed
way back to the ancient Filipinos before the Spain colonized the country)
• “watershed cradle of North Luzon, Philippines”
• home of the indigenous people collectively called Igorots (Apayao or Isneg,
Tinggian, Kalinga, Bontoc, Kankanaey, Ibaloy, Ifugao, and Bago)
• nowadays, CAR is already a mixture of indigenous, non-indigenous, and migrant
people. Bigger and more diverse populations are found in Cordillera's melting pot
areas, such as those in urban (or rapidly urbanizing) Baguio-Benguet and in the
foothills and valleys adjoining the great lowlands of Luzon
• rich in natural resources and is abundant in mineral reserves: copper, silver, zinc,
and non-metallic minerals like sand, gravel and sulfur
• Livelihood: agriculture (vegetable and rice farming- in lowland areas e.g. Abra,
Kalinga), mining, small- scale business,
• Baguio City and La Trinidad, Benguet are considered as the industrial centers
Then, he oriented the participants regarding the organizations to be visited for the site
visits:
ALS Division-Department of Education CAR
• in charge of the Alterative Learning System (ALS)/ nonformal education in the
Philippines
• under the Bureau of Alternative Learning System (BALS) of the Department of
Education (Dep Ed)
• Basic Literacy Program for non-literate individuals*
• Continuing Education Program- Accreditation and Equivalency* for elementary
and high school drop-outs
*These programs are either DepEd- delivered or DepEd- procured (contracting
scheme). NGOs and local government units (LGUs) also implement ALS
Balik Paaralan for Out of School Adults (BPOSA)
• “back to school” (balik-paaralan) program for out-of-school adults
• an alternative learning system (ALS) program for out-of-school adults (those who
did not finish their high school education)
30
•
•
•
•
•
•
In Benguet, it is implemented by a formal high school (Benguet National High
School) in partnership with the Local Government of the Municipality of La
Trinidad and PILCD
implemented along with the formal school year (June to May)
Instructional Managers are licensed Secondary School Teachers in the
participating school who have specialization in Math, Science, Communication
Arts, Social Studies
learning through group session; computer-based learning; modular approach
average enrolment is 250 a year
age ranges at 16 to 45 (even older)
Dap-ayan ti Kultura iti Kordilyera (DKK)
• an alliance of nationalist and democratic cultural arts organizations in the
Cordillera Region
• the People's Center for Nationalist Culture in the region
• involves in arousing, organizing and mobilizing the people through arts and
exposing social realities in communities, schools, streets and factories,
• "arts from the masses, to the masses." It offers its services to the marginalized
people it seeks to liberate from the bondage of exploitation.
• educational activities about Philippine social realities, regional, national and
international situations, and issues on culture and the arts
• various workshops to develop artistry and aesthetics and collective art criticism
• various projects and productions such as music albums, concerts, plays, art
exhibits, cultural research, basic mass integrations, and video productions,
collectively done by all its member organization
Save Our Street Children Foundation, Inc. (SOSCFI)
• an accredited service oriented non-government organization established to help
the less fortunate children
• programs/ activities:
- Educational Assistance for elementary, high school, college students
- Alternative Learning System or non-formal education program for out-of-school
youth
- Program for Responsible Parenthood for parents of the street and indigent
children (parenting seminars, livelihood skills training, entrepreneurship)
- Medical Assistance for partner families
- Medical Mission (e.g. medical-surgical mission for the children with hare lip,
cleft palate, facial deformities, burn scars and deformities)
La Trinidad Organic Practitioners (La TOP)
• association of organic farming practitioners in the province of Benguet (including
farmers of other province, e.g. La Union)
• established in 2005
• aims to provide an alternative livelihood for vegetable farmers in the Cordillera and
meet customer clamour for safe vegetable
31
•
•
aims to help the members in terms of technology, marketing and standardization
committees:
- Application Review Committee reviews all applications for membership, inspection
reports, certification summary & conditions
- Certification Committee is the decision- making body in terms of granting
certification (star ranking) & monitors policies & standards of the Internal Control
System Committee
- Inspection Committee verifies whether farmers follow the Organic Standard
Possible Field Visit Questions:
• What are the objectives of the organisation?
• What is the scope of work of the organisation (local, national, regional, global)?
• Inquire about the history of the organisation.
• What kind of (adult) education activities do they conduct?
• What frameworks inform their (adult) education activities (transformative learning,
rights-based approach to education, gender and education for sustainable
development)?
• What examples of significant change have resulted from their (adult) education
activities?
• What organisational structures, processes and leadership characteristics help to
contribute to achieving these significant changes?
Participants were given copies of the possible field visit questions and advised to wear
comfortable shoes and bring jackets/ sweaters for the organized dinner.
7:00 PM Dinner
Session 9 Our Own Film Festival Night
At 8:00 pm, the ALAM AM group spearheaded the film night; they were responsible in
the collection and screening of the short films.
The initial screening featured “RECESS” and video of the Stand-up Against Poverty
campaign by PILCD. The film “Recess” is a short film produced by PILCD in 2009 which
exposed the education disadvantage of children in the Cordillera region.
Postcard presentation-ALAM AM group
Nguyen Thanh An, project officer of AIDS Program in
Vietnam, discussed his work on community development by
means of providing training and Information ,Education
Campaign (IEC) on HIV prevention among poor
communities.
32
Saidakhmedova Makhbuba, the project coordinator of dvv
International-Tashkent shared their experience in implementing
the Adult Education in Penal System project which supports
convicted women in their reintegration to society through
training and seminars that aim to increase their level of
education.
Continuation of the Film Screening:
•
“America, America” is a music video which criticized the strategies of United
States of America in staging war against other countries such as Iraq.
•
“Reflect” is a documentary film on the literacy program of the organization.
•
“The Story of Bottled Water” is an animated film which explained the complex
problem of manufacturing bottled water by using simple images and words.
•
“Te Ururangi” is another documentary film of literacy program being implemented
in New Zealand.
Postcard presentation-ALAM AM group
Aloema Fretton is working as training officer of METI in Samoa
involved in conducting training workshops for farmers and
adults.
33
Day 3- September 23, 2010
Learning Group in charge: Alam-am
At 9:00 AM, recap of the last day’s activities and topics by the Alam-am group with
participants’ voting of the most- liked video last night, i.e. “America America.”
Post cards presentation- ALAM AM group
Lisa Ito of Center of Environmental Concerns shared the
transformation of one of their farmer partner who is now an
environmental educator in her own community and in other
areas.
Anshuman Karol’s post card talked about his involvement in
PRIA’s work in providing support for different stakeholders
through capacity development training and policy advocacy.
A morning energizer was introduced by the Alam-am group: “I will make you fishers of
men” – a breakaway song for female and male participants to stand (and sit) alternately.
Robbie made some announcements/ reminders for the Learning Groups’ activity
tomorrow. He then proceeded to a review on “progressive contextualization” which is
necessary in the formation of building blocks of one’s practice. He also presented his
building blocks as sample for participants to write down their own in their Daily Journal.
He emphasized that the blocks continually build up.
Session 8b: Site visits/ interaction with local organizations
Ramon Mapa presented facts about the Cordillera Administrative Region (CAR) where
the City of Baguio is located (see slides). For the interaction with the local organizations,
34
he then made a brief introduction about each organization. Questions from the
participants were set aside for them to ask directly to the organizations they are visiting.
Each group was asked to carry the token from ASPBAE and give to the organization
after their interaction. Some participants also put in tokens they brought from their
organizations or countries.
At 10:00, the participants in group left for the respective local organizations. Each group
was accompanied by PILCD staff. The following is the grouping according to one’s
interest:
ALS Division- Department of Education- Cordillera Administrative Region
Timote Vaioleti
Joachim Orapa
Hannah Pia Baral
Anupama Perera
Ramon Mapa- PILCD
Location: Wangal, La Trinidad, Benguet
Balik- paaralan para sa Out-of-school Adults (BPOSA)
Jose Gregory
Zakir Hossain Sarker
Benafsha
Abdul Bashir Khaliqi
Kholidah Lubis
Lalinthip Suppapurk
Mana Chanthalanonh
NasibaMirpochoeva
Rowena Panangwe- PILCD
Location: Wangal, La Trinidad, Benguet
Save our Street Children Foundation, Inc. (SOSCFI)
Akiko Suzuki
Nguyen Thanh An
Saidakhmedova Makhbuba
Medha Soni
Marivic Patawaran- PILCD
Location: Camdas, Baguio City
Dap-ayan ti Kultura iti Kordilyera (DKK)
Lisa Ito
Mallikarjun Rao
Kanchi Maya Sherpa
35
L.W. Ranjith Wickramsinghe
Oemi Faezathi
Sandy Morrison
Ruby Española- PILCD
Location: Dizon Subdvn., Baguio City
La Trinidad Organic Producers (LaTOP)
Anshuman Karol
Erdenechimeg Jambaldorj
Helen Dabu
Maikeli Tutuvou Kausoqo
Aloema Fretton
Ani Pahuru Huriwai
Irina Razilova
Anita Borkar
Giovanni Punay- PILCD
Jose Leon Cabigat- Tour guide for participants in the other vehicle
Location: Longlong, La Trinidad, Benguet
City Tour
After the interaction, the groups were toured to some favorite spots in Baguio City and
in La Trinidad. Among these are the Strawberry Farm of La Trinidad, Burnham Park,
Botanical Garden, and the Public Market- Maharlika Shopping Center. Unfortunately the
afternoon rains got in the way of other groups, thus, missing other Baguio spots. The
shopping center, however, served a console to most participants.
Organized Dinner in the City
Still with strong rains, at 5:00 PM, everyone proceeded to the Tam-awan Village in
Pinsao Proper, Baguio City. It is a cultural destination featuring Ifugao houses, art
gallery displaying works of Baguio artists, café and other indigenous stuffs. A staff
explained about Tam-awan, an Ibaloy term, which literally means “to view” and has
been originally conceived to house the various artists in the city but has evolved to
showcase the culture and traditions of the indigenous people of the Cordillera Region.
While going through, an electric power interruption occurred for almost 10 minutes due
to the thunderstorm. The participants were kept amused by Nguyen Thanh An’s glee
stuffs and everyone’s share of funniness. As the power was restored, the participants
were grouped into five with local guides for the sightseeing around the Village. Outlying
parts of the Village were not seen as darkness bounded the areas.
Dinner was served at around 7 PM with Cordillera and Filipino dishes followed by a
birthday tribute for Timote Vaioleti of which everyone intoned their respective localized/
country- specific happy birthday song. The team went back to the hotel at 8: 35 in the
evening.
36
Day 4- September 24, 2010
The learning group of Matahari started the day with their group song- You Are My
sunshine. They greeted the participants and introduced an energizer using body
movements. For the recap, the group posted different topics tackled from the previous
day’s session and asked the participants on what they remember from the particular
topics.
Participants shared personal feedback from the site visits:
Hannah Pia Baral: The ALS of DepEd is inspiring and it’s a paradigm shift for me
Jose Gregory: the BPOSA is more flexible than the regular school, responding to the
need of the community and develop skills and competency
Ani Pahuru Huriwai: I think we were very lucky to visit LA TOP. Its an inspiration to all of
us. They simplified the process of organic farming for other people to duplicate. We
have the most fabulous lunch.
Oemi Faezathi: We have seen the strength of the people in claiming their rights,
recognition and acceptance.
Bashir: The accelerate learning of BPOSA is a good model which we can try in
Afghanistan. The issue with this kind of program is the possibility of increase in the
number of drop-outs because they are given the option to choose 10 moths versus 4
years of regular schooling.
Akiko Suzuki: Bible teaching is integrated in their program.The significant thing about
SOSCFI it has a high passing rate in the accreditation test.
Postcard Presentation-Matahari group
Erdenechimeg Jambaldorj is the president of the Mongolian
Women’s Federation an organization involved in the protection
of women’s rights. They put up a women’s development center,
newspapers and other publications. The organization is
implementing microcredit project and training.
37
Kholida Lubis, supervisor of PESADA’s women crisis center, is
involved in improving the social, economic and political position
of women in Sumatra, Indonesia through livelihood training and
consciousness raising activities.
Session 8c Debriefing of the site visits- Lisa Ito and Ramon Mapa
To debrief the participants from their site visits, Doors, Windows and Walls method was
used.
DOORS (learning and unlearning) - What new doors were opened?
What doors were closed?
WINDOWS (perspective) – What windows were opened?
What windows were closed?
WALLS – very new ideas/ things discovered, we do not know that they exist
Participants group themselves based on the site visits and prepared five slides for their
presentation.
Group Presentations:
NAME OF
ORGANIZATION
Department of
Education- Division
of Alternative
Learning System
Balik Paaralan Para
sa Out-of-School
Adults (BPOSA)
38
DOORS
WINDOWS
WALLS
walking the talk,
research- statistics,
close working
relationship with
non-government
organizations,
honoring people
from where they are
coming from
Co-learning and
possible exchange
program
Small funding and
contracting scheme
Flexible learning
system,
Friendly
environment,
ownership, good
ALS Model, flexible
schedule of classes,
more focus on
vocational skills,
wide age coverage
GO- NGO
cooperation,
functional literacy
school, community
learning center,
Information
Communication
Technology (ICT)learning
environment,
competency-based
learning system
La Trinidad Organic
Practitioners
Nature’s works best
with nature,
emancipation of
farmers from
conventional to
organic, genderbalanced farming
practices,
succession
planning,
democratic nature
of organization,
Organic farming is
not just a means it
is an end, simple
processes are the
best vehicle for
change, do not
stress your plants,
utilize your local
resources
Save Our Street
Networking with
Children Foundation other organizations
(SOSCFI)
is quite interesting,
teaches religion,
street children are
friendly
Dap-ayan ti Kultura Because DKK is an
iti Kultura (DKK)
alliance of different
organizations, its
method in
sustaining its allies
is interesting.
39
of learners
Organic farming
should be part of
lifelong learning of
communities, vision
and passion work
together, “V”
organizational
structure, patience
is a virtue, do not
compromise quality
of integrity, practice
and action
New paradigm for
social change:
DKK staged a
beauty pageant
featuring their
concept of
“beautiful” (women
carrying heavy
loads of farm
produce)
Synthesis of site visits: Five Different organizations, Five Different Stories
Lisa Ito:
•
•
•
•
•
•
•
•
Historical context responding to what is happening in the region: history of
colonization, increasing urbanization of Baguio City, strengthen the effort to look
back at our roots/ identity
Links of different frameworks: women can be learners and leaders, importance of
protecting the environment
creation of democratic organizations
Walking the talk
Similarities to what we are doing in our organizations and communities
Ties of non-government organizations and government agencies
Reflecting to our own work
Impact of local initiative to global movement
Transformative Learning from the site visits:
• New ideas such as Alternative Learning System and organic farming model- can
be an inspiration
• Emancipate- changing mind set: being proud of one’s identity, converting to
organic farming, building organization, building family
• Instilling many values- patience, passion, and leadership which are essential to
the organizations
Ramon Mapa:
•
•
•
•
40
Looking at their practice, there was a very strong commonality.
They have their own adult education program:
¾ SOSCFI- child rights-based
¾ LA TOP- emancipation from the conventional way of farming
¾ DKK- focus on indigenous peoples’ rights and use of culture to educate
people
They have varying contents dictated by their organizational mandate
¾ SOSCFI- integration of bible study
¾ DEPED-very structured, implementing ALS for their mandate
Reflect on how these processes influence their work
Session 10 Educating for Change- Sandy Morrison
Activity 1: Participants formed a big circle for the panel. They were given meta cards
where they could write one attribute of leadership from the organizational experience
shared by three selected case studies:
1. South Pacific: Ani Pahuru Huriwai- PTE, New Zealand
2. South Asia: Abdul Bashir Khaliqi- ANAFE, Afghanistan
3. Central Asia: Nasiba Mirpochoeva- ASTI, Tajikistan
After all had finished writing, in a clockwise direction they simultaneously hand over
their cards for others to read what they have written on their cards. From the activity, the
participants identified the following attributes:
• Innovative
• Persistence
• Mobilization
• Self-belief and passion
• Understanding the problems
• Inspiring
• Responsive
• Professionalism
• passion and commitment
• thinking of the future
• team work skill
• capacity building
• educational awareness to the grass root people
• networking skills
• holistic approach
• passion
• proper direction
• use the past experience
• close to the people’s culture
• try to do something despite hardships
• big picture perspectives
Group game: Participants split into two smaller circles and played a game where they
eliminate other participants in their circle using different technique in tapping their laps.
1:20- 2:18 PM Lunch Break, Participants were instructed to have a lunch with their
learning group which served as their group meeting.
41
Session 11 Educators as Leaders- Sandy Morrison
Activity 2: Debate
Sandy Morrison enumerated the criteria and explained the process of debate. Matahari
group will act as judge for the debate. For the first debate, AOOMA and ALAM AM
groups will argue on the topic- Leaders are born not made. For the next debate, PAL
and Sunrise Rise groups will dispute on the topic- Leaders must be charismatic and
take control
Affirmative Team- AOOMA and PAL groups
Speaker 1: Introduces the subject – 1 minute
Speaker 2: States arguments- 2 minutes
Speaker 1: Right of reply / summary- 1 minute
Negative Team- ALAM AM and Sunrise Arise groups
Speaker 1: Introduces the subject- 1 minute
Speaker 2: Refutes other teams’ position- 2 minutes
Speaker 1: Right of reply / summary- 1 minute
Group meeting in preparation for the debate
Debate proper:
“Leaders are born not made”
Affirmative Side (AOOMA)
Negative Side (ALAM AM)
Leaders are born from generation to
Leaders take initiative
generation like in a chief and caste system Anyone can be a leader, other members of
the organization can be a leader like in a
family when a member leaves, other
member can take place
Leaders become leaders because of
wisdom and knowledge just like in BLDC
we are trained to be leaders
Sandy processed what transpired in the debate. One member of AOOMA group
mentioned that they took time in their preparation because they have arguments with
their topic. Sandy also asked the observation of the spectators which cited that the
competitors were able to respond to each other.
“Leaders must be charismatic and take control”
Affirmative Side (PAL)
Negative Side (SUNRISE ARISE)
Leaders must be charismatic and take
People are dying because of leaders
control. They unite people and create a
taking much control. Being charismatic is
nation. These leaders really make
very dangerous.
42
changes in people’s life like Nelson
Mandela. Taking control means pacifying
the enemies- those who want to divide the
nation. Without these leaders. We will not
have the kind of life we have today.
Sandy processed what transpired in the debate. One participant from SUNRISE ARISE
group appreciated the activity because they came up with good arguments. One
member from the PAL group revealed that there was a good support from other
members. Sandy applauded the contending groups for raising strong arguments during
the debate.
Icebreaker led by Mallikarjun Rao
Energizer: Orum Sum Sum (action song) led by Oemi Faezathi
Synthesis of the debate- Timote Vaioleti
Leaders vs. Manager
• Leader- more of the spirit, appeals to the heart
• Manager- more of the mind, technical skills
Leader born/ made- nurture vs. nature
Gifted vs. talented
Consider- Mandela, Gandhi, Ali, Hitler
Philosophy
Your philosophy
• Liberal
• Behaviorist
• Progressive
• Humanistic
Announcement of winners from the debate- ALAM AM and PAL groups won in the
debate
Activity 3: Participants split into groups based on their sub-region. They were asked to
imagine their sub-region in 10 years and answer the following questions:
• What does it look like?
• What type of leadership is required?
• How do we build learning leaders?
Working Tea break
43
Icebreaker by Nguyen Thanh An showed a music video produced in Vietnam for the
advocacy on the fight against AIDS
Group presentations:
SOUTH PACIFIC: Fiji,
Samoa, Papua New
Guinea, New Zealand
WHAT DOES IT LOOK
LIKE?
-No illiterate
Organic region
-exporting to the rest of the
world
-eliminating the use of fossil
fuels
-recycling
SOUTH ASIA: Afghanistan,
Bangladesh, India, Nepal,
Sri Lanka
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WHAT TYPE OF
LEADERSHIP IS
REQUIRED?
-Integrity
-morally ethical
-listen to the people
-economically responsible
HOW DO WE BUILD
LEARNING LEADERS?
WHAT DOES IT LOOK
LIKE?
-Working together in the
eradication of conflict,
poverty and illiteracy
-ensuring the human rights
of the people
WHAT TYPE OF
LEADERSHIP IS
REQUIRED?
- Participatory democratic
value-based leadership
HOW DO WE BUILD
LEARNING LEADERS?
-capability building
-raising awareness
-policy lobbying
-motivational programs
-networking
-advocacy and shared
learnings
SOUTH-EAST ASIA:
Philippines, Indonesia,
Thailand, Vietnam, Laos
WHAT DOES IT LOOK
LIKE?
- Working together in
advancing literacy in the
region
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WHAT TYPE OF
LEADERSHIP IS
REQUIRED?
- Eco-friendly
HOW DO WE BUILD
LEARNING LEADERS?
- Collaboration of different
organizations working in
different countries
EAST ASIA: Mongolia,
Japan
WHAT DOES IT LOOK
LIKE?
Love the country and the
people with honesty and
high morality
WHAT TYPE OF
LEADERSHIP IS
REQUIRED?
-Love the country, region
and people
- Responsible for other
people
- Honest
- High Morality
- Listen to people
- Wide perspective
- Highly educated
- Women
- Passionate
- Professional
- Strong political will
HOW DO WE BUILD
LEARNING LEADERS?
- Strong civil society
- Unite with others
- Monitor and evaluate
- Support and take action
through advocacy,
campaign and
recommendation
CENTRAL ASIA: Tajikistan,
Uzbekistan
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WHAT DOES IT LOOK
LIKE?
-Constructive leadership
-Young leaders wellequipped with best skills,
knowledge and experience
-Environmental, health,
human rights, peace,
development concerned
leadership
WHAT TYPE OF
LEADERSHIP IS
REQUIRED?
- Democratic based on the
Central Asian context with
good knowledge/ vision of
Central Asian culture
- Leadership should be able
to build friendly relationship
with other countries for
sustainable development of
the sub region
-Prevent conflicts based on
religion, ethnic
HOW DO WE BUILD
LEARNING LEADERS?
Education for sustainable
development
Postcard Presentation- Matahari group
Ranjith Wickramsinghe shared his involvement in adult
education program implemented by Coalition of Education
Development (CED) in Sri Lanka particularly in educating the
illiterate mothers and reshaping their role in ensuring that their
children go to school.
Hannah Pia Baral, Adult Community
Education (ACE) had undergone
several organizational changes.
Timote Vialeti, Indigenous Maori and Pacific Adult Education
Charitable Trust (IMPAECT)
5: 15 PM Announcement for the Self-organized Dinner
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Day 5- September 25, 2010
9:00 AM Taking of group photo
wearing the BLDC shirt
At 9: 16 AM, the participants returned to the plenary hall. The PAL group started the
session by an energizer. For the recap of the previous day, the group grilled the
participants with a quiz. They gave surprise gifts to participants who answered the
following questions:
• What did we do in the debriefing session yesterday morning?
• Who were the three presenters in Sandy’s session?
• What were the topics for the debate?
• Who won the debates?
• Name at least three characteristics of a leader
Postcard Presentation- PAL group
Mana Chantalanonh, the program coordinator of dvv
International based in Laos, is involved in building the capacity
of non-government organizations to implement non-formal adult
education in remote villages.
48
Lalintiph Suppapurk, director of Thalang District Non-formal
education center in Thailand, helped members of poor
communities by providing them basic education and livelihood
courses.
The PAL group led the participants to a community singing - The One Love by Bob
Marley.
Session 12/ 13 Learning Organization and NetworksSandy Morrison reviewed the sub regional activity on leadership and posted the
question- Are all learners good learners?
To initiate the session on learning organizations, she discussed several important points
from the reading “Leaders as Learners: Building a Learning Organization” by Patrick
Duignan stressing the implications of leaders in promoting a learning organization.
Duignan: Characteristics of leaders as learners
• Perpetual, committed and effective learner
• Proactive problem solvers and learners
• Learning leaders must not automatically assume that wisdom and truth reside in
any one source or method. Knowledge and skills can be found in many forms
• Faith in people and essential goodness of human nature
• Future orientation is necessary
• Create a multi channel communication system- mutual trust is a pre requisite
• Value diversity
• Task versus relationship orientation
• Linear versus systemic field logic
• Reflective analysis on leadership experiences
Duignan: Leaders must empower themselves
• Critical awareness of themselves as people
• “ an unexamined life is not worth living”
• Reflection-in and on-action is the central pillar and builds up exemplars
• Use theories as frameworks for interpreting and reinterpreting actual practise
with a view to improvement
• Generating a vision which is grounded in basic human and educational values
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Sandy sum up her input by encouraging the participants to write on their daily journal
particularly in filling out the building blocks that inform their educational and leadership
practice. She showed an example with her own journal.
9: 55 AM Learning Group Meeting
Activity: Story-telling
Anita Borkar set the afternoon session by telling a short story using a cut-out pictures
and illustrations. She narrated the story of a woman who was looking for her lost ring.
As the story goes, the woman on her way met a colleague who was very willing to help
in her search for the ring. The two track down thoroughly the road to look for the ring but
had found nothing. Her colleague asked her if she still remember the exact place where
she lost the ring. And the woman replied that she lost it under the tree nearby the road.
Question for the processing: How does it relate to our story as development worker?
• The woman in the story is comparable to people looking for hope in their work.
• We have solutions that are inappropriate to the problem.
• Thus, it is essential to look within, learn within our organization.
Activity:
Participants were provided with orange
and yellow papers. They were asked to:
• Jot down three significant things
within their respective
organization which nurture them
as a person and practitioner.
• List three things that hinder their
growth as practitioners.
• After listing, work in triad to
share their lists and discuss with
their group to prioritize the three
things that nurture and three
things that hinder learning. Write in orange papers the things that nurture
learning and in yellow papers those that hinder.
• Stick output at the two big triangles posted on the board. The upright triangle is
for the things that nurture and the inverted one is for the things that hinder.
•
•
•
•
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NURTURES Learning
Training
Capacity-building
Professional development
Self-education and More
exposure
•
•
•
HINDERS Learning
Top heavy, Dominant Person,
Power balance between staff
Lack of funding and resources,
Shortage of finance
Low and Short of capacities,
•
•
•
•
•
•
•
•
•
•
Extra Responsibilities
Participatory, Learning by doing
Time for self-reflection
Support, Encouragement
Trust, Building healthy
relationships
Autonomy
Power sharing, Resources
Strategic Vision and Planning
Good leadership skills
Networks and Partnership
•
•
•
•
•
•
•
•
Multi-disciplinary engagement
Lack of professionalism,
Stereotypical thinking
Lack of Teamwork, Negative
Relationships
Overwork, What to prioritise
Lack of communication (GONGO-People)
No monitoring and evaluation
system
Internal and external pressure
Lack of International Exposure
Security Issues
Anita: make the upright triangle bigger and the inverted triangle smaller
She discussed it further by comparing the life cycle of individual to organization.
Icebreaker: The PAL group introduced an icebreaker where participants in chorus utter
the phrase “Sagidi, sagidi, sapopo” and imitate the action of the assigned leader.
Robbie discussed the process of organizational life cycle, creating learning
organizations and network
Session 14 a Education Policy Advocacy -Ramon Mapa
Ramon Mapa started his presentation with the definition advocacy and campaigning.
Advocacy and Campaigning
• Synonymous terms – umbrella terms for all forms of influencing
• Advocacy as engagement with government
• Campaigning equates to generating support and public pressure
• Policy Advocacy – influence policy formulation and implementation
Why do advocacy and Campaigning?
• To influence public as well as corporate policy and practice
• To influence public attitude and behaviour
• To influence decision making processes
• To empower communities
51
•
To affect positive change
Advocacy by whom and for whom
• Advocacy by the people
• Advocacy with the people
• Advocacy for the people
No Fixed Formula
• Is the issue technical, legal or political?
• Is the debate polarised or is there a well supported middle ground?
• Are there strong vested interests in a particular outcome?
• How well understood is the issue?
• What capacity do you have?
• Legal position on campaigning
In order to be effective….
• Understand the process of change and develop a clear influencing strategy
• Understand and maximize “insiders” and “outsiders” role
• Different approaches to influencing:
– Participation in policy consultation processes
– Policy networks outside of the decision making processes
– Direct and indirect lobbying
– Gaining and mobilizing public support
“seven deadly sins of advocacy and campaigning”
• Unclear aims and objectives
• Activity planning before (or without) developing an influencing strategy
• Action plans that run to an internal timetable
• Lack of innovation
• Messages that do not get noticed and move people
• Poor monitoring and evaluation
• Failing to focus
Activity: Participants meet up with their learning group to identify a certain issue
including the advocacy work to address the issue.
Group presentations:
Group
Issue
AOOMA
Less
participation of
women
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What you want
to change?
Increase the
participation of
women in
decision making
by 50%
Strategies
“Tag lines”
Women at the
Women, It’s
village involve in: Time to Speak-Decision making Up!
-Administration
-Education
-Rules
-Health
-Household:
resource
distribution
-Family planning
ALAM AM
Clean and
healthy
environment
MATAHARI
Gender
equality in
decisionmaking
-Male
dominance
-Stereotyping
-Barrier
-Social,
economic,
political and
cultural
structure
-Affirmative
action
-Genderbalanced
approach
-Capacity
building
PAL
Funding in
adult education
Lack of funding
in adult
education
programs
Policy advocacy
Sunrise Arise
Our History
Our Identity
Lack of value in
history
A clean and
healthy
environment is
our right and
dividend for our
future
generations.
Let’s Stand
Together to
Make It
Happen!
Men Can,
Women Can!
Funding +
Adult
Education =
Sustainable
Earth Forever
No More
Vodka!
To sum up and assess critically the group presentations, Ramon Mapa presented the
following pointers:
Points to Ponder in Advocacy:
• “Show Don’t Tell” – i.e. projects and partnerships as advocacy
• “inclusive” – branding and marketing vs. isolation
• Creativity vs. clarity
• Building and expanding constituency
• Know and maximize spaces and create your own space
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•
•
•
Public pressure vs. insider connection
Advocacy is communication – message and reception to influence decision and
action
Advocacy is Education
Postcard Presentation-PAL group
Ani Pahuru- Huriwai, shared her experience in community
development in New Zealand among Maori people.
Nasiba Mirpocchoeva, working in ASTI as
coordinator, implementing poverty alleviation
projects through education and non-formal
training.
Energizer led by Mallik (frog jumping back and forth)
ASPBAE’s Policy Agenda- Sandy Morrison
Lessons to Actions: Synthesis and Evaluation- Robbie Guevarra
Using the ASPBAE BLDC program map, Robbie showed the process that the
participants had went through.
Taking the issues of our learners and educators as an “entry point”
The educational challenge in the Asia-Pacific Region is huge. The scale of the
education gap is unethical.
• 258M illiterates
• 129M live in South and West Asia (the lowest adult literacy rate in the world –
59%)
• 2/3 them are women
Taking national issues as an “entry point”
The Educational Challenge is not merely huge but urgent
If improving the quality of life is a goal, then the challenges for education are
tremendous.
• 641 M live below the poverty line
• Threat of sea-level rise due to climate change (disasters)
• Forced migration due to conflicts (displacement)
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Taking regional issues as an “entry point”
Asia-Pacific is home to more than half of all humans and we are still growing
The Educational Challenge is
• not merely huge,
• not just urgent,
• but is about our shared future
Robbie connected these entry points to the objectives of the course and supplemented
his discussion using Peter Jarvis’ concept of lifelong learning which identified the
following shifts in emphasis:
• Childhood to lifelong learning
• Education and training to learning
• Welfare needs to Market Demands
• Liberal to vocational and human development
• Theoretical to practical
• Knowledge as truth to knowledge as relative
• Single discipline, multi-discipline to integrated knowledge
• Few to the many
• Teacher centred to student centred Classical curriculum, romantic curriculum to
programme
• Face-to-face to distance to e-learning
• Rote learning to learning as reflection
• Learning as a process to learning as an institutional phenomenon
By starting with the postcards, participants shared their stories and experiences. The
Most Significant Adult Learning Change stories featured the following:
• Women literacy for health and livelihood
• Increasing status of women-headed households in society
• Livelihood training for disaster victims
• A learning and organizing approach for social change
• Coalition-building for education policy and advocacy
Frameworks:
The right to education: 4 As
Adaptability
Acceptability
Accessibility
Availability
A Rights-based approach to Gender and Lifelong Learning
• The current gender relations have historical and cultural roots.
– Denial, Discrimination, Deprivation
– Missed education opportunities
– Not able to make decisions about her life
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•
•
•
•
•
– Stereotypical roles for men and women
The aim to change existing gender relations is to find a balance.
Awareness of the reality and impacts of gender and power relations in our lives,
communities and society.
My adult education practice is informed by this contextual reality of gender and
power (gender-sensitive activities)
Develop strategies and methods for engaging women and men in identifying their
learning needs before developing education programs
Apply these same gender principles in our own organizational practice (gendermainstreaming)
ESD Characteristics
• Based on the principles of Sustainable Development
• Promotes life long learning
• Accommodates the evolving nature of sustainability
• Deals with environment, society and economy
• Is interdisciplinary
• Uses a variety of pedagogical techniques that promote participatory learning and
higher order thinking skills.
• Taking into account global issues and local priorities
• Locally relevant and culturally appropriate
• Local needs have international effects and consequences
• Engages formal, non-formal and informal education
• Builds civil capacity for community-based decision-making
Synthesis of Site Visit Reflections
• Organisational initiatives responding to the historical and present realities (and
the changing realities) in the CAR region
• Reflecting on links at the local, national, regional and global levels, but also
acknowledging the contextual differences (eg. Street children)
• Links between the different contexts and the frameworks that manifested
– Sustainable agriculture and Sustainable leadership
– Gender and Human Rights (available for women but no advocacy for
women)
– Human Rights framework (for IPs culture – strong links to land as life)
• These values and frameworks are reflected in the learning methods that are
creative, participatory and cultural
• The same principles of learning are reflected in how they manage their
organisations
• Institutional links between Government, NGOs, Academic and local communities
as recognition of the different contexts and skills that can be offered
• All projects highlighted that transformative learning on-going
Leadership
• Educators as Leaders
• Becoming Learning Organizations
56
•
Building and Sustaining Networks
There is a progressive contextualization of adult learning practice and advocacy
practice
Activity: Postcard writing
Participants were asked to:
1. Pick a Baguio post card
2. Write full home address
3. Divide the postcard into two with a line.
4. Above the line briefly answer the following questions:
- What is your OWN MOST SIGNIFICANT CHANGE from the BLDC?
- In the next 3 months, how will you apply what you have learned in your own
personal,
organisational OR community context?
- What change do you hope to observe?
5. Identify a co-participant to share your MSC story with.
6. Give your postcard to this participant.
7. Write a message to the person you shared your story with. Remember that this
postcard will be sent only after 3 months.
8. Submit this postcard to the facilitator.
8:00 PM Closing Program
---The performance of
Dap-ayan ti Kultura iti
Kordilyera (DKK) formally
opened the closing
program of the night.
Participants
enthusiastically joined the
community dancing led by
the DKK members.
57
Launching of the BLDC’
website ----
---Online conference with
Maria Lourdes Almazan
Khan, ASPBAE SecretaryGeneral
Exchange of certificates
The participants handed out certificates to their co-participants by describing the person
and making the rest of the group to guess.
Awarding Ceremony
The awarding ceremony recognized the admired participation of specific participants in
leading ice breakers, dances, and songs.
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Day 6- September 26, 2010
Energizer- Orum Sum Sum (action song)
Evaluation:
• Participants submitted the evaluation forms which where distributed beforehand.
•
Self-evaluation: Each participant was provided with colored paper and instructed
to write one word expressing the significant transformation within her/ him self
throughout the BLDC. They can write it on their own language. Outside the
plenary hall, the participants formed a big circle and showed what they have
written on their papers.
Back to the plenary hall,
personalized colored papers
for each participant were set
on top of the tables.
Participants went around the
tables and wrote personal
affirmations on the papers.
Afterward, the papers were
given to the owner as a gift.
Closing Circle: Participants,
facilitators, staff of local host
organization sat together in a
big circle to give token and say
their farewell messages.
Check-out from the hotel
Bus ride and depart for Manila
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