caring in the pacific

Transcription

Caring
Caring
for
for
Caring
for y country our Pacific
nit
commu
Caring
g
in
fo
r
a
C r
myser lf
fo
family
UNESCO MEMBER STATES
IN THE PACIFIC
Caring
in the Pacific
The authors are responsible for the
choice and presentation of the facts
contained in this document and for the
opinions expressed therein, which are
not necessarily those of Asia-Pacific
Centre of Education for International
Understanding (APCEIU) and do not
commit the Organization.
All rights reserved
APCEIU encourages the use, translation,
adaptation, and reproduction of the contents
of this guidebook for non-commercial
purposes, provided permission is granted
and appropriate credit is given to APCEIU.
�2009 Asia-Pacific Centre of Education
for International Understanding(APCEIU)
UNESCO House
#1007, 50-14 Myeong-dong 2-ga,
Jung-gu, Seoul, Republic of Korea, 100-810
Tel: (82 2) 774-3956
Fax: (82 2) 774-3957
Email: [email protected]
Website:www.unescoapceiu.org
Editorial Committee
Consultation Group
Lead Editors
Ms. Louise Ellerton
Officer for Educational Programmes
UNESCO Office for the Pacific States
Apia, Samoa
(alphabetical order)
Dr. Una Nabobo-Baba
Head, Continuing Education and
Professional Development
& Senior Lecturer
School of Education
Faculty of Arts and Law
University of South Pacific
Suva, Fiji
Dr. Colin Power
Professor
Graduate School of Education
The University of Queensland
Brisbane, Australia
Dr. Edna Tait
Education Specialist
New Zealand National Commission
for UNESCO
New Zealand
Editors
Ms. Matataa Kataueana
Head
Education Department
Kiribati Teachers’ College
Bikenibeu,Tarawa, Kiribati
Mr. Don Long
Publishing Manager
South Pacific Press
New Zealand
Mrs. Belinda Nelson
Senior Lecturer
Early Childhood Studies
School of Education
Edith Cowan University
Perth, Australia
Mr. James Olio Agigo
Research and Data Analysis Manager
Department of Education
Papua New Guinea
Ms. Seiuli Luama Sauni
Senior Lecturer
Critical Studies in Education
Faculty of Education
The University of Auckland
New Zealand
Dr. Airini
Head of School
Critical Studies in Education
Faculty of Education
University of Auckland
New Zealand
Mr. Ponepate Taunisila
Deputy Director
Secondary Schools & Outer Islands
Ministry of Education, Women Affairs
and Culture
Tonga
Project Staff
Ms. Ma. Johanna Encabo
Junior Programme Specialist
Asia-Pacific Centre of Education for
International Understanding (APCEIU)
Seoul, South Korea
Dr. Hye-ran Yang
Chief, Research & Development Team
Seoul, South Korea
Contents
Preface _ 05
Foreword _ 07
Part I. Introduction _ 08
Part II. Activities _ 20
Part III. Teaching Resources _ 31
Annex
Website Resources _ 64
Contact Information Guide _ 65
Documents
�The Decade of Education for Sustainable
Development at a Glance
�Conflict Resolution
�Universal Declaration of Human Rights
�Convention on the Rights of the Child
�United Nations Declaration on the Rights of Indigenous Peoples
_ 67
_ 71
_ 72
_ 76
_ 91
Part 1_Introduction
Preface
E
ducation must develop the ability to value freedom and the skills to
meet its challenges. This means preparing citizens to cope with difficult
and uncertain situations and fitting them for personal autonomy and
responsibility. -Declaration and Integrated Framework of Action on Education
for Peace, Human Rights and Democracy (UNESCO, 1995)
The Asia-Pacific Centre of Education for International Understanding
(APCEIU) is pleased to present the“Caring in the Pacific”guidebook. The
guidebook consists of three parts: part one explicates the importance of civics
education and explains the approach to using the book; part two proposes
activities for teachers; and part three provides valuable information on useful
resources.
� EdnaTait
The chosen five themes (caring for myself, family, community, country, and the
Pacific) go hand in hand in helping teachers facilitate the all-round development
of the learners and empowering them to become active members of society.
Children living in this era of globalization need to be equipped to deal with
issues of everyday life, to resolve community conflicts and to enjoy human,
political and civil rights.
Through the guidebook, APCEIU hopes to contribute to the achievement of the
laudable mission of the Pacific Education Development Framework (March
2009) - the development of the Pacific learner’
s talents and creativity in order to
be responsible for one’
s life and to make significant contributions to society.
The Centre is sincerely grateful to all the editorial and consultation committee
members for their time, commitment and expertise devoted to the project.
We profusely thank our cooperating partners such as New Zealand National
Commission for UNESCO, especially Mr. Hayden Montgomerie, and School of
Education, Edith Cowan University of Perth, Australia, particularly Dr. Cher
Ping Lim, Dr. Bill Leadbetter and Ms. Cecilia Sacoto. They were instrumental in
making the editorial meetings a success.
We also wish to extend special acknowledgement to UNDP Korea for the
support.
APCEIU hopes that this resource book or material will give inspiration to the
teachers in the Pacific.
� EdnaTait
LEE Seunghwan
Director of APCEIU
4
Caring in the Pacific
5
Part 1_Introduction
Foreword
I
t is an honor to write this Foreword to Caring in the Pacific. The cover of
the publication itself is enough to bring a tear as well as a smile to many of
us who call the Pacific home. As a young girl living in Tonga in the 1950s
and 60s, I would accompany my aunt to her stall at the produce market in
Nuku’alofa. She would sell fresh local produce, including green coconuts. My
uncle would bring home a cart full of these drinking nuts (not the brown ones
sold in supermarkets around the world nowadays) the day before, husk them,
and transport these ready-to-drink coconuts to my aunt’s stall in the market. I
remember wishing that one or two coconuts would not be sold so I could drink
the cool, pure water inside. My aunt also sold brooms made from the mid-ribs of
the mature coconut fronds, fans from the dried young fronds, sinnet made from
the husks of a special type of coconut tree, and ta’ovala (small mat woven by
Tongans around their waist) made of coconut sheath. So, when my Class 5
Nature Studies teacher told us that the coconut tree was the most important tree
in Tonga, I understood what she meant as every part of the coconut tree is useful
and it is indeed the most important tree in the Pacific.
The coconut tree symbolizes the importance of learning about our immediate
environment and how we can live wise and sustainable lives. It also emphasizes
the importance of life’s interconnectedness and the role of schools and teachers
in facilitating the acquisition of knowledge, skills and values that provide the
foundation for sustainable livelihood and responsible citizenship. Furthermore,
the tree exemplifies the Pacific people’s ownership of education, an issue that
has long been a concern among many Pacific educators and first raised during a
UNESCO sub-regional meeting in Rarotonga in the early 1990s.
The authors of this resource book produced an invaluable addition to the scant
collection of materials for teachers. Many teachers struggle to find materials that
would help them implement various curriculum tasks.
I congratulate the APCEIU and the production team for making a quality book
and for ensuring the process of putting it together was consultative and
culturally inclusive. Social Studies, Civics and Values Education teachers will
welcome this resource, as well as other teachers who are seeking relevant and
appropriate learning materials for their students. Enjoy!
� Akka Rimon
6
Dr. Konai Helu Thaman
Professor of Pacific Education
UNESCO Chair in Teacher Education and Culture
The University of the South Pacific
7
Part 1_Introduction
The matrix below provides an overview of the theme of Caring and its five sub-themes.
Myself
Cultural
Heritage
Who am I?
Family
Who is in
my family?
Community
Who is in my
community?
Country
What is my
country’s
identity?
What is our
Pacific heritage?
Our Pacific
Values
Environment
What do I
care about?
What does
my family
care about?
What does my
community value?
Where do I live
and learn?
How do we care
for our family
environment?
What are the
threats to our
community?
What are the
threats to my
country?
What are the
threats to
our Pacific?
What does my
country value?
What are our
Pacific values?
Why are education for caring and
civics education important?
� APCEIU / Lee Sung-Man
Part 1
Everyone has the right to education ...Education shall be directed to
the full development of the human
personality and to the strengthening
of respect for human rights and
fundamental freedoms. It shall
promote understanding, tolerance
and friendship among all nations,
racial or religious groups.1
The education of the child shall be
directed to the development of
respect for the child’s parents, his or
her own cultural identity, language
and values, for the national values of
the country from which he or she
may originate, and for civilizations
different from his or her own.2
It is important to teach children that
there are fundamental human values
that transcend religion, cultural and
ethnic boundaries the duty to treat
others with respect and dignity and
to do unto others as you wish to be
treated yourself. 3
Introduction
Caring in the Pacific is a Teacher’
s The Guidebook is designed to provide
Guidebook for Pacific Island Educators teachers with samples of practical teaching-learning activities, and Education
focusing on five themes:
Ministries and educators throughout the
Pacific with useful ideas relating to the
�Caring for myself
five themes. These themes underpin
�Caring for family
education reforms aimed at strengthening
�Caring for community
education for citizenship, intercultural
�Caring for country
understanding, peace and sustainable
�Caring for our Pacific.
development in Pacific Island Countries
(PICs).
8
Rights &
Responsibilities
What are my rights
and responsibilities?
What are
my family’s
roles?
Who makes
decisions for us
in our community?
Who makes
decisions for
us in our country?
Who works to care
for our Pacific?
Which bodies make
decisions for the Pacific
Islands as a whole?
All young people have a right to basic
education, and the major responsibility
for meeting the basic learning needs of
each child rests with our primary schools.
These needs include:
�basic skills (such as literacy in mother
tongue and the national language,
numeracy and problem solving) and
�knowledge, shared understanding and
values that each child needs to survive
and to participate in the life of the society in which he or she lives.
As they move through primary school,
children also need to learn to understand
and to care about others, about their
country, about the Pacific and about our
common future. Learning to care and
civics education are critically important
elements of education at all levels. They
embody the key human qualities we are
seeking to develop in every child and
every citizen. It is for this reason that
APCEIU (supported by UNDP) is
supporting the efforts of Education
Ministries in Asia and the Pacific to
provide primary schools with materials
designed to promote civics education,
education for peace, intercultural and
international understanding, and sustainable development.
Universal Declaration of Human Rights, Article 26, 1948.
Convention on the Rights of the Child Article 29, 1989.
3
A. Sen (Chair), Civil Paths to Peace. Report of the Commonwealth Commission on Respect and Understanding.
(London: Commonwealth Secretariat, 2007)
1
2
9
Part 1_Introduction
In recent years, most countries are struggling with what seems to be a breakdown
in values and social order in a world that
seems to have been dehumanised by global
forces and where the very survival of much
of the Pacific is threatened by climate
change and the destruction of traditional
cultures.
� Raynold Mechol
As a UNESCO Category II institute, the
s long
continues to support UNESCO’
standing commitment to instill peace in
the minds of men.
APCEIU leads the way in promulgating
Education for International Understanding
(EIU) in the Asia-Pacific region. EIU, a
concept introduced by UNESCO, aims to
primarily promote the concept of“Learning to live together”from the four pillars
of education in the UNESCO Jacques
Delors report.
As the majority of APCEIU activities are
aimed at teachers, the Centre recognizes
the critical role of teachers and teacher
educators in building the capacity of
nations. Teaching is no longer limited to
providing facts and information, but most
s
importantly aims to develop people’
abilities to think critically and create
knowledge that will help achieve a peaceful society.
With this guidebook, APCEIU hopes to
contribute to upgrading the quality of
education in the Pacific Island Countries,
particularly in the field of civics and
social studies.
�themselves
�their family
�the quality of life in their community and
nation; and
�the environment and cultures of the
Pacific and beyond.
This theme of learning to care was clearly
reflected in the concerns of member states
of UNESCO that led to the establishment
of the International Commission on
Education for the 21st Century. The Report
of the Commission (the Delors Report)
firmly restated the fundamental principle
that education must contribute to the allround development of each individual
“mind and body, intelligence, sensitivity,
aesthetic sense, personal responsibility and
spiritual values 6.”In particular, the Report
stressed the need for education to be based
on four pillars: learning to know, learning
to do, learning to live together and learning
to be. It also insisted that“elementary civic
instruction”is a key part of the job of basic
education.
The five themes in this guide (caring for
myself, family, community, country and the
Pacific) are closely aligned with the task of
helping teachers to facilitate the all-round
development of each of their pupils, and of
ensuring that they are equipped to play the
roles expected of them in society. It is a
resource book of teaching-learning activities that teachers in the region will find
useful in helping their pupils to learn about
their culture, to do what is expected of
them, to live together and to learn to be.
Caring about oneself, one’s family
and community
All efforts to meet the basic learning needs
of primary school children must be rooted
in the culture of the society to which the
child belongs. By culture, we normally
mean the way of life of a society-its shared
modes of thinking, acting and feeling
expressed in language, religion, law, art,
customs and other aspects of daily life as
well as material possessions. One’
s cultural
roots are the very essence of one’
s identity
and sense of belonging: they give meaning,
purpose and direction to our lives. As an
old Chinese proverb goes:“We cannot
know the village where we are going,
unless we know the village from whence
we came.”
5
4
U. Bronfrenner, Who cares for children? (Early
childhood education ED-90/WS-2). (Paris:
UNESCO-UNICEF-WFP Co-operative Program,
1989.)
� Edna Tait
10
Our schools could make a tremendous
contribution if, from the very beginning of
primary schooling, Learning to Care is an
integral part of day-to-day life and work of
the school. Informally at least, it would
help if our teachers and schools had a
“curriculum for caring,4”where learning to
live together and helping each other
becomes an integral part of the formal
work and informal life of each school. If
Pacific nations and communities are to be
strong and development is to be sustainable, our children need to learn to care for
and about:
Learning to Care involves knowledge and
understanding oneself and others (behaviour, culture, language, traditions, history,
country etc.), values (acceptance, tolerance,
respect, appreciation of oneself and others)
and actions (communication skills, showing respect, responsible decision-making,
non-violent conflict-resolution etc.). It is
about developing values-both internal and
shared-harmony with nature and inner
peace, truth and wisdom, love and compassion, peace and justice, sensitivity and
respect, justice and equity, responsible citizenship and interdependence, international
understanding and peace, faith and religious tolerance.5
UNESCO-APNIEVE, Learning to be: A holistic and
integrated approach to Values Education and human
development. (Bangkok: UNESCO, 2002.)
6
UNESCO, Learning: The Treasure Within. (Report of the
International Commission on Education for the 21st
Century: Chair Jaques Delors). (Paris: UNESCO
Publishing, 1996.)
11
Part 1_Introduction
While learning to care is the“rain”essential for life, culture is the very ground on
which the“coconut tree”of caring about
oneself, one’
s family, community and country grows- its roots anchor us, and is a
continued source of nutrients for Pacific
people for millennia. According to Carlos
Fuentes,“culture is a seashell where we
hear voices of what we are, what we were,
what we forgot, and what we can be7.”
Without that seashell, young people,
communities and nations have great difficulty finding their way.
The coconut tree brings home the idea that
a guidebook on civics education for teachers should first address the local contexts,
cultures8, knowledge, languages, worldviews, histories, valued customs and
cultures, behaviours and lifeways, especially those that relate to caring for people, the
community, their vanua, fonua or whenua
(tribe/tribal affiliations), their country and
the world. Such values of coexistence and
tolerance need to begin by affirming the
Pacific people’
s own ideas of living life
well and of caring. Caring is a widely
shared Pacific indigenous value represented in numerous ways in vernacular eg.
The coconut tree is symbolic of the need
for Pacific education, specifically civic
education to be rooted in the cultures,
norms and values of Pacific people. This is
in line with current trends of thought by
Pacific educators engaged in an initiative
called rethinking Pacific education10. The
initiative funded by NZAID from 1999 to
date, basically focuses on the interrogating
of the values, assumptions and beliefs
underlying schooling or formal education
and development in the Pacific Islands and
for Pacific people elsewhere. Underlying
this is the idea that education and development need to be contextualised to be more
meaningful and relevant for the Pacific
people.
� Omtilou Veki / APCEIU
For this guidebook, we have used the
coconut tree as a symbol of life and
sustainability in the Pacific Islands. For all
Pacific Islanders, the coconut tree is representative of life itself.“The metaphor of
the coconut tree, a life giving tree used for
all its parts in the Pacific, denotes everything that gives Pacific Islanders their
roots, their anchors, and their identities, and
locates us in the world- what belongs to us,
our cultures, values, our worldviews,
knowledge systems...”(Nabobo, 2002:36).
containers, cups and even turned into
accessories.
Fijian (loloma: to care and love), Tongan
(ofa: love), Samoan (alofa: love), Maori
(inagaro: love) and so forth.
The coconut tree analogy helps foster
ownership of the process of education by
Pacific people, teachers and pupils. The
coconut tree is meaningful and relevant.
The Fijian idiom vinaka vakaniu9 (to be all
good/ useful like a coconut) for instance
comes to mind here. This is a reference
made to a person, an event or something
that is completely good or useful, hence
likened to niu or coconut tree. One of the
most powerful uses of the niu, for instance,
is when a coconut plant is grown with the
umbilical cord of a baby. The idea is that
the child will grow up to be useful like the
coconut tree, whose every part is used. For
instance, the sinnet is used for string, while
timber is utilized for making furniture,
building houses and bridges. Leaves are
made into mats and brooms, while the
coconuts are eaten and can be used as
The main question we need to ask here is:
What does civics education mean in the
context of the Pacific Islands? What are its
purposes? What could it do or should entail
to ensure students become successful
members of their societies first, and then
the world? The coconut tree, then, is an
appropriate metaphor for a civics education
guidebook. Taufeulungaki (2002) on a
similar notion has pointed out:
7
12
� APCEIU
Bob Teasdale and Jenny Teasdale, Voices in a Seashell: Education, Culture and Identity. (Suva: University of South Pacific
and UNESCO, 1992.)
8
Konai Thaman, “Towards Cultural Democracy in Teaching and Learning with Specific References to Pacific Island Nations
(PINs),” International Journal for the Scholarship of Teaching and Learning 3 (2009).
9
Nabobo-Baba. Knowing and Learning: A Fijian Approach. (Suva, Fiji: USP, IPS, 2006.)
10
F. Pene, A.M. Taufe’ulungaki, and C. Benson (eds). Tree of Opportunity: Rethinking Pacific Education. (Suva, Fiji: USP,
Institute of Education/ Victoria University of Wellington, NZ, nd).
13
Part 1_Introduction
It [coconut tree] encapsulates the new
vision for Pacific education based on
the assumption that the main purpose of
education in the Pacific is the survival,
transformation and sustainability of
Pacific people and societies... firmly
rooted in the cultures of Pacific societies. The strengths and advantages it
gains from its root source will allow it
to grow strong and healthy, and further
permit the incorporation of foreign or
external elements... the best of both the
old and new...
At the heart of many of the educational and
social problems facing PICs is the loss of
cultural identity stemming from the dominance and spread of Western culture with
its emphasis on individualism, competition
and consumerism. Many young people in
the Pacific simply do not know who they
are or where they are going. Flowing from
this loss of identity is a chain of adverse
consequences: low self-esteem leading to
disempowerment, disempowerment too
often leading to alienation and dysfunctional behaviour. Fundamentally, such problems are caused by the decay of the deep
social, spiritual and moral values and traditions that have underpinned Pacific societies in the past: the loss of what UNESCO
calls“the treasure within.”
nized. For example, the World Conference
on Culture and Development placed people
and their cultures, rather than technology,
at the centre of development. The World
Conference on Education for All12 stressed
that understanding culture is a precondition
for effective learning. Governments and the
world’s leading educators at the world
conference insisted that the transmission of
shared cultural and moral values is an integral part of basic education for all because
“it is in these values that the individual and
society find their identity and worth.”
PICs have long been deeply concerned
about the extent to which their education
systems are playing their part in ensuring
that children acquire the knowledge, skills
and values critically important for the
preservation of their cultural identity and
for social cohesion. Most have introduced
curriculum reforms aimed at creating a
better balance between traditional knowledge, skills and values on the one hand,
and new knowledge and skills required for
countries and its young people to take their
place in the modern world, on the other.
In essence, a key objective of primary
education is to ensure every child is
“culturally literate.”This means each child
acquires the shared cultural knowledge,
understanding, language skills and values
they need to communicate effectively and
to live harmoniously with other members
of their community. This Guide is part of
the continuing effort of UNESCO13 to
support the co-operative efforts being made
to promote respect and understanding of
the languages and cultures of the Pacific.
Slowly but surely, the importance of values
and culture in individual and national
development11 are being globally recog-
Civics education and caring about
s country and the Pacific
one’
From birth, children must learn to care not
only about their own well-being, but that of
others in their family and community. In
school, they must acquire the knowledge,
skills and values required to live in harmony with others in their classroom and
school. They need to learn to care about
others, about their family, about their
school, their clan, their community and
their nation, in order to develop the values
that guide life for people in the Pacific:
respect, integrity, reciprocity and solidarity.
As they move through primary education,
� APCEIU / Antonia Didi Kerai
14
our children must begin to learn about the
country in which they live, about what it
means to be a good citizen, about their
rights and responsibilities, and about other
nations in the Pacific. But we also live in a
shrinking global village, a new civilization
defined by globalisation, an explosion of
information and knowledge, new technologies and ever changing political and
economic realities. We are all part of a
global community, where we and our children must learn how to live. Education for
tomorrow’
s world demands that we ensure
that our schools contribute towards building a global community.14 Thus education
for international, intercultural and interfaith
understanding, human rights, peace and
conflict resolution are important elements
in contemporary basic education
programmes.
As noted above, most countries are worried
about the erosion of the fundamental values
imbedded in their concept of“good citizenship”amid the rise in the breakdown of
families, community violence, racism,
greed and exploitation. The challenges
facing the education systems of the Pacific
Island nations are heightened by the global
economic downturn, by conflicts arising
out of growing poverty and inequity in the
Pacific, and by unsustainable exploitation
of the region’s natural resources. The
meaning of“good citizenship”needs to be
redefined by and for each country and
region, if we want to equip our young
people with the knowledge, skills and
values they will need to play their part in
ensuring that we have a common future.
Many governments around the world see
the need to ensure that education for active
and responsible citizenship is given more
11
World Decade for Cultural Development 1988-1997. World Conference on Culture and Development.
World Conference on Education for All. 1990. Jomtien Thailand.
13
Australian National Commission for UNESCO. 2007. Through Pacific Eyes. Canberra: UNESCO.
14
W. Campbell, N. Baikaloff, N. and C. Power. Towards a Global Community: Educating for Tomorrow’s World.
(Dorchredt NL: Springer, 2006.)
12
15
Part 1_Introduction
prominence in the school curriculum. For
example, the United Kingdom Advisory
Group on Citizenship15 argued:
The U.K., along with a number of other
countries in the Pacific, now has civics
education as a separate subject in the
curriculum, and more are moving in that
direction. Generally, civics education
programmes focus on the knowledge, skills
and values relevant to the nature and practices of a participative democracy, and
cover key aspects of how the nation’
s
government and the legal system were
forged, and how these are structured and
operate. The civics education curriculum
typically includes basic elements of national identity and social cohesion; cultures,
beliefs and values; peace, justice and
human rights; active and responsible participation in a democracy. However, in most
PICs, these elements are spread across the
primary school curriculum.
emphasis on culture, civics and the environment in the development of their education systems and reforms of their primary
school curricula. Implementation varies, as
some PICs have separate civics education
and environmental education programmes,
while others include various elements as
part of the social studies or general science
programmes. Overall, the task of laying the
foundations of citizenship is imbedded in
the teaching-learning materials used in
language and other classroom activities,
school ceremonies, school projects, and the
rules and norms that are part of life of
every school.
Why a Guidebook on caring and
civics education for the Pacific?
Globally we face many common problems
(climate change, social breakdown,
destruction of indigenous cultures, etc.),
but each region and nation within it has its
own unique character and set of cultural,
social and environmental issues. Nowhere
is this more apparent than in the Pacific
In developing this Guide, APCEIU has
listened to the voices of the Pacific. It
recognizes the uniqueness of each culture
and education system in the Pacific. At the
same time, all PICs are placing increased
While we should never ignore good practices elsewhere, we cannot simply impose
civics, culture or environmental education
from other regions and expect it to work in
PICs. There is a“treasure within”the
Pacific, a unique tapestry of cultural, social
and environmental wisdom and pedagogic
experiences that is embedded in its cultures
and the teaching profession, but it is a treasure largely hidden, given the small size
and limited opportunities to share the experiences of most small island states.
A particularly important issue for education
15
16
� APCEIU / Sung-Man Lee
Advisory Group on Citizenship (UK). Education for
Citizenship and the Teaching of Democracy in Schools.
(London: DfEE, 1998.)
16
APCEIU. Report of the Pacific Workshop on EIU for
Sustainable Development, May 7-10, 2008.
J. Fien, D. Yencken., and H. Sykes. Young People and the
Environment: An Asia-Pacific Perspective. (Dordhect:
Kluwer, 2003.)
Whereas there are many handbooks on
aspects of civics and environmental education for other regions and for countries like
Australia, Korea and New Zealand, there is
no systematic compilation of practices and
guides for the PICs.
� APCEIU
Citizenship education in schools and
colleges is too important to be left to
chance; recent research has underlined
the weakness of civic discourse in this
country. Citizenship education is
urgently needed to address this historic
deficit if we are to avoid a further
decline in the quality of public life and
if we are to prepare all young people
for informed participation, not only in a
more open United Kingdom but also in
Europe and the wider world... This will
not happen unless there is a firm political and professional commitment to
education for citizenship.
in the PICs is how to prepare young people
and communities to deal with the social
and environmental problems created by
climate change. Our students need to
develop the knowledge, skills and values
needed to understand climate change and
how they can contribute to the creation of a
sustainable future in the Pacific.
Research16 suggests that most of our children are deeply concerned about our planet’s future. While most PIC children are
aware of the threats posed by global environmental degradation, there are blind
spots in their understanding, as well as
efforts in contributing to sustainable development. As citizens of the future, they will
need to learn to what is involved in caring
for the environment, and to participate in
efforts to resolve local and national environmental issues. In our shrinking global
village, our children need to be“environmentally literate.”
Making the Guide work
While the basic objectives of primary
education across the Pacific are very similar, there are significant differences in
curricula, teaching-learning materials and
assessment practices. For this Guide to be
useful, educators in the Ministries of
Education need to see how each theme
relates to existing primary school curriculum, and how the Guide and its resource
materials can be used to support their
efforts to improve the quality of primary
education and to facilitate possible
changes. The Guide provides practical
examples of activities that our research
suggests that educators from the PICs have
found useful in their own schools and
workshops for teachers. But school principals and teachers also need to see how the
teaching-learning activities in the Guide
can be adapted to support and extend their
own efforts to meet the basic learning
needs of the children in their school.
This book has three parts. Part One
explains why civics education is important
and explains how the book might be used.
Part Two offers a variety of classroom
activities for teachers. These activities are
organised to follow the matrix provided in
Part One, starting with Caring for Myself
and concluding with Caring for Our
Pacific. Part Three offers a variety of information to help the teacher, including a wide
range of sources for further information.
17
Part 1_Introduction
The use of Part Two is flexible. (1)
Teachers may select single topics to supplement an existing subject area. For example,
Caring for my Community/Environment
may fit well in a social studies programme
or Caring for Our Pacific/ Identity may be
included in a history programme. (2)
Teachers may follow a topic horizontally
(such as Caring for Myself) or vertically
(such as Values). (3) Teachers may select
only one or two of the suggested activities
from any or all of the topics. (4)
Curriculum developers may use the whole
matrix to plan a full civics education
programme for their schools or integrate
parts of the matrix within the existing
curricula. (5) Although most activities are
planned for the middle and upper years of
basic primary schooling, everything can be
adapted to suit first years students in school
or older learners in secondary classes.
Using the Guide as a resource
within different national curricula:
the example of Papua New Guinea
Caring in the Pacific is a values-based
resource which stresses the importance of
the humane value of caring in the various
contexts of a person’
s life, from the individual to the international level. It is intended
to be used as a teaching resource for classrooms across the Pacific. It is not a
programme but a flexible set of ideas that
teachers can call upon as they plan and
deliver the lessons that their different
ministries require.
“Equality and Participation”
,“National
Sovereignty and Self-Reliance”
,“Natural
Resources and Environment”
“Papua
,
New
Guinea Ways”
,“Rights”and“Responsibilities”
, can be specifically communicated
and developed. It also lays out the basic
curriculum principles of“our way of life”
and“integral human development”
.
Although it can be used as a resource to
communicate these values, its primary use
is to support existing classroom practices in
subjects and learning areas, particularly in
upper primary classes. In Papua New
Guinea, Caring in the Pacific provides
ideas and resources to support teaching in
the Learning Areas of Culture and
Community and Personal Development.
For more syllabus-based national curricula,
Caring in the Pacific will provide a basic
resource that can give teachers more ideas
on how to deliver their lessons.
Conclusion
All contributors to this book have worked
with the Pacific learner as the focus of the
suggested activities. They have also tried to
suggest activities that are possible in both
rural and urban schools with access to a
wider range of resources. The contributors
wish all teachers and learners knowledge
and enjoyment, as they use the suggested
activities in this book.
Additional References and Source Materials
Australia. Discovering Democracy: A Programme for
Australian Schools.
http://www.detya.gov.au/.schools.publications and
www.curriculum.edu.au.
Campbell, Jack. Creating Our Common Future:
Educating for Unity in Diversity. Paris: UNESCO &
Berghahn Books, 2001.
Commonwealth Secretariat. Civil Paths to Peace: Report
of the Commonwealth Commission on Respect and
Understanding. London: Commonwealth
Secretariat (the Sen Report), 2007.
Fien, John. Teaching and Learning for a Sustainable
Future. Paris: UNESCO, 2002.
Nabobo, U.“Computer Tigers and Coconut Trees.”In
Tree of Opportunity: Rethinking Pacific Education, editulungaki, and C. Benson, 36ed by F. Pene, A.M. Taufe’
47. Suva, Fiji: USP, Institute of Education/ Victoria
University of Wellington, NZ, 2002.
UNESCO-ASP. ASPnet International 50th Anniversary
Congress. Auckland, New Zealand, 2003 (also see a
list of ASPnet Publications, educational kits, eg.
World Heritage in Young hands, Peace package;
The Practice of Citizenship, videos, CD-Roms).
UNECO-IBE. Learning to Live Together: Have We
Failed? Report of the 46th International Conference on
Education, Geneva, 2003.
UNESCO. Education for Shared values for Intercultural
and Interfaith Understanding. Paris: UNESCO, 2005.
(Report of UNESCO-WEF-APNIEVE International
Conference, Adelaide, 2004).
UNESCO-APNIEVE. Learning to Live Together in Peace
and Harmony. Bangkok: UNESCO, 1998.
UNESCO-APNIEVE. Learning to Be: A Holistic and
Integrated Approach to Values Education for Human
Development. Bangkok: UNESCO, 2002.
Nabobo-Baba. Knowing and Learning: A Fijian
Approach. Suva, Fiji: USP, IPS, 2006.
Pene, F, A.M. Taufe’
ulungaki, and C. Benson (eds). Tree
of Opportunity: Rethinking Pacific Education, Suva, Fiji:
USP, Institute of Education/ Victoria University of
Wellington, NZ, 2006.
Taufe’
ulungaki, A.M.“Introduction.”In Pene, F, A.M.
ulungaki, and C. Benson (eds). Tree of
Taufe’
Opportunity: Rethinking Pacific Education, 1-4. Suva,
Fiji: USP, Institute of Education/ Victoria University
of Wellington, NZ, 2002.
Thaman, K. Educational Ideas from Oceania: Selected
Readings (2nd edition). IOE, USP/ UNESCO, 2009.
UNESCO. Handbook: Resource and Teaching Material
in Conflict Resolution, Education for Human Rights,
Peace and Democracy. Paris: UNESCO, 1992.
UNESCO. A selected list of UNESCO Practical and
reference materials related to education for peace.
Paris: UNESCO. 2001.
UNESCO. Best Practices of Non-violent Conflict
Resolution: In and Out of School. Paris: UNESCO,
2002.
An example of this is how Caring in the
Pacific can be mapped within the National
Curriculum Statement for Papua New
Guinea. This document is an outcomesbased framework for PNG education and is
founded upon common educational goals
and human values. Caring in the Pacific
provides a context in which the curriculum
values of“Integral Human Development”
,
� APCEIU
18
19
Part 2_Activities
Cultural Heritage
Who am I?
- Draw a picture of yourself, write a story about yourself, and show what
is really important to you.
- Write a story about your name and the important events of your life.
- Explain how you got your name.
- What are the traditional games you want to play and why are they
important to you?
Values
What do I care about?
- Explain what values are.
- What kind of animal do you want to be?
- Draw a coat of arms with 3 important values in it.
- Make a list of values and rank them.
- Who would you like to be?
- Who are your heroes or villains?
Part II
Environment
Where do I live and learn?
- Write stories about the place you live in.
- Draw your favourite place.
- Write about how you take care of your favourite place.
- Write a story or poem about an adventure you might have in your
favourite place.
Activities
Naming Ceremony
�
In
the Okapa district of the Eastern Highlands Province in Papua New Guinea, clan
members conduct a naming ceremony for both boys and girls. The ceremony recognizes
the baby as a new member of the clan. The name will identify both the clan and tribe to which
the child belongs.
The ceremony preparation may take a week. One group in the clan selects three possible names
that are ranked in order of importance and kept secret. A second group prepares banana suckers
to represent the selected names and sets them up in the ground. On the day of selection, parents
and some relatives sit between the banana suckers, while a group of six tries to shoot at the suckers. The sucker receiving the most arrows determines the child’
s name. This is announced and
the naming ceremony concludes with the clan sharing a celebratory feast.
20
Rights & Responsibilities
What are my rights and
responsibilities?
- Make a list of things that you
can do.
- Think about how you would
like to be treated.
- What are the rules in the classroom? How do these rules, for
instance on bullying, stealing,
respect, cooperation and right
to learn, help you?
- Write a set of rules for yourself.
- What must you do everyday at
home, school, village and
church?
� Edna Tait
-James Olio Agigo, Papua New Guinea
� Edna Tait
�
CARING for Myself
21
Part 2_Activities
Values
What does my family care about?
- Make a “heart coconut tree” (e.g. ground = love,
caring, belonging, respect; trunk = a loving mother
and father; coconuts = children in the family).
- Make a card with a list of important values in your
family.
- Listen to stories about your ancestors, fairy tales or
religious narratives (e.g. the Bible). Discuss the
morals, spiritual lessons and ethical principles that
these stories illustrate.
- Tell stories from your local culture about “good
sons and daughters,” which depict how they
respected and cared for their parents and helped
their families.
Environment
Cultural Heritage
Who
Who is in my family?
- Write a poem or story about your family.
- Draw pictures of your family and home. Display
these on the classroom walls. Write the names of
family members. Draw a simple family tree.
- Tell the class about your family: who they are and
what they do each day.
- Engage in role playing to depict a family situation.
Discuss what it takes to have a strong and happy
family.
- Make a list in class on how families are similar and
different (e.g. family as a group related by kinship;
transmission of values; children’s respect for their
elders).
- Write or tell stories about growing up with your
family (e.g. important events in the life of your
family; something that made them proud or happy
or laugh)
- What are artefacts or objects important to your
family?
will you choose
Me, the revolutionary
Or him, the conservative?
Education is a friend of mine
Custom is a friend of his
My tools are pencils, books, rulers
His tools are leaves, stone, magic
Modern world is mine
Old world is his
Oh, my people
Who will you choose
Me the revolutionary
Or him, the preserver?
The decision is yours.
�
22
- Kaltaku Kalsef, Vanuatu
� Christopher T.Snow
“The Decision”
� Edna Tait
�CARING for Family
How do we care for our family environment?
- Make posters about keeping your house, school and
village clean.
- Hold a school competition on the theme “Caring
for Our Land.” Give awards for the best poster, and
for “eco-heroes and heroines” and “green families,”
who have done a lot to look after the local environment.
- Study and report on how water is used in the family
home (e.g. for drinking, cooking, bathing, cleaning,
crops, etc.) and how much is used for each activity.
- Set up “Green Family and Green School Program”
in order to audit water, air, energy, waste and land
use at home and school.
- Classify the resources used by the family as renewable or non-renewable and discuss how each family
can reduce wastage.
What are family roles?
- Discuss cooperation and conflict resolution. How
does your family resolve conflicts? (See annex
page 71, for information on conflict resolution)
- Share stories about how conflicts in the clan, family
and school were resolved, and how violent clashes
between families have been averted through peaceful means (e.g. exchange of pigs).
- Create posters and begin a school campaign with
the theme “Say No to Violence.”
- Organize a school exhibition to illustrate family life
in the village (e.g. children’s drawings, cartoons, a
play written by and performed by a group of children).
- Introduce the concept of “wantok” (“one talk”),
which affirms one’s affiliation to one’s family and
one’s clan, through storytelling.
- Write or tell about your family’s activities as a unit.
(e.g. playing games, singing songs at home and
going to church together).
- Create a class brochure on the theme “Come visit
my family,” which are designed to invite other children to visit your home.
- Have children tell stories about “heroes and heroines of peace” from their family. Read stories about
great peace-loving people (e.g. Nelson Mandela,
Gandhi, Martin Luther King, and their village-clan
people).
23
Part 2_Activities
Cultural Heritage
Environment
Who are in my community?
- Write a story, poem, play or skit about your
community.
- Make a chart of the legends, dances, music, arts and
crafts of your community.
- Who are the leaders in the community and who are
the community members?
- List the important groups in your community? Why
are they important for the community’s cultural
heritage?
- Invite senior members in the community to talk
about their community.
- Write a brochure about your community
(e.g. Come and Visit my Community).
What are the threats to our environment and
why? What can be done about them?
(See annex page 67 for information about the impact
of climate change)
- Teacher asks the class to complete a grid to show
how resources are being used in the community
(e.g. how they use water).
- Draw a map to show the community’s environment
(e.g. housing, forest, river etc)
- Draw a map and develop a plan to care for the
environment.
- Assign and adopt a part of the community environment to protect.
- Look after your school environment (e.g. establish
a school garden).
- Select an area to keep clean. Discuss with the class
how to deal with rubbish and general problems of
waste management.
- Discuss how to cope with climate change and
disasters such as earthquake, tsunami, natural
hazards, etc.
Values
�
CARING for Community
Fishing
Many
�
years ago in many coastal villages in Samoa it was customary for the
master fisherman (tautai) to call fisherman from every family in the village
and they paddle out to sea together. Cooperating to protect one another’s safety, they would
locate schools of bonito and catch the fish using traditional pole and line technology. Before
they return to shore, the fisherman would eat a fish together, and then divide the catch
amongst themselves, so that every family had sufficient fish. Sharing and caring is still the
practice of families and communities in Samoa. “I help you today. You help me tomorrow” is
still a social norm.
-P.S. Meleisea, University of Auckland
� APCEIU
24
� APCEIU
What does my community value?
- Write down what you can and cannot do in your
community.
- Teacher provides a list of possible community
values, while the class ranks their importance
(e.g. belonging, respect, sharing, honesty, trust,
obedience)
- Tell stories about the values that are important in
the village.
- Write how your community looks after others
(e.g. orphans, widows, old, sick, etc.).
- Discuss how your community could improve its
efforts.
- Engage in role playing to show the values of your
community in difficult times. (e.g. after a cyclone
hits the village).
- Write a biography about a friend who cares about
his/her community.
Who makes decisions for us?
- Draw an organizational chart and identify who are
the community leaders and their responsibilities.
- Engage in role playing how the community makes
a decision on community concerns.
- Identify a real or hypothetical problem area and
plan a campaign.
� Akka Rimon
25
Part 2_Activities
Cultural Heritage
Environment
What is my country’s identity?
- Read stories of the country’s history.
- Write a story to show your country’s
common identities.
- Class to learn about the country’s
Constitution, symbols (e.g. flags, national
anthem, flowers, and dance) and government leaders.
- Draw a flag and find out what the symbols
represent.
- Make a travel brochure about your country, showing its history and important
places to visit.
What are the threats to my country?
- Find out the three most serious threats to
your country’s natural environment.
- Select a threat and find out what is being
done locally about it. Class to discuss alternative ways and select the best one.
- Write to a local member of parliament, and
make a suggestion on how to address the
threat.
Values
Today
�
� APCEIU
�
CARING for Country
What does my country value?
- Talk about stories, legends, songs and
dances that emphasize important values in
your country.
- Write about the most admired people in
your nation and explain why they are
admired.
- Tell the story of one of the most admired
people.
- Discuss why these people are considered
heroic.
- Write down three things that these heroic
people fight for and three things they are
fighting against.
Who makes decisions for us?
- Identify the topic and have a mock parliamentary debate on environmental issues
(e.g. establishing a fish factory, mine or
resort on a traditional land).
- Identify the two most important responsibilities for the citizens of your country (e.g.
protecting the environment, caring for the
vulnerable, peaceful resolution of conflicts,
respecting the rights of others, respecting
the law).
one of the biggest challenges for Kiribati is climate change. Studies predict that
Kiribati would be inundated in less than 50 years. The claim was made ten years ago.
Severe coastal erosion, breaking seawalls, extreme heat, and diminishing fresh water are some of the ill
effects of global warming. The resulting rise in sea level is threatening our very existence as a nation.
Doomsday for our islands might happen 40 years or less from now. As we face the inundation of the
ground from which our homes stand, we must prepare for the worst, beginning today. That’s exactly
where the Kiribati Government is headed.
- Akka Rimon, Republic of Kiribati
� Akka Rimon
26
27
Part 2_Activities
Cultural Heritage
�
Cook Islands
What is our Pacific heritage?
- Tell stories of the Pacific. Where
did the people came from? How
did they come to live here? (See
annex page 65 for advice on how
to get this information if needed)
- Identify colonial heritage:
British, Dutch, Chinese, Indian,
Australian, traders, and
missionaries.
- Complete the grid on the left
according to the instructions
above it at the foot of the picture.
- What are the threats to our
Pacific cultural heritage? (e.g.
trade, tourism, TV, sea level rise,
climate change, political
unrest/instability, theft of cultural
and intellectual property).
- Read some poems or stories
about the clash between traditional and modern ways in the
Pacific. Discuss how young
people are being affected (e.g.
watching soap operas versus
learning traditional dance/skills).
Federated
States of Micronesia
Values
CARING for
our Pacific Community
�
Who came to our Country?
Find
your country in the left side of the list. Check the boxes to indicate who were early visitors or
settlers in your country. After each check, write why the people came to your country. Was it
for: trade, labour, exploration, missionary work, governance or some other reason?
American Australian
Chinese
Dutch
English
Filipino
French
German
Indian
Japanese New Zealander Spanish
Fiji
Kiribati
Nauru
Niue
Palau
Papua New Guinea
Republic of the
Marshall Islands
Samoa
Solomon Islands
Tokelau
Tonga
Tuvalu
Vanuatu
28
What are our Pacific values?
- What are some values that
Pacific people share? List,
discuss and role play some of
these values. Also share Pacific
stories that reflect these.
- Role play a discussion among the
independent Pacific countries
about the establishment of a
Pacific airline in order to show
values, such as a democratic
process, social justice, fair distribution of services and cost-sharing.
- Plan a training programme for
Hotel Pasifica in Rome, in order
to provide a genuine Pacific
experience for Europeans.
- Write the values charter for the
hotel.
� Edna Tait
Environment
What are the threats to our
Pacific?
- Make a list of the threats to the
Pacific.
- Organize the class into six
groups. Each group is given one
threat to the Pacific environment
(e.g. effects of climate change,
over-fishing, logging, mining,
trade, emigration, economic
change, skill shortage, waste
management).
- Each group draws a poster about
the problem and presents it to
the class.
- Teacher discusses the organizations working to protect the
environment in the Pacific.
(Teachers may use posters, guest
speakers or films.)
Who works to care for the
Pacific?
- Teacher exposition: How is the
voice of the Pacific heard? (See
annex page 65 for more information about Pacific bodies
such as Pacific Forum
Secretariat, UN agencies, SPC,
USP).
- Class to write to one of these
Pacific organisations to ask
about their work.
- Find out your country’s
involvement in one of these
organisations.
- Write a personal charter or
contract for yourself to show
how you will help to care for the
Pacific.
� APCEIU / Sung Man Lee
29
Part Ⅲ
Teaching Resources
� Akka Rimon
Part Ⅲ_Teaching Resources
Part Ⅲ
Teaching Resources
Aiono-Iosefa, Sarona. Samoa. Auckland: Reed
Publishing, 2001. Book. English. Distributor is
Read Pacific.
Theme
Abstract: A Pacific Way series title that describes
Samoa, including its social structure and political
system, and features colour photographs.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
Myself
Family
Advisory Group on Citizenship (UK). Education for
Citizenship and the Teaching of Democracy in
Schools. London: Qualifications and Curriculum
Authority, DfEE, 1998.
Abstract: This report summarizes the recommendations made by the Advisory Group formed to
counsel the U.K. government on how to strengthen
education for citizenship and democracy in
schools. It outlines the aims of civic education and
the outcomes expected by the end of compulsory
schooling. The document includes key concepts
(e.g. democracy; co-operation and conflict; equality and diversity; fairness, justice, the rule of law);
Theme
values (e.g. the common good; caring for others
and oneself; tolerance; active citizenship), skills
and aptitudes (e.g. ability to work co-operatively, to
tolerate other views, to recognize forms of manipulation); knowledge (e.g. nature of democratic
communities; the nation ’
s political and legal
systems: human rights; environmental issues); and
notes on the teaching of controversial issues,
assessment and resources. In essence, the report
provides a useful framework for policy makers and
curriculum developers working on programs for
civics education and education for democracy.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
Community
×
×
Country
×
×
Myself
Family
Community
Country
Pacific
Ama, Akaiti Tamarua. Takiri ki Runga i te Matie.
Wellington: Learning Media for the New Zealand
Ministry of Education, 1997. Book. Cook Islands
Maori with separate Niuean, Samoan, Tokelauan,
and Tongan versions, plus a bilingual Cook Islands
Maori/English audio cassette and teacher’s notes.
The cassette includes an interview. Distributor is
Read Pacific.
Abstract: This book sensitively explores the experiences of Pacific teenagers, who get into trouble
while living in cities like Auckland, Sydney and
Los Angeles, and are sent back to the islands to
Theme
Pacific
Afamasaga, Lemalu. Upside-down Face. Apia:
Niue Leaf Publications, 2003. Book. English with
a separate Samoan version.
Abstract: Simi and Susi are walking to school
when they find a baby pea (fruit bat) What do they
do when they find a young wild animal? What
Theme
Myself
does their teacher say? This delightful children’s
book encourages young children to think about
their environmental responsibilities. Who do we
care for in our local environments? This abstract
issue is presented in this story in a way that children will identify with. Colour illustrations by
Donna Kamu.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
Family
Community
Country
Pacific
32
×
×
×
live with their grandparents. A member of the
House of Ariki and a former president of the Cook
Islands Christian Churches Women’s Council,
Akaiti Ama explores this issue with considerable
insight and sensitivity through the story of 12-yearold Teremoana, who lives with her Grandma. How
Grandma tries to build a relationship with her troubled grandchild is the focus of the book. This is a
good model for how reading materials for older
primary school children can explore some of the
more challenging issues of Pacific civic education
through fiction. Colour illustrations by Cook
Islands artist Judith Kunzle.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
Family
×
Community
×
×
Country
Pacific
Amadio, Nadine. Pacifica: Myth, Magic and
Traditional Wisdom from the South Sea
Islands. Australia: Angus and Robertson, 1993.
Abstract: The title of this book is misleading as its
stories also include Kiribati but does not include all
south Pacific countries. However, the range covers
traditional and modern myths that could be used
for any of the first two topics of the civics educa-
tion programme. Each story is illustrated with quality coloured photographs. The book also contains
commentary about the history of the myths and
their contribution to life in the country where the
myth originated. Some stories featured cultural
practices such as the pan pipes of Solomon Islands,
tattooing in Samoa, various dances in different
countries, canoe building, and land diving in
Vanuatu.
33
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
Myself
×
×
Family
×
×
Family
×
×
Community
×
×
Community
×
×
Country
×
×
Country
×
×
Pacific
×
×
Pacific
×
×
Theme
APCEIU. Report of the Pacific Workshop on
EIU for Sustainable Development: Towards
Policy and Programme Development. Seoul:
APCEIU, 2008.
Abstract: This book reports the outcomes of the
APCEIU Worksop on EIU for Sustainable
Development in the Pacific held in Nadi, Fiji in
2008. The book provides an excellent overview of
the educational challenges facing PICs in the wake
of global changes – particularly vulnerability to
climate change, population drain, and threats to
cultural and national identity. The book begins
with an analysis of how education for international
understanding (EIU) relates to education for
sustainable development, strategies for understanding and promoting EIU for Sustainable
Development in the Pacific, and the Development
of Policies and Programs of EIU for Sustainable
Theme
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
Family
×
Community
×
×
×
×
×
Pacific
×
×
×
×
Abstract: Although this book covers only Palau,
the Republic of the Marshall Islands and the
Federated States of Micronesia, its contents would
be recognised by children in many parts of the
Pacific. The stories are intended to be read aloud
Benson, Cliff and Gweneth Deverell (Eds). Our
World: Poems by Young Pacific Poets. Fiji: USP,
1991.
Abstract: This collection of poetry were written by
children in Years 7-13 from most Pacific countries
and shows young people’s views on different
topics in civics education. Some poems in the
and have a message about appropriate behaviour
and morality, such as How Obedience Saved a
Voyage. Black and white illustrations include the
famous Marshall Nautical Chart, the Nan Madol
ruins and Palauan stone jewellery. One interesting
chapter covers customs, skills and values in stories
such as Why the Flounder Fish are Flat and Why
Cats Hate Dogs. All of the stories in this book
could be used in comparative studies with children.
×
collection, such as In My World, Our World, The
Polynesian Image, Pay Day, Foreign Natives,
Conserve Beauty and Not Here, are especially
appropriate. All provide a starting point or a
conclusion to any lesson. The book concludes with
suggestions for teachers, which are appropriate for
a civics lesson.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
×
×
Family
×
×
×
×
Community
×
×
×
×
Country
×
×
×
×
Pacific
×
×
×
×
Theme
Bloomfield, Rex. Pacific Social Science. Book 1:
Families in Change. Auckland: Longman, 1997.
Country
Ashby, Gene (Ed). Never and Always:
Micronesian Legends, Fables and Folklore.
Pohnpei, FSM: Rainy Day Press, 1997.
34
Development. The situation of EIU in the Pacific is
analysed, using base line accounts of policy, curricula and teaching EIU and sustainable development
in 13 Pacific countries. The Report is a very useful
resource for education Ministries, teacher educators
and curriculum developers in PICs. It is clear from
the national accounts included in the Report that
caring for the environment is a critically important
issue for primary schools across the Pacific, and as
such forms a theme for each element in the matrix
below. For example, in the Cook Islands, the early
childhood programme sees young children caring
for and sourcing from an organically grown
vegetable garden at their learning centre, while the
primary social studies programme includes activities designed to help children understand the
impact of business and tourism on the local environment.
Theme
Abstract: This Social Studies textbook contains a
wealth of activities related to the theme Caring for
Our Family. While the book is designed for use in
lower secondary programmes, curriculum developers and primary school teachers in the PICs could
use it as a source of ideas for activities appropriate
for their schools. The book contains four units on
Fiji, one on family life in Australia and one on
New Zealand. The Fiji units include Getting on
With Each Other, The Past Lives On, Families:
Customs and Cultures, and Families: Meeting Our
Needs and Using Resources.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
×
×
Family
×
×
×
×
Community
×
×
×
×
Country
×
×
×
Pacific
×
×
Theme
35
Buckley, Sean et al. Human Rights in the Pacific.
Wellington: Dev-zone, 2008. Factsheet and journal
issue. English. http://dev-zone.org.
Abstract: This factsheet is taken from issue 12 of
Just Change, a journal devoted to human rights in
the Pacific. Issues covered include human rights
Theme
and development, West Papuan refugees in Papua
New Guinea, the right to information, institutionalisation of human rights in the region, self-determination, rights of women, youth and the disabled,
forest stewardship, and personal security.
Photographs, tables and diagrams are included.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
Myself
Family
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
Family
×
×
Community
×
×
Country
×
×
×
×
Pacific
×
×
×
×
Theme
Cooper, Charles. Fiji. Auckland: Reed Publishing,
2001. Book. English. Distributor is Read Pacific.
×
Community
Country
×
Pacific
Theme
×
Abstract: A Pacific Way series title that tells about
Fiji, its social structure and political system. It also
includes colour photographs.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
Myself
Family
Burenneita, Taake. Dad Used to Do It. Suva:
Institute of Education and the Fiji Association of
Non-formal Educators, 1994. Book. English.
Abstract: This story from Buariki atoll in Kiribati
is about Maria and her two children Tioti and Nina.
Maria’s husband Ioane has just passed away, and
the family learns to readjust their roles. They find
new ways to support one another, even as they
Theme
miss their father. This well-designed children’s
book is a good model for how non-formal organisations can contribute to the creation of material
that deals with the challenges that families face.
Changing responsibilities within a family are
explored in a sensitive way that young readers can
understand. The colour illustrations are done by
Fijian illustrator John Robinson.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
Family
×
×
Community
Country
×
Pacific
Cooper, Charles. Niue. Auckland: Reed
Read Pacific.
Theme
Niue, including its society and politics. It also
features colour photographs.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
Myself
Community
Family
Country
Community
Pacific
Country
×
Pacific
Campbell, J., N. Baikaloff and C. Power. Towards
a Global Community: Educating for
Tomorrow’s World. Dordrecht, NL: Springer,
2006.
Abstract: This work is part of a series of books on
education in the region by the Asia-Pacific
Education Research Association. It begins with an
analysis of the contributions of educational and
36
social leaders on the development of education to
empower young people to live well as individuals
and responsible members of a diverse global
community. The second part of the book looks at
the curriculum implications of the “preferred
futures” identified for early childhood and basic
education, and education for sustainable development, social cohesion, citizenship, caring and
humane societies, conflict resolution and peace.
Crane, E. A. The Tongan Way. Auckland:
Heinemann Education, 1978. Book. English.
Distributor is Read Pacific.
Abstract: This book explores the structure of
Tongan society, including kinship ties of api and
kainga; village-level organisation and structure
such as toutuu (joint farming enterprise) as well as
the role of the church, media, nobles, royal family,
and commoners. It also discusses the parliament,
local government, police and law courts; and
specifically tackles democracy in the Tongan
context. The book includes numerous black-andwhite photographs and diagrams. Despite its original publication date, this book for senior primary
students has not really dated.
37
Theme
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
Myself
Family
×
×
Community
×
×
Country
×
×
×
Family
×
×
Community
×
×
×
×
×
×
Country
×
×
×
×
×
×
×
Pacific
Pacific
Crocombe, Ron. Pacific Neighbours. Fiji: USP,
1992.
Abstract: This is a very useful teachers’ reference
book. Although its focus is on New Zealand, it
contains an excellent bibliography, a useful set of
appendices, a helpful index, a detailed list of
contents, maps, definitions, tables, and black-andwhite photographs of a variety of Pacific activities.
Theme
Theme
Its coverage of Pacific countries includes all independent nations and all territories including those
on the Pacific Rim. It discusses the movement of
people, flow of resources, transfer of ideas, power
bargaining and thoughts about the future. Some of
the data, such as countries’ population sizes, will
be outdated but its focus on cooperation is most
appropriate for civics education.
De Ath, Peter. The Accident. Auckland:
Longman, 1987. Book. English.
Abstract: Nga is badly injured after falling off a
ledge above the reef in Niue. His friend Tane
knows they need help. After Niue’s accident, emerTheme
gency teams swing into action in this fast paced
story. When Nga’s injury proves more than Niue’s
hospital can deal with, he is transferred to a hospital on Rarotonga. Colour illustrations by Beverley
Moore.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
Family
Community
×
Country
Family
Pacific
×
×
×
Community
Country
×
×
×
×
Pacific
×
×
×
×
Curriculum Corporation – Australia. Discovering
Democracy. Carlton, Victoria: Curriculum
Corporation, 1997- 2004. http://mceetya.edu.au.
Abstract: Discovering Democracy is a large civics
education project funded by the Australian
Government, which has produced an enormous
amount of resource material for Australian primary
and secondary schools. It includes a CD-ROM
Discovering Democracy Electronically, teachinglearning materials for pupil and resource books for
teachers (Discovering Democracy Through
Research). The project focuses on four themes:
Who Rules? (stories of people and rulers), Laws
and Rights, The Australian Nation (remembering
the people who made the nation) and Citizens and
Public Life (People Power). There are Teacher’s
Guides for each unit, videos, posters, CD-ROMs
38
and readers. The Australian Readers are collections
of factual, historical and contemporary texts and
citizenship themes, such as Good Rulers and Bad
Rulers; Liberty, Equality and Fraternity; Living
with Rules and Laws. Details about the program
can be found on the Internet: http://www.curriculum.edu.au/democracy. MCEETYA (the
Ministerial Council of Education Ministers) has
also developed a set of key performance measures
for Years 6 and 10, covering two key domains in
civic education:
�knowledge of key concepts and understanding
relating to civic institutions and processes in
Australian democracy, law, national identity,
diversity, cohesion and social justice; and
�understanding related to attitudes, values, dispositions, belief and actions that underpin active
democratic citizenship.
Delana, R.S. Care and Share. Fiji: USP, 1998.
Abstract: This is a story of a bad situation resolved
through discussion and cooperation, and eventually
restored a friendship. It would take very little time
to read the tale to the class. While the story is being
Theme
read, children can be asked to make suggestions
and comments. Black and white illustrations, large
print and easy layout make this a suitable reading
text for students in the early primary years. By
analogy, the tale could be used for most sub-themes
in civics education.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
Family
×
×
Community
×
×
Country
×
×
Pacific
×
×
Downing, Jane (Ed). The Whale and the
Sandpiper. Fiji: USP, 1999.
Abstract: This 21 page booklet tells a story of
boastful actions and disagreements between the
whales and sandpipers. After facing bad conse-
quences, the situation is resolved after whales and
sandpipers realise they need each other. It has
potential as a starting point for a number of topics.
Young children can easily read it because of its
simple language and large print.
39
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Community
×
×
×
Country
×
×
×
Pacific
×
×
×
Theme
Myself
Freedom and Control. Social Sciences Pupils
Study Book Form 3. Fiji: Ministry of Education,
1979.
Family
Abstract: This children’s textbook is full of stories,
black-and-white illustrations and photographs,
diagrams, newspaper clippings and follow-up
activities. As expected, it is mostly about Fiji but
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
×
Family
×
×
×
Community
×
×
×
Country
×
×
Theme
Earth Day in the Pacific Islands. Fiji: South
Pacific Applied Geoscience Commission
(SOPAC), 2001.
Abstract: This is a little 18 page collection of
drawings and writings by primary and secondary
school children in Fiji, Niue, Samoa, Solomon
Islands, Tonga and Tuvalu emphasizes the importance of Earth Day with special focus on energy,
transport and environment. The contributions cover
a variety of environmental issues including pollution, global warming and the greenhouse effect.
The children make suggestions for environmental
actions, and give everyone the responsibility for
caring for the environment. In one contribution, a
student asks how do we want to protect our home,
the Earth. All artworks are reproduced in colour,
while all contributions are identified with school
and country. This booklet provides good ways to
start various topics.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
×
×
Family
×
×
×
×
Community
×
×
×
×
Country
×
×
×
×
Pacific
×
×
×
×
Theme
also includes countries such as England, Mexico
and Russia. The book is now rather outdated but
some sections could still be useful for teachers. In
particular, Unit 3.1.1 Learning to Live covers rules
and customs, social systems and changes, while
Unit 3.2.1 covers conflict resolution with examples
of family conflict, a village meeting and land
dispute.
×
×
Pacific
Frisbie, Johnny. Po Lawie. Auckland: Mataaliki
Press, 1992. Book. Pukapukan. Also available in
the Tupu series in English in the Cook Islands
Maori, Niuean, Samoan, Tokelauan, and Tongan
from Learning Media.
Theme
Abstract: A rare example of a children’s book
published in one of the Pacific’s minority indigenous languages. The Pukapukan author recalls a
particular incident from her childhood, how she felt
excluded from her mother’s culture since her father
wasn’t Pukapukan. It features evocative duotone
illustrations.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
Family
×
Community
Country
×
Pacific
Feeney, Stephanie. A Is for Aloha. Honolulu:
University of Hawaii Press, 1980. Book. English.
University of Hawaii Press online catalogue.
Abstract: This Kolowalu alphabet book illustrates
Theme
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
Myself
Family
Community
Country
Pacific
40
the multicultural make up of contemporary
Hawaiian society. Children and parents are seen in
many of the black-and-white photographs. This
book promotes tolerance within a multicultural
community.
×
×
×
Frisbie, Johnny. I Muri Atu it e Paerangi.
Ministry of Education, 1995. Book. Cook Islands
Maori with separate Cook Islands Maori, Niuean,
Samoan, Tokelauan, and Tongan versions in the
Tupu series, with teacher’s notes. An accompanying Cook Islands Maori audio cassette version is
also available. Distributor is Read Pacific.
Abstract: Ropati and his dad are in terrible danger
when their boat is pulled out in the middle of the
sea during a storm. They are now trying to follow
seabirds back to their island, but is this strategy
going to work? They are eventually saved thanks to
their community’s efforts. The fishermen formed a
huge line of boats stretching far out to sea, each
boat just in sight of the next one. Only the boat
closest to the island is still in sight of land. Like an
enormous searchlight, slowly this line of boats
sweeps around the sea. Thanks to everyone’s cooperation, Ropati and his dad are found. This story
shows children how effectively communities on
remote islands can work together to save lives in
emergencies. Colour illustrations by Judith Kunzle.
41
Theme
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Theme
Myself
Myself
Family
Family
Community
×
×
Country
Pacific
Pacific
Abstract: This resource book, which has a strong
Tongan influence, is based on six New Zealand
School Journal stories. Each story can be used as
part of a social studies theme or as a stand-alone
resource. This is suitable for 9 to 12-year-olds for
whom English is a second language (ESL), since
the emphasis of majority of activities is on enhancing English proficiency. However, teachers can use
the activities in this book to reaffirm children’s
cultural identity, values and their concepts of ‘self’
and ‘belonging.’ Teachers can also use this
resource book to build on existing knowledge in
authentic, meaningful contexts in which their own
language and culture is acknowledged and valued.
It also outlines extension activities that target
different curriculum areas to allow communication
and social interaction. Assessment sheets are
contained in each story. It also includes a glossary
with the usage and meaning of words to assist
teachers’ understanding. The book also encourages children to tell and retell the stories, which
makes the learning process more comprehensive
and meaningful. The language is clear and simple.
One of the book’s strengths is that it helps Tongan
students see themselves and improve their selfesteem, independence and English language skills.
Topic 2
Topic 3
Topic 4
Values
Environment
×
×
Community
Country
Horsman, E. Stories from Tonga – A Crosscurricular Approach, Journal Stories for
Enhancing English proficiency Level 3. New
Zealand: Essential Resources Educational
Publishers Ltd, Invercargill, 2002.
Topic 1
Cultural Heritage
×
Iohefo, Maliana. Oku Matua. Apia: Office for
Tokelau Affairs, 1990. Book. Tokelauan.
Abstract: An early reader in which a young girl
named Kakalagi introduces us to her parents, Puke
and Polapola. She tells us about their roles in the
family and how she helps them. This basic aspect
of civic education is presented in a way that young
Theme
Myself
children can relate to. This is an excellent model of
how an early reader can also be used to teach the
building blocks of civic education and how a lowcost, black-and-white production can still look
first-rate, thanks to professional design and illustration. The black-and-white illustrations are by Fara
Pikiti.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
Family
Community
Country
Pacific
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
×
×
Family
×
×
×
×
Community
×
×
×
×
Theme
Jackson, Janice Rida. Ko e Hiegoa a e? Alofi:
Department of Education, 1995. Book. Niuean.
Country
Pacific
Abstract: This Niue Department of Education
book cleverly explores how members of a family
and community are involved in a haircutting cereHunkin, Mathew. Ko e Sipitifaea mei Tonga.
Ministry of Education, 2008. Book. Tongan.
Separate teacher’s notes. Distributor is Read
Pacific.
Abstract: Serving in your country’s armed forces
during an armed conflict is one of the most challenging aspects of citizenship. This book was written and illustrated by Samoan writer and illustrator
42
Mathew Hunkin and translated into Tongan by
Lesieli Kupu MacIntyre. It explores the sacrifices
made by Tongan servicemen and women during
World War II, for example, in the Spitefire Queen
Salote. For older primary students, this is an example of how young Pacific writers are exploring
some of the responsibilities of being a citizen by reexamining the sacrifices of a previous generation.
mony. The reader gradually realises that the illustrations form the pieces of a jigsaw puzzle. Easyto-follow instructions at the back show the reader
how to make the puzzle. This innovative design
with clever, full colour illustrations, is by the
Samoan artist Sootaga Tuifao.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
Family
×
×
Community
×
Theme
×
Country
Pacific
43
Jowitt, Glenn. Uses of the Sea. Auckland:
Longman, 1978. Photographic poster set.
Abstract: This poster set in the Pacific Pictures
series stresses the importance of the sea in the lives
of people living in Tokelau. For example, one
Theme
photograph shows the community working together in unloading cargo from a ship before an inati
(community sharing) distribution. There are large,
full colour photographs. Though this resource is
essentially language free, the imprint text is in
English.
Knox, Margaret. Journey to Rotuma. Suva:
Ministry of Education, 1972. Book. English.
Abstract: This year 5 level Social Studies book
celebrates Rotuma, one of Fiji’s minority cultures
Theme
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
Family
×
×
Myself
Family
and languages. We return to Rotuma with a
Rotuman family and take part in a mamasa
welcoming ceremony. It features black-and-white
photographs.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
Community
Community
Country
×
Country
Pacific
Pacific
Knox, Margaret, Pacific Islands Neighbours.
New Zealand: Longman, 1971.
Ke Lima Lelei ma Lava te Fakahoa. Apia:
Department of Education, Office for Tokelau
Affairs, nd.
Theme
Abstract: One in a series of dramatic, large A2 full
colour posters using the artwork of Tokelauan illustrators to promote messages in schools such as, in
this case, “Distribute Wisely to Benefit All”.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
Myself
Abstract: This book could be used as a teacher’s
textbook or as a reference book for older children.
It has detailed contents, a glossary of new words, a
pronunciation guide for Pacific names and blackTheme
and-white photographs. The book covers lifestyles
in some Pacific countries, natural resources,
communication, as well as fishing, farming and
forestry. It should be noted that some of the information will be outdated, for example, two countries are identified with their pre-independence
names.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
Family
×
Community
Family
Country
Community
×
×
×
Pacific
Country
×
×
×
Pacific
×
×
×
Kingstone, Taria. Cook Islands. Auckland: Reed
Read Pacific.
Theme
the Cook Islands, its society and political environment. It includes colour photographs.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Komaisavai, Joji and Shereen Singh. A Mongoose
Tale. Suva: Ministry of Education, 2000. Book.
English. Also available in English in the Pacific
Science series distributed by Read Pacific.
Myself
Family
Theme
Community
Country
Pacific
Abstract: This early science reader promotes tolerance between communities. Through the joint
effort, the Fijian authors reveal something about
the behaviour of a mongoose that children in both
communities may not have noticed. The delightful
colour illustrations are by a Tokelauan artist.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
×
Myself
×
×
×
Family
Community
Country
Pacific
44
45
Kunzle, Judith. Paiere: The Making of a Fishing
Canoe in Mauke. Avarua: Cook Islands Natural
Heritage Project, 1995. Book. English but also
available in Cook Islands Maori.
Theme
Myself
Abstract: This is a detailed, step-by-step description of making a traditional canoe, as a young
assistant learns from a master boat-builder and
carver. We see how a community comes together to
support the work. It includes numerous illustrations
and diagrams.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
×
Family
Community
×
Abstract: While most people in Tonga speak
Tongan, the people of Niuafoou speak a different,
minority language that is related to Samoan
×
Country
Pacific
Abstract: This fictional story about a boy named
Tane and his desire to perform at a wedding. The
text is simple to read and understand, and includes
attractive and colourful illustrations. Tane seeks his
family’s approval to perform but they have other
ideas about what he is capable of doing. He decides
that the only way to be part of the group is to join
in the dancing and singing. Eventually, he steals
the show, and receives compliments from everyone. The theme of the book is about finding your
‘own’ place, having self-confidence and not to be
afraid of who you are.
Teachers can use this story to initiate discussions
about how children from the Pacific nations
contribute to their family, how their families celebrate special events and in so doing, promote the
concept of “self” and “identity.” This book won
the New Zealand Best Children’s Books Award in
1998.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
×
×
Family
×
×
×
×
Community
×
×
×
×
Country
Pacific
MacIntyre, Lesieli Kupu. Tonga. Auckland: Reed
Read Pacific.
Theme
Abstract: This Pacific Way series title deals with
Tonga, as well as its social and political structures.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
Family
Community
Country
×
×
×
language. In this non-fiction book for older primary school students, a Tongan teacher who has
taught in Niuafoou celebrates an aspect of the local
culture she was both delighted and terrified to
experience: fishing with a handline while
snorkelling with sharks. This book is a wonderful
example of how people in Tonga celebrate and
honour the minority indigenous language and
culture. It is a good demonstration of tolerance in
action, one of the key components on civic education in multilingual and multicultural societies.
Colour illustrations by the Cook Islands artist
Judith Kunzle.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Community
×
×
×
Country
×
×
×
Theme
Nelisi, Lino and Gus Hunter. Tane Steals the
Show. Greenmount, Auckland, New Zealand:
Scholastic NZ Ltd, Greenmount, 1997.
Theme
Mailangi, Elenga. Fakalukuluku. Wellington:
Learning Media for the New Zealand Ministry of
Education, 1996. Book. Tongan with separate
Cook Islands Maori, Niuean, Samoan, and
Tokelauan versions, plus a Tongan audio cassette
and teacher’s notes. An English translation is in the
teacher’s notes and was reprinted in the New
Zealand School Journal, Part 3 Number 1, 1997.
Myself
Family
×
Pacific
Manueli, Cecilia. Waka Story Book Series:
Story Time with Waka Books, Teachers’
Resource Book. Suva, Fiji: Institute of
Education, University of the South Pacific, 2001.
English.
Abstract: The Institute of Education at the USP
developed the Waka Story Book series to provide
Pacific-oriented books to teach English as a second
language. This is an excellent set of books ideal not
only for teaching language and reading in primary
schools, but also for developing the theme of
caring in Pacific Island countries. The books reflect
the diversity of cultures and folklore of the Pacific,
the interests and concerns of children and their
families, as well as the fantasy and magic of the
Pacific. The series contains a progression of difficulty from elementary (years 1 and 2), early (years
3 and 4), intermediate (years 5 and 6), advanced
(years 7 and 8). Care has been taken to maintain
simplicity and clarity of language and to use natural language patterns that are as close as possible to
the child’s reading level and experience. The Waka
Book Series provides resources for the main
elements of an integrated book-based literacy
programme.
The Story Time with Waka Books is a selection of
23 books from the series that have been recorded
on audio-cassettes to encourage independent listening and reading at each of the four levels. The
Teachers’ Resource Book for the Story Books
Series provides suggestions for teacher’s preparation, setting the scene, teaching points, guided
reading and group work. Guided Reading Lessons
for each of the 23 books in the series are included
for each level.
Elementary Level (Year 1 and 2): #1.No Water #2.
The Sweet Shop. #3. Anna Goes to School. #4.
Miki. # 5. The Lizard. #6. Going to the Beach
Early Level (Years 3 and 4) #7. At Home for Now.
#8. Fish Again. #9. Aiwan, Eidimida and the
Shark. #10. T for Taniela. #11. One Blue Tent. #12.
Priya and Kaman’s Holiday
Pacific
46
47
Intermediate level (years 5 and 6) #13. Butterfly
and Ant. #14. Two New Pillows #15. Viki the
Greedy Pig. #16. Sail Ho! #17. Piggy’s Plane Ride.
#18. The Big Tree
Advanced Level: #19. The Sitra. #20. Mauri
Mauri: A Cook Islands Legend. #21. Kimi The
Hair Eater. #22. The Whale and the Sandpiper.
#23. Why the People of Nui Speak a Different
Language
Some Other Waka Story Books: #24. Dad Used to
Do It (A Story from Kiribati) #25. Cutting Toddy
(Kiribati) #26. Fish Again. #27. A New Broom for
Tima. #28. Not too Young to Go Fishing #29. Our
Place (Stories and Poems from Kiribati) #30. The
Two Brothers (A Legend from Solomon Islands)
#31. Why Atiuand Live on Top of Hills (Cook
Islands). #32. Waiting! #33. Our Garden #34. Our
new car
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
#19 #25#27
#25 #32#27
#1
#1#19#25 #32#33
Family
#12#19#20
#24#25#26
#28#29#30
#31#32#33
#2#4#6#20
#24 #25#26
#27#28#29
#30#31#32
#33#8#9
#2#4#6#19#20
#24#25#26#27
#28 #29#30
#31#32#33#34
#28#29
#28#29
#28#29
#28#29
#29
#29
#29
#29
Theme**
Community
Country
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
Family
×
×
Theme
Community
Country
Pacific
Natano, Vione. Toku Kaiga. Au. Toku Tupuna
Fafine. Toku Tupuna Tagata. Toku Matua.
Toku Tamana. Toku Tuagane Foliki. Toku Taina
Foliki. Funafuti: Tuvalu Department of Education,
1988. Set of eight books. Tuvaluan.
Abstract: A set of eight early readers in which a
young boy introduces himself, his parents, two of
Theme
Pacific
** Suggested Story Booklets for various themes are indicated by # (Number of Booklet) as set out above.
his grandparents, his brother, and his sister. He tells
us about their roles in the family and how everyone
looks after and supports one another. This basic
aspect of civic education is presented in a way that
young children can relate to. This is a good example of how early readers can be used to establish
the building blocks of civic education. Black and
white photographs by Tony Whincup.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
Family
×
×
Community
Maui, Pare. Apii Oraanga 1. Avarua: Ministry of
Education, nd. Book. Cook Islands Maori.
Abstract: This Cook Islands Ministry of Education
health book for primary school students is a good
example of how issues such as keeping clean,
Theme
eating healthy food, obeying the police, helping
your parents and teachers, helping keep the classroom clean, and helping with chores at home, can
be taught through more than just civics and social
studies resources. The black-and-white drawings
are by Judith Kunzle.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
Family
×
Community
Country
Pacific
Morgan, Teupolk Ina. Paraku Tita. Tokoroa:
Anau Ako Pasifika, nd. Book. Cook Islands Maori.
Abstract: A boy in the Cook Islands has some
chores to do. “How tiring it is to rake leaves,” he
complains. But his mother says, “yes, but what a
48
beautiful home we have, now that you’ve raked
them.” For young children, the building blocks of
civic education include concrete examples in their
own lives, such as doing chores around the house.
Colour illustrations by Don King.
Country
Pacific
National Museum of Australia. First Australians
Plenty Stories. Melbourne: Pearson Heineman
Library, 2008. http://www.nma.gov.au/education.
Abstract: This series is part of the National
Museum of Australia’s curriculum resource development programme. It is aimed at stimulating
primary students’ interest in Aboriginal and Torres
Strait Islander peoples’ histories and cultures, and
exploring contemporary indigenous issues through
experiences of those living in these communities.
There are two packs in the series, one for middle
primary level and one for upper primary. Each
pack contains eight copies of nine books of stories
for teaching Australian indigenous studies, a poster
set and a teacher resource book. Titles include:
Discovering Aboriginal Australia, Fighting for
Rights, Indigenous Sporting Greats, Caring for
Country, Life at Mulga Bore, Our Stories through
Art, and Welcome to Mer Island.
Kaisiana’s Journey to Torres Strait is a typical First
Australian’s Plenty Story. Kaisiana is a young girl
from the Torres Strait whose family has moved to
Cairns. The story begins with an introduction of
Kaisiana and her family. At her Year 6 class at
Cairns West School, her teacher asks students to
bring an object that tells of their heritage, after the
holidays. She goes to Thursday Island to visit her
grandmother, and she discovers something about
the island’s history and culture. She chooses the
Torres Islander Flag as the object to bring to class,
since it says a great deal about her heritage, ancestors, and birthplace and about who she is today. It
is a story about learning to care and taking pride in
one’s cultural heritage.
49
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
×
×
Myself
Family
×
×
×
×
Family
Community
×
×
×
×
Community
Country
×
×
Country
Pacific
×
×
Pacific
Theme
Nunes, Susan and Eileen Tamura. Families Come
in All Sizes and Shapes. Honolulu: Department of
Education, 1980. Book. English and Samoan, with
some Hawaiian.
Theme
Abstract: This Hawaii Multicultural Awareness
Project resource explores the many different kinds
of families found in Hawaii’s multicultural society,
including a Samoan family living at Waianae.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
Family
×
×
×
Country
Pacific
Nunes, Susan. What’s Happening in the Family?
Honolulu: Department of Education, 1980. Book.
English.
Myself
Project resource uses cartoons and black-and-white
photographs to explore roles within an “island”
family.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
Family
×
Community
Country
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
Pine, Kateia and Sereima Lumelume. Coconut
Trees. Fiji, USP, 1995.
Abstract: Although this short account is based in
Kiribati, its contents are applicable to all Pacific
countries. The many uses of the coconut tree are
Theme
Community
Theme
Theme
described in simple language with accompanying
black-and-white illustrations. It is probably most
helpful for early readers but it could be adapted or
expanded as a starter for the theme of Caring For
It for all learners.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
Family
×
Community
×
Country
×
Pacific
×
Puzon, Julie and Eileen Tamura. Family, Religion,
and Society. Honolulu: Department of Education,
1980. Book. English with some Hawaiian.
Separate readings and activity sheets.
Project resource helps primary school children start
to discover what religious beliefs and practices
used to be like in Hawaii. The activity sheets help
children to think in a non-judgemental way about
differences between old beliefs and practices and
what contemporary Hawaiians now think and
believe. Children discover ways how Hawaiian
families today still respect things that were seen
differently in the past. This is a brave attempt to
explore the topic of changing religious beliefs in
the Pacific in a civic education context. Black-andwhite illustrations by Art Kodani and Sanford
Mock.
Pacific
Theme
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
Myself
Oi, Audrey. The Story of a Samoan Chief.
Honolulu: Department of Education, 1980. Book.
English.
50
Abstract: In this Hawaii Multicultural Awareness
Project resource, we follow a young man as he
prepares himself for the responsibilities of becoming a matai. One of the activities allows children to
engage in role-playing.
Family
×
×
Community
×
×
Country
Pacific
51
Reakes, Janet and Greg Whiddon. Tracing and
Writing a Family Story, 1998. Hale & Iremonger,
Pty. Ltd, Australia
Abstract: An ideal book to help teachers introduce
the topic of family history to their pupils. Each
Theme
section of the book contains introductory notes,
easy teaching plans and a wide range of activities
for children aged 8-14 that relate to the theme of
Caring and objectives of PIC language, civic
education, social science and environmental education programmes.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
×
×
Myself
Family
Samu, Tanya Wendt; Mona Papalii and Alison
Carter. Families at Work. Auckland: Longman,
1996. Book. English.
Theme
Abstract: A Tagata Tagata series title that looks at
how families function as key components of
Pacific societies and economies, as well as leadership in families and division of labor.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
Myself
Family
×
Community
Community
Country
Pacific
Country
Pacific
Samu, Tanya Wendt; Mona Papalii, and Alison
Carter. Contact and Change. Auckland:
Reid, Salu H. and Margaret Iofi. Samoan
Resource Book for Teachers. Honolulu:
Department of Education, 1980. Book. English and
Samoan.
Abstract: A Hawaii Bilingual/Bicultural
Education Project resource book for primary
Theme
school teachers to help children appreciate their
culture. The book is designed to be used with a
bilingual aide if the teacher isn’t bilingual. One
section “Flag Day in American Samoa” is an
example of how civic education can be a component.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
Myself
Family
Country
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
Family
Community
Country
×
Pacific
×
Social Studies Curriculum Book 1 Year 9.
Government of Samoa: Department of Education,
2001.
Pacific
Samu, Tanya Wendt; Mona Papalii and Alison
Carter. Our People, Our Lands. Auckland:
identity in the Pacific, Pacific traditions, why land
is valued in Pacific cultures, and what caring for
the land and sea entails from a Pacific perspective.
It contains numerous photographs and diagrams.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Abstract: This is a teacher’s resource book that
outlines activities for children to learn about
conservation of the environment in Samoa and
other islands within the Pacific region, including
Tonga, Solomon Islands, Vanuatu, New Caledonia,
New Zealand and Australia. It can be used across
different curricula, since there are links to Science,
Family
Technology, English and Geography. The book
also outlines uses of specific resources, such as the
coconut tree. A special feature that would be
appropriate to the theme Caring for Myself is
found on page 10, where the question, Who Am I?
is raised. The individual can focus on his or her
own heritage, family relationships, lifestyle, important customs and his role within a social group,
family and extended family. The focus is for Year 9
students but adaptable to those in earlier years
within the capabilities of upper primary students.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
×
×
Theme
Myself
Community
×
×
×
×
Family
×
×
×
×
Country
×
×
×
×
Community
×
×
×
×
Country
×
×
×
×
Pacific
×
×
×
×
Pacific
52
Theme
×
Community
Theme
how contact with the outside world changed
Pacific societies, bringing tremendous change to
their civic institutions, and the impact of cultural
revival in these societies now. It includes numerous
photographs and diagrams.
53
Sovaki, Salome. My Home for Now. Suva:
Institute of Education and the Fiji Association of
Non-formal Educators, 1994. Book. English with a
separate Fijian version.
Abstract: This well-designed children’s book
begins with a child being sent to St. Christopher’s
Home after being abandoned by his mother. This is
a good model for how non-formal organisations
can contribute to the creation of material that deals
with some of the difficult challenges that children
and societies can face. In the story, Sister Mary
helps the young boy cope with life in an orphanage
after his mother couldn’t care for him. “I’ve been
here for a week now,” he tells us on the last page.
“I’ve made lots of friends, but I still miss Mum.
Sister Mary says that someday Mum and I will be
together again.” A sensitive final illustration shows
Sister Mary’s hand helping his hand to write a
letter to his mother. An extremely difficult issue is
explored in an honest, sensitive way that young
readers will be able to cope with. What happens to
children in urban Pacific settings when traditional
family structures can no longer cope? This is the
kind of difficult question this book begins to
answer. Colour illustrations by the Fijian illustrator
Anare Somumu.
Swan, Epi. Lost. Wellington: Learning Media,
1992. Book. Distributor is Read Pacific. Also
available in Cook Islands Maori, Niuean, Samoan,
Tokelauan, and Tongan in the Tupu series, and in
English and New Zealand Maori in the Keeping
Ourselves Safe series.
Theme
Abstract: In this children’s book by Tokelauan
writer Epi Swan, a young girl gets lost and turns to
the police for help. This book is widely used by the
police to teach young children what to do if they
get lost. It also introduces to children the many
roles of the police in the community.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
Myself
Family
Community
×
Country
Pacific
Theme
Myself
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
Family
×
Community
×
Country
×
Pacific
Swan, Epi. Nonu. Wellington: Learning Media,
1995. Book. English. Also available in Tokelauan
and with separate notes for teachers in a three-book
set. Distributor is Read Pacific.
Abstract: This book shows how the Tokelauan
community in New Zealand keeps its children
interested in and engaged with its culture and
language in the midst of an English-speaking society. The community has built a traditional
Tokelauan canoe Nonu, and takes children sailing
in it on Wellington Harbour, as a way to pass on
traditional skills. The book, which contains many
colour photographs, was short-listed for the New
Zealand Children’s Book of the Year Award.
Swan, Epi. Hikaki. Wellington: Learning Media
for the New Zealand Ministry of Education, 1997.
Book. Tokelauan with separate Cook Islands
Maori, Niuean, Samoan, and Tongan versions in
the Tupu series, with teacher’s notes. An accompanying audio cassette version of Tokelauan fishing
songs, Pehe in a Faka-tokelau is also available.
Abstract: While people from the Pacific take their
cultural values with them when they immigrate to
places like Australia, New Zealand, and the United
States, the children and grandchildren of immigrants sometimes struggle to hold on to their
Pacific cultural values, practices and languages. In
this story, a Tokelauan man living in Petone realisTheme
Theme
Myself
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
×
Family
×
×
Family
Community
Country
Community
es he has to do something about his nephews and
nieces, who are just sitting around watching television during weekends. Uncle Avito shows them
how to make hikaki (rods) using bamboo growing
in his garden. He takes them to Petone Wharf and
shows them how to use the hikaki to catch fish. He
also talks to them in Tokelauan. To their amazement, their hikaki work and they have fun. This
Tokelauan children’s book explores one of the
many ways in which Pacific community elders are
helping children hold on to their cultures in the
midst of English-speaking societies. Colour
photographs by Justine Lord feature child and adult
volunteers from Petone’s Tokelauan community,
including Uncle Avito Alefosio.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
Country
Pacific
Pacific
Tabokai, Tebwebwe et al; Our Place: Stories and
Poems from Kiribati. Fiji, USP, 2003.
Abstract: The six pieces of writing in this booklet
are relevant for all Pacific countries. The simple
54
text and large black-and-white illustrations make
this a good reader for younger children. Each
contribution could be read to a class to illustrate
cultural values at work, home and community.
55
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
Family
×
×
Community
×
×
Country
×
×
Theme
Pacific
Tamura, Eileen and Susan Nunes. Families in
Hawaii. Honolulu: Department of Education,
1980. Student activity book and separate teacher’s
manual. English.
Project resource explores the different kinds of
Theme
families found in Hawaii’s multicultural society.
Topics include family variations, cultural roots, and
different cultural perspectives. The student activity
book has spaces for students to write their answers.
Also included are some diagrams and black-andwhite illustrations.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
Family
×
×
×
Community
Teasdale, Bob and Jenny Teasdale (eds.) Voices in
a Seashell. Education, Culture and Identity.
Suva: Institute of Pacific Studies, University of
South Pacific & UNESCO, 1992.
Abstract: This small but important book deals
with the contribution that education can make to
the survival of small cultures in the Pacific and to
averting the loss of cultural identity. It reports on
the proceedings and outcomes of a UNESCO
seminar held Rarotonga in the Cook Islands in
1992. The seminar recommended that international organizations and governments respect the principle of ownership of all aspects of education of
indigenous children by their families and community, while stressing that that the goal must be unity
in diversity. Unity was defined in terms of sharing
the rights, responsibilities and resources of a nation
in a just and mutually beneficial manner. Diversity
required that authorities recognize the integrity of
the ways and values of people who live in different
contexts and cultures. This outlines the implications for teacher training, curriculum development
and teaching-learning activities, and to give practical examples in the form of 17 case studies from 9
PICs of how indigenous educators in the Pacific
are promoting cultural learning and development.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
Family
×
×
Community
×
×
×
Country
×
×
×
Pacific
×
×
Theme
×
×
Country
Pacific
The Department of Education. Early Times.
Oxford University Press, Melbourne, Australia,
1995.
Taylor, Tia Aluni. O le Tufatufaina o Lo Ma
Faiva ma Tama. Wellington: Learning Media for
the New Zealand Ministry of Education, 1993.
Book. Samoan with separate Cook Islands Maori,
Niuean, Tokelauan, and Tongan versions in the
Tupu series, with teacher’s notes. An accompanying Samoan audio cassette version is also available.
Abstract: People from the Pacific take their cultural values with them when they immigrate to places
like Australia, New Zealand, and the United States.
In this story, a Samoan boy in New Zealand goes
fishing with his dad on the Petone Wharf. But do
they keep all the fish they catch for themselves?
Leai! As they walk home, they give the fish to their
neighbours and to a pastor. Do their Palagi and
Maori neighbours understand the faasamoa reason
why they are being given gifts of fish? Possibly
they didn’t understand at first, but they are quickly
coming to appreciate living in a community like
Petone, where there is a cross-section of cultures.
This Samoan children’s book explores ways how
multicultural communities incorporate civic values
of different cultures into day-to-day life. Colour
illustrations by the Niuean artist Falcon Halo.
Abstract: The book is divided into five parts. First
is the story of how the earth came into being,
followed by a brief explanation on the first people
on earth. The first people who settled in Papua
New Guinea are discussed in part three, while the
fourth and fifth parts briefly discuss how the highlands and the coastal people of Papua New Guinea
came to settle, the way they live and eat.
This book also takes readers into the past of Papua
New Guinea. It is important for students and teachers to know about the past. The way we live today
Theme
Theme
Myself
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
×
×
Family
Community
Country
is influenced by our past. If we understand some of
the things that have made us what we are, we can
plan our life for the future. This book is intended
for students in the lower and upper primary grades.
It deals with the changes taking place and how
students can cope with them. There are useful
activities that will develop skills that are important
to the child’s development for the future. The book
details specific activities to develop student’s study
skills by using the given information such as
charts, maps, diagrams and photographs. The book
is set in a way that will help students find out
things for themselves, both directly in their local
areas and from second hand sources.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
Family
×
Community
Country
×
Pacific
Pacific
56
57
The Department of Education. Families.
Indonesia: Pac-Rim Kwartanusa Printing, 1996.
This book provides a concise explanation of families in five parts. The first part states that all human
beings belong to a family because that’s where our
lives started. It explains that when we were young,
we just accepted what happens in our family without thinking very much about it. The second and
third parts describe the types of families such as
Theme
nuclear, extended, single parent, broken and
polygamy. The fourth part describes some of the
major activities of families. It also explains
arranged marriages, bride price, wedding ceremonies, divorce, births and children with special
needs. The last part briefly discusses some of the
changes which affect family life, such as the shift
from subsistence way of life to a way of life based
on money and migration to urban areas. The book
also gives prominence to family values and ways.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
Myself
Family
Community
Country
Pacific
Tokelau: Its System of Government and
Administration. Wellington: Ministry of Foreign
Affairs and Trade, 1980. Book. English and
Tokelauan.
Theme
Abstract: A simple, straightforward guide about
self-government in Tokelau and how it works.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
Theme
Family
Topic 3
Topic 4
Values
Environment
×
×
Country
Pacific
Tremblay, Helen. Families of the World: Family
Life at the Close of the 20th Century – Volume
2: Asia and the Pacific. New York: Farrar, Straus
and Giroux, 1990.
Abstract: This remarkable book describes the
daily life of 33 families from all corners of the
Asia-Pacific region, including 11 from the Pacific.
Helen Trembaly selected families that accurately
represent the characteristics of each country. She
was invited to live with each of the families to tell
the story of their daily lives. She lived with families, including indigenous and Indian Fijian families, coastal and highland villagers in PNG,
Kiribati, Nauru, Solomon Islands, Tonga, Tuvulu,
Vanuatu and Western Samoa. Daily life in the
three huts that house PNG highlander Homoko
×
Pacific
Tuinukuafe, Edgar. Ta Valivali ke Oange maa
Eku Kui. Wellington Learning Media for the New
Zealand Ministry of Education, 2002. Book.
Tongan with separate Cook Islands Maori, Niuean,
Samoan, and Tokelauan versions in the Tupu
series, with teacher’s notes. An accompanying CD
in the Tupu series contains the Tongan and an
English. Distributor is Read Pacific.
Abstract: The challenge for Mosa is that Dad
speaks Tongan and English, while Mum speaks
Samoan and English. So which language is Mosa
learning? Mosa is learning all three! In an increasingly multicultural Pacific, more and more children
are of more than one Pacific heritage. Reflecting
his own family’s reality, the Tongan writer Edgar
Tuinukuafe shows us what a positive, wonderful
experience this can be. His wife Sisifo Tuinukuafe
translated the story into Samoan. This positive
affirmation of multilingualism in families celebrates the reality for a growing number of children.
The story deals with one of the central issues for
civic education in multicultural societies. Colour
illustrations by Jennifer Lautusi.
Alembo, his five wives, 13 children, 23 cows and
45 pigs contrasts sharply with those of the Kun
family in Nauru, where nothing grows and everything has to be imported, while the Callejars trying
to make it the “Australian way.” The book
contains photographs of each family and its home,
a population map of each country, two pages of
facts about the country describing education, health
and housing, as well as history and religion. Family
life is a common experience for all mankind.
Sharing this experience with families, children and
teachers is a very powerful force for learning to
care, and promoting intercultural and international
understanding. The material has been adapted for
use in schools in the form of a series of booklets
describing how families live in different countries.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
Myself
×
×
Community
Theme
Community
58
Topic 2
Myself
Family
Country
Topic 1
Cultural Heritage
Family
×
×
×
Community
×
×
×
Country
×
×
×
Pacific
×
Vaai, Emma Kruse. Ready for School. Wellington:
Learning Media, 1998. Book. English in the Pacific
Literacy series with separate Cook Islands Maori,
Niuean, Samoan, Tokelauan, and Tongan versions
in the Tupu series published for the New Zealand
Ministry of Education, with teacher’s notes. A
Samoan audio cassette is also available in the Tupu
series. Distributor is Read Pacific.
us that his Mum made the basket, while Grandma
made his mat. His sister made the broom and his
aunt made his uniform. So it is not just stuff you
need, but lots of people in your family are cooperating together to help you! This reader deals with
one of the building block issues of civic education
in a way that young children can readily grasp.
Colour illustrations by the Niuean artist Falcon
Halo.
Abstract: What do you need to start primary
school in Samoa? A five-year-old in this story tells
59
Theme
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Theme
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
Family
×
×
Community
Community
×
×
Country
Country
×
×
×
×
Pacific
Pacific
×
×
×
×
Myself
Family
×
×
Vanua Readers Workshop. Big Bad Bolo. Port
Vila: Vanuatu Ministry of Education, 1999. Book.
English.
Abstract: Bolo is a bully. He kicks Mele’s ball
over the fence. He breaks the wheels off Carlos’s
tou car. He breaks May’s pencil. He takes Tapi’s
bike and crashes it, bending a wheel. This reader
for Years 3 and 4 students deals with the problem
Theme
Myself
×
of bullying and how to address it. While not everyone will agree with the solution the children come
up with, this is precisely the kind of book a teacher
could use to prompt a discussion about bullying.
For children, the problem of bullying is exactly the
kind of civic education issue they face in daily life.
Black-and-white illustrations by Max Willite.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
UNESCO. A selected list of UNESCO practical
and reference materials related to civics education. Paris: UNESCO-Education Sector
Abstract: UNESCO, its Institutes and Centres
(such as APCEIU), field offices (such as its offices
in Bangkok and Apia) and National Commissions
(each PIC has a UNESCO National Commission),
have produced many manuals and resources materials for schools covering the themes of concern in
this Guide. These include frameworks and normative instruments such as the Declaration and
Integrated Framework for Action on Education for
Peace, Human Rights and Democracy endorsed by
all Ministers of Education in 1997; Convention on
Discrimination in Education); teaching manuals
and resource kits (on human rights education, tolerance, conflict resolution, democracy, peace,
sustainable development, civics education, values
education, international understanding, language
teaching, Pacific heritage), guidelines and criteria
for textbooks and curricula to promote international, intercultural and inter-faith understanding and
respect. Visit http://www.education.unesco.org,
contact the Apia Office, or your National
Commission.
Family
Community
Topic 2
Topic 3
Topic 4
Values
Environment
Community
×
×
×
Country
×
×
×
Pacific
×
×
Country
Myself
Pacific
Family
UNESCO World Heritage in Young Hands.
Paris: UNESCO.
Cooper, Bede et al. Our Pacific Future: The Future
in Young Hands. Wellington: New Zealand
National Commission for UNESCO.
Abstract: These are invaluable resource kits for
schools on the UNESCO World Heritage sites, and
from the New Zealand National Commission for
UNESCO on the natural and cultural sites of the
Pacific. Based on an interactive and interdisciplinary approach, the kits provide teachers with a
wide range of classroom and extra-curricular activities which are easy to adapt and to introduce. The
kits are essentially a journey to the world and the
Pacific’s magnificent cultural and natural heritage,
and includes useful resource materials such as 25
60
Topic 1
Cultural Heritage
Theme
enlarged photographs, maps and posters. These are
designed to enable children to learn about the
natural and cultural heritage sites of outstanding
value inscribed on the UNESCO World Heritage
list and to develop positive attitudes and commitment towards preserving their own local Pacific
and global heritage for future generations. The kit
consists of seven sections: Educational
Approaches; World Heritage Convention; World
Heritage and Identity; World Heritage and
Tourism; World Heritage and Environment; World
Heritage and Peace; and Resource Materials. Each
thematic section suggests teaching objectives,
classroom activities and exercises in geography,
history, language, science, mathematics, art, etc,
and includes student activity sheets and an evaluation form.
Wendt, Jennifer. Blessing Yams in Niue.
Auckland: Longman, 1987. Book. English.
×
×
describes the blessing if ufi (yams) in Niue, exploring the social significance of this village event.
Colour photographs by Glenn Jowitt.
Abstract: A Focus on the Pacific series title that
Theme
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
×
×
Myself
Family
Community
Country
Pacific
61
Wendt, Jennifer. Recovering from a Tropical
Cyclone in Tonga. Auckland: Longman, 1987.
Book. English.
Theme
describes how people in Tonga recovered from
Cyclone Issac, thanks to the efforts of the community. Colour photographs by Glenn Jowitt.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
Family
×
Community
×
×
Country
Pacific
Wendt, Jennifer. The Haircutting Ceremony in
the Cook Islands. Auckland. Longman, 1987.
Book. English.
describes the significance of the haircutting ceremony in Cook Islands society. Ceremonies such as
this bring communities together and involve reciprocal gift-giving and strengthening of community
bonds. Colour photographs are included.
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
×
Family
×
×
×
Theme
ANNEX
×
Community
Country
Pacific
Wendt, Jennifer. A Title Bestowal in Western
Samoa. Auckland: Longman, 1987. Book.
English.
describes the matai system and title bestowal in
Samoa. Despite the fact that Western Samoa has
since changed its name to Samoa, this remains an
excellent introduction with stunning photographs.
Colour photographs by Glenn Jowitt.
Website Resources
Contact Information Guide
Documents
Topic 1
Topic 2
Topic 3
Topic 4
Cultural Heritage
Values
Environment
Myself
×
×
×
Family
×
×
×
Community
×
×
Theme
Country
Pacific
62
�The Decade of Education for
Sustainable Development at a
Glance
�Conflict Resolution
�Universal Declaration of Human
Rights
�Convention on the Rights of the
Child
�United Nations Declaration on the
Rights of Indigenous Peoples
ANNEX
ANNEX
CONTACT INFORMATION GUIDE TO AGENCIES,
ORGANISATIONS AND OTHER RELEVANT OFFICES
Website Resources
Commercial education resource: Being responsible for Grades
K-5. Website (with lesson outlines, parental information and
teaching materials in brief), videos (e.g. being responsible,
dealing with feelings, cooperation).
(http://www.goodcharacter.com/YCC/BeingResponsible.html)
Convention on the Rights of the Child and Children’s Rights in
the Pacific
(http://www.dtp.unsw.edu.au/documents/child_rights2003Background-Paper.pdf)
Cultural identity lesson plans
(http://www.lessonplanet.com/search?keywords=cultural+id
entity&rating=3)
Declaration of the Rights of the Child, Child Rights
Information Network
(http://www.crin.org/resources/publications/)
Does the end justify the means: lesson plan (which could be
linked with finding scenarios from recent newspaper articles
or government websites - see below)
(http://www.scribd.com/doc/7098354/Does-the-End-Justifythe-Means-Moral-Dilemmas)
Example lesson plan (US Bill of Rights)
(http://www.eduref.org/Virtual/Lessons/Social_Studies/Civic
s/CIV0003.html)
Identity portraits - lesson plan
(http://www.princetonol.com/groups/iad/lessons/elem/There
sa-portraits.htm)
Language and identity - lesson plan: Exploring Language and
Identity: Amy Tan’s ”Mother Tongue” and Beyond
(http://www.readwritethink.org/lessons/lesson_view.asp?id
=910)
Lesson plans for moral dilemmas
(http://www.lessonplanet.com/search?grade=All&keywords=
moral+dilemmas+for+children&media=lesson&rating=3&sear
ch_type=narrow)
Lesson plans - responsibilities of citizens, rights and responsibilities, rules and responsibilities, civic responsibilities.
(http://www.lessonplanet.com/search?grade=All&keywords=
responsibilities&rating=3&search_type=related)
UN AGENCIES IN THE PACIFIC
Pacific Media Centre: NZ: Pasifika people talk media and
cultural identity. By Christine
Lukhelo Williams/Pacific Media Centre, 12 October 2008
(http://www.pmc.aut.ac.nz/specialreports/081010_PIMAimpr
essions.shtml)
Food and Agricultural Organisation (FAO)
Sub regional office for the Pacific: Private Mail Bag, Apia,
Samoa
Phone: (685) 22127
Pacific Resources for Education and Training (see section
‘Culture’)
(http://www.prel.org/services/curriculum-and-instructionaldesign.aspx)
United Nations Educational, Scientific and Cultural
Organisation (UNESCO)
Sub regional office for the Pacific: PO Box 615, Matautu-Uta,
Apia, Samoa
Phone: (685) 24276
Promoting and protecting children’s rights through legislative
reform in Pacific Island countries
(http://www.spc.int/fpocc/index2.php?option=com_content&
do_pdf=1&id=181)
Teaching Asia-Pacific core values of peace and harmony
(APEID - Asia-Pacific Programme of Educational Innovation
for Development) 280 pages.
(http://unesdoc.unesco.org/images/0013/001378/137859e.pdf)
The United Nations Convention on the Rights of the Child
(http://www.unicef.org/crc/)
UNGA 62: Commemorative High Level Plenary meeting devoted to the outcome of the Special Session on Children,
Statement by New Zealand Youth Delegate, Te Kerei Moka,
12 December 2007
(http://www.mfat.govt.nz/Media-andpublications/Media/MFAT-speeches/2007/0-12-December2007b.php)
UNICEF Voices of Youth
(http://www.unicef.org/voy/)
United Nations Children’s Fund (UNICEF)
Private mail Bag, Suva, Fiji
Phone: (679) 330 0439
�Country Representative in Papua New Guinea
United Nations Development Programme (UNDP)
Private Mail bag, Suva, Fiji
Phone: (679) 3312 500
�sub office in Samoa: Private bag, Apia, Samoa
Phone: (685) 23670
�office in Papua New Guinea: PO Box 1041, Port Moresby,
N.C.D., Papua New Guinea
Phone: (675) 321 2877
World Health Organisation (WHO)
PO Box 113 Suva, Fiji
�office in Samoa: PO Box 77 Apia, Samoa
UNICEF: Youth video contest to focus on children’s rights
(http://www.unicef.org/voy/takeaction/takeaction_4439.html)
United Nations (2007). Little book of children’s rights and
responsibilities. 28 pages. Free and downloadable.
(http://www.unicef.org.uk/tz/resources/resource_item.asp?id=23)
Who am I? Exploring identity-lesson plan
(http://www.thirteen.org/edonline/lessons/whoami/index.html)
Newspapers
Pacific Islands Government Websites
Australian Financial Review - http://www.afr.com/home/
Cook Islands Herald - http://www.ciherald.co.ck/
Cook Islands News - http://www.cinews.co.ck/
Fiji Sun - http://www.sun.com.fj/
The Australian - http://www.theaustralian.news.com.au/
The Fiji Times - http://www.fijitimes.com/
The New Zealand Herald - http://www.nzherald.co.nz/
Melbourne Age - http://www.theage.com.au/
PNG National - http://www.thenational.com.pg/
PNG Post Courier - http://www.postcourier.com.pg/
Samoa News (Pagopago American Samoa) http://www.samoanewsonline.com/
Sydney Morning Herald - http://www.smh.com.au/
Taimi Tonga - http://planet-tonga.com/tongatimes/
Vanuatu Post - http://www.dailypost.vu/
American Samoa - http://americansamoa.gov/
Australia - http://www.australia.gov.au/
Cook Islands - http://www.cook-islands.gov.ck/
Federated States of Micronesia - http://www.fsmgov.org/
Fiji - http://www.fiji.gov.fj/
New Zealand - http://newzealand.govt.nz/
Niue - http://www.gov.nu/
Palau - http://www.palaugov.net/
Papua New Guinea - http://www.pngonline.gov.pg/
Republic of Marshalls http://www.rmigovernment.org/index.jsp/
Samoa - http://www.govt.ws/
Solomon - http://www.parliament.gov.sb/
Tokelau- http://www.tokelau.org.nz/
Tonga - http://www.pmo.gov.to/
Vanuatu - http://www.governmentofvanuatu.gov.vu/
PACIFIC REGIONAL ORGANISATIONS
Council of Regional Organisations in the Pacific
(CROP)
Contact through the Forum Secretariat
Secretariat of the Pacific Regional Environmental
Programme (SPREP)
PO Box 240, Apia, Samoa
Phone: (685) 21929
University of the South Pacific (USP)
Laucala Campus Suva, Fiji
Phone: (679) 323 1000
�campuses in almost every independent Pacific country
OTHER BODIES
Asia-Pacific Centre of Education for International
Understanding (APCEIU)
UNESCO House #1007, 50-14, Myeong-dong 2-ga, Jung-gu,
Seoul, Korea
Phone: (822) 774 3956
Asia Pacific Network for International Education and
Values Education (APNIEVE)
8 Old Belair Road, Mitcham South, Aust 5062
Phone: (618) 8274 1779
Commonwealth Secretariat
Contact: G. Goh (small islands)
Phone: (44) 20 7747 6535
UNESCO Chairs for Culture, Peace,
Education, Environment:
Australia has 9; Fiji-1, Papua New Guinea-1. Contact
country’s National Commission for UNESCO for further
information
World Heritage Sites:
Australia has 17; New Zealand-3, Papua New Guinea-1,
Solomon Islands-1, Vanuatu-1. Contact country’s National
Commission for UNESCO for further information
Pacific Islands Applied Geoscience Commission
(SOPAC)
Private mail bag, GPO, Suva, Fiji
Phone: (679) 338 1377
AID AGENCIES IN THE PACIFIC
Pacific Islands Forum Secretariat
Private Mail Bag Suva, Fiji
Phone: (679) 331 2000/322 0303
Website: www.forumsec.org
Japan International Cooperation Agency(JICA)
�FIJI
JICA Fiji Office Level 8, Suva Central Building, Corner of Pratt
Street and Renwick Road, Suva, Fiji
Phone: (679) 330 2522 / 330 2650
�MARSHALL ISLANDS
JICA Marshall Islands Office P.O.Box F, Majuro, MH
96960,The Republic of the Marshall Islands
Phone: (692) 625 5437/ 625 5438
�MICRONESIA
JICA Micronesia Office P.O.Box G, Kolonia, Pohnpei 96941,
The Federated States of Micronesia
Phone: (691) 320 5350
�VANUATU
JICA VANUATU OFFICE Pierre Lamy Street, Port Vila, Vanuatu
(Private Mail Bag 9005, Port Vila, Vanuatu
Phone: (678) 23546
Secretariat for the Pacific Community (SPC)
BP D5 98848 Noumea, New Caledonia
Phone: (687) 26200
�office in Fiji Private Mail Bag, Suva, Fiji
Phone: (679) 337 0733
�office in Pohnpei, FSM
Phone: (691) 3207 523
�office in Solomon Islands
Phone: (677) 25543
AusAID
GPO Box 887 Canberra ACT 2601 Australia
Phone: (612) 6206 4000
ANNEX I Website Resources
64
Moral skills workshop (including 16 case studies)
(http://www.skillsworkshop.org/genlit/e31l2dilemmas.pdf)
65
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CONTACT INFORMATION GUIDE TO AGENCIES,
ORGANISATIONS AND OTHER RELEVANT OFFICES
�PALAU
JICA Palau Office George Ngirarsaol Commercial Building,
Koror, Palau 96940
(P.O.Box 6047, Koror Republic of Palau 96940)
Phone: (680) 488 5373
New Zealand’s International Aid & Development
Agency(NZAID)
195 Lambton Quay Private Bag 18-901 Wellington, New
Zealand
Phone: (644) 439 8200
NATIONAL COMMISSIONS
FOR UNESCO IN THE PACIFIC
AUSTRALIA
Australian National Commission for UNESCO
International Organisations and Legal Division
Department of Foreign Affairs and Trade
R G Casey Building John McEwen Crescent BARTON ACT
0221
Phone: (612) 6261 2037
COOK ISLANDS
Cook Islands National Commission for UNESCO
c/o Ministry of Education P.O. Box 97 Rarotonga Cook Islands
Phone: (682) 29357
Email: [email protected] or [email protected]
FEDERATED STATES OF MICRONESIA
Federated States of Micronesia National Commission for
UNESCO
P.O. Box PS 70 Palikir, Pohnpei FM 96941 Federated States of
Micronesia
Phone: (691) 320 2609
FIJI
Fiji National Commission for UNESCO
Ministry of Education, Marela House, Suva, Republic of the
Fiji Islands
Phone: (679) 331 4477) / 322 0415
MARSHALL ISLANDS
Marshall Islands National Commission for UNESCO
Ministry of Education P.O. Box 3, Majuro, Marshall Islands
Phone: (692) 625-5262 / 625-6698
Email: [email protected] or [email protected];
NAURU
Nauru National Commission for UNESCO
Parliament House, Republic of Nauru (Central Pacific)
Phone: (674) 444 3133
Email: [email protected], director.education@
naurugov.nr
NIUE
Niue National Commission for UNESCO
External Affairs Office Premier’s Department, Fale Fono P.O.
Box 84, Alofi, Niue
Phone: (683) 4200 / 4294
PALAU
Palau National Commission for UNESCO
c/o Ministry of Education P.O. Box 1526, Koror, Palau
Phone: (680) 488 1464
PAPUA NEW GUINEA
PNG National Commission for UNESCO
Department of Education P.O. Box 446, Waigani, Papua New
Guinea
Phone: (675) 325 9663
SAMOA
Samoa National Commission for UNESCO
Ministry of Education Government Building P.O. Box 1869,
Apia, Samoa
Phone: (685) 21911
SOLOMON ISLANDS
Solomon Islands National Commission for UNESCO
Ministry of Education & Training P.O. Box G28, Honiara,
Solomon Islands
Phone: (677) 28803 / 28804
TOKELAU
Tokelau Affairs P.O. Box 865, Apia, Samoa
Phone: (676) 23903 / 23511
TONGA
Tonga National Commission for UNESCO
P.O. Box 61, Nuku’alofa, Tonga
Phone: (676) 23511
TUVALU
Tuvalu National Commission for UNESCO
Ministry of Education & Sports Private Mail Bag, Vaiaku,
Funafuti, Tuvalu
Phone: (688) 20403
VANUATU
Vanuatu National Commission for UNESCO
Ministry of Education PMB 028, Port Vila, Vanuatu
Phone: (678) 22309
UN Decade of Education for Sustainable Development
2005 - 2014 The DESD at a glance
2005 - 2014
The DESD at a glance
Education for Sustainable Development is
everyone’s business.
1. WHAT IS SUSTAINABLE DEVELOPMENT, AND HOW CAN WE MAKE IT
HAPPEN?
What do we mean exactly by sustainable development and how to attain it? Here are some
concrete examples:
�Fostering peace
The 1990s saw an increase in conflicts in
Africa and South America, as well as in Asia
and Europe. War is a state of extreme human
rights violations, namely the right to life, and of
deep country-wide disorganization, that
destroys all social and economic progress.
Without peace, no model of development will
be possible. Fostering peace is thus also working towards sustainable development!
�Fighting against global warming
Experts from around the world study the causes
and effects of greenhouse gas emissions that are
the root of the planet’s global warming. The
international community is mobilized to
address this problem. Measures are taken to
preserve the planet from the negative consequences of global warming caused by air pollution (transportation, factories and power plants)
including climate change, rising sea levels, and
modification of marine currents. We must,
therefore, protect the planet in order to pass on
a sustainable heritage to future generations.
�Reducing North/South inequalities and
fighting against poverty
An importer from the North organizes a
purchase and distribution circuit for coffee
produced by farmers in the South in a preserved
environment. These farmers sell their production at a fair price, which allows them to cover
their production costs and to live decently. This
is fair trade, and it contributes to poverty reduction.
�Fighting against the marginalization of
women and girls
Literate women and girls enrolled in school in
the South guarantee the well-being of their
families: children are better nourished, cared
for, and attend at least primary school from the
first to the last year. Mothers can then
contribute to the household income through
economic activities and fully take part in
community life. Providing literacy to adults or
schooling to children allows everyone to benefit from her or his right to education!
�Sustainable development means having a
different vision of the world
Sustainable development, a constantly evolving
concept, is thus the will to improve everyone’s
quality of life, including that of future generations, by reconciling economic growth, social
development and environmental protection. As
the above examples illustrate, improving the
quality of life takes on a different aspect from
one continent to another, from one region to
another, and from one country to the next. No
single continent, government, institution or
ANNEX I Documents
66
KIRIBATI
Kiribati National Commission for UNESCO
Ministry of Education, Youth and Sports, P.O. Box 263
Bikenibeu Tarawa, Kiribati
Phone: (686) 28 158
NEW ZEALAND
New Zealand National Commission for UNESCO
c/o Ministry of Education P.O. Box 1666 Wellington, New
Zealand
Phone: (644) 463 8600
Documents
67
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Documents
individual, however, can attain this alone
because the nature of the challenges to overcome requires a global, collective, and individual commitment. Improving the quality of our
life implies a change in our learning. As
UNESCO’s Director-General Koïchiro
Matsuura stresses: "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."
Education for Sustainable Development is not
an option but a priority.
2. WHY A DECADE OF EDUCATION
FOR SUSTAINABLE DEVELOPMENT?
Education is a motor for change. That is why in
December 2002, the United Nations General
Assembly, through its Resolution 57/254,
declared a Decade of Education for Sustainable
Development (2005- 2014). It also designated
UNESCO as the lead agency for the promotion
of this Decade.
3. WHAT DO WE EXPECT FROM THE
DECADE?
exclusion and where peace prevails. This vision
of the world is not an utopia but an ideal
towards which to work, by: taking into account
education in sustainable development plans,
creating public awareness of the importance of
sustainable development, having regular and
substantial coverage of sustainable development issues in the media.
4. HOW TO IMPLEMENT THE DECADE?
To attain the objectives mentioned above, the
Decade will focus on:
�Promoting and improving quality education
Basic education needs to focus on sharing
knowledge, skills, values and perspectives
throughout a lifetime of learning in such a way
that it encourages sustainable livelihoods and
supports citizens to live sustainable lives.
�Reorienting educational programmes
Rethinking and revising education from nursery
school through university to include a clear
focus on the development of knowledge, skills,
perspectives and values related to sustainability
is important to current and future societies.
�Building public understanding and awareness
Achieving the goals of sustainable development
requires widespread community education and
a responsible media committed to encouraging
an informed and active citizenry.
�Providing practical training
All sectors of the workforce can contribute to
local, regional and national sustainability.
Business and industry are, thus, key sites for
on-going vocational and professional training,
so that all sectors of the workforce can have the
knowledge and skills necessary to make decisions and perform their work in a sustainable
manner. This Decade will also seek to create
synergies with the other global initiatives that
preceded it, like the Millenium Development
Goals (MDGs) that centered on the reduction of
poverty; Education For All (EFA) that focuses
on the universal access to education; and the
United Nations Literacy Decade (UNLD) that
aimed to provide adults with education. All
share a common vision: education is the key to
sustainable development.
Change towards a better quality of life starts
with education.
5. WHICH GOOD PRACTICES?
�Develop appropriate education programmes
Thanks to the contributions of professionals
from around the world, UNESCO proposes a
free training programme on a CD-Rom:
Teaching and Learning for a Sustainable Future
(www.unesco.org/education/tlsf). Intended for
teachers, educators, textbook writers and decision makers, this training programme offers 25
modules on many topics: consumer and health
education, culture and religion, indigenous
knowledge, women, agriculture and sustainable
tourism. South Africa and Kyrgyzstan have
already developed regional adaptations.
� Educate through Information and
Communication Technologies (ICTs)
In the community multi-media centers supported by UNESCO, local radios and Internet
access are both a means of training and
exchange for solving community problems.
The Lumbini center in Nepal allows teachers,
some living in remote places, to select teaching
materials on Internet. This center supports
democracy through public discussions on
community life and allows information to be
provided to local authorities. It also contributes
to the development of sustainable tourism.
Indeed, information is made available to
tourists, and local young people in the community are trained as guides.
�Change youth lifestyles in the West
To lead young people and future adults in
adopting viable lifestyle and consuming in a
responsible way thanks to concrete information
in an accessible language: such is the goal of
the United Nations Environment Program and
UNESCO. Following a study of the behaviors
and ways of life of young people carried out
in 2004, these two agencies developed and
p u t online the YouthXchange website
(www.YouthXchange.net) in early 2005. Tested
among young Westerners, this site yielded
enthusiasm from both young people and teachers. A user’s guide for teachers, youth groups
and NGOs, is also available in several
languages, thanks to the support of various
NGOs.
�Enhance the commitment of cities
Half of the world’s population lives in cities,
and urban areas with high concentration of
factories and transportation are a major source
of pollution. This is why cities also make
commitments in favour of sustainable development (www.unep.org/wed/2005/). Since 1998,
the town of Vevey, Switzerland, has implemented Agenda 21, an outcome of the Rio Earth
Summit (1992). Vevey has adopted the Lisbon
Action Plan of the European sustainable cities
campaign. And from now on, this town wants
to mobilize more effectively elected officials to
widen partnerships, to sensitize citizens, and to
support national programmes such as Energy
2000 (rational energy management and energy
policy development at the local level). Locally
elected officials as well as municipal employees
ANNEX I Documents
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68
Throughout the Decade, education for sustainable development will contribute to enabling
citizens to face the challenges of the present
and future, and leaders to make relevant decisions for a viable world. These actors will: have
acquired various skills (critical and creative
thinking, communication, conflict management
and problem solving strategies, project assessment) to take an active part in and contribute to
the life of society, be respectful of the Earth and
life in all its diversity, and be committed to
promoting democracy in a society without
69
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Conflict Resolution
How do we prevent and resolve conflicts?
are now strongly motivated. Developing social
actions, increasing community participation
and evaluating on-going actions remain challenges to overcome.
6. WHAT IS UNESCO’S ROLE?
UNESCO, as lead agency for the coordination
of the Decade, develops its action plan,
provides guidance to governments and organizations for the implementation of the Decade,
catalyses new partnerships with the private
sector, faith-based institutions, media groups,
youth, indigenous people, etc. serves as a
forum, assists networks to facilitate exchanges,
shares good ESD practices, encourages a
research agenda, contributes to identifying indicators to ensure the monitoring and evaluation
of the Decade, convenes flexible working
groups on specific topics, contributes to
enhancing education reforms. (For additional
information, see: www.unesco.org/education/
desd).
7. WHAT ARE THE CHALLENGES?
This Decade will be a success if we not only
contribute to it together as governments,
international organizations, associations,
communities, educators, private sector and citizens, but also, if we manage to take up the
following challenges:
Developing adequate teaching contents is, thus,
a challenge to take up immediately.
�Drawing up an inventory of what exists
for the Decade:
Many countries have carried out education for
sustainable development programmes or activities. Identifying these, evaluating the results,
and disseminating information about them will
allow us to accelerate the integration of this
new vision of education into national plans.
�Mobilizing the media:
The media represents a powerful means of
awareness-raising and dissemination about the
principles and values of sustainable development, as well as about promising experiences.
Making the media an ally for transmitting quality information to citizens is a pledge of success
for the Decade.
�Establishing partnerships and creating
synergies among the initiatives and
programmes:
No institution, even at a global scale, can
manage to achieve the goals of sustainable
development on its own. Only united together,
from North to South, East to West, can we be
sure to build a viable world for us and for
generations to come.
Published by:
UNESCO - Education for Sustainable Development
(ED/PEQ/ESD)
Division for the Promotion of Quality Education
7 Place de Fontenoy∙75352 Paris 07 SP
Email: France [email protected]
Available from: http://unesdoc.unesco.org/images/
0014/001416/141629e.pdf
Types of conflicts
A conflict can be personal or related to a group.
�A personal conflict arises when two individuals have opposing opinions. A conflict such as
the one between David and Goliath arises when
a single individual is opposed to the ideas of a
group.
�A group conflict arises when two or more
groups have opposing ideas.
� Intra-group conflict arises within the
members or teams of the same group.
�Inter-group conflict occurs between two
separate groups.
What is conflict resolution?
Conflict resolution is a process of resolving a
dispute or a conflict by responding to the wishes of each side and adequately addressing their
interests so that they are satisfied with the
outcome. Conflict resolution aims to end a
conflict before it can start or escalate to physical fighting.
The different methods of conflict resolution:
There are several methods for resolving
conflict. Some are given below:
�Collaboration: When two parties are willing
to find a solution, the method of collaboration is
found to be effective. With this method, everybody wins. It is similar to what is called a "winwin" situation in negotiation.
�Accommodation: This method is effective
when cooperation is high, when the issue is not
important or when you realise you are in the
wrong regarding an issue.
� Avoidance: This is a non-cooperative
method. For example, when a problem is of
little importance to you or when you feel others
may resolve the conflict more effectively, this
method can be used as an initial strategy to
allow parties to "cool down".
�Competition: is a "win-lose" situation used
when the desire to cooperate is low. This
method is appropriate when a quick decision is
vital, as in the case of emergencies or when no
decision can be agreed upon.
�Compromise: This method is a blend of all
the others and includes all the elements of the
various methods. It is suitable in the case of
conflicts of moderate importance.
The steps in conflict resolution
The main steps in conflict resolution are as
follows:
�Step 1 - Establish the facts: the source of
the conflict, people involved, etc.
�Step 2 - Identify the needs of both parties:
identify the needs of the individuals or groups.
�Step 3 - Assess the situation: extent of the
conflict, situations that can be prevented or
resolved, analysis of the problems, and probability of finding a solution.
�Step 4 - Selection of a process for resolving
the conflict: discussions, informal or formal
meetings, public meeting, avoidance, etc.
� Step 5 - Finding a solution: finding a
common ground to agree on (a compromise
proposed by the mediator, separate proposals
from each party, working towards a common
agreement followed by a negotiation of each
point of the agreement, etc.)
�Step 6 - Agreement and implementation:
having both sides respect the agreement, having
the same understanding of what has been
agreed on and what must be done by each party.
Source:
UNESCO. 2006. Handbook for Literacy and NonFormal Education Facilitators in Africa. UNLD - LIFE
Publication, 101-102. http://unesdoc.unesco.org/images
/0014/001446/144656e.pdf
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�Going beyond environmental education to
reach education for sustainable development:
The concept of sustainable development being
closely related throughout its evolution to the
question of the protection of the planet, environmental education today is widely known
and practiced. The Decade is not limited,
however, to environmental education.
What is a conflict?
A conflict is an active disagreement between
people with opposing opinions or principles,
which sometimes results in a confrontation.
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Universal Declaration of Human Rights
Adopted and proclaimed by General Assembly
resolution 217 A (III) of 10 December 1948
On December 10, 1948 the General Assembly
of the United Nations adopted and proclaimed
the Universal Declaration of Human Rights the
full text of which appears in the following
pages. Following this historic act the Assembly
called upon all Member countries to publicize
the text of the Declaration and "to cause it to be
disseminated, displayed, read and expounded
principally in schools and other educational
institutions, without distinction based on the
political status of countries or territories."
PREAMBLE
Whereas recognition of the inherent dignity and
of the equal and inalienable rights of all
members of the human family is the foundation
of freedom, justice and peace in the world,
Whereas disregard and contempt for human
rights have resulted in barbarous acts which
have outraged the conscience of mankind, and
the advent of a world in which human beings
shall enjoy freedom of speech and belief and
freedom from fear and want has been
proclaimed as the highest aspiration of the
common people,
Whereas it is essential to promote the development of friendly relations between nations,
Whereas Member States have pledged themselves to achieve, in co-operation with the
United Nations, the promotion of universal
respect for and observance of human rights and
fundamental freedoms,
Whereas a common understanding of these
rights and freedoms is of the greatest importance for the full realization of this pledge,
Now, therefore THE GENERAL ASSEMBLY
proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common
standard of achievement for all peoples and all
nations, to the end that every individual and
every organ of society, keeping this Declaration
constantly in mind, shall strive by teaching and
education to promote respect for these rights
and freedoms and by progressive measures,
national and international, to secure their
universal and effective recognition and observance, both among the peoples of Member
States themselves and among the peoples of
territories under their jurisdiction.
Article 1.
All human beings are born free and equal in
dignity and rights. They are endowed with
reason and conscience and should act towards
one another in a spirit of brotherhood.
Article 3.
Everyone has the right to life, liberty and security of person.
Article 4.
No one shall be held in slavery or servitude;
slavery and the slave trade shall be prohibited
in all their forms.
Article 5.
No one shall be subjected to torture or to cruel,
inhuman or degrading treatment or punishment.
Article 6.
Everyone has the right to recognition everywhere as a person before the law.
Article 7.
All are equal before the law and are entitled
without any discrimination to equal protection
of the law. All are entitled to equal protection
against any discrimination in violation of this
Declaration and against any incitement to such
discrimination.
Article 8.
Everyone has the right to an effective remedy
by the competent national tribunals for acts
violating the fundamental rights granted him by
the constitution or by law.
Article 9.
No one shall be subjected to arbitrary arrest,
detention or exile.
Article 10.
Everyone is entitled in full equality to a fair and
public hearing by an independent and impartial
tribunal, in the determination of his rights and
obligations and of any criminal charge against
him.
Article 11.
1. Everyone charged with a penal offence has
the right to be presumed innocent until
proved guilty according to law in a public
trial at which he has had all the guarantees
necessary for his defence.
2. No one shall be held guilty of any penal
offence on account of any act or omission
which did not constitute a penal offence,
under national or international law, at the
time when it was committed. Nor shall a
heavier penalty be imposed than the one that
was applicable at the time the penal offence
was committed.
Article 12.
No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, or to attacks upon his honour and
reputation. Everyone has the right to the protection of the law against such interference or
attacks.
Article 13.
1. Everyone has the right to freedom of movement and residence within the borders of
each state.
2. Everyone has the right to leave any country,
including his own, and to return to his country.
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Whereas it is essential, if man is not to be
compelled to have recourse, as a last resort, to
rebellion against tyranny and oppression, that
human rights should be protected by the rule of
law,
Whereas the peoples of the United Nations
have in the Charter reaffirmed their faith in
fundamental human rights, in the dignity and
worth of the human person and in the equal
rights of men and women and have determined
to promote social progress and better standards
of life in larger freedom,
Article 2.
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without
distinction of any kind, such as race, colour,
sex, language, religion, political or other opinion, national or social origin, property, birth or
other status. Furthermore, no distinction shall
be made on the basis of the political, jurisdictional or international status of the country or
territory to which a person belongs, whether it
be independent, trust, non-self-governing or
under any other limitation of sovereignty.
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Article 14.
1. Everyone has the right to seek and to enjoy
in other countries asylum from persecution.
2. This right may not be invoked in the case of
prosecutions genuinely arising from nonpolitical crimes or from acts contrary to the
purposes and principles of the United
Nations.
Article 15.
1. Everyone has the right to a nationality.
2. No one shall be arbitrarily deprived of his
nationality nor denied the right to change his
nationality.
Article 16.
1. Men and women of full age, without any
limitation due to race, nationality or religion,
have the right to marry and to found a family.
They are entitled to equal rights as to marriage,
during marriage and at its dissolution.
2. Marriage shall be entered into only with the
free and full consent of the intending spouses.
3. The family is the natural and fundamental
group unit of society and is entitled to protection by society and the State.
Article 17.
1. Everyone has the right to own property alone
as well as in association with others.
2. No one shall be arbitrarily deprived of his
property.
Article 19.
Everyone has the right to freedom of opinion
and expression; this right includes freedom to
hold opinions without interference and to seek,
receive and impart information and ideas
through any media and regardless of frontiers.
Article 20.
1. Everyone has the right to freedom of peaceful assembly and association.
2. No one may be compelled to belong to an
association.
Article 21.
1. Everyone has the right to take part in the
government of his country, directly or
through freely chosen representatives.
2. Everyone has the right of equal access to
public service in his country.
3. The will of the people shall be the basis of
the authority of government; this will shall be
expressed in periodic and genuine elections
which shall be by universal and equal
suffrage and shall be held by secret vote or
by equivalent free voting procedures.
Article 22.
Everyone, as a member of society, has the right
to social security and is entitled to realization,
through national effort and international cooperation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for
his dignity and the free development of his
personality.
Article 23.
1. Everyone has the right to work, to free
choice of employment, to just and favourable
conditions of work and to protection against
unemployment.
2. Everyone, without any discrimination, has
the right to equal pay for equal work.
3. Everyone who works has the right to just and
favourable remuneration ensuring for himself
and his family an existence worthy of human
dignity, and supplemented, if necessary, by
other means of social protection.
4. Everyone has the right to form and to join
trade unions for the protection of his interests.
Article 24.
Everyone has the right to rest and leisure,
including reasonable limitation of working
hours and periodic holidays with pay.
Article 25.
1. Everyone has the right to a standard of living
adequate for the health and well-being of
himself and of his family, including food,
clothing, housing and medical care and
necessary social services, and the right to
security in the event of unemployment, sickness, disability, widowhood, old age or other
lack of livelihood in circumstances beyond
his control.
2. Motherhood and childhood are entitled to
special care and assistance. All children,
whether born in or out of wedlock, shall
enjoy the same social protection.
Article 26.
1. 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.
2. Education shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and
fundamental freedoms. It shall promote
understanding, tolerance and friendship
among all nations, racial or religious groups,
and shall further the activities of the United
Nations for the maintenance of peace.
3. Parents have a prior right to choose the kind
of education that shall be given to their children.
Article 27.
1. Everyone has the right freely to participate in
the cultural life of the community, to enjoy
the arts and to share in scientific advancement and its benefits.
2. Everyone has the right to the protection of
the moral and material interests resulting
from any scientific, literary or artistic production of which he is the author.
Article 28.
Everyone is entitled to a social and international
order in which the rights and freedoms set forth
in this Declaration can be fully realized.
Article 29.
1. Everyone has duties to the community in
which alone the free and full development of
his personality is possible.
2. In the exercise of his rights and freedoms,
everyone shall be subject only to such limitations as are determined by law solely for the
purpose of securing due recognition and
respect for the rights and freedoms of others
and of meeting the just requirements of
morality, public order and the general welfare
in a democratic society.
3. These rights and freedoms may in no case be
exercised contrary to the purposes and principles of the United Nations.
Article 30.
Nothing in this Declaration may be interpreted
as implying for any State, group or person any
right to engage in any activity or to perform any
act aimed at the destruction of any of the rights
and freedoms set forth herein.
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Article 18.
Everyone has the right to freedom of thought,
conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others
and in public or private, to manifest his religion
or belief in teaching, practice, worship and
observance.
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Convention on the Rights of the Child
Adopted and opened for signature, ratification
and accession by General Assembly resolution
44/25 of 20 November 1989
Entry into force 2 September 1990, in accordance with article 49
Preamble
The States Parties to the present Convention,
Considering that, in accordance with the principles proclaimed in the Charter of the United
Nations, recognition of the inherent dignity and
of the equal and inalienable rights of all
members of the human family is the foundation
of freedom, justice and peace in the world,
Bearing in mind that the peoples of the United
Nations have, in the Charter, reaffirmed their
faith in fundamental human rights and in the
dignity and worth of the human person, and
have determined to promote social progress and
better standards of life in larger freedom,
Recognizing that the United Nations has, in the
Universal Declaration of Human Rights and in
the International Covenants on Human Rights,
proclaimed and agreed that everyone is entitled
to all the rights and freedoms set forth therein,
without distinction of any kind, such as race,
colour, sex, language, religion, political or other
opinion, national or social origin, property, birth
or other status,
Convinced that the family, as the fundamental
Recognizing that the child, for the full and
harmonious development of his or her personality, should grow up in a family environment,
in an atmosphere of happiness, love and understanding,
Considering that the child should be fully
prepared to live an individual life in society,
and brought up in the spirit of the ideals
proclaimed in the Charter of the United
Nations, and in particular in the spirit of peace,
dignity, tolerance, freedom, equality and solidarity,
Bearing in mind that the need to extend particular care to the child has been stated in the
Geneva Declaration of the Rights of the Child
of 1924 and in the Declaration of the Rights of
the Child adopted by the General Assembly on
20 November 1959 and recognized in the
Universal Declaration of Human Rights, in the
International Covenant on Civil and Political
Rights (in particular in articles 23 and 24), in
the International Covenant on Economic,
Social and Cultural Rights (in particular in article 10) and in the statutes and relevant instruments of specialized agencies and international
organizations concerned with the welfare of
children,
Bearing in mind that, as indicated in the
Declaration of the Rights of the Child, "the
child, by reason of his physical and mental
immaturity, needs special safeguards and care,
Recalling the provisions of the Declaration on
Social and Legal Principles relating to the
Protection and Welfare of Children, with
Special Reference to Foster Placement and
Adoption Nationally and Internationally; the
United Nations Standard Minimum Rules for
the Administration of Juvenile Justice (The
Beijing Rules); and the Declaration on the
Protection of Women and Children in
Emergency and Armed Conflict, Recognizing
that, in all countries in the world, there are children living in exceptionally difficult conditions,
and that such children need special consideration,
Taking due account of the importance of the
traditions and cultural values of each people for
the protection and harmonious development of
the child, Recognizing the importance of
international co-operation for improving the
living conditions of children in every country,
in particular in the developing countries,
Have agreed as follows:
PART I
Article 1.
For the purposes of the present Convention, a
child means every human being below the age
of eighteen years unless under the law applicable to the child, majority is attained earlier.
Article 2.
1. States Parties shall respect and ensure the
rights set forth in the present Convention to
each child within their jurisdiction without
discrimination of any kind, irrespective of the
child's or his or her parent's or legal
guardian's race, colour, sex, language, reli-
gion, political or other opinion, national,
ethnic or social origin, property, disability,
birth or other status.
2. States Parties shall take all appropriate
measures to ensure that the child is protected
against all forms of discrimination or punishment on the basis of the status, activities,
expressed opinions, or beliefs of the child's
parents, legal guardians, or family members.
Article 3.
1. In all actions concerning children, whether
undertaken by public or private social
welfare institutions, courts of law, administrative authorities or legislative bodies, the
best interests of the child shall be a primary
consideration.
2. States Parties undertake to ensure the child
such protection and care as is necessary for
his or her well-being, taking into account the
rights and duties of his or her parents, legal
guardians, or other individuals legally
responsible for him or her, and, to this end,
shall take all appropriate legislative and
administrative measures.
3. States Parties shall ensure that the institutions, services and facilities responsible for
the care or protection of children shall
conform with the standards established by
competent authorities, particularly in the
areas of safety, health, in the number and
suitability of their staff, as well as competent
supervision.
Article 4.
States Parties shall undertake all appropriate
legislative, administrative, and other measures
for the implementation of the rights recognized
in the present Convention. With regard to
economic, social and cultural rights, States
Parties shall undertake such measures to the
maximum extent of their available resources
and, where needed, within the framework of
international co-operation.
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Recalling that, in the Universal Declaration of
Human Rights, the United Nations has
proclaimed that childhood is entitled to special
care and assistance,
group of society and the natural environment
for the growth and well-being of all its
members and particularly children, should be
afforded the necessary protection and assistance
so that it can fully assume its responsibilities
within the community,
including appropriate legal protection, before as
well as after birth",
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Article 5.
States Parties shall respect the responsibilities,
rights and duties of parents or, where applicable, the members of the extended family or
community as provided for by local custom,
legal guardians or other persons legally responsible for the child, to provide, in a manner
consistent with the evolving capacities of the
child, appropriate direction and guidance in the
exercise by the child of the rights recognized in
the present Convention.
Article 6.
1. States Parties recognize that every child has
the inherent right to life.
2. States Parties shall ensure to the maximum
extent possible the survival and development
of the child.
Article 7.
1. The child shall be registered immediately
after birth and shall have the right from birth
to a name, the right to acquire a nationality
and. as far as possible, the right to know and
be cared for by his or her parents.
2. States Parties shall ensure the implementation of these rights in accordance with their
national law and their obligations under the
relevant international instruments in this
field, in particular where the child would
otherwise be stateless.
Article 9.
1. States Parties shall ensure that a child shall
not be separated from his or her parents
against their will, except when competent
authorities subject to judicial review determine, in accordance with applicable law and
procedures, that such separation is necessary
for the best interests of the child. Such determination may be necessary in a particular
case such as one involving abuse or neglect
of the child by the parents, or one where the
parents are living separately and a decision
must be made as to the child's place of residence.
2. In any proceedings pursuant to paragraph 1
of the present article, all interested parties
shall be given an opportunity to participate in
the proceedings and make their views
known.
3. States Parties shall respect the right of the
child who is separated from one or both
parents to maintain personal relations and
direct contact with both parents on a regular
basis, except if it is contrary to the child's
best interests.
4. Where such separation results from any
action initiated by a State Party, such as the
detention, imprisonment, exile, deportation
or death (including death arising from any
cause while the person is in the custody of
the State) of one or both parents or of the
child, that State Party shall, upon request,
provide the parents, the child or, if appropriate, another member of the family with the
essential information concerning the whereabouts of the absent member(s) of the family
unless the provision of the information
would be detrimental to the well-being of the
child. States Parties shall further ensure that
the submission of such a request shall of
itself entail no adverse consequences for the
person(s) concerned.
Article 10.
1. In accordance with the obligation of States
Parties under article 9, paragraph 1, applications by a child or his or her parents to enter
or leave a State Party for the purpose of family reunification shall be dealt with by States
Parties in a positive, humane and expeditious
manner. States Parties shall further ensure
that the submission of such a request shall
entail no adverse consequences for the applicants and for the members of their family.
2. A child whose parents reside in different
States shall have the right to maintain on a
regular basis, save in exceptional circumstances personal relations and direct contacts
with both parents. Towards that end and in
accordance with the obligation of States
Parties under article 9, paragraph 1, States
Parties shall respect the right of the child and
his or her parents to leave any country,
including their own, and to enter their own
country. The right to leave any country shall
be subject only to such restrictions as are
prescribed by law and which are necessary to
protect the national security, public order
(ordre public), public health or morals or the
rights and freedoms of others and are consistent with the other rights recognized in the
present Convention.
Article 11.
1. States Parties shall take measures to combat
the illicit transfer and non-return of children
abroad.
2. To this end, States Parties shall promote the
conclusion of bilateral or multilateral agreements or accession to existing agreements.
Article 12.
1. States Parties shall assure to the child who is
capable of forming his or her own views the
right to express those views freely in all
matters affecting the child, the views of the
child being given due weight in accordance
with the age and maturity of the child.
2. For this purpose, the child shall in particular
be provided the opportunity to be heard in
any judicial and administrative proceedings
affecting the child, either directly, or through
a representative or an appropriate body, in a
manner consistent with the procedural rules
of national law.
Article 13.
1. The child shall have the right to freedom of
expression; this right shall include freedom
to seek, receive and impart information and
ideas of all kinds, regardless of frontiers,
either orally, in writing or in print, in the
form of art, or through any other media of the
child's choice.
2. The exercise of this right may be subject to
certain restrictions, but these shall only be
such as are provided by law and are necessary:
(a) For respect of the rights or reputations of
others; or
(b) For the protection of national security or
of public order (ordre public), or of public
health or morals.
Article 14.
1. States Parties shall respect the right of the
child to freedom of thought, conscience and
religion.
2. States Parties shall respect the rights and
duties of the parents and, when applicable,
legal guardians, to provide direction to the
child in the exercise of his or her right in a
manner consistent with the evolving capacities of the child.
3. Freedom to manifest one's religion or beliefs
may be subject only to such limitations as are
prescribed by law and are necessary to
protect public safety, order, health or morals,
or the fundamental rights and freedoms of
others.
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Article 8.
1. States Parties undertake to respect the right
of the child to preserve his or her identity,
including nationality, name and family relations as recognized by law without unlawful
interference.
2. Where a child is illegally deprived of some
or all of the elements of his or her identity,
States Parties shall provide appropriate assistance and protection, with a view to re-establishing speedily his or her identity.
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Article 15.
1. States Parties recognize the rights of the child
to freedom of association and to freedom of
peaceful assembly.
2. No restrictions may be placed on the exercise
of these rights other than those imposed in
conformity with the law and which are
necessary in a democratic society in the interests of national security or public safety,
public order (ordre public), the protection of
public health or morals or the protection of
the rights and freedoms of others.
Article 16.
1. No child shall be subjected to arbitrary or
unlawful interference with his or her privacy,
family, or correspondence, nor to unlawful
attacks on his or her honour and reputation.
2. The child has the right to the protection of
the law against such interference or attacks.
Article 17.
States Parties recognize the important function
performed by the mass media and shall ensure
that the child has access to information and
material from a diversity of national and
international sources, especially those aimed at
the promotion of his or her social, spiritual and
moral well-being and physical and mental
health.
ular regard to the linguistic needs of the
child who belongs to a minority group or
who is indigenous;
(e) Encourage the development of appropriate guidelines for the protection of the
child from information and material injurious to his or her well-being, bearing in
mind the provisions of articles 13 and 18.
Article 18.
1. States Parties shall use their best efforts to
ensure recognition of the principle that both
parents have common responsibilities for the
upbringing and development of the child.
Parents or, as the case may be, legal
guardians, have the primary responsibility for
the upbringing and development of the child.
The best interests of the child will be their
basic concern.
2. For the purpose of guaranteeing and promoting the rights set forth in the present
Convention, States Parties shall render
appropriate assistance to parents and legal
guardians in the performance of their childrearing responsibilities and shall ensure the
development of institutions, facilities and
services for the care of children.
measures to ensure that children of working
parents have the right to benefit from childcare services and facilities for which they are
eligible.
Article 19.
legislative, administrative, social and educational measures to protect the child from all
forms of physical or mental violence, injury
or abuse, neglect or negligent treatment,
maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal
guardian(s) or any other person who has the
care of the child.
2. Such protective measures should, as appro-
priate, include effective procedures for the
establishment of social programmes to
provide necessary support for the child and
for those who have the care of the child, as
well as for other forms of prevention and for
identification, reporting, referral, investigation, treatment and follow-up of instances of
child maltreatment described heretofore, and,
as appropriate, for judicial involvement.
Article 20.
1. A child temporarily or permanently deprived
of his or her family environment, or in whose
own best interests cannot be allowed to
remain in that environment, shall be entitled
to special protection and assistance provided
by the State.
2. States Parties shall in accordance with their
national laws ensure alternative care for such
a child.
3. Such care could include, inter alia, foster
placement, kafalah of Islamic law, adoption
or if necessary placement in suitable institutions for the care of children. When considering solutions, due regard shall be paid to the
desirability of continuity in a child's upbringing and to the child's ethnic, religious, cultural and linguistic background.
Article 21.
States Parties that recognize and/or permit the
system of adoption shall ensure that the best
interests of the child shall be the paramount
consideration and they shall:
(a) Ensure that the adoption of a child is
authorized only by competent authorities
who determine, in accordance with
applicable law and procedures and on the
basis of all pertinent and reliable information, that the adoption is permissible in
view of the child's status concerning
parents, relatives and legal guardians and
that, if required, the persons concerned
have given their informed consent to the
adoption on the basis of such counseling
as may be necessary;
(b) Recognize that inter-country adoption
may be considered as an alternative
means of child's care, if the child cannot
be placed in a foster or an adoptive family
or cannot in any suitable manner be cared
for in the child's country of origin;
(c) Ensure that the child concerned by intercountry adoption enjoys safeguards and
standards equivalent to those existing in
the case of national adoption;
(d) Take all appropriate measures to ensure
that, in inter-country adoption, the placement does not result in improper financial
gain for those involved in it;
(e) Promote, where appropriate, the objectives of the present article by concluding
bilateral or multilateral arrangements or
agreements, and endeavour, within this
framework, to ensure that the placement
of the child in another country is carried
out by competent authorities or organs.
Article 22.
1. States Parties shall take appropriate measures
to ensure that a child who is seeking refugee
status or who is considered a refugee in
accordance with applicable international or
domestic law and procedures shall, whether
unaccompanied or accompanied by his or her
parents or by any other person, receive
appropriate protection and humanitarian
assistance in the enjoyment of applicable
rights set forth in the present Convention and
in other international human rights or
humanitarian instruments to which the said
States are Parties.
2. For this purpose, States Parties shall provide,
as they consider appropriate, co-operation in
any efforts by the United Nations and other
competent intergovernmental organizations
or non-governmental organizations co-operating with the United Nations to protect and
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To this end, States Parties shall:
(a) Encourage the mass media to disseminate
information and material of social and
cultural benefit to the child and in accordance with the spirit of article 29;
(b) Encourage international co-operation in
the production, exchange and dissemination of such information and material
from a diversity of cultural, national and
international sources;
(c) Encourage the production and dissemination of children's books;
(d) Encourage the mass media to have partic-
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assist such a child and to trace the parents or
other members of the family of any refugee
child in order to obtain information necessary
for reunification with his or her family. In
cases where no parents or other members of
the family can be found, the child shall be
accorded the same protection as any other
child permanently or temporarily deprived of
his or her family environment for any reason,
as set forth in the present Convention.
appropriate information in the field of
preventive health care and of medical,
psychological and functional treatment of
disabled children, including dissemination of
and access to information concerning methods of rehabilitation, education and vocational services, with the aim of enabling States
Parties to improve their capabilities and skills
and to widen their experience in these areas.
In this regard, particular account shall be
taken of the needs of developing countries.
Article 24.
1. States Parties recognize the right of the child
to the enjoyment of the highest attainable
standard of health and to facilities for the
treatment of illness and rehabilitation of
health. States Parties shall strive to ensure
that no child is deprived of his or her right of
access to such health care services.
2. States Parties shall pursue full implementation of this right and, in particular, shall take
appropriate measures:
(a) To diminish infant and child mortality;
(b) To ensure the provision of necessary
medical assistance and health care to all
children with emphasis on the development of primary health care;
(c) To combat disease and malnutrition,
including within the framework of primary health care, through, inter alia, the
application of readily available technology and through the provision of adequate
nutritious foods and clean drinking-water,
taking into consideration the dangers and
risks of environmental pollution;
(d) To ensure appropriate pre-natal and postnatal health care for mothers;
(e) To ensure that all segments of society, in
particular parents and children, are
informed, have access to education and
are supported in the use of basic knowledge of child health and nutrition, the
advantages of breastfeeding, hygiene and
environmental sanitation and the prevention of accidents;
(f) To develop preventive health care, guidance for parents and family planning
education and services.
3. States Parties shall take all effective and
appropriate measures with a view to abolishing traditional practices prejudicial to the
health of children.
4. States Parties undertake to promote and
encourage international co-operation with a
view to achieving progressively the full realization of the right recognized in the present
article. In this regard, particular account shall
be taken of the needs of developing countries.
Article 25.
States Parties recognize the right of a child who
has been placed by the competent authorities
for the purposes of care, protection or treatment
of his or her physical or mental health, to a periodic review of the treatment provided to the
child and all other circumstances relevant to his
or her placement.
Article 26.
1. States Parties shall recognize for every child
the right to benefit from social security,
including social insurance, and shall take the
necessary measures to achieve the full realization of this right in accordance with their
national law.
2. The benefits should, where appropriate, be
granted, taking into account the resources
and the circumstances of the child and
persons having responsibility for the maintenance of the child, as well as any other
consideration relevant to an application for
benefits made by or on behalf of the child.
Article 27.
1. States Parties recognize the right of every
child to a standard of living adequate for the
child's physical, mental, spiritual, moral and
social development.
2. The parent(s) or others responsible for the
child have the primary responsibility to
secure, within their abilities and financial
capacities, the conditions of living necessary
for the child's development.
3. States Parties, in accordance with national
conditions and within their means, shall take
appropriate measures to assist parents and
others responsible for the child to implement
this right and shall in case of need provide
material assistance and support programmes,
particularly with regard to nutrition, clothing
and housing.
measures to secure the recovery of maintenance for the child from the parents or other
persons having financial responsibility for
the child, both within the State Party and
from abroad. In particular, where the person
having financial responsibility for the child
lives in a State different from that of the
child, States Parties shall promote the accession to international agreements or the
conclusion of such agreements, as well as the
making of other appropriate arrangements.
Article 28.
to education, and with a view to achieving
this right progressively and on the basis of
equal opportunity, they shall, in particular:
(a) Make primary education compulsory and
available free to all;
(b) Encourage the development of different
forms of secondary education, including
general and vocational education, make
them available and accessible to every
child, and take appropriate measures such
as the introduction of free education and
offering financial assistance in case of
need;
(c) Make higher education accessible to all
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Article 23.
1. States Parties recognize that a mentally or
physically disabled child should enjoy a full
and decent life, in conditions which ensure
dignity, promote self-reliance and facilitate
the child's active participation in the community.
2. States Parties recognize the right of the
disabled child to special care and shall
encourage and ensure the extension, subject
to available resources, to the eligible child
and those responsible for his or her care, of
assistance for which application is made and
which is appropriate to the child's condition
and to the circumstances of the parents or
others caring for the child.
3. Recognizing the special needs of a disabled
child, assistance extended in accordance with
paragraph 2 of the present article shall be
provided free of charge, whenever possible,
taking into account the financial resources of
the parents or others caring for the child, and
shall be designed to ensure that the disabled
child has effective access to and receives
education, training, health care services,
rehabilitation services, preparation for
employment and recreation opportunities in a
manner conducive to the child's achieving
the fullest possible social integration and
individual development, including his or her
cultural and spiritual development
4. States Parties shall promote, in the spirit of
international cooperation, the exchange of
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on the basis of capacity by every appropriate means;
(d) Make educational and vocational information and guidance available and accessible to all children;
(e) Take measures to encourage regular attendance at schools and the reduction of
drop-out rates.
measures to ensure that school discipline is
administered in a manner consistent with the
child's human dignity and in conformity with
the present Convention.
3. States Parties shall promote and encourage
international cooperation in matters relating
to education, in particular with a view to
contributing to the elimination of ignorance
and illiteracy throughout the world and facilitating access to scientific and technical
knowledge and modern teaching methods. In
this regard, particular account shall be taken
of the needs of developing countries.
peoples, ethnic, national and religious
groups and persons of indigenous origin;
(e) The development of respect for the natural environment.
2. No part of the present article or article 28
shall be construed so as to interfere with the
liberty of individuals and bodies to establish
and direct educational institutions, subject
always to the observance of the principle set
forth in paragraph 1 of the present article and
to the requirements that the education given
in such institutions shall conform to such
minimum standards as may be laid down by
the State.
Article 30.
In those States in which ethnic, religious or
linguistic minorities or persons of indigenous
origin exist, a child belonging to such a minority or who is indigenous shall not be denied the
right, in community with other members of his
or her group, to enjoy his or her own culture, to
profess and practise his or her own religion, or
to use his or her own language.
Article 31.
to rest and leisure, to engage in play and
recreational activities appropriate to the age
of the child and to participate freely in cultural life and the arts.
2. States Parties shall respect and promote the
right of the child to participate fully in cultural and artistic life and shall encourage the
provision of appropriate and equal opportunities for cultural, artistic, recreational and
leisure activity.
Article 32.
to be protected from economic exploitation
and from performing any work that is likely
to be hazardous or to interfere with the child's
education, or to be harmful to the child's
health or physical, mental, spiritual, moral or
social development.
2. States Parties shall take legislative, administrative, social and educational measures to
ensure the implementation of the present article. To this end, and having regard to the
relevant provisions of other international
instruments, States Parties shall in particular:
(a) Provide for a minimum age or minimum
ages for admission to employment;
(b) Provide for appropriate regulation of the
hours and conditions of employment;
(c) Provide for appropriate penalties or other
sanctions to ensure the effective enforcement of the present article.
Article 33.
States Parties shall take all appropriate
measures, including legislative, administrative,
social and educational measures, to protect children from the illicit use of narcotic drugs and
psychotropic substances as defined in the relevant international treaties, and to prevent the
use of children in the illicit production and trafficking of such substances.
Article 34.
States Parties undertake to protect the child
from all forms of sexual exploitation and sexual
abuse. For these purposes, States Parties shall in
particular take all appropriate national, bilateral
and multilateral measures to prevent:
(a) The inducement or coercion of a child to
engage in any unlawful sexual activity;
(b) The exploitative use of children in prostitution or other unlawful sexual practices;
(c) The exploitative use of children in pornographic performances and materials.
Article 35.
States Parties shall take all appropriate national,
bilateral and multilateral measures to prevent
the abduction of, the sale of or traffic in children for any purpose or in any form.
Article 36.
States Parties shall protect the child against all
other forms of exploitation prejudicial to any
aspects of the child's welfare.
Article 37.
States Parties shall ensure that:
(a) No child shall be subjected to torture or
other cruel, inhuman or degrading treatment or punishment. Neither capital
punishment nor life imprisonment without possibility of release shall be imposed
for offences committed by persons below
eighteen years of age;
(b) No child shall be deprived of his or her
liberty unlawfully or arbitrarily. The
arrest, detention or imprisonment of a
child shall be in conformity with the law
and shall be used only as a measure of
last resort and for the shortest appropriate
period of time;
(c) Every child deprived of liberty shall be
treated with humanity and respect for the
inherent dignity of the human person, and
in a manner which takes into account the
needs of persons of his or her age. In
particular, every child deprived of liberty
shall be separated from adults unless it is
considered in the child's best interest not
to do so and shall have the right to maintain contact with his or her family through
correspondence and visits, save in exceptional circumstances;
(d) Every child deprived of his or her liberty
shall have the right to prompt access to
legal and other appropriate assistance, as
well as the right to challenge the legality
of the deprivation of his or her liberty
before a court or other competent, independent and impartial authority, and to a
prompt decision on any such action.
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Article 29.
1. States Parties agree that the education of the
child shall be directed to:
(a) The development of the child's personality, talents and mental and physical abilities to their fullest potential;
(b) The development of respect for human
rights and fundamental freedoms, and for
the principles enshrined in the Charter of
the United Nations;
(c) The development of respect for the child's
parents, his or her own cultural identity,
language and values, for the national
values of the country in which the child is
living, the country from which he or she
may originate, and for civilizations different from his or her own;
(d) The preparation of the child for responsible life in a free society, in the spirit of
understanding, peace, tolerance, equality
of sexes, and friendship among all
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Article 38.
1. States Parties undertake to respect and to
ensure respect for rules of international
humanitarian law applicable to them in
armed conflicts which are relevant to the
child.
2. States Parties shall take all feasible measures
to ensure that persons who have not attained
the age of fifteen years do not take a direct
part in hostilities.
3. States Parties shall refrain from recruiting
any person who has not attained the age of
fifteen years into their armed forces. In
recruiting among those persons who have
attained the age of fifteen years but who have
not attained the age of eighteen years, States
Parties shall endeavour to give priority to
those who are oldest.
4. In accordance with their obligations under
international humanitarian law to protect the
civilian population in armed conflicts, States
Parties shall take all feasible measures to
ensure protection and care of children who
are affected by an armed conflict.
Article 39.
States Parties shall take all appropriate
measures to promote physical and psychological recovery and social reintegration of a child
victim of: any form of neglect, exploitation, or
abuse; torture or any other form of cruel, inhuman or degrading treatment or punishment; or
armed conflicts. Such recovery and reintegration shall take place in an environment which
fosters the health, self-respect and dignity of the
child.
rights and fundamental freedoms of others
and which takes into account the child's age
and the desirability of promoting the child's
reintegration and the child's assuming a
constructive role in society.
2. To this end, and having regard to the relevant
provisions of international instruments,
States Parties shall, in particular, ensure that:
(a) No child shall be alleged as, be accused
of, or recognized as having infringed the
penal law by reason of acts or omissions
that were not prohibited by national or
international law at the time they were
committed;
(b) Every child alleged as or accused of
having infringed the penal law has at least
the following guarantees:
(i) To be presumed innocent until proven
guilty according to law;
(ii) To be informed promptly and directly
of the charges against him or her, and,
if appropriate, through his or her
parents or legal guardians, and to have
legal or other appropriate assistance in
the preparation and presentation of his
or her defense;
(iii) To have the matter determined without delay by a competent, independent and impartial authority or judicial body in a fair hearing according
to law, in the presence of legal or
other appropriate assistance and,
unless it is considered not to be in the
best interest of the child, in particular,
taking into account his or her age or
situation, his or her parents or legal
guardians;
(iv) Not to be compelled to give testimony or to confess guilt; to examine or
have examined adverse witnesses and
to obtain the participation and examination of witnesses on his or her
behalf under conditions of equality;
(v) If considered to have infringed the
penal law, to have this decision and
any measures imposed in consequence
thereof reviewed by a higher competent, independent and impartial
authority or judicial body according to
law;
(vi) To have the free assistance of an
interpreter if the child cannot understand or speak the language used;
(vii) To have his or her privacy fully
respected at all stages of the proceedings.
3. States Parties shall seek to promote the establishment of laws, procedures, authorities and
institutions specifically applicable to children
alleged as, accused of, or recognized as
having infringed the penal law, and, in particular:
(a) The establishment of a minimum age
below which children shall be presumed
not to have the capacity to infringe the
penal law;
(b) Whenever appropriate and desirable,
measures for dealing with such children
without resorting to judicial proceedings,
providing that human rights and legal
safeguards are fully respected.
4. A variety of dispositions, such as care, guidance and supervision orders; counseling;
probation; foster care; education and vocational training programmes and other alternatives to institutional care shall be available to
ensure that children are dealt with in a
manner appropriate to their well-being and
proportionate both to their circumstances and
the offence.
Article 41.
Nothing in the present Convention shall affect
any provisions which are more conducive to the
realization of the rights of the child and which
may be contained in:
(a) The law of a State party; or
(b) International law in force for that State.
PART II
Article 42.
States Parties undertake to make the principles
and provisions of the Convention widely
known, by appropriate and active means, to
adults and children alike.
Article 43.
1. For the purpose of examining the progress
made by States Parties in achieving the realization of the obligations undertaken in the
present Convention, there shall be established a Committee on the Rights of the
Child, which shall carry out the functions
hereinafter provided.
2. The Committee shall consist of eighteen
experts of high moral standing and recognized competence in the field covered by this
Convention. The members of the Committee
shall be elected by States Parties from among
their nationals and shall serve in their personal capacity, consideration being given to
equitable geographical distribution, as well
as to the principal legal systems1.
3. The members of the Committee shall be
elected by secret ballot from a list of persons
nominated by States Parties. Each State Party
may nominate one person from among its
own nationals.
4. The initial election to the Committee shall be
held no later than six months after the date of
the entry into force of the present Convention
and thereafter every second year. At least
four months before the date of each election,
the Secretary-General of the United Nations
shall address a letter to States Parties inviting
1
The General Assembly, in its resolution 50/155 of 21 December
1995, approved the amendment to article 43, paragraph 2, of the
Convention on the Rights of the Child, replacing the word “ten”
with the word “eighteen”. The amendment entered into force on
18 November 2002 when it had been accepted by a two-thirds
majority of the States parties(128 out of 191).
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Article 40.
1. States Parties recognize the right of every
child alleged as, accused of, or recognized as
having infringed the penal law to be treated
in a manner consistent with the promotion of
the child's sense of dignity and worth, which
reinforces the child's respect for the human
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reviewed, if necessary, by a meeting of the
States Parties to the present Convention,
subject to the approval of the General
Assembly.
11. The Secretary-General of the United
Nations shall provide the necessary staff
and facilities for the effective performance
of the functions of the Committee under the
present Convention.
12. With the approval of the General Assembly,
the members of the Committee established
under the present Convention shall receive
emoluments from United Nations resources
on such terms and conditions as the
Assembly may decide.
Article 44.
1. States Parties undertake to submit to the
Committee, through the Secretary-General of
the United Nations, reports on the measures
they have adopted which give effect to the
rights recognized herein and on the progress
made on the enjoyment of those rights
(a) Within two years of the entry into force of
the Convention for the State Party
concerned;
(b) Thereafter every five years.
2. Reports made under the present article shall
indicate factors and difficulties, if any, affecting the degree of fulfillment of the obligations under the present Convention. Reports
shall also contain sufficient information to
provide the Committee with a comprehensive understanding of the implementation of
the Convention in the country concerned.
3. A State Party which has submitted a comprehensive initial report to the Committee need
not, in its subsequent reports submitted in
accordance with paragraph 1 (b) of the
present article, repeat basic information
previously provided.
4. The Committee may request from States
Parties further information relevant to the
implementation of the Convention.
5. The Committee shall submit to the General
Assembly, through the Economic and Social
Council, every two years, reports on its activities.
6. States Parties shall make their reports widely
available to the public in their own countries.
Article 45.
In order to foster the effective implementation
of the Convention and to encourage international co-operation in the field covered by the
Convention:
(a) The specialized agencies, the United
Nations Children's Fund, and other
United Nations organs shall be entitled to
be represented at the consideration of the
implementation of such provisions of the
present Convention as fall within the
scope of their mandate. The Committee
may invite the specialized agencies, the
United Nations Children's Fund and other
competent bodies as it may consider
appropriate to provide expert advice on
the implementation of the Convention in
areas falling within the scope of their
respective mandates. The Committee may
invite the specialized agencies, the United
Nations Children's Fund, and other
United Nations organs to submit reports
on the implementation of the Convention
in areas falling within the scope of their
activities;
(b) The Committee shall transmit, as it may
consider appropriate, to the specialized
agencies, the United Nations Children's
Fund and other competent bodies, any
reports from States Parties that contain a
request, or indicate a need, for technical
advice or assistance, along with the
Committee's observations and suggestions, if any, on these requests or indications;
(c) The Committee may recommend to the
General Assembly to request the
Secretary-General to undertake on its
behalf studies on specific issues relating
to the rights of the child;
(d) The Committee may make suggestions
and general recommendations based on
information received pursuant to articles
44 and 45 of the present Convention.
Such suggestions and general recommendations shall be transmitted to any State
Party concerned and reported to the
General Assembly, together with
comments, if any, from States Parties.
PART III
Article 46.
The present Convention shall be open for
signature by all States.
Article 47.
The present Convention is subject to ratification. Instruments of ratification shall be deposited with the Secretary-General of the United
Nations.
Article 48.
The present Convention shall remain open for
accession by any State. The instruments of
accession shall be deposited with the SecretaryGeneral of the United Nations.
Article 49.
1. The present Convention shall enter into force
on the thirtieth day following the date of
deposit with the Secretary-General of the
United Nations of the twentieth instrument of
ratification or accession.
2. For each State ratifying or acceding to the
Convention after the deposit of the twentieth
instrument of ratification or accession, the
Convention shall enter into force on the thirtieth day after the deposit by such State of its
instrument of ratification or accession.
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them to submit their nominations within two
months. The Secretary-General shall subsequently prepare a list in alphabetical order of
all persons thus nominated, indicating States
Parties which have nominated them, and
shall submit it to the States Parties to the
present Convention.
5. The elections shall be held at meetings of
States Parties convened by the SecretaryGeneral at United Nations Headquarters. At
those meetings, for which two thirds of
States Parties shall constitute a quorum, the
persons elected to the Committee shall be
those who obtain the largest number of votes
and an absolute majority of the votes of the
representatives of States Parties present and
voting.
6. The members of the Committee shall be
elected for a term of four years. They shall be
eligible for re-election if renominated. The
term of five of the members elected at the
first election shall expire at the end of two
years; immediately after the first election, the
names of these five members shall be chosen
by lot by the Chairman of the meeting.
7. If a member of the Committee dies or resigns
or declares that for any other cause he or she
can no longer perform the duties of the
Committee, the State Party which nominated
the member shall appoint another expert
from among its nationals to serve for the
remainder of the term, subject to the approval
of the Committee.
8. The Committee shall establish its own rules
of procedure.
9. The Committee shall elect its officers for a
period of two years.
10. The meetings of the Committee shall
normally be held at United Nations
Headquarters or at any other convenient
place as determined by the Committee. The
Committee shall normally meet annually.
The duration of the meetings of the
Committee shall be determined, and
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Article 50.
1. Any State Party may propose an amendment
and file it with the Secretary-General of the
United Nations. The Secretary-General shall
thereupon communicate the proposed
amendment to States Parties, with a request
that they indicate whether they favour a
conference of States Parties for the purpose
of considering and voting upon the proposals. In the event that, within four months
from the date of such communication, at least
one third of the States Parties favour such a
conference, the Secretary-General shall
convene the conference under the auspices of
the United Nations. Any amendment adopted
by a majority of States Parties present and
voting at the conference shall be submitted to
the General Assembly for approval.
2. An amendment adopted in accordance with
paragraph 1 of the present article shall enter
into force when it has been approved by the
General Assembly of the United Nations and
accepted by a two-thirds majority of States
Parties.
3. When an amendment enters into force, it
shall be binding on those States Parties
which have accepted it, other States Parties
still being bound by the provisions of the
present Convention and any earlier amendments which they have accepted.
cation shall take effect on the date on which
it is received by the Secretary-General.
Article 52.
A State Party may denounce the present
Convention by written notification to the
Secretary-General of the United Nations.
Denunciation becomes effective one year after
the date of receipt of the notification by the
Secretary-General.
Article 53.
The Secretary-General of the United Nations is
designated as the depositary of the present
Convention.
Article 54.
The original of the present Convention, of
which the Arabic, Chinese, English, French,
Russian and Spanish texts are equally authentic,
shall be deposited with the Secretary-General
of the United Nations. In witness thereof the
undersigned plenipotentiaries, being duly
authorized thereto by their respective
Governments, have signed the present
Convention.
United Nations Declaration
on the Rights of Indigenous Peoples
Adopted by General Assembly Resolution
61/295 on 13 September 2007
The General Assembly,
Guided by the purposes and principles of the
Charter of the United Nations, and good faith in
the fulfillment of the obligations assumed by
States in accordance with the Charter,
Affirming that indigenous peoples are equal to
all other peoples, while recognizing the right of
all peoples to be different, to consider themselves different, and to be respected as such,
Recognizing the urgent need to respect and
promote the inherent rights of indigenous
peoples which derive from their political,
economic and social structures and from their
cultures, spiritual traditions, histories and
philosophies, especially their rights to their
lands, territories and resources,
Recognizing also the urgent need to respect and
promote the rights of indigenous peoples
affirmed in treaties, agreements and other
constructive arrangements with States,
Affirming also that all peoples contribute to the
diversity and richness of civilizations and
cultures, which constitute the common heritage
of humankind,
Welcoming the fact that indigenous peoples are
organizing themselves for political, economic,
social and cultural enhancement and in order to
bring to an end all forms of discrimination and
oppression wherever they occur,
Affirming further that all doctrines, policies and
practices based on or advocating superiority of
peoples or individuals on the basis of national
origin or racial, religious, ethnic or cultural
differences are racist, scientifically false, legally
invalid, morally condemnable and socially
unjust,
Convinced that control by indigenous peoples
over developments affecting them and their
lands, territories and resources will enable them
to maintain and strengthen their institutions,
cultures and traditions, and to promote their
development in accordance with their aspirations and needs,
Reaffirming that indigenous peoples, in the
exercise of their rights, should be free from
discrimination of any kind,
Recognizing that respect for indigenous knowledge, cultures and traditional practices
contributes to sustainable and equitable development and proper management of the environment,
Concerned that indigenous peoples have
suffered from historic injustices as a result of,
inter alia, their colonization and dispossession
of their lands, territories and resources, thus
preventing them from exercising, in particular,
their right to development in accordance with
their own needs and interests,
Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social
progress and development, understanding and
friendly relations among nations and peoples of
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Article 51.
1. The Secretary-General of the United Nations
shall receive and circulate to all States the
text of reservations made by States at the
time of ratification or accession.
2. A reservation incompatible with the object
and purpose of the present Convention shall
not be permitted.
3. Reservations may be withdrawn at any time
by notification to that effect addressed to the
Secretary-General of the United Nations,
who shall then inform all States. Such notifi-
United Nations Declaration on the Rights of Indigenous Peoples
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the world,
Recognizing in particular the right of indigenous families and communities to retain shared
responsibility for the upbringing, training,
education and well-being of their children,
consistent with the rights of the child,
Considering that the rights affirmed in treaties,
agreements and other constructive arrangements between States and indigenous peoples
are, in some situations, matters of international
concern, interest, responsibility and character,
Considering also that treaties, agreements and
other constructive arrangements, and the relationship they represent, are the basis for a
strengthened partnership between indigenous
peoples and States,
Acknowledging that the Charter of the United
Nations, the International Covenant on
Economic, Social and Cultural Rights (1) and
the International Covenant on Civil and
Political Rights, (2) as well as the Vienna
Declaration and Programme of Action, (3)
affirm the fundamental importance of the right
to self-determination of all peoples, by virtue of
which they freely determine their political
status and freely pursue their economic, social
and cultural development,
respect for human rights, non-discrimination
and good faith,
Encouraging States to comply with and effectively implement all their obligations as they
apply to indigenous peoples under international
instruments, in particular those related to
human rights, in consultation and cooperation
with the peoples concerned,
Emphasizing that the United Nations has an
important and continuing role to play in
promoting and protecting the rights of indigenous peoples,
Believing that this Declaration is a further
important step forward for the recognition,
promotion and protection of the rights and freedoms of indigenous peoples and in the development of relevant activities of the United
Nations system in this field,
Recognizing and reaffirming that indigenous
individuals are entitled without discrimination
to all human rights recognized in international
law, and that indigenous peoples possess collective rights which are indispensable for their
existence, well-being and integral development
as peoples,
Bearing in mind that nothing in this Declaration
may be used to deny any peoples their right to
self-determination, exercised in conformity
with international law,
Recognizing that the situation of indigenous
peoples varies from region to region and from
country to country and that the significance of
national and regional particularities and various
historical and cultural backgrounds should be
taken into consideration,
Convinced that the recognition of the rights of
indigenous peoples in this Declaration will
enhance harmonious and cooperative relations
between the State and indigenous peoples,
based on principles of justice, democracy,
Solemnly proclaims the following United
Nations Declaration on the Rights of
Indigenous Peoples as a standard of achievement to be pursued in a spirit of partnership and
mutual respect:
Article 1.
Indigenous peoples have the right to the full
enjoyment, as a collective or as individuals, of
all human rights and fundamental freedoms as
recognized in the Charter of the United
Nations, the Universal Declaration of Human
Rights (4) and international human rights law.
Article 2.
Indigenous peoples and individuals are free and
equal to all other peoples and individuals and
have the right to be free from any kind of
discrimination, in the exercise of their rights, in
particular that based on their indigenous origin
or identity.
Article 3.
Indigenous peoples have the right to self-determination. By virtue of that right they freely
determine their political status and freely
pursue their economic, social and cultural
development.
Article 4.
Indigenous peoples, in exercising their right to
self-determination, have the right to autonomy
or self-government in matters relating to their
internal and local affairs, as well as ways and
means for financing their autonomous functions.
Article 5.
Indigenous peoples have the right to maintain
and strengthen their distinct political, legal,
economic, social and cultural institutions, while
retaining their right to participate fully, if they
so choose, in the political, economic, social and
cultural life of the State.
Article 6.
Every indigenous individual has the right to a
nationality.
Article 7.
1. Indigenous individuals have the rights to life,
physical and mental integrity, liberty andsecurity of person.
2. Indigenous peoples have the collective right
to live in freedom, peace and security as
distinct peoples and shall not be subjected to
any act of genocide or any other act of
violence, including forcibly removing children of the group to another group.
Article 8.
1. Indigenous peoples and individuals have the
right not to be subjected to forced assimilation or destruction of their culture.
2. States shall provide effective mechanisms for
prevention of, and redress for:
(a) Any action which has the aim or effect of
depriving them of their integrity as
distinct peoples, or of their cultural values
or ethnic identities;
(b) Any action which has the aim or effect of
dispossessing them of their lands, territories or resources;
(c) Any form of forced population transfer
which has the aim or effect of violating or
undermining any of their rights;
(d) Any form of forced assimilation or integration;
(e) Any form of propaganda designed to
promote or incite racial or ethnic discrimination directed against them.
Article 9.
Indigenous peoples and individuals have the
right to belong to an indigenous community or
nation, in accordance with the traditions and
customs of the community or nation concerned.
No discrimination of any kind may arise from
the exercise of such a right.
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Article 10.
Indigenous peoples shall not be forcibly
removed from their lands or territories. No relocation shall take place without the free, prior
and informed consent of the indigenous peoples
concerned and after agreement on just and fair
compensation and, where possible, with the
option of return.
Article 11.
1. Indigenous peoples have the right to practise
and revitalize their cultural traditions and
customs. This includes the right to maintain,
protect and develop the past, present and
future manifestations of their cultures, such
as archaeological and historical sites, artefacts, designs, ceremonies, technologies and
visual and performing arts and literature.
2. States shall provide redress through effective
mechanisms, which may include restitution,
developed in conjunction with indigenous
peoples, with respect to their cultural, intellectual, religious and spiritual property taken
without their free, prior and informed
consent or in violation of their laws, traditions and customs.
Article 13.
1. Indigenous peoples have the right to revitalize, use, develop and transmit to future
generations their histories, languages, oral
traditions, philosophies, writing systems and
literatures, and to designate and retain their
own names for communities, places and
persons.
2. States shall take effective measures to ensure
that this right is protected and also to ensure
that indigenous peoples can understand and
be understood in political, legal and administrative proceedings, where necessary through
the provision of interpretation or by other
appropriate means.
Article 14.
1. Indigenous peoples have the right to establish
and control their educational systems and
institutions providing education in their own
languages, in a manner appropriate to their
cultural methods of teaching and learning.
2. Indigenous individuals, particularly children,
have the right to all levels and forms of
education of the State without discrimination.
3. States shall, in conjunction with indigenous
peoples, take effective measures, in order for
indigenous individuals, particularly children,
including those living outside their communities, to have access, when possible, to an
education in their own culture and provided
in their own language.
Article 15.
1. Indigenous peoples have the right to the
dignity and diversity of their cultures, traditions, histories and aspirations which shall be
appropriately reflected in education and
public information.
2. States shall take effective measures, in
consultation and cooperation with the indigenous peoples concerned, to combat prejudice
and eliminate discrimination and to promote
tolerance, understanding and good relations
among indigenous peoples and all other
segments of society.
Article 16.
1. Indigenous peoples have the right to establish
their own media in their own languages and
to have access to all forms of non-indigenous
media without discrimination.
that State-owned media duly reflect indigenous cultural diversity. States, without prejudice to ensuring full freedom of expression,
should encourage privately owned media to
adequately reflect indigenous cultural diversity.
Article 17.
1. Indigenous individuals and peoples have the
right to enjoy fully all rights established
under applicable international and domestic
labour law.
2. States shall in consultation and cooperation
with indigenous peoples take specific
measures to protect indigenous children from
economic exploitation and from performing
any work that is likely to be hazardous or to
interfere with the child’s education, or to be
harmful to the child’s health or physical,
mental, spiritual, moral or social development, taking into account their special
vulnerability and the importance of education
for their empowerment.
3. Indigenous individuals have the right not to
be subjected to any discriminatory conditions
of labour and, inter alia, employment or
salary.
Article 18.
Indigenous peoples have the right to participate
in decision-making in matters which would
affect their rights, through representatives
chosen by themselves in accordance with their
own procedures, as well as to maintain and
develop their own indigenous decision-making
institutions.
Article 19.
States shall consult and cooperate in good faith
with the indigenous peoples concerned through
their own representative institutions in order to
obtain their free, prior and informed consent
before adopting and implementing legislative
or administrative measures that may affect
them.
Article 20.
1. Indigenous peoples have the right to maintain and develop their political, economic
and social systems or institutions, to be
secure in the enjoyment of their own means
of subsistence and development, and to
engage freely in all their traditional and other
economic activities.
2. Indigenous peoples deprived of their means
of subsistence and development are entitled
to just and fair redress.
Article 21.
1. Indigenous peoples have the right, without
discrimination, to the improvement of their
economic and social conditions, including,
inter alia, in the areas of education, employment, vocational training and retraining,
housing, sanitation, health and social security.
2. States shall take effective measures and,
where appropriate, special measures to
ensure continuing improvement of their
economic and social conditions. Particular
attention shall be paid to the rights and
special needs of indigenous elders, women,
youth, children and persons with disabilities.
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Article 12.
1. Indigenous peoples have the right to manifest, practise, develop and teach their spiritual and religious traditions, customs and ceremonies; the right to maintain, protect, and
have access in privacy to their religious and
cultural sites; the right to the use and control
of their ceremonial objects; and the right to
the repatriation of their human remains.
2. States shall seek to enable the access and/or
repatriation of ceremonial objects and human
remains in their possession through fair,
transparent and effective mechanisms developed in conjunction with indigenous peoples
concerned.
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Article 22.
1. Particular attention shall be paid to the rights
and special needs of indigenous elders,
women, youth, children and persons with
disabilities in the implementation of this
Declaration.
2. States shall take measures, in conjunction
with indigenous peoples, to ensure that
indigenous women and children enjoy the
full protection and guarantees against all
forms of violence and discrimination.
Article 23.
Indigenous peoples have the right to determine
and develop priorities and strategies for exercising their right to development. In particular,
indigenous peoples have the right to be actively
involved in developing and determining health,
housing and other economic and social
programmes affecting them and, as far as possible, to administer such programmes through
their own institutions.
Article 25.
Indigenous peoples have the right to maintain
and strengthen their distinctive spiritual relationship with their traditionally owned or other-
wise occupied and used lands, territories,
waters and coastal seas and other resources and
to uphold their responsibilities to future generations in this regard.
Article 26.
lands, territories and resources which they
have traditionally owned, occupied or otherwise used or acquired.
2. Indigenous peoples have the right to own,
use, develop and control the lands, territories
and resources that they possess by reason of
traditional ownership or other traditional
occupation or use, as well as those which
they have otherwise acquired.
3. States shall give legal recognition and protection to these lands, territories and resources.
Such recognition shall be conducted with due
respect to the customs, traditions and land
tenure systems of the indigenous peoples
concerned.
Article 27.
States shall establish and implement, in
conjunction with indigenous peoples
concerned, a fair, independent, impartial, open
and transparent process, giving due recognition
to indigenous peoples’ laws, traditions, customs
and land tenure systems, to recognize and adjudicate the rights of indigenous peoples pertaining to their lands, territories and resources,
including those which were traditionally owned
or otherwise occupied or used. Indigenous
peoples shall have the right to participate in this
process.
Article 28.
1. Indigenous peoples have the right to redress,
by means that can include restitution or,
when this is not possible, just, fair and equitable compensation, for the lands, territories
and resources which they have traditionally
owned or otherwise occupied or used, and
which have been confiscated, taken, occupied, used or damaged without their free,
prior and informed consent.
2. Unless otherwise freely agreed upon by the
peoples concerned, compensation shall take
the form of lands, territories and resources
equal in quality, size and legal status or of
monetary compensation or other appropriate
redress.
Article 29.
conservation and protection of the environment and the productive capacity of their
lands or territories and resources. States shall
establish and implement assistance
programmes for indigenous peoples for such
conservation and protection, without discrimination.
that no storage or disposal of hazardous
materials shall take place in the lands or territories of indigenous peoples without their
free, prior and informed consent.
3. States shall also take effective measures to
ensure, as needed, that programmes for
monitoring, maintaining and restoring the
health of indigenous peoples, as developed
and implemented by the peoples affected by
such materials, are duly implemented.
Article 30.
1. Military activities shall not take place in the
lands or territories of indigenous peoples,
unless justified by a relevant public interest
or otherwise freely agreed with or requested
by the indigenous peoples concerned.
2. States shall undertake effective consultations
with the indigenous peoples concerned,
through appropriate procedures and in partic-
ular through their representative institutions,
prior to using their lands or territories for
military activities.
Article 31.
1. Indigenous peoples have the right to maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions, as well as the
manifestations of their sciences, technologies
and cultures, including human and genetic
resources, seeds, medicines, knowledge of
the properties of fauna and flora, oral traditions, literatures, designs, sports and traditional games and visual and performing arts.
They also have the right to maintain, control,
protect and develop their intellectual property
over such cultural heritage, traditional
knowledge, and traditional cultural expressions.
2. In conjunction with indigenous peoples,
States shall take effective measures to recognize and protect the exercise of these rights.
Article 32.
1. Indigenous peoples have the right to determine and develop priorities and strategies for
the development or use of their lands or territories and other resources.
2. States shall consult and cooperate in good
faith with the indigenous peoples concerned
through their own representative institutions
in order to obtain their free and informed
consent prior to the approval of any project
affecting their lands or territories and other
resources, particularly in connection with the
development, utilization or exploitation of
mineral, water or other resources.
3. States shall provide effective mechanisms for
just and fair redress for any such activities,
and appropriate measures shall be taken to
mitigate adverse environmental, economic,
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Article 24.
1. Indigenous peoples have the right to their
traditional medicines and to maintain their
health practices, including the conservation
of their vital medicinal plants, animals and
minerals. Indigenous individuals also have
the right to access, without any discrimination, to all social and health services.
2. Indigenous individuals have an equal right to
the enjoyment of the highest attainable standard of physical and mental health. States
shall take the necessary steps with a view to
achieving progressively the full realization of
this right.
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social, cultural or spiritual impact.
Article 33.
1. Indigenous peoples have the right to determine their own identity or membership in
accordance with their customs and traditions.
This does not impair the right of indigenous
individuals to obtain citizenship of the States
in which they live.
2. Indigenous peoples have the right to determine the structures and to select the membership of their institutions in accordance with
their own procedures.
Article 34.
Indigenous peoples have the right to promote,
develop and maintain their institutional structures and their distinctive customs, spirituality,
traditions, procedures, practices and, in the
cases where they exist, juridical systems or
customs, in accordance with international
human rights standards.
Article 35.
Indigenous peoples have the right to determine
the responsibilities of individuals to their
communities.
Article 37.
recognition, observance and enforcement of
treaties, agreements and other constructive
arrangements concluded with States or their
successors and to have States honour and
respect such treaties, agreements and other
constructive arrangements.
2. Nothing in this Declaration may be interpreted as diminishing or eliminating the rights of
indigenous peoples contained in treaties,
agreements and other constructive arrangements.
Article 38.
States in consultation and cooperation with
indigenous peoples, shall take the appropriate
measures, including legislative measures, to
achieve the ends of this Declaration.
Article 39.
Indigenous peoples have the right to have
access to financial and technical assistance
from States and through international cooperation, for the enjoyment of the rights contained
in this Declaration.
Article 40.
Indigenous peoples have the right to access to
and prompt decision through just and fair
procedures for the resolution of conflicts and
disputes with States or other parties, as well as
to effective remedies for all infringements of
their individual and collective rights. Such a
decision shall give due consideration to the
customs, traditions, rules and legal systems of
the indigenous peoples concerned and international human rights.
Article 41.
The organs and specialized agencies of the
United Nations system and other intergovern-
mental organizations shall contribute to the full
realization of the provisions of this Declaration
through the mobilization, inter alia, of financial
cooperation and technical assistance. Ways and
means of ensuring participation of indigenous
peoples on issues affecting them shall be established.
Article 42.
The United Nations, its bodies, including the
Permanent Forum on Indigenous Issues, and
specialized agencies, including at the country
level, and States shall promote respect for and
full application of the provisions of this
Declaration and follow up the effectiveness of
this Declaration.
Article 43.
The rights recognized herein constitute the
minimum standards for the survival, dignity
and well-being of the indigenous peoples of the
world.
of sovereign and independent States.
2. In the exercise of the rights enunciated in the
present Declaration, human rights and fundamental freedoms of all shall be respected.
The exercise of the rights set forth in this
Declaration shall be subject only to such
limitations as are determined by law and in
accordance with international human rights
obligations. Any such limitations shall be
non-discriminatory and strictly necessary
solely for the purpose of securing due recognition and respect for the rights and freedoms
of others and for meeting the just and most
compelling requirements of a democratic
society.
3. The provisions set forth in this Declaration
shall be interpreted in accordance with the
principles of justice, democracy, respect for
human rights, equality, non-discrimination,
good governance and good faith.
Article 44.
All the rights and freedoms recognized herein
are equally guaranteed to male and female
indigenous individuals.
Article 45.
Nothing in this Declaration may be construed
as diminishing or extinguishing the rights
indigenous peoples have now or may acquire in
the future.
Article 46.
1. Nothing in this Declaration may be interpreted as implying for any State, people, group
or person any right to engage in any activity
or to perform any act contrary to the Charter
of the United Nations or construed as authorizing or encouraging any action which
would dismember or impair, totally or in
part, the territorial integrity or political unity
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Article 36.
1. Indigenous peoples, in particular those divided by international borders, have the right to
maintain and develop contacts, relations and
cooperation, including activities for spiritual,
cultural, political, economic and social
purposes, with their own members as well as
other peoples across borders.
2. States, in consultation and cooperation with
indigenous peoples, shall take effective
measures to facilitate the exercise and ensure
the implementation of this right.
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