The Auckland Declaration: UNESCO-ASP School Network Strategic Plan 2004 -2009

(Part 2 Of A Series On 50 Years Of Unesco Asp Schools)

AUCKLAND, New Zealand – UNESCO as part of the United Nations system echoes the New Millennium Goals of the United Nations through a variety of learning activities in schools for the benefit of students, teachers and parents. (A UNESCO Division office for Early Childhood was established in 2000.) These activities pertain to the four major mandates of Education, the Sciences (Science and Technology, Social and Human Science, and Marine Science), Communication and Culture. These intellectual concepts are constantly researched and analyzed, as well as updated by the UNESCO "think tank" specialists at Rue Miollis, a 15-minute walk from the Place de Fontenoy site of the main UNESCO headquarters. In the past 50 years, these materials helped reinforce 7,500 Associated Schools Project Network of 170 countries.

University Of Birmingham Review Of 50 Years Of Aspnet

To examine the work and impact of the networks after 50 years of their operation, the Centre for International Education and Research, University of Birmingham, England was commissioned by UNESCO. The collected information showed a huge variety of types, age level and community context with very poor to very well resourced funding systems.

Has ASPnetwork of schools fulfilled its objective? Provided innovation? Have they matured beyond social gatherings? Have they worked together with non-member schools to help understand the UNESCO ideals for mankind?

Strengths of the ASPnet. A spirit of voluntarism pervades the network at all levels. Staff members in the Paris office are professional and dedicated. The overall organization framework is essentially effective.

Reinforces ethos and legitimizes focus of activity in schools already supportive of UNESCO ideals. Provides a focus for activities around UNESCO themes in schools. Encourages new and innovative teaching methods usually inspired by the data bank of UNESCO.

Encourages the development of student leaders. Facilitates networking between schools for cross-national and intra-national understanding. (The Philippine ASPnet urgently needs to reach out to beyond other regions of NCR and Luzon.) Complements many national government efforts in human rights, democracy, inter-cultural and ecological education. Potential as a laboratory for wider UNESCO projects.

For poorer and more remote parts of the world, a decrease in isolation, and very useful materials and ideas. Evidence of a spirit of voluntarism and committed hard work by regional, national and school coordinators. Accomplishes all this on a minimal budget, due to commitment by individuals and teams.

Weaknesses lie in the selection and training of the national coordinator

Impact on national education policy is rarely evident. (SEAMEO-INNOTECH Executive Director Linda Pefianco recalls that since she was Undersecretary of Education in the ‘90s, she never heard of ASPnet.) Media dissemination and interest can be patchy. Network itself is not widely recognized beyond its participants, e.g. by the academic community.

Communication of ideas – especially around the four pillars – is sometimes imprecise and poorly understood by participants. UNESCO has provided the "Four Pillars of Education" as the core curriculum for ASPnet educators. Culled from Father Delors’ "Treasures Within", the lessons of Learning to Learn, Learning to Do, Learning to Become, and Learning to Live Together are poorly understood by the participants.

Limited languages of choice, but schools do not always receive materials in their preferred language. They may be trying to do too much along too many themes of UNESCO, and therefore become unfocused. It is true that schools can then choose from among the themes and topics, but they may tend to avoid areas where they most need development.

Some lack transparency in terms of school entitlements, including materials support, awards systems, participation in flagship projects, and attendance at international events. Some lack transparency in terms of national coordinator selection and inclusion in international events and committees. Processes of selection and training of national coordinators have led to inconsistency in time available, commitment and skills.

Inactive schools drain resources and weaken the network. Misperception by some as elitist. Little data and ongoing evaluation is based on actual observation. Not all schools submit annual reports. School head teachers are not always knowledgeable or supportive. Inconsistency in feedback to schools regarding their annual reports, and in terms of recognition of effort.

How And Why Are Unesco Asp Schools Established?

The ASPnet aims at mobilizing schools throughout the world with a view to undertake pilot projects to strengthen the role of education in promoting culture via unity and brotherhood in cultural diversity, sharing researches, science and technology with special focus on marine science, and understanding the inner transformation of man within the society. UNESCO’s main thrust of EFA-Dakar (Education For All) in "pursuit of quality education" has become the ASPnet goal for the Strategic Plan 2004-2009.

At the national level, the National Commissions for UNESCO and the Ministries of Education are invited to establish a network of schools interested in carrying out activities to develop new and efficient teaching methods, as well as materials relating to a culture of peace and tolerance. This is designed to have a multiplier effect through the diffusion of information to other schools in the country. There are numerous cases where the ASPnet contributes to educational reform in various Member States of UNESCO.

Partners at the national level also include the school principals and classroom teachers, students and parents, inspectors, supervisors and educational research institutions, the local community, the mass media, the private sector and UNESCO clubs.

The Regional And International Levels

At the regional level, with regard to education, there are a large number of common denominators, such as culture, language, religion, and others. As a result, each region of the world is encouraged to set up a Plan of Action including "Flagship Projects", as well as initiatives and events. For example, the Caribbean Sea Project of Cuba, Curacao, Grenada, Jamaica and 16 other countries in the Caribbean Sea mobilize schools to protect the marine environment and promote inter-cultural learning. Similar projects are: The Baltic Sea Project (BSP), participated in by nine countries bordering the Baltic Sea, worked for better water and air quality in the region; The Mediterranean Sea Project (MSP) of France, Italy, Malta, Morocco, Spain and Tunisia focuses on the protection of the landscape, culture and the Mediterranean environment; and, the Blue Danube River Project (BDRP) of countries bordering the Danube River concentrates on environmental problems, inter cultural learning, regulation of rivers and possibilities of tourism in the region.

Partners at the regional level are UNESCO regional offices providing technical and support, as well as regional intergovernmental organizations, which are in a position to collaborate in the promotion and the support of ASPnet. The Philippines belongs to the Jakarta Regional cluster with Indonesia and Malaysia.

At the international level, efforts are made to facilitate an exchange of information on the ASPnet, the conduct of international pilot projects and to encourage contacts and links of solidarity between the participating institutions. Partners at the international level include the UNESCO headquarters in Paris, as well as the Education Sector which coordinates the ASPnet, organizes conferences, contests, international events, etc., and serves as a center for exchange and dissemination.

Profile Of Aspnet Schools

The ASP schools should contribute actively to strengthen the aims and principles set out by the UNESCO Constitution starting with its Preamble: "Wars begin in the minds of men, therefore the defenses of peace is based on the construction of quality education."

International understanding, cooperation and pursuit of the Rights of the Child are major concerns. Other functions of an ASP school are the following:

To develop the concept of inter-cultural learning, their structures and methods should have as their foundation democratic participation. They must imply an increased percentage of teachers, students and parents’ teamwork.

Set up a network by ensuring communication links between the schools and through the organization of encounters. They must look for cooperation between different partners such as institutions, NGOs, and the media.

Focus their attention on learning to live together. Their work must not be designed to provide only knowledge but ACTION for a knowing man or "homo sapien" is crippled unless he is also "homo laboran" or the workingman. An intellectual is useless unless he can get things done. In modern lingo, "walk the talk".

The Aspnet Strategy And Plan Of Action On The National Level

The responsible body at the national level is the National Commission for UNESCO and the Ministry of Education. The draft Plan of Action is as follows:

1. Obtain support from the education ministry to ensure:

a) recognition of ASPnet schools as natural partners in the quest to contribute to quality education for all,

b) alignment of ASPnet activities with government educational priorities where these concern the promotion of human rights, democracy, inter cultural learning and sustainable development,

c) coordination and development of a strong national ASP network as a testing ground for quality education combining top-down with bottom-up methods of development,

2. Set up structures to enhance mainstreaming of ASPnet innovations in the education system,

3. Appoint and train appropriately a full- or part-time ASPnet national coordinator using a democratic and transparent selection process and clear criteria regarding required qualifications and skills.

4. Appoint members to a national ASPnet Steering Committee to include the ASPnet national coordinator, representatives from the National Commission for UNESCO, the ministry of education, the national university, the national teacher-training institution, a curriculum developer, and one or more active ASPnet teachers.

5.Elaborate a national ASPnet Strategy and Plan of Action taking account the goals of the Dakar Declaration, with clear goals, deadlines, and measurable outcomes, and distribute it widely.

The Auckland Declaration For Quality Education In Practice (Aug 7, 2003 Draft)

"We, the participants in the Congress ‘Navigators for Peace’, designated by National ASPnet’s, National Commissions for UNESCO and Ministries of Education from 91 countries, have gathered on 3-8 August 2003 in Auckland, New Zealand, to celebrate the 50th anniversary of the UNESCO Associated Schools Project Network (ASPnet)"

"Having in mind the objectives and goals of the UNESCO Constitution…

"Recalling the relevant resolutions adopted by the General Conference of UNESCO, in particular the 1974 Recommendation and the 1995 Integrated Framework on Education for International Understanding,

"Call upon governments, municipalities, policy-makers, the private sector, non-governmental organizations and other stakeholders to cooperate with ASPnet educational institutions and National Commissions for UNESCO and to provide them with the means and support necessary to maintain and further develop the ASPnet.

"Invite the Director-General

- to present this Declaration together with the ASPnet Strategy and Plan of Action 2004-20089 ‘Putting Quality Education Into Practice" and the Global Review of the ASP to the Executive Board and to the General Conference,

- to keep member States regularly informed of the work done by the ASPnet,

- to encourage all sectors within the Secretariat of UNESCO to support the work of ASPnet at all levels and kinds of education."

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