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Education for International Understanding (EIU) - Coggle Diagram
Education for International Understanding (EIU)
First report on educational reform in Japan (1985 - 1987) by National Council on Educational Reform Government of Japan (NECR)
Promoted the idea that :
Educational institutions must create necessary opportunities for the development of individual abilities, culture and knowledge of Japanese people
Human development and growth should be enhanced in society and in every field
Institutions should make effort to prepare a foundation for creating such opportunities
Japanese educational institutions should be more open to the international community
Develop Japanese people who are competent and comfortable living in an culturally diverse society
Climate Cool School (CCS) Global platform
A multi-lateral learning portal for students in Malaysia, UK and Hong Kong to work together to explore local and global climate change issues.
Enable students to learn from each other about what are the action possible and to find a voice to advocate wider actions at the local and global levels.
Objectives
To raise awareness of students, teachers and parents on global environmental issues and their impact both locally and internationally.
Lead students to consider their own impact on the environment and to adjust their behaviour accordingly.
Promote students advocacy to change the behaviour of the wider population both locally and internationally.
Relevance to EIU
Supports EIU in that it foster better understanding between people from different regions of the world on the impact of climate change to the environment
Help promote feelings of internationalism and contributes to international understanding.
Emphasized universal values, such ah respecting cultural diversity as they engaged in interaction with students from other countries, and promoting and environmental friendly way of living.
Promotes unity and peace between the different countries of the world which is also one of the aims of EIU.
Support the goals of sharing the significance of "greening" education and to discuss the role of education institutions in developing skills, knowledge, and values that promotes behaviour in support of sustainable development.
Create collaborative communities of practice for teachers in Malaysia and abroad where it aspire to develop more effective practitioners and to provide professional development with regards to incorporating collaborative learning into planning, teaching and learning. It is significant to EIU in promoting cultural diversity and globalization especially in addressing climate change issues and other global issues.
Impact
Acquiring knowledge and skills
More IT savy and technically skilful
Enhancing Soft skills
Become critical thinkers, problem solvers and capable leader able to work wonderfully in teams and able to efficiently gather and manage information.
Esthetical Values
Provide opportunities for students to explore nature in a meaningful way where it enabled them to use their five sense to understand and be closer to nature, helping them to be better appreciate nature.
Community Relationship
Enhance cooperative work and understanding between the students, organizations and the communities at large in order to increase the awareness of action that needs to be taken to address global issues especially climate change
5 Educational points by NCER (1987)
Education for peace
Education for human rights
Education for understanding different cultures
Education for development
Environmental Education
Japanese Government emphasis on the continued promotion of the internationalization of education within a number of educational and curricular reform movements during the past 20 years.