Evaluation of the UNESCO-Associated Schools Project Network (ASPNet) in Teacher Education Institutions in the Philippines

Abstract

In preparation for the UNESCO ASPNet 50th Anniversary in 2003, a Global Review on the UNESCO ASPnet was conducted by a team of independent external evaluators from the Center for International Education and Research School of Education, University of Birmingham, United Kingdom in cooperation with UNESCO. The aforecited study sought to:

1. reinforce ASPnet's role in the 21st century particularly to improve the quality of education;

2. strengthen the four pillars of learning as advocated by the International Commission on Education; and

3. elaborate an ASPnet Medium-Term Strategy and the Plan of Action 2004-2008. An integral part of the review was a special study "Challenges Facing Formal Education at the Dawn of the 21st Century and the Enhanced Role of the UNESCO Associated Schools Project Network in Meeting Them" conducted by invited Faculties of Education/Teacher Training Institutions. The results of the study were discussed in the International Congress of Associated Schools Project Network in Auckland, New Zealand in August 2003. The UNESCO ASPnet based in Paris, France had invited the Philippine Normal University of Manila to collaborate and conduct a National Review of UNESCO ASPnet in the Philippines. After forming a research team from PNU, and holding a series of meetings and consultations, it was decided that a conference involving 12 Teacher Education Institutions (TEIs) active in ASPnet would present papers and explore recommendations through focus discussion. Dubbed as "UNESCO-ASPNet STAKEHOLDER'S FORUM", it was held from March 11-12, 2003 at the Library Conference Room, Philippine Normal University. In conducting the review, due attention was paid to three main documents: i) ASPNet Practical Manual; ii) Dakar Framework for Action - Education For All and in particular goal number six concerning quality education and the regional strategy included in this document concerning the region; and iii) the Report of the International Commission on Education for the 21st Century.