International Engagements

AFUCA membership for 

UNESCO Clubs Philippines

The Philippines is just a step away from becoming an official member of the Asian-Pacific Federation of Unesco Clubs and Association (AFUCA.) It was granted in July a conditional membership to the world body. 

During the 24th executive board meeting of AFUCA member countries held in Astana, Kazakhstan, the Philippines was prosperous in its first bid to be part of the 45-year-old organization, which aims to encourage growth to promote collaboration among Unesco clubs and associations across the Asia-Pacific region. 

According to Serafin Arviola Jr., chair of the  National   Association of UNESCO Clubs in the Philippines (NAUCP), the association is working on submitting documents for the country’s status to be elevated as a regular member.

Once this has been complied with, the Philippines would be the second Southeast Asian nation to join the 11-member bloc, following Vietnam formally. The other AFUCA member countries are Bangladesh, China, India, Japan, Kazakhstan, Kyrgyzstan, Mongolia, Nepal, Russia, and South Korea.

For NAUCP president Jonathan Jaime Guerrero, the Philippines’ inclusion in AFUCA is no small feat, primarily that this would provide a host of opportunities to the Filipino youth.

“NAUCP’s affiliation with AFUCA expands the network of UNESCO clubs in the Philippines. It will provide opportunities for our members to link with their fellow clubs in the Asia-Pacific region and, likewise, allow them to partner in activities that promote UNESCO’s ideals,” Guerrero said. 

Under AFUCA rules, members are divided into three categories, namely, regular, associate, and advisory members. A regular member is either a national council of UNESCO clubs and associations recognized by the country’s National Commission for Unesco or a non-government organization working in the fields of Unesco designated by the National Commission for Unesco.

On the other hand, an associate member is a recognized national council of Unesco clubs and associations or a non-government organization working in the fields of Unesco outside the Asia-Pacific region. All Asian and Pacific national commissions for Unesco are recognized as advisory members. 

To be admitted to AFUCA an applicant country must get the nod of two-thirds of the executive board.

As part of the country’s application to AFUCA, NAUCP presented to the bloc the various Unesco projects it implemented over the last eight years, high-lighting the diversity and youthfulness of its members.

These projects include the World Heritage Education and Encounter, the International Assembly of Youth for Unesco, the Global Citizenship Education Training, and the Ideas Youth Camp for UNESCO. 

The National Federation of UNESCO Associations in Japan, it is the stamina, vibrancy, and passion for service that the Filipino youth showcased in its projects that AFUCA needs for the organization to better expand its reach in Southeast Asia.

The NAUCP also took pride that since its inception in 2010, there are already 105 active member organizations all over the country, with 42 others awaiting confirmation.


Arviola said that given NAUCP’s diverse membership, being a part of the AFUCA would help further the goal to “enrich dialogue and deepen one’s understanding of national and global citizenship.” 

“This accreditation will help us expand our frontiers and provide us the chance to recommend new strategies for implementation, and serve as lead in some activities in the future,” he said. 

Apart from its successful bid to be part of AFUCA, the Philippine delegation also took part in a conference celebrating the 20th founding anniversary of the Kazakh capital.

Attended by more than 200 experts from civil society, government, and UNESCO clubs in Asia-Pacific, the conference aimed to “create an interactive platform for an exchange of best practices and ideas in the field of promoting and preserving interethnic reconciliation and intercultural dialogue.”

NAUCP attends 3rd Int’l Conference on GCED in South Korea

By Engr. Cheradee Ann M. Cabanlit | PRO for Visayas

Global Citizenship Education (GCED) has been one of the driving forces of Sustainable Development Goal (SDG) No. 4 of Quality Education, precisely item 7, which states that “by 2030, ensure all learners acquire knowledge and skills needed to promote sustain- able development, including among others through education for sustain- able development and sustainable life- styles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development.” This statement has been the talk of the entire 2-day conference.

The United Nations Education, Science and Culture Organization (UNESCO) Bangkok Office, together with the Asia-Pacific Centre of Education for International Understanding (APCEIU), conducted the “3rd Inter- national Conference about Global Citizenship Education: Platform on Ped- agogy and Practice” last September 5-6, 2018 at Lotte Hotel, Namdaemun, Seoul, Republic of South Korea. A day before the said conference, September 4, 2018, UNESCO Bangkok conducted a “Meeting on Preparing Teachers for Global Citizenship Education: Updates and Future Plans” at Courtyard Marriott Seoul Namdaemun Hotel, Seoul, Republic of Korea.

The meeting was participated by the different countries such as Philip- pines, Japan, Malaysia, India, Sri Lan- ka, Thailand, and South Korea. The representatives from the Philippines during the meeting were  Rex  Ubac, Jr. (Program Officer of Philippines National Commission for UNESCO), Josefina Escueta (Philippines National Commission for UNESCO), Bert Jazmin Tuga (Vice President for University Relations and Advancement, Philippine Normal University), Christine Joy Mamuyac, (Social Development Staff of National Economic and Development Authority), Mark Drew Elepaño (School Principal, Centro Escolar Las Piñas), Marcia Corazon Rico (Bicol University) and Cheradee Ann Cabanlit (Public Relations Officer, National Association of UNESCO Clubs in the Philippines). The representatives of each country were able to present their activities or practices regarding GCED, the challenges they have encountered, critical lessons learned, and their plans. The meeting became a form of benchmarking by different countries, especially to practices that can be applied to other countries like Malaysia’s project module type.

The next day after the meeting was the International Conference which started with opening addresses from Kim Sang-kon, Deputy Prime Minister and Minister of Education, Republic of

UNESCO, Lila Shahani.

It was then followed by plenary session 1 (Special session): GCED in the context of the Korean peninsula— its contribution to peacebuilding and reconciliation efforts. On the same day, Plenary Session 2 (Townhall meeting): GCED –Taking it local was also conducted.

After the two plenary sessions, concurrent sessions were made. Session A was about UNESCO Bangkok Office case presentations, Session B was case presentations of KOSEIU and JAIE, and Session C was a workshop. The day ended with plenary session 3: GCED Play.

The second day started with opening remarks from Chung Utak, Director of APCEIU, followed by welcoming remarks by the Ambassador for Public Diplomacy of Foreign Ministry of the  Republic of Korea. Then the congratulatory remarks from Leonor Briones, Secretary of Department of Education, Philippines, and Shigeru Aoyagi, Director of UNESCO Bangkok Office.

Plenary Session 4 was about GCED talks. Dr. Leonor Briones, Secretary of Department of Education, Philippines, was one of the speakers. Concurrent Session 2 was about Rootdown GCED firmly with session A about policy guide and curriculum development, session B on winners of global citizens, and session C was an- another workshop. The last concurrent session 3 was about using ICT in teaching GCED and taking it to community level.

Common challenges encountered are on finance, pedagogy itself, teach- er’s commitment to training and im- implementation and actual practice of GCED to classrooms. Although a battle of whether make GCED a sole subject or embedded in all subjects is still on for discussion. Overall, the conference has added to my basic knowledge about

Korea and Kang Kyung-wha, Minister of Foreign Affairs, Republic of Korea. Stefania Giannini then gave congratulatory addresses, Assistant Director-General for Education of UN- ESCO and Ban Ki-moon ,the 8th Secretary-General of the United Nations address by Chung Utak, Director of APCEIU. A keynote speech was delivered by Moon Chung- in, Special Advisor to the President for Foreign Affairs and National Security & Distinguished University Professor of Yonsei University. The same representatives from yesterday’s meeting attended the international conference together with the Secretary-General of the Philippine National Commission for global citizenship. 

As an educator, to teach children to become global citizens, we too shall consider ourselves as one and as a NAUCP member We, too, shall put GCED by heart to serve communities who do not learn GCED in the classroom. As one speaker from the conference said, GCED shall be by mind, heart, and hand – mind to acquire knowledge about GCED, heart to value its significance and hand to take actions on what we think in mind and believe by heart.

‘18 World Heritage Camp upholds cultural diversity and world peace

By April Dannah Agco

'18 World Heritage Camp upholds cultural diversity and world peace

By April Dannah Agco

The World Heritage Camp 2018, held on September 2-9 in Yogyakarta- ta, Indonesia, is anchored with the theme, "Yogyakarta: The City of Multi-layered Heritage".  It is a youth program to learn, understood, and encouraged young generations to be actively involved in the conservation and campaign of the community's outstanding universal values of world heritage.

The camp comprised several activities, with the first five days dedicated to witnessing the linear street of tangible world heritage sites situated from Mt. Kerapi to Kraton to Indiana Ocean Philosophical Axis.

It symbolizes the entire human life cycle from Panggung Krapyak where the earliest form of life is conceived to Tugu Pal Putih that symbolizes achieving status in life.

The succeeding two days focused on learning the intangible world heritage, such as traditional dances and batik workshops. Discussions and sessions to better understand and intangible stories behind the tangible heritage sites were done with every place visited. Along with the discussions, a debate was also held focusing on making batik using canting and stamping.

On the last day held a simulation, or the so-called the Model United Nations, to draft a resolution that will be submitted to the government. The program ended with cultural performance in the Inna

Garuda Hotel.

A takeaway in this event was a reminder that everyone should be a great World Heritage Young Ambassadors and continuously learn, involve, share and inspire to preserve and protect cultural heritage.

The camp ended with a call and challenge for everyone to respond to the need to preserve cultural heritage internationally and produce young people to be actively involved in such activities.

PNU UNESCO Club joins ‘18 Summer Course Program in Indonesia

By Glizelle Naquita

Philippine Normal University (PNU) sent two delegates to participate in the Summer Course Program 2018 held last July 29 to August 4 at Universitas Pendidikan Indonesia in Bandung City, Indonesia, with the Theme “Experiencing West java: Education for Sustainable Development.”

PNU UNESCO Club was represented by their president, Gizelle P. Naquita, as one of the official representatives of the institution to engage in the event and had the opportunity to learn the social and cultural aspects of Indonesia through the different immersive course of study.

Being an advocate of UNESCO’s mission to promote peace through education, the Program allowed the participants to expand its network, global understanding, and socio-cultural awareness of the breadth of human diversity as she met the other participants from Thailand, Malaysia, Indonesia, Korea, and Japan.

During the Program, the participants were given a chance to have a cultural excursion in Bandung, design a project-based activity and create a lesson plan implemented at Darul Hikam International School, and community service experience with Garis Tawa , a non-government organization in Indonesia.

The event achieved its aim to embody the culture of peace among the participants and to foster intercultural dialogue among them, and for the participants to realize the importance of understanding the differences in culture, religion, and tradition of every delegate for a peaceful, just, humane, and united world.