AsiaPacific Economic Cooperation APEC Strengthening Our Community: Building a Sustainable Future

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Asia-Pacific Economic Cooperation (APEC)
Strengthening Our Community Building a
Sustainable Future

• Teacher Professional Learning Program
• Module 2
• APEC - Strengthening Our Community Building a
  Sustainable Future
• An Overview

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MODULE 2 Aims
OHT 1

• to introduce APEC - Strengthening Our Community
  Building a Sustainable Future
• to provide participants with the opportunity to
  overview each element of the resource
• to develop some shared understanding of the
  curriculum opportunities for the resource
• to stimulate a more comprehensive review of the
  resource by teachers in relation to use with
  their students.

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Resource Purpose
OHT 2

• APEC - Strengthening Our Community Building a
  Sustainable Future aims to assist students deal
  with this complexity of real-world issues and
  change by enabling them to
• understand the interconnections between peoples,
  economies and systems in the Asia-Pacific region
• appreciate APECs membership, history, purposes,
  processes
• understand the work of APEC, especially its vital
  importance to Australia in terms of trade,
  regional cooperation and security
• become engaged in the events, activities and
  outcomes of Australias hosting of APEC during
  2007
• From the Teacher Guide to APEC - Strengthening
  Our Community Building a Sustainable Future

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Pedagogy
OHT 3

• there are four investigations for students based
  on inquiry processes
• student tasks are associated with activities that
  require
• Investigation
• Communication
• participation
• investigations require students to plan, conduct,
  process and evaluate and, at times, to go
  further through extension activities often
  related to online research
• communication requires students to describe and
  present information about investigations
• participation assists students to
• Develop interpersonal skills and understandings
• Participate effectively in groups

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State and Territory Curriculum Links
OHT 4

• The resource has been audited against State and
  Territory curriculum frameworks
• The curriculum opportunities suggested by this
  audit are included in the Teacher Guide.

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Connections to Australian education initiatives
and priorities
OHT 5 a

• young people can only make sense of their world
  and be active and informed citizens when they
  develop a sound understanding of the wider global
  context in which they are operating
• The Adelaide Declaration (1999) on National
  Goals for Schooling in the 21st century
• Relevant national education policy statements
• National Statement for Engaging Young Australians
  with Asia in Australian Schools
• Statement of learning for Civics and Citizenship
• Global Perspectives a Statement on Global
  Education for Australian Schools
• National Statement for Values Education in
  Australian Schools

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Connections to Australian education initiatives
and priorities (cont)
OHT 5 b

• Source websites for these four statements (above)
  are listed in the Teacher Guide, together with
  other key resource websites including
• Asia Education Foundation
• APEC
• The APEC Australia 2007TM year
• Asia-Pacific Higher Education Network
• Austrade Student Centre

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The Investigations Structure
OHT 6

• Common format for each of the four
• Focus questions
• Knowledge, skills and values developed
• Engagement activity
• Minimum of three activities based on
• Investigations
• Communication
• Participation
• Going further

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The Investigations
OHT 7 a

• 1 The APEC family creating a regional
  opportunity
• recommended starting point
• for Years 8 and 9, SOSE and English
• about APEC
• about Australia as a cooperative regional partner
• 2 Trade and Investment generating regional
  prosperity
• for Years 9 and 10, English and SOSE
• APECs work to create greater regional prosperity
  through trade and investment liberalization

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The Investigations (cont)
OHT 7 b

• 3 Business Facilitation making business easier
• for Years 9 and 10, SOSE, Years 11 12 Business
  and Economics
• APEC assisting efficiency in regional business
  and industry
• improvements in production, trade, availability
  of cheaper goods and greater employment
  opportunities
• 4 APEC in a changing world new challenges for
  the region
• Three human security issues
• health
• energy security
• counter-terrorism

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Groups on the investigations
OHT 8 a

• Describe broadly, for the benefit of those in
  other groups, the purpose of the Investigation
• All participants scanning the material can see
  the focus questions and the knowledge, skills and
  values that are especially relevant to this
  Investigation but in this activity your group is
  to look at the Investigation as a whole in more
  detail
• How does the group see the match between the
  information provided and the various tasks and
  activities students undertake in the
  Investigation, and the focus questions and the
  identified knowledge, skills and values to be
  developed?

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Groups on the investigations (cont)
OHT 8 b

• Identify ways in which the Investigation adds
  value, complements or supplements existing school
  programs
• Does the learning have a clear purpose and is it
  connected to the real world?
• As an indication to those who have not looked at
  this Investigation, what three strengths are
  identified in terms of student learning?
• And, finally, if challenges to use of the
  resource have been identified, how might they be
  addressed?

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Different views
OHT 9

• Towards the end of 2006, Australian automotive
  manufacturers suggested to the Australian
  Government that the rate of decrease in tariffs
  on imported vehicles should be slowed due to the
  sluggish car sales in Australia. Further, the
  press covered a number of situations where
  automotive parts suppliers, including the Ajax
  Fasteners company based in Melbourne, were going
  to the wall because of competition from Asian
  manufacturers who could deliver product at less
  cost.
• Are there implications in this for how teachers
  might expect students to approach the tasks in
  Investigation 3, Activity 2 based on Source 4?
  Why?

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Costs and benefits of free trade
OHT 10 a

• Pro globalisation
• International trade and investment have been the
  engines of world growth over the past 50 years.
  The tonnes of goods traded around the world have
  grown 16 times since 1950, reflecting the
  lowering of tariff barriers. The growth of trade
  in services is even greater.
• The benefits of that growth have been shared. The
  countries that are getting poorer are those that
  are not open to world trade, notably many nations
  in Africa. Chinas opening to world trade has
  brought it growth in income from 1,460 a head in
  1980 to 4,120 by 1999. In 1980, Americans earned
  12.5 times as much as the Chinese, per capita. By
  1999, they were only earning 7.4 times as much.
  The gap between the rich and the poor is also
  shrinking in Asia and Latin America.
• Source www.globalisationguide.org/04.html

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Costs and benefits of free trade (cont)
OHT 10 b

• Anti globalisation
• The World Trade Organisation agreements on free
  trade have functioned principally to prise open
  markets for the benefit of transnational
  corporations at the expense of national
  economies workers, farmers and other people and
  the environment.
• Source www.globalisationguide.org/04.html

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