Contratos de casos de uso

This module relates to the core value of National Unity and Solidarity. National Unity is the consciousness of a common national identity and cultural heritage amidst differences in language, religion, culture, and political beliefs, and the commitment to work together towards a nation’s development. Global Solidarity refers to the cooperation and just relationships between and among nations in the economic, social, and political spheres.

The module also concerns the related value of Unity and Interdependence, which recognize the reality of interconnectedness of systems—ecological, economic, political and social—in both national and local levels, and celebrate the rich diversity of cultures, and affirm the oneness of humankind.

Objectives

• To analyse present regional trends and link them to the quest for global peace and justice.

• To appreciate the value of unity in diversity.

• To recognize the importance of global, regional, and personal interdependence.

Content

• Interdependence in the Asia Pacific context

Procedure/Learning Activities

Cognitive Level: Knowing

1. Facilitator shows newspaper cartoon clippings from different countries and asks participants to label each as either breakdown or breakthrough. Examples are the following:

• 73 per cent of the world’s 6.3 billion people live below poverty line (less than $2 per day) with child labour and child prostitution as a result

• Increasing disparity between rich and poor countries

• Border, territorial and ethnic conflicts leading to deterioration of the social fabric • Environmental degradation

• HIV/AIDS pandemic, SARS, Bird Flu

• Region has 3 billion people or about 61% of the world population

• Presence of five most populated countries: China, India, Indonesia, Bangladesh, and Pakistan

• Large population of youth 15-25 years

• Many countries have deeply rooted philosophies, religions and cultures • Great diversity in ethnic, linguistic, social and political terms

• Mushrooming of many trans-border national communities plus large population of migrants

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• More than 21 million children aged 15 by 2005 are likely to drop out before Grade 5.

• Nearly 70 per cent of the 885 million illiterates worldwide are in the Asia Pacific region

• Gender gap in adult literacy rate remains 14 per cent against females • About 37 million children of school age are not enrolled in any formal basic

education out of the total of 130 million out of school children in the world. (APEID, Bangkok 2002)

2. Facilitator elicits responses to the question: Why do you consider the event a breakdown or breakthrough?

3. Facilitator leads participants to identify characteristics and features which characterise each of the following countries in the Asia Pacific region:

COUNTRY COLONIAL POWER

Malaysia, India, Myanmar British

Laos, Vietnam, Cambodia French

Philippines Spanish and American

Indonesia Dutch

East Timor and Macau Portuguese

Facilitator asks participants, “How does the cultural identity and diversity of each country contribute to its state of development? Which features contribute to their development and modernisation?

Conceptual Level: Understanding

4. Facilitator guides participants in an analysis of economic interdependence in the global context by presenting a diagram showing the flow of “events” that lead to the

production of a sweater.

Module 32: When All Borders are Gone 167

Study the flow “events” that lead to the production of items like sweaters.26 Name the countries involved and the participation of each.

Learning to do

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Module 32: When All Borders are Gone 169

27 Yeugeny Yeutasheuko Almost an End, Henry Holt, New York 1987.

5. Facilitator uses the following guide questions to help participants understand the concept of interdependence:

a. What concept or concepts is the flowchart illustrating?

b. In what way do countries benefit by being part of the production process? c. In what way can this be a disadvantage?

d. Are there other forms of interdependence?

6. Facilitator summarizes responses and discusses the concept of interdependence and its different forms (cultural, intellectual, etc), making a clear distinction with

dependence.

7. Facilitator asks participants to reflect on the impact of interdependence on a global, community, and personal level and share their reflections in groups of 3.

8. After 15 minutes, volunteers are encouraged to share with the larger group. 9. Facilitator shares a poem on global solidarity.

In every border post

there is something insecure Each of them longing

for leaves, for flowers Can’t figure out

what kind of trees they have landed on. I suppose

that at first, it was people who invented borders and then borders

started to invent people.

It was borders who invented people, armies, and border guards.

While borders still stand we are all in prehistory Real history will start

When all borders are gone. From: Yeugeny Yeutasheuko27 Excerpts from “Fuku”

10. Facilitator leads participants to an analysis and reflection of the poem by asking the following questions:

a. What do you understand by a border post? Can you describe it? b. What are borders for?

c. ho invented borders?

d. What do borders “inventing people” mean? e. Is the border a good invention of people? Why? f. What do “prehistory” and “real history” stand for?

Affective Level: Valuing

11. Facilitator leads participants to an appreciation of the poem by asking the following questions:

a. What is your general feeling after reading the poem? b. What words or phrases struck you most? Why?

Learning to do

c. How does it feel living in a place surrounded by borders? d. How do you feel living in a world without borders? e. What insights can you draw from the poem?

Active Level: Acting

12. Facilitator invites participants to suggest ways they can promote interdependence and unity on the Community and personal level using the following incomplete sentence: ‘I will promote unity and interdependence in my community by …’

‘I will promote unity and interdependence in my workplace by…’

Materials Needed

• Newspaper clippings and cartoons

Suggested Readings

International Labour Organization. (2000). Work in the World: A Teachers’s Guide to Work Issues. Geneva: ILO.

Karl Malakunas (April 19, 2004). “Poverty on the Decline in Asia, But Wealth Disparities Remain—UN.” Manila Times.

UNESCO-APEID. (1999). “Asia Pacific Situationer.” UNESCO-APEID Report. Bangkok: UNESCO-APEID.

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Module 33: