Chris Castle, Chief Section of Health and Global Citizenship Education

Division for Teaching, Learning and Content

Background/context

Globalisation, greater Internet access, people more interconnected and inter-dependent beyond national borders

Sustainability imperative – increased need to care for and act in the interest of the planet

Escalating conflicts, tensions, terrorism – more need than ever to learn to live together

2

Shift in education discourse

New times, new skills: education has to be responsive to the needs of 21st century

Global Education First Initiative (GEFI)

More emphasis on socio-emotional aspects of learning

Education must make a difference: access to education not enough; content must be relevant

GCED reflects shift in the need for transformative pedagogy and the role of teachers

GCED, an opportunity to address these trends and challenges

3

UNESCO’s vision of GCED

• “a sense of belonging to the global community and common humanity, with its presumed members experiencing solidarity, collective identity/responsibility at the global level.”

• GCED is a defining element of quality education – not only formal but non-formal/informal

• Anchored in belief that peace is built in the minds of men and women

4

Key dimensions of GCED

5

UNESCO’s support for GCED

Provide platform for exchange of good policies and practices: 2 UNESCO Global Forums (Bangkok, Dec 2013 and Paris, Jan 2015 with over 250 participants from 61 countries at each)

Support country dialogue regarding the post-2015 education agenda and beyond

Guidance and implementation support resources/tools

6

Relevant outcomes from the 2nd GCED Forum

• Help schools develop a safe and democratic environment - set the example

• Don’t avoid discussions about contentious issues – encourage critical thinking and engagement

• Promote active teaching and learning with the full engagement of learners and teachers

• Strengthen inclusive inter- and intra-religious dialogue

• Strengthen teacher accountability, protection and means to report/address discrimination and violence in schools

• Develop a holistic intervention which takes into account a continuum of levels - individual, family, school, society

7

Resources for Member States and others

•Conceptual clarification of GCED

•Review of implementation approaches & good practices

•UNESCO Clearinghouse on GCED hosted by APCEIU - global database of policies, good practices, teaching and learning materials, journal articles and other resources on GCED from all over the world www.gcedclearinghouse.org

•GCED age-specific topics and learning objectives

• To translate concepts into teaching and learning

8

GCED age-specific topics & learning objectives

9

• New resource to serve as a pedagogical guide

• Supports review of existing efforts, to identify gaps and offer new ideas for incorporating GCED into educational programmes

Holistic educational approach to help prevent and address discrimination and violence in and through education. Implementation guide: key principles for policy makers, list of actions for school administrators and NGO managers; and teaching materials for educators (formal and non-formal education). Piloted successfully in six countries: Brazil, Côte d‘Ivoire, Guatemala, Indonesia, Kenya and South Africa. Contributes towards learning to live together and can diminish recruitment into extremism

10

Teaching Respect for All

For developments, follow us on the GCE website: www.unesco.org/new/en/global-citizenship-education

Email: gce@unesco.org

11