Global Citizenship and New Educational Agenda

Gwang-Chol Chang Education Policy and Reform Unit

UNESCO Bangkok

Regional Consultative Meetings on SEA-BES and SEA-PLMPenang, Malaysia,

November 4-5, 2014

Outline

• Growing interest in Global Citizenship Education (GCED)

• What is GCED and its core competencies?

• Monitoring and measuring• Way forward

Growing interest in GCED

Global citizenship and education in major world newspapers

Source: Dill, J. S (2013). The longings and limits of global citizenship education, New York, NY:Routledge

Growing interest in GCED

• United Nations Secretary-General launched Global Education First Initiative (GEFI) – where GCED is one of the priorities

Pri

ori

ties Put every child in school

Improve the quality of learning

Foster global citizenship

“Education must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies. It must give people the understanding, skills and values they need to cooperate in resolving the interconnected challenges of the 21st Century”.

UNESCO Strategy for Education 2014-2021:

1. Develop education systems for quality and inclusive lifelong learning for all (LLL)• Holistic approach to education and learning• Planning for LLL, Literacy, TVET, higher

education

2. Empower learners to be creative, responsible citizens• Human rights, global citizenship, ESD, health

3. Shape the post-2015 education agenda• Right to education• New agenda for education development and cooperation 2030

Growing interest in GCED

Muscat Agreement

Open Working Group for SDGs

Target 5: By 2030, all learners acquire knowledge, skills, values and attitudes to establish sustainable and peaceful societies, including through global citizenship education and education for sustainable development.

Target 4.7: by 2030 ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development

Growing interest in GCED

The Four Pillars of Learning

What is GCED?GCED originates from a long tradition of work in the areas of Peace Education, Human Rights Education, Education for a Culture of Peace, and intercultural education… (2014 APREC report)

Discourses of National Education Policy Reform

What is GCED?

Economic discourse

Social discourse

Humanity discourse

Global perspective

Competitiveness

Understanding and peace

Global citizenship

National perspective

GDP growth HDI growth Patriotism

Personal perspective

Employability Community/harmony

Moral formation

Source: UNESCO ERI-Net 2013

What is GCED?

Domains Examples of key skills and competenciesCritical and innovative thinking

Creativity, entrepreneurship, resourcefulness, application skills, reflective thinking, reasoned decision-making

Inter-personal skills

Communication skills, organizational skills, teamwork, collaboration, sociability, collegiality, empathy, compassion

Intra-personal skills

Self-discipline, ability to learn independently, flexibility and adaptability, self-awareness, perseverance, self-motivation, compassion, integrity, risk-taking, self-respect

Global citizenship (or global competence?)

Awareness, tolerance, openness, responsibility, respect for diversity, ethical understanding, intercultural understanding, ability to resolve conflicts, democratic participation, conflict resolution, respect for the environment, sense of belonging

Media and information literacy

Ability to locate and access information through ICT, media, libraries and archives, express and communicate ideas through ICT, use media and ICT to participate in democratic processes, ability to analyse and evaluate media content.

UNESCO (Bangkok) Framework for Transversal Competencies

Source: UNESCO ERI-Net 2013

What is GCED?Learning to Live Together (LTLT) Analytical Framework

Source: LTLT in the Asia-Pacific 2013

6 Competences of the Korean Collegiate Essential Skills Assessment (K-CESA)

Interpersonal & Cooperative skills)

Communication

Global competencyResources-Information-Technology

Processing & Application

Higher-Order Thinking Skills

Self-Management

What is GCED?

1. Flexible attitude for dif-ference and diversity

2. Knowledge of the differ-ent culture and society

3. Knowledge of global economy and globaliza-tion

Asia Society: Definition of Global Competence

Global competence is the capacity and disposition to understand and act on issues of global significance.

What is GCED?

Asia Society: Definition of Global Competence

Investigate the WorldStudents investigate the world beyond their immediate environment.

Recognize PerspectivesStudents recognize their own and others’ perspectives.

Take ActionStudents translate their ideas into appropriate actions to improve conditions.

Communicate IdeasStudents communicate their ideas effectively with diverse audiences.

UNESCO Meetings on GCED• Seoul Technical Consultation on GCE (9-10 September 2013,

Seoul, Republic of Korea) Brought together experts from across the world to deepen understanding of GCE through examining the status and major trends in GCE across the world.

• UNESCO Forum on GCE in Bangkok (2-4 December 2013 – Bangkok, Thailand) Share experiences of trends in research, policy and practice . Advance conceptual thinking, content, definitional and

measurement issues in providing quality GCE. Provide a platform for debate among a range of stakeholders.

• 2nd UNESCO Forum on Global Citizenship Education , 28-30 January 2015 - Preparing for post-2015: Building peaceful and sustainable societies focus on future policy directions at the global level, country

implementation and expanding partnerships. considering current trends and future needs in the area of GCE seeking to identify policy priorities and strategies for the

operationalization of GCE as well as provide inputs to the Framework for Action on Education post-

2015. 

Two meetings in June 2014 at UNESCO Paris:

• Expert Advisory Group Review Meeting on GCE Guiding Framework: Topics and Leaning Objectives by AgeTo identify and define learning objectives and topics to build a framework for curriculum design

• Meeting of the GCE and ESD Measurement Ad-Hoc TeamTo define the learning outcomes as a result of GCE and ESD, the measurability of GCE and ESD as well as priorities for their assessment.

UNESCO Meetings on GCED

What is GCED?

Report of Asia-Pacific Regional Education Conference (APREC), Aug 2014: • There is no single definition of GCED.• GCED is notably recognized as a key

dimension for dealing with both the opportunities and challenges of globalization.

• GCED is currently understood as education that aims to equip learners of all ages with those values, knowledge and skills that are based on, and instill respect for, human rights, social justice, diversity, gender equality and environmental sustainability and that empower learners to be responsible global citizens.

Source: UNESCO. 2014. Asia-Pacific Regional Education Conference. Final Report “Envisioning Education Beyond 2015: Asia-Pacific Regional Perspectives”

What is GCED?

Five core interconnected dimensions used in the draft GCE curriculum framework: 1. Informed global citizen (global

citizenship knowledge and understanding).

2. Critically literate global citizen (critical social and political literacies).

3. Socially diverse and connected global citizen (identities and relationships).

4. Ethically responsible global citizen (social and political responsibilities).

5. Engaged and responsive global citizen (participation in communities).

Source: GCE Guiding Framework: Topics and Leaning Objectives by Age. Expert Advisory Group Review Meetings

GCED core competencies

Cognitive1. Knowledge,

understanding and critical thinking about global issues and the interconnectedness/inter-dependency of countries and different populations

Socio-Emotional

2. Sense of belonging to a common humanity, sharing values and responsibilities, and holding rights

3. Empathy, solidarity and respect for differences and diversityBehavioral

4. Act effectively and responsibly at local, national and global contexts for a more peaceful and sustainable world

Source: Meeting of the GCE and ESD Measurement Ad-Hoc Team.UNESCO. 2014. Asia-Pacific Regional Education Conference. Final Report “Envisioning Education Beyond 2015: Asia-Pacific Regional Perspectives”

What is GCED?

GCE- Monitoring and measuring

Major international initiatives of assessments:• International Civic and Citizenship Education

Study (ICCS-IEA) which will be repeated and extended in 2016.

• Programme for International Student Assessment (PISA), will be expanded in 2018 to include an assessment of global competence.

• Learning Metrics Task Force has launched a working group to make recommendations for measuring global citizenship by early 2015 to explore the different definitions and constructs related

to global citizenship identify ways in which these constructs are currently

being assessed and measured build consensus on core competencies of global

citizenship that are relevant in all countries propose new and innovative ways of assessing

learning in this area

GCE- Monitoring and measuring

Approaches to the inclusion of LTLT in Curricular Subjects/ Timetables in Asian Countries

Dedicated Subjects Academic ‘carrier subjects’

Non-academic ‘carrier ‘ subjects

Civics and Citizenship

Geography Art

Life Skills History Health Education

Moral and Ethics Education

Language and Literature

Music

Religious Education Local/Foreign Languages

Physical Education

Values Education Social Studies School Activities

Source: LTLT in the Asia-Pacific 2013

The way forward

• Clarifying concept and approaches

• Share good policies and practices

• Indicators and measurement to follow progress

• Support for country-level implementation, esp. teachers

Source: Chris Castel (2014) Presentation on Global Citizenship Education-Basic Approaches and Understanding, Asia-Pacific Regional Education Conference, UNESCO

THANK YOU