Global Citizenship Education

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Catch up on what’s happening in the world of global citizenship education.

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The 3rd International Conference on GCED: Sustainable and robust platform for GCED 2018-10-11 Since Global Citizenship Education (GCED) has been inscribed in Target 4.7 of the Sustainable Development Goals, it gained international attention as an imperative education agenda. In response to the ongoing demand for exchanging international, intensive, professional and practical information regarding GCED, APCEIU has been organizing the International Conference on GCED annually since 2016, in order to gather a wide variety of stakeholders of GCED from all over the world. Co-organized by APCEIU, the Ministry of Education and the Ministry of Foreign Affairs of the Republic of Korea, in partnership with UNESCO, the 3rd International Conference on GCED: Platform on Pedagogy and Practice was held on 5-6 September 2018 in Seoul, Republic of Korea. Under the overarching theme of ‘GCED in Every Corner of the World: Local-Contextualization of GCED’, the Conference intends to touch upon how GCED has been and or can be perceived differently based on the local, national and regional contexts. The Conference explored and shared regional, national and traditional concepts which address same or similar values to those that are at the core of GCED. During the two-day Conference, more than 600 educators, policy makers, scholars and youth representatives from 63 different countries had attended. Park Chun-ran (Vice Minister of Education of the Republic of Korea), Cho Hyun (2nd Vice Minister of Foreign Affairs of the Republic of Korea), Ban Ki-moon (the 8th Secretary-General of the United Nations), Leonor Briones (Secretary of Department of Education of the Philippines) took part in the Conference. This Conference attempted to provide interactive sessions which encourage participants to actively participate in, consisting of various plenary sessions and concurrent sessions. The plenary sessions intended to give an integrated overview on the theme of the Conference, while the concurrent sessions were comprised of diverse programmes such as panel discussions, case presentations, participatory workshops, theatre and TEDtalk-style speeches. The first day of the Conference was initiated by a keynote speech by Moon Chung-in, Special Advisor to the President for National Security and Foreign Affairs, under the theme ‘Localizing Global Citizenship Education: Challenges and Tasks’. The importance of GCED and its localization through networking and solidarity were discussed through the example of GCED textbooks developed by Gyeonggido Office of Education. The plenary session 1 was a panel discussion which brought together a panel of experts and from respective fields. Entitled ‘GCED in the context of the Korean peninsulaㅡits contribution to peacebuilding and reconciliation efforts’, the panel discussion explored the relevance of the notion of GCED in advancing the principle of “learning-to-leave-together” in the Korean context. The panellists discussed the importance of unification education, the understanding of clear division of the two Koreas in the way of perceiving the concept of peace, and the successful example of German-French, German-Polish joint compilation of history textbook. The plenary session 2 took the format of a town hall meeting in which all the participants exchanged their perspectives with the GCED experts from Senegal, Colombia and Philippines. The participants shared their views and ideas through question-and-answer session which aimed to raise awareness among participants about the diverse forms and expressions of GCED that exist around the world and how its core values are reflected in education systems. In the concurrent session 1 titled ‘Do classrooms respond to the local realities?’, the participants discovered how GCED has been practiced in teacher-training programmes. Also, this session touched upon the comparative studies on GCED in the system of formal education in Korea, Japan and China and GCED integrated curricula responding to local contexts based on the cases from Cambodia, Mongolia, Uganda and Colombia. The plenary 3 was led by a brief performance that embodied an ethos of global citizenship. The performance entitled ‘GCED Play ㅡ Here, hear’ was given by the Philippine Educational Theater Association (PETA). The session was designed to provide hands-on experience wherein the audience can feel the importance and message of GCED through the medium of theatre by creating different sounds. The second day kicked off with the plenary session 4 called ‘GCED Talks’. The speakers shared their genuine stories about the power of GCED transforming lives by introducing the cases of ‘Chocotogo’ cooperative promoting community-centric efforts, and advocacy activities of ‘Global Citizen’ using online platform and social media to mobilize the youth around the world. The concurrent session 2 was composed of three sessions under the theme of ‘It takes a village to raise a child as a global citizen’. One of the sessions took the format of policy talk based on the APCEIU’s publication, 『GCED: A Guide for Policymakers』. Also, in a different room, the participants were able to learn about the transformative power of GCED by introducing women/youth-led and community-based practices in India, Philippines and Costa Rica. In another session, a participatory workshop facilitated by the Suseong-gu Office invited participants to engage in an exercise based on a scenario of a polar bear cub and his attempt to find his lost mother using different props, followed by a video of destruction of the earth by humans. The key message of these activities was that even small things can have an impact to change the world. Lastly, comprised of distinctive three sessions, each session in the concurrent session 3 addressed ‘today and tomorrow of GCED’. One of the sessions delivered the added-values of ICT in GCED as ICT can facilitate the GCED pillars of cognition, socio-emotional connection and behaviour. Participatory workshops of drawing comics and playing theatre for transformative pedagogy were conducted in parallel. The 3rd International Conference on GCED provided a global platform for exchange, interaction and dialogue on GCED, acting as a bridge between the countries across the globe in implementing GCED. You can find more detailed information on the Conference at:http://gced.unescoapceiu.org/conference URL:The 3rd International Conference on GCED: Sustainable and robust platform for GCED > APCEIU News - APCEIU (unescoapceiu.org)

Education to prevent racism and discrimination: the case of anti-Semitism 2018-10-08 Education as the primary factor in preventing all forms of racism and discrimination was the main focus of a high-level event organized by UNESCO at the 73rd United Nations General Assembly today. Through the lens of its program to prevent anti-Semitism, UNESCO sought to mobilize Member States’ commitment in the fight against all forms of intolerance and to strengthen the organization’s overall efforts to prevent racism and discrimination. In her remarks opening the session on The power of education to prevent racism and discrimination: the case of anti-Semitism, Director-General Audrey Azoulay highlighted the importance of working as one: “this requires the mobilization of all member states”, she said, “and education is the best tool at our disposal to prevent all forms of intolerance and discrimination and to ensure equal respect for every woman and man,” adding “antisemitism undermines fundamental rights in general. To address it is to defend fundamental freedoms. It is to defend the equal dignity of all human beings.” In the presence of Antonio Guterres, Secretary General of the United Nations, the event included the participation of the Prime Minister of Morocco, Saadeddine Othmani, and Ministers representing Argentina, Australia, Bulgaria, France, Hungary, Mexico, the Netherlands, Norway, Spain, and the United Kingdom. Several hundred government officials and senior representatives of civil society organizations were also in attendance. Ronald S. Lauder, President of the World Jewish Congress, also delivered a speech. Professor Deborah Lipstadt, of the Modern Jewish History and Holocaust Studies program at Emory University and Mina Abdelmalak, Arab Outreach Specialist at the Initiative on Holocaust Denial and Antisemitism of the United States Holocaust Memorial Museum were also among the speakers. UNESCO’s extensive work in the field of preventing violent extremism through education has included publications such as Guidelines for Educators on Countering Intolerance and Discrimination against Muslims and co-publishing earlier this year with the Organization for Security and Cooperation in Europe (OSCE), the first-ever policy guidelines on Addressing anti-Semitism through education. *** Media contact: Aurélie Motta-Rivey, +33 7 72 44 89 91, a.motta-rivey@unesco.org URL:https://en.unesco.org/news/education-prevent-racism-and-discrimination-case-anti-semitism

New data reveal that one out of three teens is bullied worldwide 2018-10-03 Almost one-third of young teens worldwide have recently experienced bullying, according to data released for the first time by the UNESCO Institute for Statistics (UIS), which is the official data source for the Sustainable Development Goal on education. The new data show that bullying affects children everywhere, across all regions and countries of different income levels. They were collected from in-school surveys that track the physical and emotional health of youth. The Global School Health Survey (GSHS) focuses on children aged 13 to 17 years in low-income regions. Similarly, the Health Behavior in School-Age Children (HBSC) targets young people aged 11 to 15 years in 42 countries, primarily in Europe and North America. Bullying refers to violence between peers/students which is characterised as “intentional and aggressive behavior occurring repeatedly where there is a real or perceived power imbalance.” “Data are the key to change,” said Silvia Montoya, UIS Director. “They can reveal who is affected by bullying and point the way to better programming by both national governments and international and non-government organizations. Over time, trends can point out whether interventions are working. Ultimately, the more knowledge we have, the more we are able to channel resources to children who need help the most.” Globally boys are slightly more at risk of bullying in schools than girls. The data – which do not include sexual or other forms of gender-based violence – show that more than 32% of boys experience bullying in school, compared to 28% of girls. Yet when looking at the 10 countries where children report the highest incidences of bullying, the median rates tell a slightly different story. In these 10 countries, a staggering 65% of girls and 62% of boys report bullying, revealing that where bullying is most pervasive, girls are more widely impacted. External factors also have a role in bullying Socioeconomic and immigrant status also play a part in bullying, according to the HBSC data on children from Europe and North America. In these regions, socioeconomic status – based on parents’ wealth, occupation and education level – is the most likely predictor of bullying: two out of five poor youth are negatively impacted. This compares to one-quarter of teens from wealthier families. Finally, also based on the HBSC data, immigrant children tend to be more vulnerable to bullying than their locally-born counterparts. As migration around the world reaches new peaks, it is worth asking whether bullying will further complicate the ability of this vulnerable group to learn. UNESCO will release a short report on 8 October 2018, looking deeper at a large number of international data sources on bullying and other forms of school violence, and revealing trends in prevalence over time. A full version of the report, available in January 2019, will present an analysis of effective national responses to school violence and bullying through country case studies. Together with the annual compilation and analysis of global data on bullying by UIS, these reports will help countries understand the scale of school violence and bullying, and put in place the policies and actions needed to ensure that all children learn in safe, supportive and inclusive school environments, as agreed in the SDG4 framework. What are the main takeaways of the data? One-third of youth globally experience bullying in school. Boys experience slightly higher rates of bullying than girls overall, but in countries where bullying is most pervasive, girls are more vulnerable. Low socioeconomic status is the main predictor of whether young teens in wealthy countries will experience bullying in schools. Immigrant youth in wealthy countries are more likely to experience bullying in schools than locally-born youth. *** For more information, contact: Amy Otchet, UNESCO Institute for Statistics, Montreal (Canada), a.otchet@unesco.org, tel: +1 514 343 7933 URL:https://en.unesco.org/news/new-data-reveal-one-out-three-teens-bullied-worldwide

Preventing anti-semitism through education: UNESCO and OSCE launch first guide for education community 2018-06-06 UNESCO and the OSCE Office for Democratic Institutions and Human Rights (ODIHR) today released a joint publication, Addressing Anti-Semitism through Education – Guidelines for Policymakers, at a launch event at UNESCO Headquarters in Paris. The publication, Addressing Anti-Semitism Through Education – Guidelines for Policymakers, is the first on the subject by a United Nations agency. Produced with experts from the countries of Europe, Central Asia and North America, it examines the many and complex manifestations of anti-Semitic prejudice and discrimination and offers best practice recommendations to fight them through education. UNESCO is strongly committed to work on the prevention of violent extremism as part of its core mandate to promote global citizenship, a priority for the 2030 Sustainable Development Agenda. In this context, UNESCO promotes education systems that are able to equip learners with skills, attitudes and behaviours that allow them to assume active roles in facing and resolving global challenges, and to become proactive contributors to a more peaceful, tolerant and secure world. The publication is a new example of UNESCO’s contribution to the fight against anti-Semitism. UNESCO will organize a high-level debate on the subject within the framework of the General Assembly of the United Nations next September to mobilize the international community. “The struggle against anti-Semitism cannot be undertaken by Jewish communities alone. Fighting it means defending human rights and liberties, because racism and anti-Semitism are one and the same in that they share hate of otherness,” declared UNESCO Director-General Audrey Azoulay, at the launch ceremony. “In this fight, education is a major factor. It must be harnessed to prevent the rise in extremism and violence. It is our responsibility to support teachers and educators in their mission, those who sometimes feel helpless in facing the scope of unbridled prejudice.” ODIHR Director Ingibjörg Sólrún Gísladóttir, stressed the vital role of education in countering anti-Semitism, and all forms of intolerance: “Educators have access to a uniquely large audience of young people and have the opportunity to help them foster mutual respect and understanding, and thereby become responsible citizens. Resilience to language and ideas that incite discrimination can only be ensured by educating young people so that they are mindful of their own and others’ prejudices and capable of critical thinking, and that they feel responsible for making the societies in which they live cohesive ones.” On 22 May, UNESCO and ODIHR presented an outline of the publications to ministers responsible for education, culture, youth, media, communication and sport of the European Union’s 28 Member States, at a meeting chaired by Bulgaria. UNESCO and the Office for Democratic Institutions and Human Rights had earlier worked together on the publication of Guidelines for Educators on Countering Intolerance and Discrimination against Muslims (2011). **** More information Download the publication Media contact: Agnès Bardon, UNESCO Media Section: 33(0)145681764 a.bardon@unesco.org Thomas Rymer, ODIHR Spokesperson: +48 609 522 266, thomas.rymer@odihr.pl URL:https://en.unesco.org/news/preventing-anti-semitism-through-education-unesco-and-osce-launch-first-guide-education Commitment of Stakeholders to the Realization of GCED Network in the Arab States 2017-11-07 Co-organized by APCEIU and the UNESCO Regional Bureau of Education for the Arab States (UNESCO Beirut) and King Abdullah Bin Abdulaziz International Centre for Interreligious and Intercultural Dialogue (KAICIID), the 2017 Arab States Regional Global Citizenship Education (GCED) Network Meeting was held during 13-14 October 2017 in Luxor, Egypt. The meeting brought about 50 representatives from 30 GCED-implementing institutions in the region and this included participants representing the government, national, regional and global organizations, teacher training institutes, universities and civil society organizations. They gathered to develop strategies towards the scaling-up of efforts in the global promotion of GCED, especially in the context of the Arab region. The meeting was composed of plenary sessions and working group discussions to share good practices and effective implementation strategies for GCED. In particular, the meeting sessions were divided into three main topics: framing GCED within a global/regional agenda-setting process, scaling up of good GCED initiatives and developing network strategies. The meeting also facilitated institutions to form and strengthen a regional network for GCED. In the opening speech, Mr. Chung Utak, Director of APCEIU mentioned the goal of the GCED Network Meeting and emphasized the importance of network and partnership among the stakeholders, stating that “We are gathered here to take a step further in the realization of GCED by exploring potential collaboration through forming human and institutional network for GCED in the Arab States”. Dr. Hamed Al Hammami, Director of UNESCO Regional Bureau for Education in the Arab States emphasized new paradigm shifts in education, saying that “We need to have changes. If we need to have new pedagogies ? all should be based on human rights ?. Once again, we would be sincere to have a new form of education that focuses on new variables ? education that is human based ? we should focus on students ? to have social development.” During the session of ‘Scaling up of good GCED initiatives’, participating institutions provided presentations on GCED such as practices and activities. Dr. Reda Hegazi, First Under Secretary for Education from Egypt presented GCED in the New National Education Strategy. Also, Dr. Hassan Nazem, UNESCO Chair for Intercultural and Interreligious Dialogue at the University of Kufa in Iraq emphasized the role of youth as global citizens and presented about promoting citizenship among youth in Iraq. During the second day of the meeting, participants had an interactive group discussion in working groups on developing network strategies. Facilitated by Dr. Mohammed Abou Nimer, Professor of American University and Senior Adviser to KAICIID, led the working groups to discuss challenges, needs and upscaling opportunities and tools regarding the promotion GCED. Participating institutions agreed on Terms of Reference about the aim of the Network and identified role and responsibilities of network members. All agreed that the goals of the Arab States Regional GCED Network are to become “Accelerator”, “Bridge” and “Community” for GCED. Network members are expected to meet regularly through a webinar or e-conference and report about their work on GCED. Also, they are encouraged to share information about upcoming events and to collect publications and resources for the UNESCO GCED Clearinghouse. APCEIU expects that the Arab States Regional GCED Network would enable to promote the commitment of stakeholders through sustained advocacy and outreach, as well as continuous exchange of information on GCED and co-organization of collaborative activities such as meetings, conferences and research programmes in order to scale-up efforts on promoting GCED in the regional and global level.URL:Commitment of Stakeholders to the Realization of GCED Network in the Arab States > APCEIU News - APCEIU (unescoapceiu.org)

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