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© 전북특별자치도교육청 전북교육청, 2025 JB-지구촌 지원단 운영 2025-01-06  전북특별자치도교육청(교육감 서거석)은 지구촌에 대한 이해와 관심을 바탕으로 세계시민의식 함양하고자 ‘2025 JB-지구촌 지원단’을 운영한다고 6일 밝혔다. JB-지구촌 지원단은 2025 찾아가는 세계시민교육 및 문화다양성교육 선정교 145개교를 찾아가 학부모 및 교직원, 학생을 대상으로 세계시민교육 및 문화다양성 교육을 담당하게 된다. 지원단 참여를 희망하는 사람은 오는 14일 오후 2시까지 신청서, 교육활동 지도안, 수업 실연 영상 파일, 개인정보 수집이용 동의서 등의 제출서류를 작성해 교원은 민주시민교육과로 공문 제출하고, 외부 지원자는 이메일(hrlee1209@jbedu.kr) 제출하면 된다. 지원 자격은 △세계시민교육 교사연구회 및 세계시민교육 선도교사 활동 이력이 있는 자 △다문화교육 중점학교 운영 유경험자 △교육청 주관 다문화교육 관련 지원단, 파견 프로그램, 연구회, 사제동행 등에 참여한 자 △교수, 교원, 다문화교육 관련 유관기관 근무 이력 소지자 △문화다양성교육 강사로 활동한 이력이 있는 자 △해당 분야 관련 학위 소지자, 관련 분야 자격증 소지자 등이다. 전북교육청은 심사를 거쳐 오는 21일 최종 합격자를 발표하고, 2월 7일 JB-지구촌 지원단 협의회를 개최해 운영 방침 및 교육시 유의사항 등을 안내할 예정이다. 김지유 민주시민교육과장은 “지원단은 4월부터 11월까지 학교로 찾아가 세계시민교육 및 문화다양성 교육 이론, 세계시민교육 문화다양성 교육의 실제 및 사례, 학교으로서 필요한 문화감수성 함양 교육 등을 담당하게 된다”며 “관심있는 분들의 많은 참여 바란다”고 말했다.   URL: https://news.jbe.go.kr/board/view.jbe?menuCd=DOM_000001201001000000&boardId=BBS_0000222&dataSid=747784  APCEIU Successfully Concludes the 2024 SSAEM Conference in Collaboration with Eight Countries 2024-12-05  The 2024 SSAEM Conference, marking the conclusion of this year’s ‘Asia-Pacific Teacher Exchange for Global Education(APTE)’, was successfully held on November 21 at Suwon Convention Center. Hosted by the Ministry of Education of Korea and organized by APCEIU, the event provided a platform to review the achievements of the APTE programme and discuss its future directions. Over 200 participants, including officials of the Ministries of Education and embassies and teachers from  Korea, Cambodia, Indonesia, Lao PDR, Malaysia, Mongolia, Thailand, and the Philippines attended the conference.The opening ceremony began with opening speech from Ms. SHIN Meekyung, Director at the Korean Ministry of Education, followed by a welcoming remark by Dr. LIM Hyun-mook, Director of APCEIU. Congratulatory addresses were delivered by Ambassador Tanee Sangrat of the Royal Thai Embassy, Minister-Counsellor Alounkone Boulommavong of the Lao PDR Embassy, Second Secretary Eung Saravuth of the Cambodian Embassy, and Director Rohayati binti Abd Hamed from the Malaysian Ministry of Education.  During the panel discussion, representatives from the Ministries of Education of the eight partner countries explored the significance and impact of the Programme amidst changing social dynamics. The session also highlighted the unique characteristics of each country’s implementation and outcomes, fostering a meaningful exchange of insights.  Notably, students from Seoul Youngil Elementary School, one of the participating schools in the newly launched hybrid online-offline teacher exchange programme this year, took the stage as presenters. Their active participation exemplified the role of students as key stakeholders in the programme, alongside teachers.  In the afternoon, parallel sessions were held, reflecting UNESCO’s Recommendation on Education for Peace, Human Rights, International Understanding, Cooperation, Freedom, Global Citizenship, and Sustainable Development, adopted at the 2023 General Conference. The sessions were divided into three themes: enhancing digital and media literacy as global citizens, understanding cultural diversity and global citizenship, and fostering solidarity for a sustainable environment. Participants shared diverse approaches and practical educational activities under these themes.  A distinctive feature of the APTE is its emphasis on collaborative efforts between participants and their assigned schools to achieve shared goals. The session featuring presentations by matched schools highlighted the active cooperation and engagement between Korean schools and their counterparts in participating countries, showcasing firsthand reactions from teachers and students alike.  The conference concluded with a dialogue session featuring six former participants, including teachers who joined the APTE programme as early as 2013. They shared their ongoing initiatives and follow-up activities, ensuring that the educational exchange extends beyond a one-time event. The discussion also sparked great interest as they proposed actionable ideas for follow-up activities tailored to participants, countries, and specific fields of collaboration.  URL: https://www.unescoapceiu.org/post/5220 © APCEIU Webinar on “Innovative Approaches to Global Citizenship Education in the Asia-Pacific: A Dialogue between Theory and Practice” 2024-11-14 On November 1, 2024, the Asia-Pacific Centre of Education for International Understanding (APCEIU) held an online webinar titled “Innovative Approaches to Global Citizenship Education in the Asia-Pacific: A Dialogue between Theory and Practice”.  In the webinar, experts from the Asia-Pacific region discussed how to reimagine Global Citizenship Education (GCED) through local perspectives and contexts. The webinar opened with remarks from APCEIU Director LIM Hyun Mook, followed by presentations from six researchers and subsequent Q&A sessions. The event highlighted the outcomes of the research project entitled “Rethinking Global Citizenship Education from Asia-Pacific Perspectives” and facilitated a discussion of key insights with the researchers.  The presentations were organized into two discussion sessions, each focusing on the following theme: Discussion 1: “How is GCED Shaped by Local Contexts in Asia-Pacific Countries?” “Performing Global Citizenship through National Citizenship: Humanity, Politics, and Competency” – Sicong CHEN from Kyushu University, Japan, discussed the nature of citizenship education in China and Japan, exploring the concept of performative global citizenship.  “Exploring Global Citizenship Education in Central Asia” – Aigul KULNAZAROVA from Tama University, Japan, examined the historical context and distinct dynamics of Central Asia, proposing stronger connections with GCED.  “A Direction of Global Citizenship Education in the Asia-Pacific Region: Beginning from Locality and Expanding to Universality” – SEOL Kyujoo from Gyeongin National University of Education, Korea, presented applying GCED with locality that expands toward universality, using Korea’s ‘Statue of Peace’ as an example.   Discussion 2: “How Can GCED Be Reimagined through Asia-Pacific Cultural and Philosophical Perspectives?” “Home and the World: Rethinking Global Citizenship Education from Tagore’s Perspective” –Mousumi MUKHERJEE from O.P. Jindal Global University, India, reflected on Tagore’s ideas to offer a new approach to GCED.  “(Re)Imagining GCED through Pacific/Oceanic/Moana Perspectives” – Tanya SAMU from University of Auckland, New Zealand, introduced the conceptualisation of pacific-centric and oceanic-centric approach to GCED. “Tolerance, Interdependence, and Global Citizenship Education: A Buddhist Perspective” –Thippapan CHUOSAVASDI from Chulalongkorn University, Thailand, shared the Buddhist perspective of tolerance and interdependence, linking them to GCED. The webinar provided an invaluable platform for sharing diverse perspectives on global citizenship and GCED, drawing on traditions from across the Asia-Pacific region, including the Pacific, East Asia, India, and Central Asia. These perspectives were rooted in various cultural and religious traditions, such as Buddhism, Islam, and Confucianism. The results of the “Rethinking Global Citizenship Education from Asia-Pacific Perspectives” project will be published in book in November 2024.   URL: https://www.unescoapceiu.org/post/5199 © APCEIU 2024 APCEIU and Permanent Delegation of ROK to UNESCO Co-organized Roundtable on 'AI and Global Citizenship Education' 2024-10-30 The Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO and the Permanent Delegation of the Republic of Korea to UNESCO jointly organized a roundtable discussion on "AI and Global Citizenship Education" on 16 October 2024 at UNESCO Headquarters in Paris, France, on the occasion of the 220th Session of the UNESCO Executive Board. The event was held in partnership with the Group of Friends for Solidarity and Inclusion with GCED and UNESCO. H.E. Ms. Sang Mee Bak, Ambassador and Permanent Delegate of the Republic of Korea to UNESCO, emphasized in her opening remarks that "Education plays a crucial role in understanding how this world is closely interconnected and respecting diverse cultures and values in today's rapidly changing world". She particularly highlighted the UNESCO's '2023 Recommendation on Education for Peace, Human Rights and Sustainable Development,' stressing the need to incorporate international solidarity and global perspectives into educational policies. Ms. Stefania Giannini, Assistant Director-General for Education at UNESCO, emphasized that "While the role of technology in education systems becomes increasingly important with digitalization, maintaining a human-centered approach is essential." She announced that UNESCO would support the development of specific skills, aptitudes, and values through its 'AI Competency Framework.' She also expressed gratitude to the Korean government for supporting the GCED Prize, highlighting UNESCO's role as a platform for identifying and valorizing good practices at national and regional levels. Professor Wayne Holmes from University College London presented two dimensions of approach: 'AI in education' and 'education about AI.' He pointed out that current AI educational tools focus solely on knowledge and skills transfer, emphasizing the need to consider 'individuation' and 'socialization' aspects crucial in Global Citizenship Education. He particularly highlighted concerns about AI's environmental impact through energy and water consumption, the exploitation of 'ghost workers' in AI development, and the potential loss of democratic control due to corporate AI dominance. Professor Emmanuel Goffi from Paris Institute of Digital Technology emphasized that "responsible people" are more important than "responsible AI." He stressed the importance of critical thinking about AI and highlighted the significance of soft skills, including human interaction, effective communication, time management, and conflict management. He warned against the potential loss of these abilities through excessive AI use and called for genuine ethical considerations deeply rooted in cultural values. Mr. Mark West, UNESCO Education Specialist, analyzed the digital transformation of education post-COVID-19, noting significant changes in traditional understanding of the right to education. He particularly emphasized the need to redefine concepts of attendance and participation in digital environments, and raised questions about the 'right to disconnected education.' He shared research findings suggesting that EdTech and digital-centered education could hinder development in very young learners, advocating for age-appropriate technology use approaches. Dr. Hyun Mook Lim, Director of APCEIU emphasized in his closing remarks that "As AI technologies are raising serious concerns, global citizenship, values and principles have to be rigorously protected and promoted in all areas, especially in education." He highlighted the need to strengthen citizenship education, or Global Citizenship Education, not only for general learners but also for AI developers and users, calling for continued collaboration to find effective ways to learn and practice citizenship and global citizenship values and principles in and through education in relation to AI technologies. The roundtable attracted approximately 60 participants, including representatives from numerous UNESCO Member States such as Austria, Argentina, Lao PDR, Canada, United States, Kenya, Chile, Italy, Serbia, and Japan, as well as GCED and AI practitioners and education professionals. The active participation of numerous UNESCO Member State representatives demonstrated the international community's high interest in the intersection of AI and education, with participants engaging in in-depth discussions about the role and direction of Global Citizenship Education in the era of AI. The event served as a significant opportunity to reaffirm the importance of Global Citizenship Education in maintaining human-centered values and ethical principles in an era of accelerating technological advancement. URL: https://www.unescoapceiu.org/post/5192 © APCEIU 2024 Completion of the 21st EIU Photo Class 'Gifts from the Tian Shan: Nature, Culture, and Life' 2024-10-30 The Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO and the National Commission of the Kyrgyz Republic for UNESCO successfully co-organized the 21st EIU Photo Class at Ilim Educational Complex in Bishkek, Kyrgyz Republic from 22 to 29 September 2024. Under the theme "Gifts from the Tian Shan: Nature, Culture, and Life", the programme brought together 8 Korean secondary school students and 20 students from the Kyrgyz Republic to promote youth exchange and cultural understanding between the two countries. Under the guidance of professional photographers Jae Hoon KANG, Yongye YU, and Artur AKHMETCHIN, the participating students captured the diverse cultural heritage and natural landscapes of the Kyrgyz Republic through their lenses. They conducted field photography sessions at various locations, including the Burana Tower of the medieval city of Balasagun, the majestic Ala-Archa National Park in the Tian Shan mountains, and the Supara Ethno-Complex, where traditional lifestyle can be experienced. The students had the opportunity to directly experience the unique living culture of the Kyrgyz Republic through intangible cultural heritage activities, particularly traditional felt craft making. By beating and rolling wool using traditional methods to create felt, students gained firsthand insight into the wisdom and artistry of nomadic life that has existed in harmony with nature. This hands-on experience allowed students to move beyond observation to active participation, providing them with a deeper understanding of Kyrgyz traditional culture. In addition to field activities, the programme included various indoor sessions such as cultural exchange activities and workshop on Global Citizenship Education. Participants went beyond merely acquiring photography skills, fostering qualities as global citizens through communication with students from different cultural backgrounds. The week-long programme culminated in a photo exhibition at the Gapar Aitiev Kyrgyz National Museum of Fine Arts on 29 September 2024. The exhibition was attended by esteemed organizers and distinguished guests including Dr. Hyun Mook Lim, Director of APCEIU, Ms. Sabira Soltongeldieva, Secretary-General of the National Commission of the Kyrgyz Republic for UNESCO, H.E. Mr. Kwang Jae Kim, Ambassador of the Republic of Korea to the Kyrgyz Republic and Ms. Aigul Mamytkazieva, Director of the National Museum of Fine Arts. The exhibited works, capturing the Kyrgyz Republic's nature, culture, and people through the fresh perspective of young photographers, received enthusiastic responses from visitors. To further disseminate the outcomes of this Photo Class, APCEIU plans to publish a photo book featuring selected works and make them available on its online archive (photoclass.unescoapceiu.org) as educational resources.The EIU Photo Class, which has been conducted in 20 countries since its inception in the Philippines in 2006, has established itself as APCEIU's flagship youth exchange programmes. APCEIU will continue its efforts to promote understanding of cultural diversity in the Asia-Pacific region and foster global citizenship among youth through the medium of photography. URL: https://www.unescoapceiu.org/post/5188 © APCEIU 2024 Korea-Japan Teachers’ Network Workshop on GCED 2024 Successfully Held 2024-10-09 The Asia-Pacific Centre of Education for International Understanding (APCEIU) successfully hosted the "Korea-Japan Teachers' Network Workshop on GCED 2024" from August 10 to 13, 2024. The workshop took place at APCEIU in Seoul and the DMZ Peace-Life Valley in Gangwon State. A total of 29 teachers from Korea and Japan participated, aiming to deepen their understanding of GCED, strengthen mutual exchange, and share plans for implementing GCED in their classrooms. As the fourth annual workshop, this year’s event featured enriching discussions and meaningful exchanges, further strengthening the collaborative network between the two countries. Expanding Teachers' Understanding of GCED One of the main objectives of this workshop was to broaden teachers' perspectives on GCED. Participants explored the latest global discussions on GCED, including the "Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development,”(2023 Recommendation) adopted at the 42nd session of the General Conference of UNESCO. This Recommendation emphasizes GCED as a transformative approach to education, prompting in-depth discussions on practical strategies for its implementation. In addition, the workshop provided opportunities for hands-on experiences related to climate change education, as highlighted in the 2023 Recommendation. Teachers engaged in activities utilizing natural energy, deepening their understanding of climate change and its educational significance.  Given the Korea-Japan context, participants also explored the importance of promoting peace in Northeast Asia through the introduction of the 'Common Curriculum Guide for Peace Education in Northeast Asia’. This guide sparked lively debates among Korean and Japanese teachers on how to apply the curriculum in their respective classrooms. The teachers appreciated the opportunity to expand their knowledge of various GCED topics, particularly those relevant to the international and sub-regional contexts. Strengthening Teacher Networks through GCED Experiences Another key focus of the workshop was to strengthen the teachers' network by sharing practical experiences related to GCED. It became clear that teachers’ networks flourish most when centered on practical GCED activities shared between classrooms. The workshop began with a poster session showcasing the teachers' own GCED initiatives, followed by theme-based breakout sessions on topics such as ‘Primary Education,’ ‘Secondary Education,’ and ‘International Exchange.’ Additionally, cultural exchange sessions deepened mutual understanding between the two countries, further solidifying the network and fostering stronger connections. According to a survey conducted after the workshop, teachers found the greatest value in the opportunity to learn from each other’s practical experiences. They gained valuable insights into how GCED can be immediately applied in their own classrooms and felt motivated to take action, knowing they were supported by like-minded peers. The sense of solidarity among participants played a key role in encouraging their commitment to continue implementing GCED. Developing and Applying Practical GCED Strategies The final goal of the workshop was to develop concrete strategies for implementing GCED in classrooms and to share these plans with colleagues. While the four-day workshop has concluded, all participants agreed that it marked only the beginning of their journey toward GCED implementation. Teachers from Korea and Japan reaffirmed their commitment to ongoing collaboration through the network, actively engaging in Teachers' Club Activities aligned with their areas of interest, and planning joint lessons.  Moreover, participants committed to applying what they learned during the workshop to their own teaching practices and sharing their results through an online platform later in the year. This will allow them to continue advancing GCED and exchanging successful practices. Since 2021, APCEIU has been organizing the 'Korea-Japan Teachers' Network' to foster global citizenship among educators in both countries. To date, 77 teachers have collaborated through this network, engaging in joint lesson development and actively participating in Teachers' Club activities focused on six key areas, including Media and Information Literacy (MIL), language, and books. These efforts have fostered meaningful exchanges and strengthened the integration of GCED principles in classrooms across both nations.Looking ahead, the Korea-Japan Teachers' Network is anticipated to play an increasingly important role, not only in deepening collaboration between Korea and Japan but also in contributing to the broader educational landscape of Northeast Asia. APCEIU remains committed to promoting and expanding GCED from classrooms to sub-regional, regional, and global levels, ensuring its continued impact on advancing global citizenship education.  URL: https://www.unescoapceiu.org/post/5181 © APCEIU 2024 The Final Workshop on Redefining Global Citizenship Competencies Asia-Pacific Perspectives 2024-10-09 The Asia-Pacific Centre of Education for International Understanding (APCEIU) held its final workshop on Redefining Global Citizenship Competencies Asia-Pacific Perspectives on 6 September. The workshop was organised ahead of the publication of an academic book introducing new approaches to reconceptualising global citizenship competencies that reflect the Asia-Pacific context. Researchers from Pakistan, India, Thailand, Singapore, China, Japan, South Korea, New Zealand, and Kazakhstan gathered in Seoul to share the contents of their draft manuscripts and to discuss the finalisation of the project. The researchers also participated as moderators, speakers, and attendees in the 9th International Conference on Pedagogy and Practice for Global Citizenship Education, held on 4-5 September. They shared their experiences and research on global citizenship education contributing to the revitalisation of multilateralism and peace in various regions of Asia and the Pacific. The workshop began with opening remarks from Director LIM Hyun Mook of the APCEIU, followed by participant introductions, presentations, and discussions. The researchers proposed new possibilities for defining global citizenship based on traditional Asian religions and cultures such as Confucianism, Buddhism, and Islam, as well as Pacific wisdom and the philosophy of Tagore. They presented specific examples of how Global Citizenship Education (GCED) has been interpreted and implemented in East Asia (China, Japan, and Korea) and Central Asia, exploring the potential for fostering global citizenship through national policies and educational reforms. They also discussed methods for integrating local and universal perspectives and the role of national citizenship in global citizenship education. The researchers delivered presentations on the following topics: - Professor Aigul KULNAZAROVA (Tama University, Japan) presented on “Global Citizenship in Central Asia: Contested, Transformed, and Challenged”, addressing the historical context and current trends of GCED in the region;- Professor Kyujoo SEOL (Gyeongin National University of Education, Korea) introduced the direction of global citizenship education using the example of Korea's "Statue of Peace", reflecting local history and universal values;- Professor Mousumi MUKHERJEE (O.P. Jindal Global University, India) introduced her chapter, which explores Tagore’s philosophy of education and pedagogic praxis, as well as three dimensions of GCED competencies relating to his ideas;- Dr. Sicong CHEN (Kyushu University, Japan) presented on “The Direction of Global Citizenship Education in Asia: Beginning with Locality and Expanding to Universality”, defining global citizenship as “taking actions based on an ethical concern for humanity and a political consciousness of criticality”;- Dr. Suzanne CHOO (Nanyang Technological University, Singapore) emphasised the significance of Confucian cosmopolitanism as a virtue in global citizenship competencies, particularly in response to political wokism, post-truth, and postmodernism of the 21st century;- Dr. Tania SAEED (Lahore University of Management Sciences, Pakistan) illuminated the relationship between Sufism and global citizenship education in her presentation titled "Identity, Rituals, and Religion: Reflections on Sufism and the Quest for Global Citizenship Education from a South Asian Perspective.";- Dr. Tanya SAMU (University of Auckland, New Zealand) introduced her manuscript "Global Citizenship Competencies and Indigenous Pacific Ways of Being, Knowing, and Doing: Exploring the Possibility of New Starpaths," focusing on Tapasā cultural competencies for teachers in New Zealand;- Dr. Thippapan CHUOSAVASDI (Chulalongkorn University, Thailand) proposed a redefinition of GCED based on Buddhist concepts in her presentation titled "Tolerance, Interdependence, and GCED".  In the discussion that followed the presentations, the researchers continued their dialogue on the overall tone and direction of the book. They emphasised the need to critically review and clearly define the meanings of terms that are repeatedly used throughout the research in the introduction. They also decided to clarify that the study is not intended to reinforce the “East-West” binary or promote self-orientalisation, but rather to equally address the Asia-Pacific perspectives on Global Citizenship Education (GCED). APCEIU plans to publish the research findings on the redefinition of global citizenship competencies from Asia-Pacific perspectives in November. In connection with this, a webinar will be held to introduce the results of the research and explore original ways to define global citizenship competencies that reflect the diverse histories, cultures, and contexts of the Asia-Pacific region. URL: https://www.unescoapceiu.org/post/5175 © APCEIU 2024 제9회 세계시민교육 국제회의, 세계시민교육으로 다자주의 회복과 평화의 가능성을 그려보다 2024-09-21 The Asia-Pacific Centre of International Understanding under the auspices of UNESCO (hereafter APCEIU) co-organized the 9th International Conference on Global Citizenship Education (IConGCED) with the Ministry of Education and the Ministry of Foreign Affairs of the Republic of Korea, in collaboration with UNESCO and Chungnam National University BK21 Four Center for GCER. Held from September 4th (Wednesday) to 5th (Thursday), 2024, the Conference was centred around the theme "Revitalizing Multilateralism for Peace through GCED". Over these two days, approximately 300 policymakers, educators, researchers, and practitioners gathered to engage in diverse and insightful discussions. The opening ceremony on September 4 began with opening remarks by OH Seok Hwan, Vice-Minister of Education of the Republic of Korea, and HONG Seok-in, Ambassador and Deputy Minister for Public Diplomacy of the Ministry of Foreign Affairs of the Republic of Korea. This was followed by congratulatory remarks from Stefania GIANNINI, UNESCO Assistant Director-General for Education, and a welcoming speech by LIM Hyun Mook, Director of APCEIU. The keynote speech was delivered by Professor Audrey OSLER, Professor Emerita at the University of Leeds, UK, on the topic “Hope, Justice, and Compassion in a Fractured World: Reviewing Our Role as Global Citizenship Educators.” The first plenary session focused on "Navigating Current Challenges Where Multilateral Efforts Are Most Required." Panelists included Assistant Professor Rawan ARAR from the University of Washington, Ambassador Extraordinary and Plenipotentiary Peter NGURUE of the Republic of Kenya to UNESCO representing the ‘Group of Friends for Solidarity and Inclusion with Global Citizenship Education’ initiated by the Republic of Korea, Professor Kihara AI from the University of Tokyo, and Professor LEE Sang-wook from Hanyang University. They presented and discussed the intersection of emerging topics such as ‘Humanitarian Crisis Focusing on Refugees and Forced Migration,’ ‘Racism and Hate Speech,’ "Sustainable Peace and Human Security,’ and ‘Ethical Dilemmas of Generative AI’ and their implications in the educational field. The second plenary session was facilitated by Dylan WRAY, High Resolves Learning, at the Human Responsibility Accelerator, South Africa. In this session, Associate Professor Ludivina BORJA-DEKIT from Western Mindanao State University, Philippines, and Associate Professor Tania SAEED from Lahore University of Management Sciences, Pakistan, engaged in an interactive dialogue on “Storytelling for Peace”. On the second day, the plenary session featured youth activists from diverse fields and regional backgrounds discussing the changes they are creating for peace. Noora ELKENAWI, a GCED Activist; Oshani GUNATHILAKE, an Education, Sustainability and Development Practitioner; and KIMHAN Minyoung, Manager of the Peace Momo Action Research team, shared their challenges as youth activists and their hopes for stakeholders in global citizenship education, receiving much encouragement and support. Additionally, various breakout sessions such as “Transformative Learning for Collaboration: From ME to WE,” “GCED in Action across Borders,” and “All Hands on Deck: Unlocking the Potentials of Multilateral Efforts” drew the attention of participants and stakeholders alike. The 9th IConGCED was successfully concluded, providing a platform to reflect on the importance and necessity of multilateral cooperation for peace. Related content can be accessed on the official conference website (icongced.unescoapceiu.org) and the YouTube channel (@International Conference on GCED). URL: https://www.unescoapceiu.org/post/5171 © APCEIU 2024년도 세계시민교육 협력센터 센터장 회의, 제 2회 세계시민교육 협력센터 국제 컨퍼런스와 함께 말레이시아 페낭에서 동시 개최 2024-08-27 From 6 to 8 August, 2024, the Global Citizenship Education Cooperation Centre (GCC) Malaysia at Universiti Sains Malaysia (USM) hosted the 2nd GCC International Conference on Global Citizenship Education (GCED) alongside the GCC Directors’ Meeting 2024, in Penang, Malaysia. The event was co-organised with the Asia-Pacific Centre of Education for International Understanding (APCEIU) and drew over 200 participants from around the world, the GCC Programme and the GCED Curriculum Development & Integration Project (CDI) Partners. GCC-Malaysia, established at USM in 2021 through a MOU with APCEIU, began as one of APCEIU’s first GCC Programme partners and has been playing an active role since its establishment. This year is particularly special for GCC-Malaysia, as they were hosting the GCC Directors’ Meeting 2024, the 2nd GCC International Conference on GCED, and the GCED CDI Partners’ Meeting 2024 all together right here in Penang. The first day of the event kicked off with the GCC Directors’ Meeting 2024. Despite the early morning start, the atmosphere was vibrant as participants from around the world eagerly shared their GCC’s activities and engaged in meaningful discussions. The meeting began with welcoming remarks from Dr. Hyun Mook Lim, Director of APCEIU, followed by congratulatory remarks from Dr. Rohizani Yaakub, Director of GCC-Malaysia. In the first session, representatives from GCCs in Thailand, Cambodia, the Philippines, and Lao PDR presented their achievements and challenges from the past year. Dr. Athapol Anunthavorasakul, Director of GCC-Thailand at Chulalongkorn University, shared insights on their GCED Teacher Educator Training workshops, which involved 270 teachers across 90 schools. Dr. Neau Vira, Vice-Director of GCC-Cambodia at the National Institute of Education, discussed their capacity building workshops and the ongoing monitoring and onsite visits at teacher training centres. And Dr. Rowena Hibanada, Director of GCC-Philippines at Philippine Normal University, highlighted the establishment of GCC Regional Hubs in 23 higher education institutions, while Dr. Kiengkay Ounmany, Director of GCC-Lao PDR and Dr. Soubin Sisavath, Visiting Lecturer, Faculty of Language Education, National University of Laos, presented their activities including the result of the GCED Need Assessment at teacher training centres in Laos PDR they conducted in 2023. The second session featured presentations from GCC representatives in Indonesia, Malaysia, Nepal and Bangladesh. Dr. Ace Suryadi, Deputy Director of GCC-Indonesia at Universitas Pendidikan Indonesia, shared their activities including the online learning platform and webinar series. Dr. Rohizani Yaakub, Director of GCC-Malaysia shared their activities including face-to-face workshops for teachers, school principals, and counsellors in Malaysia. Representing GCC-Nepal, a new member of the GCC Programme, Mr. Jayaram Adhikari, Deputy Director General of the Center for Education and Human Resource Development (CEHRD), outlined GCC-Nepal’s future goals and strategies. And lastly, on behalf of representatives from GCC-Bangladesh at National Academy for Educational Management (NAEM) who could not attend the meeting due to the recent national unrest in Bangladesh, Mr. Raju Das, National Programme officer at UNESCO Dhaka Office, delivered a presentation on GCC-Bangladesh’s expected outcomes and key strategies for this year. Following the GCC Directors’ Meeting, representatives from across the globe had the opportunity to visit GCC-Malaysia, situated on the campus of USM. During the visit, Dr. Rohizani Yaakub, Director of GCC-Malaysia, led a tour of the centre. As part of the tour, she also took the time to introduce APCEIU’s GCED materials, which were thoughtfully displayed for the participants. In the afternoon of the same day, the 2nd GCC International Conference on GCED commenced with an official Opening Ceremony. The event began with an inspiring speech by Professor Dato’ Seri Ir. Dr. Abdul Rahman Mohamed, Vice-Chancellor of USM, followed by congratulatory remarks from Dr. Hyun Mook Lim. The ceremony was graced by the presence of distinguished guests, including Associate Professor Dr. Rahimi Che Aman, Dean of the School of Educational Studies and Dr. Rohizani Yaakub, Director of GCC-Malaysia, along with other esteemed academicians, research officers, and representatives from GCCs and the GCED CDI Project. Concurrently, multiple poster presentations showcasing GCCs from various countries were on display outside the ceremony hall. The first day concluded with a delightful conference dinner organised by GCC-Malaysia, where participants had the opportunity to experience Malaysia’s traditional cuisine and enjoy cultural performances, deepening their appreciation of Penang's rich history and culture. On the second day of the Conference, the first keynote session, titled "Focus of GCED in Today’s World," was delivered by Dr. Hyun Mook Lim. This was followed by the second keynote session, "The Need for Global Citizenship Education to Address Current Global Challenges," presented by Professor Dato’ Dr. Sivamurugan Pandian from USM's School of Social Sciences. After the keynote addresses, a series of paper presentations on GCED were held across various lecture rooms at USM, featuring contributions from academics from Malaysia and around the globe. Representatives from GCC-Thailand, GCC-Philippines, GCC-Indonesia, Arts-ED (GCED CDI Project in Malaysia), and NaCCA (GCED CDI Project in Ghana) also shared their project experiences and research findings. This provided participants with a rich opportunity to present their insights and exchange knowledge on GCED with fellow passionate attendees. In the afternoon, Arts-ED, APCEIU’s GCED CDI Project partner in Malaysia, based in Penang, conducted a community-based learning workshop for all GCC and GCED CDI Project partners. Renowned for its approach to GCED through community-based learning, Arts-ED has been a key promoter of cultural sustainability in the region. They began with an introduction to the concept of community-based learning, followed by hands-on activities typically conducted with students, enabling participants to gain a deeper understanding of the concept. The day concluded with a guided walk through George Town, the capital of Penang and a UNESCO World Heritage site, where diverse cultures coexist in harmony. There, participants engaged in real-life community-based learning activities while experiencing the vibrant streets of George Town. On the last day of the Conference, participants had another opportunity to present their findings across multiple lecture rooms. The Conference concluded with a Closing Ceremony, present were Dr. Hyun Mook Lim, Director of APCEIU, Associate Professor Dr. Rahimi Che Aman, Dean of the School of Educational Studies, Dr. Rohizani Yaakub, Director of GCC-Malaysia, along with other academicians, research officers, and representatives of GCCs and GCED CDI Project. During the entire Conference, more than 80 papers were presented by participants. It offered a vibrant platform for individuals passionate about GCED to connect, exchange ideas, and share their latest research. As highlighted during the event, the Conference served as a gathering place for GCED advocates from different countries to learn from one another and recognise that they are part of a larger, supportive community. URL: https://www.unescoapceiu.org/post/5151 © APCEIU 2024 2024 Korea-Japan-China EIU Storytelling Project Workshop in collaboration with the Japanese Association for International Education (JAIE) and Beijing Normal University 2024-08-07 The Asia Pacific Centre of Education for International Understanding (APCEIU) and the Korea Society of Education for International understanding (KOSEIU) co-organised a workshop for 2024 Korea-Japan-China EIU Storytelling Project on July 26-27, 2024, at APCEU in Seoul, Republic of Korea, in collaboration with the Japanese Association for International Education (JAIE) and Beijing Normal University.  The Storytelling Project, a collaborative initiative among APCEIU, KOSEIU and Beijing Normal University since 2021, aims to promote EIU/GCED in Northeast Asia by encouraging (pre-service) teachers from China, Japan and Republic of Korea to develop and share GCED lesson plans using storytelling. Last year, the outcome sharing meeting/roundtable was held as part of the special session of the research conference of JAIE. This year, the participants were given the opportunity to share their outcomes and experiences through the Storytelling Project workshop. The workshop began with KOSEIU’s presentation on the background, purpose, and outcomes of the Storytelling Project, which was followed by the presentations of the pre-service teachers from China, Japan and Republic of Korea on their experiences of implementing storytelling-based lessons on the topic of peace, cultural diversity and sustainable development (ESD). They utilized stories written by authors from each country, such as Syria’s tears, Maira’s Eagle, Walking with Sea Cucumbers: Biodiversity and Cultural Diversity Considered from the Field, with some participants building on these activities through Metaverse (ZEP) games. Followed by a Q&A session, the participants shared positive feedback they received from their students and discussed the perceived impact of storytelling on promoting GCED in the classroom and school context. In so doing, mutual understanding and cooperation were facilitated among the pre-service teachers from the three countries in Northeast Asia. The participants indicated that they gained valuable learning experiences beyond curriculum offered by universities and shared how the participation in this project helped them to grow as an educator. They also showed their willingness to further engage in and promote GCED lessons using storytelling within the school setting. The workshop provided the opportunity for the participants to share project outcomes and discussed effective ways to improve the project, including strengthening the networks of those participating in the Storytelling Project. Through this project workshop, APCEIU obtained valuable takeaways for the EIU Storytelling Project and other programmes offered by the centre.  URL: https://www.unescoapceiu.org/post/5140