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

A Guide for Policymakers published to navigate integration of Global Citizenship Education to national education policies 2018-07-20 The Asia-Pacific Centre of Education for International Understanding (APCEIU) has published Global Citizenship Education: A Guide for Policymakers in order to assist UNESCO Member States to integrate and strengthen Global Citizenship Education (GCED) in their national education policies and further achieve Target 4.7 of Sustainable Development Goals. The Guide, which was developed in consultation with GCED experts, specialists from international education organizations and government officials from the countries’ ministries of education, suggests strategies in five priority action areas including policy review and development; curriculum review and development; capacity building; knowledge creation, sharing and dissemination; and monitoring and assessment. The strategies are designed to allow integration of GCED values and concepts into the countries’ current education system aligned with their priorities and contexts. While the Guide focuses on the formal education system, GCED principles and approaches it describes are equally relevant to non-formal education settings as well as projects and activities implemented by civil society organizations (CSOs) and non-governmental organizations (NGOs). The Guide was first released in English and Korean, and it will further be available in other languages including French and Arabic to be accessible for larger audience worldwide. APCEIU plans to introduce and disseminate the Guide through the GCED Global Network while at the same time organize related seminars at various venues on international education. Download link for PDF file: [English version] [Korean version]

Promotion of Peace and Sustainable Development in the Sahel: A meeting held to develop the program's results framework and implementation schedule 2018-07-20 From 7 to 8 May 2018, Bamako hosted a planning meeting on the program "Reinforcement of Skills for Life and Work for Peace and Sustainable Development in the Sahel ". This two-day meeting enabled participants to develop a results framework, as well as an implementation schedule, through experience sharing with Sahelian countries, and with other countries such as Cabo Verde, the Gambia and Guinea Bissau. The opening ceremony was chaired by Mr. Tiéman Hubert Coulibaly, Minister of Foreign Affairs of Mali, representing the Prime Minister, in the presence of Mr. Chang Gwang-Chol, Director of the UNESCO Regional Office for West Africa (Sahel), Mr. Hervé Huot-Marchand, UNESCO's Representative in Mali, Mr. Kouldjim Guidio, representative of the Permanent Secretary of G5-Sahel, Mrs Diallo Kadia Maiga, Secretary General of the Malian National Commission for UNESCO and ISESCO, and participants from Sahelian countries, such as Burkina Faso, Mauritania, Mali, and Niger. Also in attendance were countries like Senegal, the Gambia, Cabo Verde and Guinea Bissau, as well as Mrs. Mbaranga Gasarabwe, Resident Coordinator of the United Nations System in Mali, who honored the ceremony with their presence. Mr. Chang thanked the Government of Mali for the warm welcome and accompaniment. “As we all know, youth is the lifeblood of a nation. It is the responsibility of all of us, governments, local authorities, traditional and religious leaders, social actors, international partners, etc., to accompany them in becoming responsible and resilient actors of change, citizens and leaders capable of taking control of their future and that of their country”. He welcomed the quality of the work and urged participating countries to have the various proposed activities validated by their competent authorities by the end of May 2018. Mr. Guidio reiterated the support and the principles of his institution, which are in line with the said meeting. “For the G5 Sahel, we cannot contain violent extremism and its consequences only through security measures alone. It will be vital to integrate governance and development aspects in the search for a lasting solution by member states," he said. For her part, Mrs. Mbaranga recalled that this meeting also supports the United Nations Secretary-General's Action Plan for the Prevention of Violent Extremism, adopted in 2016 and the UNESCO Executive Board's decision on the prevention of violent extremism. "If we do not envision where we are going, we will not be able to have either a steady culture or a lasting peace," she said. In his opening speech, Mr. Coulibaly recalled that Mali attaches great importance to this program, which concerns youth and sustainable development, adding that the first defense against barbarism, obscurantism is the strength of the spirit. “Beyond what must be cultivated in the hearts of men, it is obvious that we must arm all the Sahel countries, morally and intellectually, so that the development models chosen, especially the economic models can be solid”. Finally, he thanked UNESCO and the experts from other countries. The work took place in a participatory and interactive atmosphere. Participants unanimously recognized that problems were the the same in all Sahelian countries, hence the importance of joining efforts for an effective action. To do so, it is essential to rethink education systems, for all sections of the population and for all learners: students as trainers. During the meeting, the importance of considering the most vulnerable individuals was stressed, especially illiterate populations, so that they too could benefit from training and certifications, giving them a better chance to find a job. Participants also recalled that culture is an essential aspect that should not be neglected, thus it must be fully integrated into the implementation of the program through reconnecting young people to their heritage. Through this program, which will run for an initial period of three years, UNESCO will support countries in the Sahel, in particular Burkina Faso, Chad, the Gambia, Mauritania, Mali, Niger and Senegal, but also Guinea Bissau and Cabo Verde, under the overall coordination of the UNESCO Regional Office for West Africa (Sahel) and in collaboration with the UNESCO Regional Offices in Rabat and Yaoundé. The meeting was organized in collaboration with the Asia-Pacific Center of Education for International Understanding under the auspices of UNESCO (APCEIU) and the United Nations. You can listen to the radio debate on Mikado FM (Radio UN) at the following link:https://soundcloud.com/mikado-fm/parole-citoyenne-promotion-paix-et-developpement-durable-dans-la-region-du-sahelLink to report Studio Tamani (EU Radio):http://www.studiotamani.org/index.php/journaux/15528-les-titres-du-07-mai-2018-soirLink to ORTM News (3mn45):https://www.youtube.com/watch?v=OVPS4FGtufcLink to Flickr Photos:https://www.flickr.com/photos/155712355@N08/albums/72157695905250034 URL:https://en.unesco.org/news/promotion-peace-and-sustainable-development-sahel-meeting-held-develop-program-s-results

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