Global Citizenship Education in ASEAN - British Council · Global Citizenship Education in ASEAN Deep Learning Series Philippines 26-27 March 2015 Pasig City, Philippines Lay Cheng

Global Citizenship Education

1

Global Citizenship Education in ASEAN

Deep Learning Series Philippines

26-27 March 2015

Pasig City, Philippines

Lay Cheng Tan

UNESCO Bangkok


2

What is global

citizenship

education?


3

Peace education

Source: Jenkins, T., Peace Education Initiative, The University of Toledo


4

Interreligious education

Source: Chater, M., Culham St Gabriel’s Trust, UK


5

Global education

Complimentary Webinar: Fostering Global Competency and Leading Change

Throughout Education Systems, Wednesday, April 1, 2015 | 9-10 a.m. EDT

Source: http://www.gse.harvard.edu/news/uk/15/02/global-classroom

“Education that seeks to meet the

needs of the 21st century must be

global in outlook.”

Fernando Reimers, Harvard

Graduate School of Education

Skills needed include:

• A capacity to understand the world

and to function globally

• Intercultural competency

• Foreign language skills

• Knowledge of world history

• Knowledge of geography

• An understanding of globalization

A blended program combining face-to-face and online learning, Think Tank on

Global Education, will be held on 13–15 May 2015 in Harvard University

https://www.gse.harvard.edu/ppe/webinar

http://www.gse.harvard.edu/ppe/webinar




http://www.gse.harvard.edu/news/uk/15/02/global-classroom




6

How GCED is interpreted in Asia and the Pacific

Source: Adapted from U. Chung, Global Citizenship Education in the Asia-Pacific. APCEIU. Presentation at the Technical

Consultation on Global Citizenship Education, Seoul, Republic of Korea, September 2013.


7 Source: Richard Baker, Education and Youth, Oxfam GB


8

GCED from UNESCO’s perspective

• It stands on many foundations, but takes the agenda further,

emphasizing how they inter-connect and support each other

• The focus is on the role, relevance and content of

education

• The emphasis is on non-cognitive aspect of learning

- values, attitudes, well-being

- increasing attention to ‘learning to be’, ‘learning to live

together’, ‘learning to do’ and ‘learning to know’

- respect for human rights, social justice, diversity,

gender equality and environmental sustainability

• There is no single definition of GCED.

• For learners of all ages to be responsible global citizens


9

GCED core competencies

Cognitive

• Knowledge, understanding

and critical thinking about

global issues and the

interconnectedness/inter-

dependency of countries and

different populations

Socio-emotional

• Sense of belonging to a

common humanity, sharing

values and responsibilities,

and holding rights

• Empathy, solidarity and respect

for differences and diversity

Behavioral

• Act effectively and responsibly at local, national and global contexts

for a more peaceful and sustainable world

Source: UNESCO, 2014. Asia-Pacific Regional Education Conference, “Envisioning Education Beyond 2015: Asia-Pacific

Regional Perspectives”. Final Report.


10

Why global

citizenship

education now?


11

Growing interest in GCED

Global citizenship and education in major world newspapers

Source: Dill, 2013. The Longings and Limits of Global Citizenship Education. NY, Routledge


12

Millennium Development Goals (2000-2015)


13 Goal 6: Quality of education

Goal 1: Early childhood care and education

Goal 2: Universal primary education

Goal 3: Youth and adult learning needs

Goal 4: Adult literacy

Goal 5: Gender parity and equality

Education for All Goals (2000-2015)


14

Post-2015 education agenda


15

Sustainable Development Goals (2016-2030)

Proposed goals


16

VALUES AND

ATTITUDES

SKILLS &

COMPETENCIES

EDUCATIO

N

PRODUCTIVITY &

SOCIAL CAPITAL

DEVELOPMENT

(ECONOMIC & SOCIAL)

Education – the key for development


17

GER in pre-primary 2000 2012 % points increase

South and West Asia 26% 55% 29

East Asia and the Pacific 40% 68% 28

Central Asia 21% 33% 12

Source: UNESCO Institute for Statistics Data Centre, July 2014

Pre-primary education


18 Source: UNESCO Institute for Statistics Data Centre, July 2014

ANER in primary 2000 2012 % points increase




Primary education


19 Source: UNESCO Institute for Statistics Data Centre, July 2014

GER in secondary 2000 2012 % points increase




Secondary education


20

Asia has more than doubled its tertiary GER over time,

but still below world average

18.99 21.53

23.43 24.92

26.76 29.23

32.15

7.88 8.76 9.23 9.87 10.63 11.51 11.59 12.73

14.69 16.81

18.33 20.44

23.28

27.48

50.62

56.58 60.55

63.59 65.47

67.45 69.17

46.14

52.65 54.94

56.34 58.89

63.52 63.87

24.21

28.37 31.56

36.92

42.80

46.93 50.81

45.68

51.23 51.39 51.06 52.20

57.25 60.61

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

2000 2002 2004 2006 2008 2010 2012

Africa

ASIA

World

South America

Oceania

North America

Europe

Source: UNESCO Institute for Statistics website (data.uis.unesco.org), with latest available data

%

year

Higher education


21

Competency TIMSS PISA IALS ALL CES PIAAC

Literacy

Numeracy

Scientific Literacy

Problem Solving

Information

Communication tech.

Working with others

Tacit knowledge

Capacity to manage

learning

Attitude to learning

Responsible

organization

IEA OECD OECD consortium IEA OECD

No. of countries

participated

64 countries

(2011)

65

(2009)

9(94), 5(95)

9(98)

7(2002)

5(2006)

28(2001) 25 countries

(2011)

IALS: International Adult Literacy-Survey

ALL: Adult Literacy and Life-skills Survey

CES: Civic Education Study

PIAAC: Program for International Assessment of Adult Competencies

The issue of quality: Assessment


22

Increasing population

Sources: UN, 1995. U.S. Census Bureau, International Programs Center, International Data Base and unpublished tables


23

Age structure in Asia-Pacific region, 1950-2050


24

Population by sex and age in ASEAN, 2010-2025 (million)

Source: ILO ADB 2014, ASEAN Community 2015


25 Source: Populationpyramid.net

Population changes in the Philippines


26

Poverty line

Source: ADB, 2013. Key Indicators for Asia and the Pacific 2013

Proportion of population living on less than $1.25/day

Earliest (1990-2003)

Latest (1998-2011)


27

Share of global GDP by sub-region, 1970-2013

Source: World Bank Databank,

(http://databank.worldbank.org/data/views/variableselection/selectvariables.aspx?source=world-development-indicators)

■ South Asia

■ East Asia & Pacific

■ Europe & Central Asia

■ Rest of the World


28

0

5000

10000

15000

20000

25000

30000

35000

40000

45000

Au

stra

lia

Ch

ina,

Mac

ao (S

AR

)

Jap

an

Sin

gap

ore

Ch

ina,

Ho

ng

Ko

ng

(SA

R)

Ne

w Z

eala

nd

Re

pu

blic

of

Ko

rea

Wo

rld

Pal

au

Kaz

akh

stan

Mal

aysi

a

Mal

div

es

Iran

Tu

rkm

en

ista

n

Th

aila

nd

Ch

ina

Fiji

To

ng

a

Sam

oa

Van

uat

u

Mar

shal

l Isl

and

s

Mic

ron

esia

(F

ede

rate

d S

tate

of)

Ind

on

esia

Sri

Lan

ka

Bh

uta

n

Ph

ilip

pin

es

Mo

ng

olia

Kir

ibat

i

So

lom

on

Isla

nd

s

Ind

ia

Pap

ua

New

Gu

inea

Uzb

ekis

tan

Vie

t N

am

Pak

ista

n

Lao

PD

R

Kyr

gyz

stan

Taj

ikis

tan

Cam

bo

dia

Ban

gla

des

h

Tim

or-

Le

ste

Afg

anis

tan

Ne

pal

But growth is not even

across countries …

GDP per capita (Current prices, USD) – 2009

Source: World Bank, 2011


29

Income inequality by educational attainment of household head


30

Armed conflicts

Source: Dan Smith (2011), The State of the World Atlas


31 Source: Economist Intelligence Unit, 2010

State of peace


32 Source: UN Office for the Coordination of Humanitarian Affairs

Diversity in Languages


33

©UNESCO/S.

Chaiyasook

Number of Internet users

* ENEA: East and North-East Asia / SSWA: South and South-West Asia / PIDE: Pacific Island dev. Econ / NCA: North and

Central Asia / SEA: South-East Asia


34 Source: Global Internet Report 2014. https://www.internetsociety.org

Mobile broadband population penetration


35

Appropriate skills and approaches needed to tackle

global challenges, e.g.

• Persistent poverty and inequality

• Constant economic and structural changes

• Recurring disasters and conflicts

• Climate change and environmental

degradation

• Rapid technological development


36

Global Education First Initiative

Prio

ritie

s Put every child in school

Improve the quality of learning

Foster global citizenship

“Education is about more than literacy and numeracy. It is

also about citizenry. Education must fully assume its essential

role in helping people to forge more just, peaceful and

tolerant societies.”

UN Secretary-General Ban Ki-moon


37

GCED within the

ASEAN context


38

East Asia Summit

Cambodia

Lao PDR

Myanmar

Brunei

Indonesia

Malaysia

Philippines

Singapore

Thailand

Vietnam

ASEAN

Australia

Russian

Federation

New Zealand

USA

China

Japan

Republic of Korea

APEC

India

Canada

Chile

Chinese Taipei

Hong Kong, China

Mexico

Papua New Guinea

Peru

* South Asian Association for Regional Cooperation

SAARC*

Afghanistan, Bangladesh

Bhutan, Maldives, Nepal

Pakistan, Sri Lanka

* Asia-Pacific Economic Cooperation

Regional integration


39

ASEAN Economic Community


40

UNESCO Bangkok: Preparing teachers for GCED

South Asia: Bhutan, India, Sri Lanka

Southeast Asia: Malaysia, Philippines, Thailand

East Asia: China, Japan, Republic of Korea

• Increase knowledge of GCE among teacher educators,

teachers and school leaders

• Enhance capacity of teacher educators and teachers to

deliver GCE contents

• Strengthen school leaders’ capacity in supporting and

implementing GCE in their institutions

Supported by Korean Funds-in-Trust


41

UNESCO Bangkok: Preparing teachers for GCED

• Teacher education curriculum

• Innovative pedagogy

Examples of learning activities:

• stories that engage students’ empathy

and introduce concepts, skills, values,

and problem-solving supportive of

citizenship and peace-building

behaviour

• game-like structured activities and role

play/skits that help students to develop

fundamental concepts, skills and

values for behavior change and values

development


42

KFIT International School Project (KISP) JFIT Telecollaborative projects on reorienting teacher education towards EFA and ESD

ICT-supported collaborative learning


43

Fostering digital citizenship through safe and responsible use of ICT

Mapping of

existing initiatives

http://www.unescobkk.org/fileadmin/user_upload/ict/SRU-ICT/SRU-ICT_mapping_report_2014.pdf


44

GCED curriculum Global Citizenship Education: Age-specific Topics and Learning Objectives

• Led by UNESCO Paris, this project provides suggestions for translating

GCED concepts into age-specific topics and learning objectives that allows

for adaptation to local contexts

A work in progress …

• It will feature examples of approaches to GCED in different settings,

considerations in the teaching and learning process and environment, and

evaluation of GCED

• Delivery of GCED

- school-wide or cross-curricula

- integrated within different subjects

- separate, stand-alone subject within the curriculum

- non-formal education


45 http://gcedclearinghouse.org/

Clearinghouse for GCED

Hosted by

APCEIU is a

UNESCO

institute that

promotes

international

understanding

and peace

through

education

http://gcedclearinghouse.org/




46

UNICEF Global Citizenship online portal


47

British Council – Connecting Classrooms


48 Source: Khamboly Dy, School of Genocide, Conflict and Human Rights Studies, Sleuk Rith Institute, Cambodia

A case from Cambodia


49

Source: Adapted from Chung, U. Global Citizenship Education in Asia-Pacific. APCEIU. Presentation at the Technical Consultation on

Global Citizenship Education, Seoul, Republic of Korea, September 2013

GCED in the curriculum


50

Challenges,

Conclusions


51

Tensions …

• Common and collective identity, interest,

participation, duty), while respecting particularity

(e.g., individual rights, self-cultivation

• How to promote, simultaneously, global solidarity

and individual national competitiveness or how to

bring together local and global identities and

interests?

• How to treat ‘culture’ – the notion of ‘us’ and ‘them’

becomes more complex in a world of migration

and dual or hybrid identities?


52

The good news …

• Definition??? – but essence of GCED is clear

• GCED is already taking place – but capacity building

is necessary

• GCED can be embedded into existing curriculum

• Innovative pedagogy and technology are already

available

• Assessment of GCED must be beyond

standardized and high-stake tests and exams (the

Learning Matrix Taskforce is already on board)

• Partnerships are essential


53

Ultimately…

GCED is about what students learn

just as much as how they learn

Global citizenship education aims to

empower learners to engage and assume

active roles, both locally and globally, to face

and resolve global challenges and ultimately

to become proactive contributors to a more

just, peaceful, tolerant, inclusive, secure and sustainable world.

For more information, contact Lay-Cheng Tan, [email protected]

mailto:[email protected]

Documents

Global Citizenship Education in ASEAN - British Council · Global Citizenship Education in ASEAN Deep Learning Series Philippines 26-27 March 2015 Pasig City, Philippines Lay Cheng