Unite for Quality Education Conference (28 May 2014, Montreal, Canada) Second Plenary: Education for Global Citizenship

Global Citizenship Educationin Latin America and the Caribbean

Cecilia BarbieriSenior Programme Specialist, UNESCO Office in Santiago, ChileSantiago, 1-3 September 20151

Objectives of the workshopIntroduction to the concept of GCEDIdentification of needs, priorities and opportunities for implementationExchange of good practicesStrengthening capacitiesIdentification of partners and creation/strengthening of networksGoal - The overall goal of the workshop is to orient key stakeholders including UNESCO Field staff- on global citizenship education. This includes ensuring their familiarity with cores issues, challenges and identifying opportunities for implementing and stimulating further implementation of GCED at the country level.Objectives :Introduce the concept of GCED and how it intersects with other related fields such as peace and human rights education, education for a culture of peace, education for sustainable development, dealing with violence, etc;.Explore sub regional issues, needs, gaps and relevant entry points to mainstream global citizenship education in education systems (curricula, teacher training and teaching materials, school policies, etc.) Exchange good policies and practices - identify and share examples of good policies and practices in terms of policy frameworks, interventions and practical tools to integrate GCED in education systems and monitor learning outcomes, in particular sharing new resource tools recently developed by UNESCO on GCED;Explore programmatic options and opportunities for implementation (e.g. regional initiatives, national activities, scaling up of existing practices);Capacity development - UNESCO staff / national and regional education stakeholders (formal, non-formal and informal);Identification of relevant partners and partnership building; strengthen networking and cooperation opportunities.

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Outline of the workshopPart 1: UNESCO StaffSession 1 GCED ConceptsSession 2 UNESCOs approach and tools Session 3 Existing initiatives, future plans, needs analysis in the context of LAC3

Outline of the workshopPart 2: Education Stakeholders Session 1 GCED ConceptsSession 2 UNESCOs approach and tools Session 3 Challenges and opportunities in LACSession 4 GCED beyond the education sectorSession 5 Country experiences in policy, practice and research Session 6 M&E of GCED learning outcomesSession 7 Way forward 4

Outline of the workshopPart 3: UNESCO staffSession 8 DebriefingSession 9 Planning 5

MethodologyPlenariesWorking groupsRound table Identify Rapporteur for the workshop Rapporteur for the working groups6

Expected resultsBetter understanding of GCEDNeeds and resources available identifiedRoad map for a better integration of GCED in education systems in the region developed7

ExpectationsAsk the audience to identify their own expectations 8Global Citizenship Educationin Latin America and the Caribbean

Theophania ChavatziaSection of Health and Global Citizenship EducationDivision for Teaching, Learning and Content, Education Sector

Santiago, 1-3 September 20159UNESCO Video What is a Global Citizen?http://www.unesco.org/new/en/education/resources/in-focus-articles/global-citizenship-education/ https://www.youtube.com/watch?v=XVSgbU6WVSk 101. Citizenship ?

According to you2 . Global Citizenship ?3. Global Citizenship Education?

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Group

Group Work (10 min)

- How would you explain GC & GCED to your children?

- Is there a word or expression in your mother tongue that describes this notion of global citizenship?

12Restitution Why GCED? A vision carried by a new generation Paying attention to the shift in education discourse and practices Aligned with international commitments

Ongoing global challengesPoverty and hunger: 60.9 % of workers in the developing world still live on less than 4 USD a day (UN). 870 million people are chronically hungry (WFP).Migration: 232 millions international migrants in 2013 (UN-DESA).Tensions, conflicts, terrorism: One in four people on the planet, more than 1.5 billion, live in fragile and conflict-affected states or in countries with very high levels of criminal violence (World Bank). Climate change: loss of sea ice, accelerated sea level rise, heat waves (IPCC) with consequences on forestry, water supplies, agriculture, infrastructure, health etc.Globalized economy: The growing importance of the knowledge economy has profound implications for the role of education as a determinant of economic growth.

We are living in a world where knowledge is power and know-how is a means to empowerment14

Youth are increasingly engaged in their education, which comes from different sources (school, family, community, Internet, social and cultural life, etc.)Youth want to become active and responsible citizens and contribute to societyYouth are concerned about the future and in search for hope

GCED: provides youth with the skills to take their fate in their hands and contribute to the construction of peace and stabilityA vision carried by a new generation15

Education must meet the needs of the 21st century: a world which is globalized, mobile, diverse, complex, changing, under tensionQuality education = relevant education (living better)More focus on socio-emotional and non-cognitive aspects of learning Shift in pedagogical practices that entail changes in the role of the teacher

GCED: Opportunity to update pedagogical practices Shift in education discourse and practicesNew discourse on education

1) In a globalized world with unresolved global challenges that have very real consequences at the local level, education must help learners of all ages to become responsible, productive and active citizens..2) + 3) Learning how to read, write and count (Cognitive skills) are not enough to thrive and even survive in our world. Learners need to also acquire socio-emotional (or soft) skills. Youth in particular can expect to change jobs, professions and deal with personal challenges throughout life. To do so confidently they need to know how to learn independently, think critically, communication skills, conflict resolution;these are only some of the skills acquired through GCED.

This is a commitment to four types of learning - often referred to the four pillars of education (ref: The International Commission on Education for the Twenty-First Century, UNESCO 1996 (Delors Report) :Learning to know, Learning to do, Learning to be, Learning to live together.Learning to live together means developing an understanding of other people and an appreciation of interdependence carrying out joint projects and learning to manage conflicts in a spirit of respect for the values of pluralism, mutual understanding, peace and cultural diversity. Global citizenship education is about all four types of learning.

4) New discourse on education sees teachers fully engaged in the learning process; facilitating dialogue, helping learners develop skills as well as transmitting knowledge.

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GEFI: GCED as one of the priorities of the UN Secretary-Generals Global Education First Initiative (GEFI) launched in September 2012: http://www.globaleducationfirst.org/ Open Working Group proposal on SDGs: Target 4.7 of the education goal https://sustainabledevelopment.un.org/content/documents/1579SDGs%20Proposal.pdf Incheon Declaration adopted at the 2015 World Education Forum (GCED as an element of quality education) : https://en.unesco.org/world-education-forum-2015/incheon-declaration Lima Statement (para 13): EFA in LAC - Assessment of progress and post-2015 challenges: http://www.unesco.org/new/en/santiago/efalac-lima-meeting/lima-declaration

GCED: enshrined in the global agenda and in regional commitments International commitmentsGEFI launched in 2012 3 priorities:Access to educationQuality Education Fostering Global Citizenship

SG Ban says: Education is much more than an entry to the job market has the power to shape a sustainable future and better worldshould promote peace, mutual respect and environmental care

OWG proposal on SDGs Target 4.7

By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable developmentand sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship and appreciation of cultural diversity and of cultures contribution tosustainable development

Incheon Declaration, para. 9 :

We commit to quality education and to improving learning outcomes, which requires strengthening inputs, processes and evaluation of outcomes andmechanisms to measure progress. We will ensure that teachers and educators are empowered, adequately recruited, well-trained, professionally qualified,motivated and supported within well-resourced, efficient and effectively governed systems. Quality education fosters creativity and knowledge, andensures the acquisition of the foundational skills of literacy and numeracy as well as analytical, problem-solving and other high-level cognitive, interpersonal andsocial skills. It also develops the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to localand global challenges through education for sustainable development (ESD) and global citizenship education (GCED). In this regard, we strongly supportthe implementation of the Global Action Programme on ESD launched at the UNESCO World Conference on ESD in Aichi-Nagoya in 2014. We also stressthe importance of human rights education and training in order to achieve the post-2015 sustainable development agenda.

Lima Statement (para 13):

We commit to developing programmes in Education for Sustainable Development (ESD) and Global Citizenship Education (GCEd) so that learnersa) acquire the knowledge, values and attitudes to promote human rights, gender equality and a culture of peace and non-violence, b) become the beingsthey want to be and enjoy secure lives, participate responsibly in society, embrace diversity, live and work together harmoniously and c) contribute tosustainable development, the protection of the environment and life on the planet and be able to confront the challenges of climate change.

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Global citizenship refers to a sense of belonging to a broader community and commonhumanity. It emphasises political, economic, social and cultural interdependency andinterconnectedness between the local, the national and the global.

GCED TLOs (p. 14)

Global citizenshipGCED is based on lifelong learning perspective, targeting all learners children, youth, adults GCED can be delivered through Formal, Non-Formal, Informal education. In most countries, the formal education system is the main delivery mode of GCED. In formal school it can be integrated as distinct topic, as a crosscutting theme across all or a few topics, or a whole school approach

18equips learners of all ages with those values, knowledge and skills that are based on and instil respect for human rights, social justice, diversity, gender equality and environmental sustainability and that empower learners to be responsible global citizens. GCED gives learners the competencies and opportunity to realise their rights and obligations to promote a better world and future for all.

UNESCOs definition of GCED19

Conceptual dimensions of GCEDSource: Global Citizenship Education: Topics and Learning Objectives; UNESCO 2015; p.15

Key conceptual dimensions of GCEDFor measurement purposes and the development of educational goals, objectives and learning outcomes, the following key conceptual dimensions of GCED, also common to Education for Sustainable Development (ESD), have been identified by UNESCO in consultation with experts from around the world.

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Legal frameworkUN CharterUNESCO ConstitutionArticle 26(2) of the Universal Declaration of Human RightsCore international human rights treaties (ICCPR, ICESCR, CRC, CEDAW, CERD etc)1974 Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms United Nations Declaration on Human Rights Education and Training (A/RES/66/137) and Plan of Action of the World Programme for Human Rights Education

UN Charterhttp://www.un.org/en/documents/charter/ http://www.un.org/es/documents/charter/

Preamble

WE THE PEOPLES OF THE UNITED NATIONS DETERMINEDto save succeeding generations from the scourge of war, which twice in our lifetime has brought untold sorrow to mankind, andto reaffirm faith in fundamental human rights, in the dignity and worth of the human person, in the equal rights of men and women and of nations large and small, andto establish conditions under which justice and respect for the obligations arising from treaties and other sources of international law can be maintained, andto promote social progress and better standards of life in larger freedom,AND FOR THESE ENDSto practice tolerance and live together in peace with one another as good neighbours, and to unite our strength to maintain international peace and security, andto ensure, by the acceptance of principles and the institution of methods, that armed force shall not be used, save in the common interest, andto employ international machinery for the promotion of the economic and social advancement of all peoples,

CHAPTER I: PURPOSES AND PRINCIPLESArticle 1 - The Purposes of the United Nations are:To maintain international peace and security, and to that end: to take effective collective measures for the prevention and removal of threats to the peace, and for the suppression of acts of aggression or other breaches of the peace, and to bring about by peaceful means, and in conformity with the principles of justice and international law, adjustment or settlement of international disputes or situations which might lead to a breach of the peace;To develop friendly relations among nations based on respect for the principle of equal rights and self-determination of peoples, and to take other appropriate measures to strengthen universal peace;To achieve international co-operation in solving international problems of an economic, social, cultural, or humanitarian character, and in promoting and encouraging respect for human rights and for fundamental freedoms for all without distinction as to race, sex, language, or religion; andTo be a centre for harmonizing the actions of nations in the attainment of these common ends.

UNESCO Constitution http://unesdoc.unesco.org/images/0012/001255/125590e.pdf

Preamble

The Governments of the States Parties to this Constitution on behalf of their peoples declare:That since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed;

That the wide diffusion of culture, and the education of humanity for justice and liberty and peace are indispensable to the dignity of man and constitute a sacred duty whichall the nations must fulfil in a spirit of mutual assistance and concern;

Article I Purposes and functions1. The purpose of the Organization is to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respectfor justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by theCharter of the United Nations.

Universal Declaration of Human Rights, Article 26.http://www.un.org/en/documents/udhr/index.shtml#a26(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

Major international Treaties relating to Human Rights http://www.ohchr.org/EN/Issues/Education/Training/Compilation/Pages/Listofcontents.aspx

ICCPR: International Covenant on Civil and Political RightsICESCR: International Covenant on Economic, Social and Cultural RightsCRC: Convention on the Rights of the ChildCEDAW: Convention on the Elimination of All Forms of Discrimination against WomenICERD: International Convention on the Elimination of All Forms of Racial Discrimination

Recommandation 1974 concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms http://portal.unesco.org/en/ev.php-URL_ID=13088&URL_DO=DO_TOPIC&URL_SECTION=201.html

Preamble Mindful of the responsibility incumbent on States to achieve through education the aims set forth in the Charter of the United Nations, the Constitution of UNESCO, the Universal Declaration of Human Rights and the Geneva Conventions for the Protection of Victims of War of 12 August 1949, in order to promote international understanding, co-operation and peace and respect for human rights and fundamental freedoms,

III. Guiding principles

3. Education should be infused with the aims and purposes set forth in the Charter of the United Nations, the Constitution of UNESCO and the Universal Declaration of Human Rights, particularly Article 26, paragraph 2, of the last-named, which states: `Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.' 6. Education should stress the inadmissibility of recourse to war for purposes of expansion, aggression and domination, or to the use of force and violence for purposes of repression, and should bring every person to understand and assume his or her responsibilities for the maintenance of peace. It should contribute to international understanding and strengthening of world peace and to the activities in the struggle against colonialism and neo-colonialism in all their forms and manifestations, and against all forms and varieties of racialism, fascism, and apartheid as well as other ideologies which breed national and racial hatred and which are contrary to the purposes of this recommendation.

IV. National policy, planning and administration 7. Each Member State should formulate and apply national policies aimed at increasing the efficacy of education in all its forms and strengthening its contribution to international understanding and co-operation, to the maintenance and development of a just peace, to the establishment of social justice, to respect for and application of human rights and fundamental freedoms, and to the eradication of the prejudices, misconceptions, inequalities and all forms of injustice which hinder the achievement of these aims.

V. Particular aspects of learning, training and action

Ethical and civic aspects

14. Education should include critical analysis of the historical and contemporary factors of an economic and political nature underlying the contradictions and tensions between countries, together with study of ways of overcoming these contradictions, which are the real impediments to understanding, true international co-operation and the development of world peace. 18. Education should be directed both towards the eradication of conditions which perpetuate and aggravate major problems affecting human survival and well-being-inequality, injustice, international relations based on the use of force-and towards measures of international co-operation likely to help solve them. Education which in this respect must necessarily be of an interdisciplinary nature should relate to such problems as: (b) the maintenance of peace; different types of war and their causes and effects; disarmament; the inadmissibility of using science and technology for warlike purposes and their use for the purposes of peace and progress; the nature and effect of economic, cultural and political relations between countries and the importance of international law for these relations, particularly for the maintenance of peace;

VI. Action in various sectors of education 29. Every stage of specialized vocational training should include training to enable students to understand their role and the role of their professions in developing their society, furthering international co-operation, maintaining and developing peace, and to assume their role actively as early as possible.

United Nations Declaration on Human Rights Education and Traininghttp://www.ohchr.org/EN/Issues/Education/Training/Pages/UNDHREducationTraining.aspx(A/RES/66/137)

Plan daction pour le Programme mondial en faveur de lducation aux droits de lhommeWorld Programme for Human Rights Education (2005-ongoing)

On 10 December 2004, the General Assembly of the United Nations proclaimed the World Programme for Human Rights Education (2005-ongoing) to advance the implementation of human rights education programmes in all sectors. The World Programme was established by the General Assemblys resolution 59/113 (10 December 2004). OHCHR provides global coordination of the World Programme. Building on the achievements of the United Nations Decade for Human Rights Education (1995-2004), the World Programme seeks to promote a common understanding of basic principles and methodologies of human rights education, to provide a concrete framework for action and to strengthen partnerships and cooperation from the international level down to the grass roots. Unlike the specific time frame of the Decade, the World Programme is structured in consecutive phases, in order to further focus national human rights education efforts on specific sectors/issues. The first phase (2005-2009) focused on human rights education in the primary and secondary school systems. The second phase (2010-2014) focused on human rights education for higher education and on human rights training programmes for teachers and educators, civil servants, law enforcement officials and military personnel. The third phase (2015-2019) focuses on strengthening the implementation of the first two phases and promoting human rights training for media professionals and journalists. Relevant resolutions, plans of action, reports and other information concerning the three phases can be accessed through the links below.

Third phase (2015-2019) Second phase (2010-2014) First phase (2005-2009)

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UNESCOs vision of GCEDA component of quality educationLink between education and the realization of the other development goalsGCED is based on the conviction that sustainable peace is built in the minds of human beings and not only through ceasefireWHAT is UNESCOs vision of GCED? 1) GCED is defining element of quality education:Adresses the relevance of education Focuses on pedagogyEmphasises life-long learningFocuses on the outcomes of education2) GCED: link between ED and other SDGs:GCED educates learners to be resourceful, entrepreneurial, creative helps fight against hunger, poverty, marginalisationGCEd encourages learners to help resolve global challenges that have a local impact such as climate changeGCEd encourages learners to be engaged in democratic processes in constructive ways ; supporting good government and accountability;GCEd gives learners the competencies and opportunities to realise their rights & Obligations to promote a better world and future for all

3) UNESCOs commitment to GCED is anchored in its unique vision of peace that is itself grounded in the belief that lasting peace is more than security and freedom from violence. As stated in UNESCOs Constitution, since wars begin in the minds of men and women, it is in the minds of men and women that the defenses of peace must be constructed. The 1974 Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms (UNESCO) provides the normative foundation for GCED.22

UNESCOs vision of GCED (contd)GCED ESD HRE PE Commonalities Linked, complementary and mutually reinforcing

Human rights-based: promoting education as a right and contribute to realizing other rights, based on human rights principles (human dignity, equality, participation, non-discrimination, inclusion, mutual respect, accountability)Holistic approach: addressing learning contents and outcomes, pedagogy and the learning environment in formal, non-formal and informal learning settings and seeking to be inclusiveEmpowering: empower learners to realize their rights and fundamental freedoms through the acquisition of knowledge, skills, values and attitudes that cultivate critical thinking, collaborative skills, a sense of responsibility, solidarity, empathy, respect, understanding, etc.

Transformative: enabling learners to transform themselves and society, contributing to just, peaceful and sustainable development

Pedagogy: promoting learner-centered, action-oriented pedagogies Post 2015: included in one of the proposed targets of the education goal (4.7)WHAT is UNESCOs vision of GCED? 1) GCED is defining element of quality education:Addresses the relevance of education Focuses on pedagogyEmphasises life-long learningFocuses on the outcomes of education

2) GCED: link between ED and other SDGs:GCED educates learners to be resourceful, entrepreneurial, creative helps fight against hunger, poverty, marginalisationGCED encourages learners to help resolve global challenges that have a local impact such as climate changeGCED encourages learners to be engaged in democratic processes in constructive ways ; supporting good government and accountability;GCED gives learners the competencies and opportunities to realise their rights & Obligations to promote a better world and future for all

3) UNESCOs commitment to GCED is anchored in its unique vision of peace that is itself grounded in the belief that lasting peace is more than security and freedom from violence. As stated in UNESCOs Constitution, since wars begin in the minds of men and women, it is in the minds of men and women that the defenses of peace must be constructed. The 1974 Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms (UNESCO) provides the normative foundation for GCED.23

UNESCOs vision of GCED (contd)Specificities Different agendas, discourses, frameworksDifferent thematic emphasesPartly different stakeholder groupsGCEDESDHREPeace Education One of the three priorities of the UN Secretary-Generals Global Education First Initiative (GEFI), launched in 2012 A broad framing paradigm encompassing and based on the principles of HRE and ESD

Entails knowledge about global issues, sense of belonging to a common humanity, feelings of empathy, solidarity and respect, and taking action at national and global level Global Action Programme on ESD (GAP) (A/RES/69/211)UN Framework Convention on Climate Change; Convention on Biological Diversity; Hyogo Framework for Action UN Sustainable Lifestyles and Education Programme of the 10-Year Framework of Programmes on Sustainable Consumption and Production (10YFP) 2012-2021

Legal duty for States and fundamental right for individuals, enshrined in the Universal Declaration of Human Rights (1948) and in all major human rights treaties and instruments Recommandation 1974 concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms Plan of Action of the World Programme for HRE: Phase I: 2005-2009, Phase 2: 2010-2014, Phase 3: 2015-2019Entails specific monitoring and reporting duties and procedures on HREPeace as an overall objective of the UN according to UN Charter and UNESCO ConstitutionArticle 26 Universal Declaration of Human Rights (1948)1974 Recommendation 24

GCED and related fieldsEducation for a culture of peaceHuman Rights EducationGlobal Education Education for international understandingEducation for intercultural and inter-religious dialogueEducation for democracyCitizenship education Civic education WHAT is UNESCOs vision of GCED? 1) GCED is defining element of quality education:Addresses the relevance of education Focuses on pedagogyEmphasises life-long learningFocuses on the outcomes of education

2) GCED: link between ED and other SDGs:GCED educates learners to be resourceful, entrepreneurial, creative helps fight against hunger, poverty, marginalisationGCED encourages learners to help resolve global challenges that have a local impact such as climate changeGCED encourages learners to be engaged in democratic processes in constructive ways ; supporting good government and accountability;GCED gives learners the competencies and opportunities to realise their rights & Obligations to promote a better world and future for all

3) UNESCOs commitment to GCED is anchored in its unique vision of peace that is itself grounded in the belief that lasting peace is more than security and freedom from violence. As stated in UNESCOs Constitution, since wars begin in the minds of men and women, it is in the minds of men and women that the defenses of peace must be constructed. The 1974 Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms (UNESCO) provides the normative foundation for GCED.25

Implementation: teaching and learning methodsActive: places emphasis on learning by doingInteractive: based on the debate and democratic exchange between studentsRelevance: raises real situation problems youth encounter in society or in their communityCritical : encourages to think critically by themselves, on the basis of factsCollaborative: working groupsParticipative: involves youth in the teaching and in school lifeAccess to learning: evaluation system tailored to learning outcomesValues teachers (role models)active: emphasises learning by doing; interactive: uses discussion and debate; relevant: focuses on real-life issues facing young people and society; critical: encourages young people to think for themselves; collaborative: employs group work and co-operative learning; focused on learner: evaluation based on learning needs;participative: gives young people a say in their own learning. values teachers as role models26

ImplementationShould be adapted to the context: depending on country dynamics, the capacities of students/teachers/administrators; available resourcesAt all levels: classroom, school, local, national and international community (exchanges); didactical practices, content, policies, environmentAt all ages: through life; formal / non-formal/informal (involvement of other sectors: cultural sector, media)27

Implementation: selected examplesApproach through curricula. Integrated : GCED integrated into existing subjects (ethics, geography, languages, civic education, religious education, health, etc.); eg: Republic of Korea, Colombia, the Philippines. Cross-cutting / stand-alone subject Whole-school approach: UNESCO Teaching Respect for All; GEM Global Study PassUse of ICTs, e.g. TIGed: http://www.tigweb.org/tiged/?npc Use of arts: http://www.edutopia.org/arts-music-curriculum-child-developmentPhysical and sports education: International Olympic CommitteeCommunity approach: link the community with the schoolIOC: http://www.unesco.org/new/en/education/networks/global-networks/aspnet/dynamic-single-view/news/a_commitment_to_olympic_values_education_in_the_caribbean-1/Community approaches : http://www.handprint.in/

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Implementation approachesIntegrated approach =Cross-cutting approach =Whole-school approach =

Stand-alone subject/activities = + - more flexible

coherence of messages

Benefits the whole school community. Improves the quality of education Covers several aspects of GCED capacities of teachers

capacities of school, administration and teachers global investment global important (training, mobilisation, etc.) programme overload

Integrated in existing subjects : by themes/content competencies . Eg: ROK; Scotland; ColombiaCross-curricularWhole school approaches : OXFAM (http://www.oxfam.org.uk/education/whole-school); 29

Implementation approaches: survey carried out with ASPNet teachers30

Our partners

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At the global level our partnersUN Secretary-General Global Education First Initiative launched in 2012 Youth Advisory Group (GEFI-YAG http://www.globaleducationfirst.org/Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), UNESCO Category I Institute, IndiaAsia-Pacific Centre of Education for International Understanding (APCEIU) UNESCO category 2 centre, Republic of KoreaLearning Matrix Task Force Working Group on GCED (UNESCO and Brookings Institute)North-South Centre (CNS) - Council of EuropeMGIEP - http://mgiep.unesco.org/ourteam/ (curriculum, youth (embedders programme), strengthening policy, innovative learning)APCEIU http://www.unescoapceiu.org/en/m/introduction.htmlLMTF http://www.brookings.edu/about/centers/universal-education/learning-metrics-task-force-2/global-citizenship-educationNCS, COE - http://www.coe.int/t/dg4/nscentre/GE/ge1_EN.asp?

32Questions and Answers33