Global Citizenship Educationin Latin America and the Caribbean

Theophania Chavatzia Section of Health and Global Citizenship Education

Division for Teaching, Learning and Content, Education SectorSantiago, 1-3 September 2015

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Session 2

UNESCO’s role

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UNESCO’s role

Policy dialogueOrganization of international fora, exchanges of good practices (e.g. Bangkok, Dec. 2013 and Paris, Jan. 2015 with over 250 participants from 61 countries)In the framework of the development of the post-2015 development agenda in relation to education (target 4.7).

Technical assistance to Member StatesIntegration of GCED into education systems (support for the professional development of teachers on GCED, revision of manuals/school curricula), measurement

Clearinghouse function Exchange and valorisation of existing knowledge on GCED (e.g. UNESCO Clearinghouse on GCED hosted by APCEIU)

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Three examples

GCED Topics and Learning Objectives

Teaching Respect for All

UNESCO Clearinghouse on GCED, hosted by APCEIU

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Global Citizenship Education: Topics and Learning Objectives (TLOs)

Context• Based on the core conceptual dimensions of GCED• Developed by GCED experts • Examined and reviewed by education experts and

different stakeholders from different regions of the world

• Field-tested by Ministry officials, curriculum developers and teachers in selected countries in each region

• Flexible and adaptable to different contexts

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TLOs: objectives and users

Global Citizenship Education aims at transforming learners through knowledge, skills, values and attitudes for a more inclusive, just and peaceful world.

TLOs:

• First UNESCO guidance tool on Global Citizenship Education

• Suggests ways of translating Global Citizenship Education concepts into specific topics and learning objectives taking into account the age of learners

• Developed to serve as a reference to educators, curriculum developers, trainers, policy-makers and other education stakeholders working in non-formal, informal and formal settings

Conceptual dimensions of GCED

Source: Global Citizenship Education: Topics and Learning Objectives; UNESCO 2015; p.15

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GCED TLOs - Feedback from field testingWith 7-8 year old students, Mexico

Learning Objective: Explore possible ways of taking action to improve the world we live in

Activity: “Students were given a set of green and blue paper hands in which they wrote an idea to save the World and make it a better place for everyone, and debated those ideas. When they were sure of their answers they passed to the front of the classroom and pasted those paper hands on a drawing of our world titled “Put your hands together to save the world”. The requirement of this activity was not only to think of big scale actions but things that we can do individually.”Experience: “The students had at this point very clear concepts of what they wanted to see and do to make the world a better place, the first two activities created conscience and background knowledge and these allowed them to be able to arrive to beautiful ideas that they plan to accomplish.”

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GCED TLOs - Feedback from field testing Teacher, upper secondary school, Uganda

“Such a document as this has long been overdue. As UNESCO’s responsibility to bridge the isolation gaps between nations, to create cultural tolerance and respect in diversity, this document will go a long way to ensuring a greater understanding of how the cogs that bound us together as the human race work to create the whole rather than the individual parts that exist in isolation.”

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The way forward: the integration and implementation of GCED

- Education policies- Learning content/ curriculum development- Teacher training - Learning environment- Links with the community- The role of youth- Media, social networks, ICTs - Measurement of learning outcomes

Implementation of GCED

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A lifelong learning perspective involving all learners of all ages, from early childhood to adulthood

Covering formal, non-formal and informal education Placing GCED at the heart of education systems (policies,

curriculum, content, pedagogy, teacher training and learning environment

Offering platforms for authentic dialogue with relevant stakeholders within and outside the education sector

Building on good existing practicesCreating a safe and democratic learning environmentDaring to be transformative

Implementation of GCED

Integration of GCED in formal and non-formal education systems

- Whole-school approach, cross-cutting, integration in certain subjects, or as a stand-alone subject

Implementation of GCED in the classroom- educators, learning environment, teaching and learning

practices

Evaluation of the learning outcomes - Evaluation of learning; evaluation for learning; evaluation as

learning process

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Teaching Respect for AllContext:Address challenges of

contemporary society still divided by racism, ethnic discrimination, xenophobia and prejudice based on gender, religion, and other identities

Need of cultivating respect for all people & key role of education

Justified by UNESCO’s mandate and the 1974 Recommendation

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Teaching Respect for All

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Can be applied to any country, any context and any type of discrimination Main target group: children aged 8 to 16Engages Education Sector authorities and professionals, young people and

communities in the promotion of respect for all throughout society IN and THROUGH education

Concerns the formal and non-formal sectorsObjective: Develop learner’s competencies to tackle discrimination (i.e. knowledge,

skills, attitudes, behaviours)

Teaching Respect for All Implementation Guide

Content

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Teahing Respect for All

What are the possibilities for its implementation and use?• Review of education policy• Adaptation of school curriculum• Teacher training• Use in schools• Training of community based civil society actors • Participation/ involvement of youth

Field-tested in six countries: •Brazil•Côte d’Ivoire•Guatemala•Indonesia•Kenya•South Africa

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UNESCO Clearinghouse on GCED

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Launched in early 2015Hosted, developed and managed by APCEIU,

under UNESCO’s overall guidanceAims to facilitate information sharing and

enhance knowledge and understanding of GCED

Intended for a wide audience: policy-makers, planners, curriculum developers, researchers, practitioners, educators, parents, learners, the general public

UNESCO Clearinghouse on GCED

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Includes resources from all regions and available in the original language

Examples: written documents and audio-visual material on policy, pedagogy, academic papers, teaching and learning material and other relevant resources on GCED

Search function in English (soon in French and Korean)

Website: www.gcedclearinghouse.org Email: gcedch@unescoapceiu.orgVideo: www.youtube.com/watch?v=Gl3mHiH1RP0