Cecilia Barbieri Senior Programme Specialist, UNESCO Office in Santiago, Chile Santiago, 1-3 September 2015

Objectives of the workshop  Introduction to the concept of GCED  Identification of needs, priorities and opportunities for implementation  Exchange of good practices  Strengthening capacities  Identification of partners and creation/strengthening of networks

Outline of the workshop Part 1: UNESCO Staff Session 1 – GCED Concepts Session 2 –UNESCO’s approach and tools Session 3 – Existing initiatives, future plans, needs analysis in the context of LAC

Outline of the workshop Part 2: Education Stakeholders Session 1 – GCED Concepts Session 2 – UNESCO’s approach and tools Session 3 – Challenges and opportunities in LAC Session 4 – GCED beyond the education sector Session 5 – Country experiences in policy, practice and research Session 6 – M&E of GCED learning outcomes Session 7 – Way forward

Outline of the workshop Part 3: UNESCO staff Session 8 – Debriefing Session 9 – Planning

Methodology  Plenaries  Working groups  Round table  Identify -Rapporteur for the workshop -Rapporteur for the working groups

Expected results  Better understanding of GCED  Needs and resources available identified  Road map for a better integration of GCED in education systems in the region developed

Expectations

Theophania Chavatzia Section of Health and Global Citizenship Education Division for Teaching, Learning and Content, Education Sector Santiago, 1-3 September 2015

UNESCO Video What is a Global Citizen?

1. Citizenship ? According to you 2. Global Citizenship ? 3. Global Citizenship Education?

Restitution

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

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 society Youth 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 stability A vision carried by a new generation

Education must meet the needs of the 21st century: a world which is globalized, mobile, diverse, complex, changing, under tension Quality 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 practices

GEFI: GCED as one of the priorities of the UN Secretary-General’s Global Education First Initiative (GEFI) launched in September 2012: Open Working Group proposal on SDGs: Target 4.7 of the education goal Incheon Declaration adopted at the 2015 World Education Forum (GCED as an element of quality education) : /incheon-declaration /incheon-declaration Lima Statement (para 13): EFA in LAC - Assessment of progress and post-2015 challenges: GCED: enshrined in the global agenda and in regional commitments International commitments

“ “Global citizenship refers to a sense of belonging to a broader community and common humanity. It emphasises political, economic, social and cultural interdependency and interconnectedness between the local, the national and the global.” GCED TLOs (p. 14) Global citizenship

« equips 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. » UNESCO’s definition of GCED

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

Legal framework UN Charter UNESCO Constitution Article 26(2) of the Universal Declaration of Human Rights Core 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

UNESCO’s vision of GCED A component of quality education Link between education and the realization of the other development goals GCED is based on the conviction that sustainable peace is built in the minds of human beings and not only through ceasefire

UNESCO’s vision of GCED (cont’d) 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 inclusive Empowering: 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)

UNESCO’s vision of GCED (cont’d) Specificities  Different agendas, discourses, frameworks  Different thematic emphases  Partly different stakeholder groups GCEDESDHREPeace Education One of the three priorities of the UN Secretary-General’s 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) 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: , Phase 2: , Phase 3: Entails specific monitoring and reporting duties and procedures on HRE Peace as an overall objective of the UN according to UN Charter and UNESCO Constitution Article 26 Universal Declaration of Human Rights (1948) 1974 Recommendation

GCED and related fields Education for a culture of peace Human Rights Education « Global Education » Education for international understanding Education for intercultural and inter-religious dialogue Education for democracy Citizenship education Civic education

Implementation: teaching and learning methods Active: places emphasis on learning by doing Interactive: based on the debate and democratic exchange between students Relevance: raises real situation problems youth encounter in society or in their community Critical : encourages to think critically by themselves, on the basis of facts Collaborative: working groups Participative: involves youth in the teaching and in school life Access to learning: evaluation system tailored to learning outcomes Values teachers (role models)

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

Implementation: selected examples Approach 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 Pass Use of ICTs, e.g. TIGed: Use of arts: Physical and sports education: International Olympic Committee Community approach: link the community with the school

Implementation approaches Integrated 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

Implementation approaches: survey carried out with ASPNet teachers

Our partners

At the global level – our partners UN Secretary-General Global Education First Initiative launched in 2012 Youth Advisory Group (GEFI-YAG Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), UNESCO Category I Institute, India Asia-Pacific Centre of Education for International Understanding (APCEIU) UNESCO category 2 centre, Republic of Korea Learning Matrix Task Force – Working Group on GCED (UNESCO and Brookings Institute) North-South Centre (CNS) - Council of Europe

Questions and Answers