UNESCO- SANTIAGO OFFICE ORIENTATION AND CAPACITY BUILDING WORKSHOP ON GLOBAL CITIZENSHIP EDUCATION FOR LATIN AMERICA AND THE CARIBBEAN CHALLENGES AND OPPORTUNITIES FOR GLOBAL CITIZENSHIP EDUCATION IN THE REGION SANTIAGO DE CHILE, SEPTEMBER 2ND, 2015

General Features of the Questionnaire  Objective: Collect information about how GCED is being conceived, defined and implemented in the formal, non-formal and informal education sectors. Identify the challenges and lessons learned that result from its implementation and the opportunities that emerge, from a collaborative perspective, for its development at a national and regional level.  Systematization of results will help to outline strategies for action that connect and articulate the needs and resources of the countries of the region to support the implementation of GCED initiatives.  Structure: What is global citizenship education; how it is implemented; what are the constraints and challenges; opportunities to strengthen its implementation through a regional perspective.  Distribution: by and Survey Monkey in English, Spanish and French. Response timeline: August.

353 participants from 26 countries of the hemisphere and 9 countries from outside the hemisphere (Europe, Asia and Oceania) Argentina, Barbados, Bolivia, Brazil, Canada, Colombia, Costa Rica, Cuba, Chile, Ecuador, El Salvador, Grenada, Guatemala, Haiti, Honduras, Jamaica, Nicaragua, Mexico, Panamá, Peru, Dominican Republic, Saint Kitts and Nevis, Saint Lucia, Venezuela, United States and Uruguay

Participant Profile

What is Global Citizenship Education? Sharing Ideas…. Skills, values and attitudes Be a global citizen Know, value and respect the perspectives and culture of others Understand local, national and international contexts and their relationship Solve local and global problems through committed and responsible participation

Goals and Competencies Goals  Promote a more inclusive and equitable education (57%)  Develop in students the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions and respond to local and global challenges (55%)  Encourage students to engage and assume active roles, both locally and globally, to address global challenges and to ultimately become proactive contributors to a more just, peaceful, inclusive, secure and sustainable world (50%) Competencies  Encourage students to engage and assume active roles, both locally and globally, to address global challenges and to ultimately become proactive contributors to a more just, peaceful, inclusive, secure and sustainable world (50%)  Capacity to behave in a collaborative and responsible way to find global solutions for global challenges and to strive for the collective good (20%)  Cognitive skills for critical, creative and innovative thinking, problem-solving and decision-making (20%)

How is GCED Integrated into the School Curriculum? How it is currently integrated How it should be integrated

Global Citizenship Education in the School Curriculum - Traditional subject areas that are the best options for integrating GCED: Social Sciences, Language Arts, Natural Sciences and the Arts - Thematic areas in which GCED should be integrated: Global Citizenship Education Human Rights Education (70%) Education for Sustainable Development (60%) Citizenship Education (52%) Peace Education (55%) Civic Education (27%) Globalization (15%)

Awareness of GCED Initiatives  65% of participants stated that they were unaware of any GCED initiatives  Those who were aware of GCED initiatives identified policies, programs and initiatives in the following themes: -Peace Education -Human Rights Education -Living Together -Education for Sustainable Development -Civic and Citizenship Education (Youth Participation) -Sexual Education -Gender Equity -Service Learning Examples  Teacher Training Programs  Civil Society initiatives within and outside of schools  Sub-regional Initiatives  Research Studies  Evaluation  Curriculum Design  National Plans

Level of Development of GCED in the Formal Education Sector Educación formal do de desarrollo Aspects HighMediumLowNone Specific curriculum guidelines for all educational levels17.13%29.17% 37.96%15.74% Specialized training offered to educators (pre and in-service) differentiated by educational level 13.95%15.35% 47.91%22.79% Specialized training offered to school authorities differentiated by educational level 10.80%14.08% 44.13%30.99% Specialized training offered to policy makers on the design, implementation and evaluation of GCED-related public policies 11.06%18.27% 45.67%25.00% Availability of high quality and appropriate educational resources and materials differentiated by educational levels 11.21% 25.23% 47.20%16.36% Support from educational authorities14.62%20.28% 46.70%18.40% Motivated support and commitment from school management12.62%23.30% 47.57%16.50% Opportunities to promote the involvement and participation of families and communities 11.37%15.17% 52.61%20.85% Public funding (as part of the public education budget)13.27% 15.17% 43.13%28.44%

Level of Development of GCED in the Non- formal and Informal Education Sectors do de desarrollo AspectsHighMediumLowNone Specialized training for educators 11.68%17.76% 47.66%22.90% Specialized training for project managers 9.39%15.96% 48.83%25.82% High quality educational resources and materials appropriate for all educational levels 10.43%19.43%49.29% 20.85% Multi-sectoral alliances to provide institutional and financial support for the implementation of GCED initiatives 8.10%24.76% 42.86%24.29% Institutional and financial support from local and/or national educational authorities 11.85% 9.00% 50.24%28.91% Financial support from donors such as corporations, development agencies, etc. 6.67%15.71% 54.29%23.33% Motivated support and commitment from families and communities 12.32%16.11% 48.82%22.75%

Actors Most Frequently Involved in the Development of GCED Initiatives

GCED Challenges High Priority  Lack of specific training for teachers and school authorities (64%)  Limited capacity to effectively involve different stakeholders in the teaching of GCED (families, civil society organizations and communities) in the formal, non-formal and informal education sectors (52%) Low priority  Limited capacity of educators and project leaders to evaluate GCED in the formal, non-formal and informal education sectors  Limited access of educators and students to high quality materials for the teaching of GCED in the formal, non-formal and informal education sectors

Conditions that facilitate the teaching of GCED  Adequate integration of GCED into the educational system (60%)  Availability of professional development opportunities for educators (53%)  A sufficient number of educators and educational authorities with GCED-related theoretical and practical training (52%)  The use of innovative, transformative and student-centred pedagogical models in the classrooms (52%)  Involvement of multiple actors from within and outside the educational community (50%)  The development of high quality educational materials for all levels and the existence of appropriate mechanisms to ensure that students and educators have access to them (49%)

Proposed Strategies to build a Regional Agenda on GCED  Establish a regional network of leaders from the public sector, private sector, educational institutions and civil society organizations 68%  Develop online and on-site training programs targeted to teacher trainers, classroom educators, school authorities and/or policy makers 67%  Create opportunities to promote policy dialogue and the exchange of experiences with other regions. Learn from other international experiences. 75%  Organize on-site regional workshops and fora to promote inter-sectoral exchange 74%  Create opportunities to promote policy dialogue among the region’s Ministries and Secretaries of Education 47%  Develop a virtual platform of promising practices that are currently being implemented in Latin America and the Caribbean 46%  Conduct research studies 44%  Develop regional educational materials for different educational levels 44%  Conduct awareness campaigns on the importance of GCED 39%  Implement cooperation initiatives at different levels (horizontal, south-south, etc.) 39%

Which of the recommended strategies should UNESCO pursue to advance a Regional Agenda?  Organize on-site workshops and fora to foster inter-sectoral exchange 28 %  Establish a regional network of leaders from the public and private sectors, educational institutions and civil society organizations 25%  Develop online and on-site training programs targeted to teacher trainers, classroom educators, school authorities and/or policy makers 20%  Create opportunities to promote policy dialogue among the region’s Ministries and Secretaries of Education 17%  Others: Conduct evaluations; establish linkages with the United Nations system; develop educational materials and training for indigenous populations; fund and disseminate projects.

Open Reflections  Determining factors : develop participation mechanisms within and outside of the educational system; reduce social and economic inequality, vulnerability, discrimination and violence; implement educational reforms; appreciate community work; build awareness prior to implementation; promote inter-sectoral coordination; overcome individualism and localism.  Conceptualization: It’s not a “branch” or additional subject. It should be a “perspective,” a philosophy that encompasses the entire education system.  Multisectoral integration: It’s a subject not just for school, but for the whole society; include academic institutions.  Ages: Teaching Global Citizenship Education should begin in early childhood.  Experiencies: Encourage more field projects; promote evaluation and sistemization.  Policy: “doesn’t invent anything new”; encourage implementation/action; relate to existing goals/frameworks (national and international).  Scope: Increased access to information on the topic; “decentralize the implementation:” involve local actors, local groups and indigenous peoples.

Thank you!! Romina Giselle Kasman Education Consultant

Final Conclusions Progress made in GCED conceptualization (consolidation) Increased dialogue and exchange of experiences Increased awareness Practices: innovative, legitimate and effective Increased cooperation Challenges: How is a GCED practice defined and recognized? (Relationship with other thematic areas) How are new opportunities for action created, including approaches and mechanisms, that leverage new resources (not just avoiding the duplication of existing ones?) How can GCED become transformative in order to promote a more equal and inclusive education (goals)? Working with poor, vulnerable and marginalized populations Increased knowledge Policy priority Increased inter-sectoral dialogue Scale-up, adapt and replicate