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Chris Castle, Chief Section of Health and Global ...€¦ · Chris Castle, Chief Section of Health...
Transcript of Chris Castle, Chief Section of Health and Global ...€¦ · Chris Castle, Chief Section of Health...
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Chris Castle, Chief Section of Health and Global Citizenship Education
Division for Teaching, Learning and Content
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Background/context
Globalisation, greater Internet access, people more interconnected and inter-dependent beyond national borders
Sustainability imperative – increased need to care for and act in the interest of the planet
Escalating conflicts, tensions, terrorism – more need than ever to learn to live together
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Shift in education discourse
New times, new skills: education has to be responsive to the needs of 21st century
Global Education First Initiative (GEFI)
More emphasis on socio-emotional aspects of learning
Education must make a difference: access to education not enough; content must be relevant
GCED reflects shift in the need for transformative pedagogy and the role of teachers
GCED, an opportunity to address these trends and challenges
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UNESCO’s vision of GCED
• “a sense of belonging to the global community and common humanity, with its presumed members experiencing solidarity, collective identity/responsibility at the global level.”
• GCED is a defining element of quality education – not only formal but non-formal/informal
• Anchored in belief that peace is built in the minds of men and women
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Key dimensions of GCED
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UNESCO’s support for GCED
Provide platform for exchange of good policies and practices: 2 UNESCO Global Forums (Bangkok, Dec 2013 and Paris, Jan 2015 with over 250 participants from 61 countries at each)
Support country dialogue regarding the post-2015 education agenda and beyond
Guidance and implementation support resources/tools
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Relevant outcomes from the 2nd GCED Forum
• Help schools develop a safe and democratic environment - set the example
• Don’t avoid discussions about contentious issues – encourage critical thinking and engagement
• Promote active teaching and learning with the full engagement of learners and teachers
• Strengthen inclusive inter- and intra-religious dialogue
• Strengthen teacher accountability, protection and means to report/address discrimination and violence in schools
• Develop a holistic intervention which takes into account a continuum of levels - individual, family, school, society
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Resources for Member States and others
•Conceptual clarification of GCED
•Review of implementation approaches & good practices
•UNESCO Clearinghouse on GCED hosted by APCEIU - global database of policies, good practices, teaching and learning materials, journal articles and other resources on GCED from all over the world www.gcedclearinghouse.org
•GCED age-specific topics and learning objectives
• To translate concepts into teaching and learning
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GCED age-specific topics & learning objectives
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• New resource to serve as a pedagogical guide
• Supports review of existing efforts, to identify gaps and offer new ideas for incorporating GCED into educational programmes
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Holistic educational approach to help prevent and address discrimination and violence in and through education. Implementation guide: key principles for policy makers, list of actions for school administrators and NGO managers; and teaching materials for educators (formal and non-formal education). Piloted successfully in six countries: Brazil, Côte d‘Ivoire, Guatemala, Indonesia, Kenya and South Africa. Contributes towards learning to live together and can diminish recruitment into extremism
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Teaching Respect for All
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For developments, follow us on the GCE website: www.unesco.org/new/en/global-citizenship-education
Email: [email protected]
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