Global Citizenship Education in Latin America and the

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

Session 2 UNESCO’s role 2

UNESCO’s role Policy dialogue Organization 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 States Integration 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) 3

Three examples GCED Topics and Learning Objectives Teaching Respect for All UNESCO Clearinghouse on GCED, hosted by APCEIU 4

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 5

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 6

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

GCED TLOs - Feedback from field testing With 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. ” 9

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. ” 10

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 11

Implementation of GCED �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 practices �Creating a safe and democratic learning environment �Daring to be transformative 12

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 13

Teaching Respect for All Context: �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 14

Teaching Respect for All � Can be applied to any country, any context and any type of discrimination � Main target group: children aged 8 to 16 � Engages 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 sectors � Objective: Develop learner’s competencies to tackle discrimination (i. e. knowledge, skills, attitudes, behaviours) 15

Teaching Respect for All Implementation Guide Content 16

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 17

UNESCO Clearinghouse on GCED �Launched in early 2015 �Hosted, developed and managed by APCEIU, under UNESCO’s overall guidance �Aims 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 18

UNESCO Clearinghouse on GCED �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. org Video: www. youtube. com/watch? v=Gl 3 m. Hi. H 1 RP 0 19