Cecilia Barbieri, especialista sênior do Escritório Regional de Educação para a América Latina e o Caribe (OREALC/UNESCO Santiago), apresenta os conceitos de Educação para a Cidadania Global no contexto latino-americano.

1. Global Citizenship Education:
building peaceful and
sustainable societies
Cecilia Barbieri
UNESCO
REGIONAL OFFICE OF EDUCATION FOR LATIN AMERICA
AND THE CARIBBEAN
2016

2. This presentation:
1. Context: education situation in LAC by 2015
2. GCED as opportunity to rethink education - Agenda
E2030
3. GCED: what, why and how

3. General situation of education in LAC region...
Deep inequalities
The region has made progress in key aspects of education but inequalities
remain acute. The main factors of inequality are:
• socio-economic background
• ethnicity
• place of residence
Inequality and exclusion are the key challenges in the region.
Education progress has not been the same in all countries: there are marked
differences between and especially within countries.
Across the region, the most important unmet education target is that
dealing with quality of education.

4. Early Childhood Education
Between 2000 and 2013, enrolment rates increased from 51% to 67%.
Enrolment rates are 11 % points higher than those in other regions. As of
2013, 25% of the enrolment was private.
Significant progress in Colombia, Ecuador, El Salvador, Guatemala, Nicaragua
and Peru.
However, there are marked differences between countries and there is
inequality in access, to the detriment of the most vulnerable groups.
The main concern is the low quality of programmes and services as well as
teacher training.
At this level of education, there is a ratio of 18 students per teacher. There is
scant information or regulation on the programmes and their impact.

5. Universal Primary Education
In general, countries have made significant progress - though in some countries,
coverage has stalled since 2000.
• As of 2013, coverage in LAC was 94% while it was 95% in 2000
• Some of the affected countries during this period: Mexico, Ecuador, Peru,
Colombia, Panama, Dominica, Jamaica
Household surveys report that the completion rates for the primary cycle for
persons aged 30 to 34 increased to 88%, while it is 94% for those aged 15 to 19.
The number of school-age children who do not go to school decreased from 4
million in 1999 to 3.7 million presently
• In LA the number of out-of-school children fell by 9% while in the
Caribbean it increased by 11%

6. Universal primary education: inequalities in access
In some countries the gap in access
between children from poor households
and those from richer households
increased. In other there was progress:
Bolivia, Brazil.
For a student from the poorest quintile the
probability of not concluding the primary
cycle is 7 times higher than that of a
student from the richest quintile
Some 20% of children in LAC join the
ranks of child labour
• Programmes that emphasise subsidies to motivate school attendance (CCTs) in
Nicaragua, México, Brazil, have helped reduce the gaps between children from poor and
rich households.
• School feeding programmes, e.g. in El Salvador, have been successful in increasing
enrolment rates from children from poorer households.

7. Secondary education
Coverage increased from 61% a 76% between 2000 and 2013
• This represents an increase in access of 25 % or more in Ecuador, Guyana, Panama and Santa
Lucia
• Noticeable successes in the first cycle of secondary in Antigua, Barbados, Costa Rica, Ecuador,
Guatemala where gross enrolment rates increased by more than 30% in some cases
The situation is uneven between countries.
The region shows a reduction in the number of young people who complete this cycle due to repetition
and dropouts, especially in lower secondary:
Repetition: 6% in 2012, 6% in 2000
Dropouts: 16% in 2012, 17% in 2000
High inequality: only 22% of young people aged 20 -24 from the poorest quintile complete the
secondary cycle compared with 78% for those from the top quintile.
Higher Education increased rapidly between 2000 and 2010: 3,428 students per 100,000 inhabitants
in 2013 as compared to 2,230 students in 2000.
Technical and vocational competences and skills: TVET programmes have a low priority and are not
highly valued.
In 2012 only 10% of secondary students were enrolled in these programmes.

8. Adult education
• As of 2013, there were some 33.8 million illiterates in the region.
By 2015 this figure is estimated to be 31.2 million.
• Illiteracy rate is 8% as of 2013
• Between 2000 and 2012, there has been a moderate increase in
adult literacy, from 90% to 92% (in 1985 the rate was 84%)
• Differences between countries: in some countries a significant
% of the population is considered illiterate (20% in Guatemala)
while in others illiteracy does not exist (Uruguay)
• According to UNESCO studies, the loss of productivity due to
illiteracy is sufficiently important to consider its eradication both a
social objective and a economic one (migration, violence,
informal economy, inequality)

9. Gender parity
As of 2010, data available for 22 countries showed they had
achieved numerical parity at the primary level (net enrolment
ratio).
In secondary, the disparities affect negatively the male
population; this phenomenon is worsening.
As of 2013, in secondary, the average index of gender parity
for net enrolment was 1.06 (6% in favour of girls/women).
Challenges continue to affect girls’ education: high rates of
adolescent pregnancy, especially in rural areas, stereotyping
in the teaching/learning process, challenges in learning
outcomes, etc.
Subtle biases in training and provision of opportunities that
translate later in inequalities.

10. Quality of education – what is it?
 In short, it defines what education should be and
should do
 Quality of education is recognised as most
important issue in LAC region
 No universal definition; instead learning outcomes
are commonly used as an indicator to measure
quality
 However, there is consensus by all Ministers and
countries on the 5 dimensions of education quality

11. The dimensions of Quality of Education
 Relevant
Adapted to the (development) needs of society
 Pertinent
Adapted to the (learning) needs of students
 Effective
Achieve its objectives (development and learning
outcomes) (SERCE, TERCE, PISA)
 Efficient
Efficient use of resources (financial, HR, hardware, etc)
 Equitable
Fair distribution of educational benefits to all sectors of
society

12. Beyond 2015
 Re-think quality of education:
- How the different dimensions are inter-related
- Which methods and contents for GCED
- Which evaluation systems, learning outcomes and
instruments
- What learning for the 21st century and how.
 Secondary, TVET and tertiary education: what strategy
and practices to gradually transform the region and countries
into knowledge societies?

13. Rethinking Education
“The changes in the world today are characterized by new levels of
complexity and contradiction” (….) Economic growth and the
creation of wealth have reduced global poverty rates, but
vulnerability, inequality, exclusion and violence have increased
within and across societies throughout the world”.
We need to think of a
“humanistic vision of education and development based on
principles of respect for life and human dignity, equal rights and
social justice, respect for cultural diversity, and international
solidarity and shared responsibility”,
that is, for future generations.
From “Rethinking education, Towards a global common good?” UNESCO 2015

14. A world increasingly more complex requires a
more interconnected and democratic education
To further progress in human development, and achieve more just
and democratic societies, we need action and cooperation of all.
Education helps us to understand what is happening in our world,
knowing us, appreciating and learning from others, commiting
ourselfs and engaging others to cooperate and to take responsible
decisions that lead the transformations of our realities

15. New 2030 Development Agenda
NewSustainable
DevelopmentGoals

16. Goal 4: Ensure inclusive and equitable quality
education and promote lifelong learning
opportunities for all
Indicator/Target 4.7:
By 2030, ensure that all learners acquire the
knowledge and skills needed to promote
sustainable development, including, among others,
through education for sustainable development and
sustainable lifestyles, human rights, gender
equality, promotion of a culture of peace and non-
violence, global citizenship and appreciation of
cultural diversity and of culture’s contribution to
sustainable development

17. UNESCO Video
What is a Global Citizen?
http://www.unesco.org/new/en/education/resources/in-focus-articles/global-citizenship-education/

18. “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

19. What is Global Citizenship Education?
(...) ... It is a strategic educational
field, based on lifelong learning,..it
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 definition
It is one of the targets
of the new Sustainable
Development Goals
Launched as one of the strategic
components of the Global Education
First Initiative, created by the Secretary
General of the United Nations, Ban-Ki
Moon, in 2012.

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

21.  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

22.  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

23.  GEFI: GCED as one of the priorities of the UN Secretary-General’s Global
Education First Initiative (GEFI) launched in September 2012:
http://www.globaleducationfirst.org/
 SDGs: Target 4.7 of the education goal 4
https://sustainabledevelopment.un.org/content/documents/1579SDGs%20Pro
posal.pdf
 Incheon Declaration adopted at the 2015 World Education Forum (GCED as an
element of quality education) : https://en.unesco.org/world-education-forum-
2015/incheon-declaration
 Lima Statement (para 13): EFA in LAC - Assessment of progress and post-2015
challenges: http://www.unesco.org/new/en/santiago/efalac-lima-
meeting/lima-declaration
GCED: enshrined in the global agenda and in regional
commitments
International commitments

24. 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

25. WHY GLOBAL CITIZENSHIP EDUCATION
To understand the
relationship between the
issues that are happening at
local, national and global
level.
To motivate ourselves to
act and be empowered to
lead the transformation
of our realities and
ensure the welfare and
social justice in our
communities
To think and analyze
creatively and critically
To be more committed,
supporting and responsible
citizens
To make better decitions
To know, appreciate
and respect other
cultures and stories
To build consensus and
collective actions
To develop our sense of
belonging and identity
To develop feelings of
solidarity, empathy and respect
for differences. LIVE TOGETHER

26. 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

27. 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
• E2030: included in one of the targets of the Education goal (4.7)

28. UNESCO’s vision of GCED (cont’d)
Specificities
 Different agendas, discourses, frameworks  Different thematic emphases
 Partly different stakeholder groups
GCED ESD HRE Peace 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
• 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:
2005-2009, Phase 2: 2010-
2014, Phase 3: 2015-2019
• Entails specific monitoring
and reporting duties and
• 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

29. What are the
characteristics of a Global
Citizen?
It is unique as each of us
He/she respects
him/herself and others
Has skills, values and
knowledge to live with
people in their
community, their
nation and the world
Is concerned and acts for
the welfare of people
Take care of
him/herself and
others
As a world citizen:
understand its
complexities and
dynamics
Recognizes to live in a
diverse world and
recognizes others
Practice everyday the
citizenship, in all
dimensions, in all decisions
respecting human rights

30. Global Citizenship Education:
Topics and learning objectives
30
• Addressed to curriculum developers, educators,
policy makers and other key education stakeholders
working in the formal, non-formal and informal
education
• Developed and piloted by experts and key
stakeholders in education: teachers, curriculum
developers, etc.
• Adaptable and flexible in different contexts.
• It suggests ways to implement Global Citizenship
Education in formal, no formal and informal
education.
• Levels: pre-primary, upper primary, lower secondary
and upper secondary
The first pedagogical guidance from UNESCO
on global citizenship education

31. Core conceptual dimensions

32. Key learning outcomes of GCED
Source: Global Citizenship Education: Topics and Learning Objectives; UNESCO 2015; p.15

34. 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)

35. 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)

36. 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: http://www.tigweb.org/tiged/?npc
• Use of arts: http://www.edutopia.org/arts-music-curriculum-child-development
• Physical and sports education: International Olympic Committee
• Community approach: link the community with the school

37. 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
(training, mobilisation,
etc.)
• programme overload

38. Global Citizenship
Education in Latin
America and the
Caribbean
Regional Forum, Santiago de Chile, September 2015.
State of the Art and Identification of challenges :
- Raise awareness about the importance of the
topic
- Integration in the curriculum
- Resources identification
- Expand the practice of Global Citizenship
Education-Creation of integrated spaces of
formal, non-formal and informal education
- Teacher´s training, school authorities, families,
policy makers, civil society leaders, researchers,
etc.
Main Outcome
Creation of
Regional Plan to
promote a joint
Agenda for Global
Citizenship
Education

39. Global Citizenship Education and LAC
 GCED is trans-disciplinary rather than a separate or
overlapping discipline
 In LAC: not a new concept; emerging and very relevant
considering the particularities and socio-economic
situation: MIC trap, violence, pervasive inequality
(especially within countries), unmet targets, etc.

40. In LAC, a pragmatic approach
 Values and democracy
 Thinking skills for learners to imagine possible, positive
futures in the context of uncertainty and change
 Cognitive skills to think critically and creatively
 Non-cognitive and social skills: empathy, conflict resolution,
communication skills and aptitudes for networking and
interacting with people of different backgrounds, origins,
cultures
 Knowing one’s own values and universal values: justice,
equality, dignity, solidarity and respect
 Behavioral capacities to act collaboratively and responsibly to
find solutions to local and global challenges
 Ability to motivate oneself and others for action

41. What instruments?
 Innovative programmes and curricula focusing on young people
for a culture of peace (“learning to live together”), civic education,
physical education and sports, sexuality education, students’
participation, respect for teachers and families, conflict resolution
e.g. Central America, Regional Strategy on Teachers
 Intercultural and multicultural education programmes in
pedagogical, linguistic and institutional terms e.g. Bolivia, Ecuador.
 Education systems enriched with contents and methods on
Sustainable Development, green practices, climate change,
disaster prevention, as a follow-up to Rio+20.

42. How can educational institutions participate?
 Create and strengthen institutionalized spaces to increase and improve students
participation in the educational processe, encouraging debate, the concept of "living
together" and collaboration.
 Create opportunities to perform learning projects and support services at the
community level, and in collaboration with other educational institutions. To promote
participation of families and community.
 Establish and support education professionals’ networks within and between
educational institutions.
 Create and/or participate in local, national and global educational institutions’ networks,
to share experiences and develop joint projects - "School Movement for World
Citizenship" or "Global School”
 Organize workshops and discussion fora on GCED and related themes within the school,
and/or other institutions at local, national and international levels.

43. At the global level – our partners
• UN Secretary-General Global Education First Initiative launched in
2012 Youth Advisory Group (GEFI-YAG
http://www.globaleducationfirst.org/
• 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

44. Our partners

45. Available Resources
Publications:
- Global Citizenship Education: An Emerging perspective (2013)
- Global Citizenship Education: Preparing learners for the
challenges of the twenty-first century (2014)
- Global Citizenship Education: Topics and Learning Objectives
(2015)
- Clearinghouse: www.gcedclearinghouse.org (Asia Pacific Centre
of Education for International Understanding – South Korea)
Conceptual
definition
Conpetencies
definition
Learning
standards
Experience
sharing

46. Obrigada
c.barbieri@unesco.org