Global Citizenship Education
Topic for MAED
Reference from: UNESCO
Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies.
GCED is based on the three domains of learning - cognitive, socio-emotional and behavioural.
Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities.
Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully.
Behavioural: conduct, performance, practical application and engagement.
The key learning outcomes, key learner attributes, topics and learning objectives suggested in GCED are based on the three domains of learning mentioned above. They are interlinked and integrated into the learning process.
UNESCO’s work in this field is guided by the Education 2030 Agenda and Framework for Action, notably Target 4.7 of the Sustainable Development Goals (SDG 4 on Education), which calls on countries to “ensure that all learners are provided with the knowledge and skills 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”.
AcknowledgementsThe Education 2030 Framework for Action was adopted by 184 UNESCO Member States on 4 November 2015 in Paris. It is the result of a collective effort involving in-depth, wide-ranging consultations driven and owned by countries, and facilitated by UNESCO as well as other partners. The development of the Framework was guided by the Education for All (EFA) Steering Committee convened by UNESCO, and finalized through the Drafting Group for the Education 2030 Framework for Action.On behalf of UNESCO, I wish to express my deep gratitude to the members of the EFA Steering Committee and the Drafting Group for the Education 2030 Framework for Action. My thanks go in particular to the representatives of Armenia, Benin, Brazil, China, Ecuador, El Salvador, France, India, Japan, Kenya, Norway, Oman, Pakistan, Peru, the Republic of Korea, the Russian Federation, Saudi Arabia, Thailand and Uganda for their involvement and contribution.The following United Nations agencies, multilateral agencies, civil society organizations and private entities participated actively and made critical inputs to the development of the Education 2030 Framework for Action: the United Nations Children’s Fund (UNICEF), the United Nations Development Programme (UNDP), the United Nations Population Fund (UNFPA), the Office of the United Nations High Commissioner for Refugees (UNHCR), UN Women and the World Bank; the Global Partnershi...
5. Global Citizenship Education
Can be delivered in schools various subjects.
Can also be delivered outside of schools:
Community Associations; Authorities; The Media; Family
“It concerns everybody.”
6. Education that fosters Global Citizenship…
When a student learn
about global issues
and how these impact
in their communities.
When young people
are given the
opportunity to learn
from each other.
And when they’re
taught to respect each
others opinions.
7. It is most effective when…
Teachers engage in participatory approaches to
learning and are equipped with appropriate
teaching materials.
8. The success of
GCE:
•When boys and
girls feel respected
as human beings
and are
encouraged to
participate in
school life.
