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.
Education sector in brazil to 2018 — market size and intelligence report — in...Indalytics Advisors
The report ‘Education Sector in Brazil to 2018 — Market Size and Intelligence’ discusses the current market size of the Brazil’s education sector. It segregates the market size on the basis of various levels of education, starting from preschool to higher education.
The report discusses the forecasted market size and year–wise growth of the sector till 2018, along with the various drivers, which will lead to this growth. It further discusses the various trends that are shaping the education sector.
Various regulations pertaining to education in Brazil are also mentioned in the report, along with the profile of key players that are active in private education space.
PARTICIPATION IN DOMINICAN REPUBLIC INTERNATIONAL PROGRAMMES RELATED TO THE E...FUNDEIMES
More than participation, Dominican Republic, through the years, it has been inserted into the universal education, with international commitments which has been included. That is why your goals and achievements are rather formulas for measuring the progress of education in the Republic, since this also contributes to educational excellence, given that commitments to institutions and countries in other regions are assumed, while commitments are being established as goals to be achieved by the Dominican education system, in order to standardize education universally, with the mechanisms established treaties and conventions that have been signed..
These international education commitments, duties have been taken as well as a political responsibility, to be established as an important benchmark to measure the impact of education programs that run efficiently. Therefore, in educational plans and programs for the period 2008 - 2013, a global education guide serve for monitoring and enforcement, and detecting the scope of such programs and the country's ability to meet its stated commitments.
The World Declaration on Education for All was considered essential so universal all access to education and promoting equity, pay attention priority to learning, broadening the means and scope of basic education, improve the learning environment; strengthen coordination of actions, and realize the enormous potential for progress and increase the chances of individuals when accessing education.
With the 2015 target date for the Millennium Development Goals and Education For All fast approaching, the
issue of out-of-school children is more important than ever for countries in West and Central Africa. Since
2000, the number of out-of-school children was on a downward trend, however, since 2008 these figures
have not moved; the burden for countries in the region has increased dramatically for they are now home
to more than a third of the world’s out-of-school children. Based on the latest household surveys from 21
countries in the region, this study reports that there are nearly 32 million children of official school age who
are not attending either primary or lower secondary school. A further 17 million school children who are at risk
of dropping out could be added to this figure. These statistics, which show the magnitude of the situation, fail
to take into account the hardships associated with this situation for families and the huge loss for the region
and society as a whole.
This study aims to shed some light on the scale and mechanisms of exclusion in the region, and to bring to
the fore a number of tools and resources that are available to promote the educational inclusion of all children.
To enable all children, even the most marginalized, to have access to basic quality education, we need to
think creatively and make use of all the resources at our disposal. It is imperative that the fight against all
forms of exclusion is coordinated and concerted. Indeed, without mass mobilization of all stakeholders and a
comprehensive strategy, it will not be possible to effectively address all forms of school exclusion. However,
only a truly inclusive education system has the capacity to build a knowledge-based society, which the region
urgently needs for its future. The international community has a decisive role to play in supporting the efforts
of these countries to develop an inclusive education system.
The United Nations Children’s Fund (UNICEF) has a specific responsibility to encourage and help all children
deprived of education. The main priority, in collaboration with all stakeholders, remains the enrolment of all
out-of-school children as quickly as possible. There are just two years left for us to achieve the collective
commitments to which we agreed in 2000; we must therefore have the strength and determination to take
the most appropriate actions that will enable all children to fully exercise their right to a quality education.
Education sector in brazil to 2018 — market size and intelligence report — in...Indalytics Advisors
The report ‘Education Sector in Brazil to 2018 — Market Size and Intelligence’ discusses the current market size of the Brazil’s education sector. It segregates the market size on the basis of various levels of education, starting from preschool to higher education.
The report discusses the forecasted market size and year–wise growth of the sector till 2018, along with the various drivers, which will lead to this growth. It further discusses the various trends that are shaping the education sector.
Various regulations pertaining to education in Brazil are also mentioned in the report, along with the profile of key players that are active in private education space.
PARTICIPATION IN DOMINICAN REPUBLIC INTERNATIONAL PROGRAMMES RELATED TO THE E...FUNDEIMES
More than participation, Dominican Republic, through the years, it has been inserted into the universal education, with international commitments which has been included. That is why your goals and achievements are rather formulas for measuring the progress of education in the Republic, since this also contributes to educational excellence, given that commitments to institutions and countries in other regions are assumed, while commitments are being established as goals to be achieved by the Dominican education system, in order to standardize education universally, with the mechanisms established treaties and conventions that have been signed..
These international education commitments, duties have been taken as well as a political responsibility, to be established as an important benchmark to measure the impact of education programs that run efficiently. Therefore, in educational plans and programs for the period 2008 - 2013, a global education guide serve for monitoring and enforcement, and detecting the scope of such programs and the country's ability to meet its stated commitments.
The World Declaration on Education for All was considered essential so universal all access to education and promoting equity, pay attention priority to learning, broadening the means and scope of basic education, improve the learning environment; strengthen coordination of actions, and realize the enormous potential for progress and increase the chances of individuals when accessing education.
With the 2015 target date for the Millennium Development Goals and Education For All fast approaching, the
issue of out-of-school children is more important than ever for countries in West and Central Africa. Since
2000, the number of out-of-school children was on a downward trend, however, since 2008 these figures
have not moved; the burden for countries in the region has increased dramatically for they are now home
to more than a third of the world’s out-of-school children. Based on the latest household surveys from 21
countries in the region, this study reports that there are nearly 32 million children of official school age who
are not attending either primary or lower secondary school. A further 17 million school children who are at risk
of dropping out could be added to this figure. These statistics, which show the magnitude of the situation, fail
to take into account the hardships associated with this situation for families and the huge loss for the region
and society as a whole.
This study aims to shed some light on the scale and mechanisms of exclusion in the region, and to bring to
the fore a number of tools and resources that are available to promote the educational inclusion of all children.
To enable all children, even the most marginalized, to have access to basic quality education, we need to
think creatively and make use of all the resources at our disposal. It is imperative that the fight against all
forms of exclusion is coordinated and concerted. Indeed, without mass mobilization of all stakeholders and a
comprehensive strategy, it will not be possible to effectively address all forms of school exclusion. However,
only a truly inclusive education system has the capacity to build a knowledge-based society, which the region
urgently needs for its future. The international community has a decisive role to play in supporting the efforts
of these countries to develop an inclusive education system.
The United Nations Children’s Fund (UNICEF) has a specific responsibility to encourage and help all children
deprived of education. The main priority, in collaboration with all stakeholders, remains the enrolment of all
out-of-school children as quickly as possible. There are just two years left for us to achieve the collective
commitments to which we agreed in 2000; we must therefore have the strength and determination to take
the most appropriate actions that will enable all children to fully exercise their right to a quality education.
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.
The necessary revolution to the education system of brazilFernando Alcoforado
The catastrophic situation of the educational system in Brazil demonstrated by PISA and THE is demanding a real revolution in education. The construction of a radiant future for Brazil depends to a great extent on what is done in the field of education. Education is the key factor for Brazil's progress. It is urgent to emerge a revolution in the methods or pedagogy of elementary and secondary school in Brazil, taking into account the successful experience of countries such as Finland, South Korea and Japan, among others, as well as the teachings of Anisio Teixeira, Paulo Freire and Edgar Morin. By revolutionizing teaching methods, we would be able to multiply the number of students in Brazil capable of interpreting the reality in which they live and transform Brazil and the world. Brazil is very far from meeting what establishes the best education systems in the world. Brazil needs to make a qualitative leap in education.
Inclusive education has begun to be addressed within the context of the broader international
debate on “Education for All” (EFA), a debate launched at the World Conference held in 1990 in Jomtien,
Thailand. From Jomtien until today, thinking has evolved from the almost symbolic presence of special
educational needs in the initial documentation, towards the recognition that inclusion must be a fundamental
principle of the EFA movement as a whole. Within this process, the contribution of the Salamanca Declaration
on Special Educational Needs: Access and quality (Unesco, 1994) stands out, from which the concept of
educational inclusion emerges strongly. Thereafter thescope and perspectives of inclusive education has been
based on the idea that all children and young people have the right to a quality education with equivalent
learning opportunities, regardless of their social and cultural background and their differences in skills and
abilities (OIE -UNESCO, 20 08)
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.
The necessary revolution to the education system of brazilFernando Alcoforado
The catastrophic situation of the educational system in Brazil demonstrated by PISA and THE is demanding a real revolution in education. The construction of a radiant future for Brazil depends to a great extent on what is done in the field of education. Education is the key factor for Brazil's progress. It is urgent to emerge a revolution in the methods or pedagogy of elementary and secondary school in Brazil, taking into account the successful experience of countries such as Finland, South Korea and Japan, among others, as well as the teachings of Anisio Teixeira, Paulo Freire and Edgar Morin. By revolutionizing teaching methods, we would be able to multiply the number of students in Brazil capable of interpreting the reality in which they live and transform Brazil and the world. Brazil is very far from meeting what establishes the best education systems in the world. Brazil needs to make a qualitative leap in education.
Inclusive education has begun to be addressed within the context of the broader international
debate on “Education for All” (EFA), a debate launched at the World Conference held in 1990 in Jomtien,
Thailand. From Jomtien until today, thinking has evolved from the almost symbolic presence of special
educational needs in the initial documentation, towards the recognition that inclusion must be a fundamental
principle of the EFA movement as a whole. Within this process, the contribution of the Salamanca Declaration
on Special Educational Needs: Access and quality (Unesco, 1994) stands out, from which the concept of
educational inclusion emerges strongly. Thereafter thescope and perspectives of inclusive education has been
based on the idea that all children and young people have the right to a quality education with equivalent
learning opportunities, regardless of their social and cultural background and their differences in skills and
abilities (OIE -UNESCO, 20 08)
Workshop with Teachers: Global Citizenship Education Dina Desveaux
The following presentation is a sample workshop I developed for teachers-in-training. Topics: children's rights, global citizenship education and rights-respecting schools. There are links to videos that offer inspiration & hope for teachers and youth.
Global Education Importance, Purposes, and the Role of the UN and States.pdfAdilJaved51
Global Education refers to an educational approach that transcends national borders and fosters an understanding of global issues, intercultural competence, and a sense of global citizenship.
United Nations Secretary General in his speech at UN General Assembly asked “I regard myself as a lifelong student…Without education, where would I be? Where would any of us be?”
Because education transforms lives, economies and societies, “we must transform education”.
It aims to equip individuals with the knowledge, skills, and attitudes necessary to engage with global challenges, promote sustainable development, and contribute to a more inclusive and interconnected world.
In this article, we will explore the importance and purposes of global education, as well as the role of the United Nations (UN) and various states in promoting it.
Education for all : Education is a fundamental right that should be available to everyone, regardless of socioeconomic status, race, gender, or any other factor. All people should have access to quality education, including access to books, technology, and experts who can help them learn. To ensure Education for All, governments should invest in public schools and libraries, provide free tuition for college and technical school, and support programs that increase access to educational resources. Additionally, organizations and individuals should work together to create learning opportunities that are accessible to everyone. By creating a culture of learning and knowledge sharing, we can make sure that everyone has the opportunity to learn, grow, and reach their full potential.
Including all children in quality learning - The call to action ‘Education Equity Now!’ supported by the Government of Turkey and UNICEF, will call on 20 governments in Central and Eastern Europe and Central Asia to put education reform measures in place so that all children, particularly the most vulnerable and excluded, are reached.
The purpose of this paper was to know the sustainable development goal 4 and find out the quality of education in Zambia. The quality of education was measured by the number of primary and secondary schools, enrolment of students, dropout rate, the equity indicators – gender parity index and student-teacher ratio and quality indicators like exam pass rate and infrastructure. The study concluded that the growth rate of schools under private/church/community was higher than the Government run schools during the study period. There prevails inequality between different provinces with regard to the availability of schools. The average annual growth rate in enrolment for grade 1-12 for female students was higher than the male students, whereas, in public universities the percentage of enrolment for male students was higher than female. The dropout rate was higher for female than male students, due to early pregnancy. The gender parity index increased due to the policy of the Government towards girls. To achieve the sustainable development goal for education, the study suggested that the teachers in rural areas should be provided better service conditions, education should be enhanced according to the needs of the economy and student loan scheme should be initiated by the banks and financial institutions.
Educational developments, patterns, trends, options and objectives as they relate to young people are the focus of this chapter. An evidence-based overview presents the challenges and inequalities faced in different contexts, with attention given to the invisibility of youth as a statistical category, comparisons between developed and developing countries, the gender gap, and deficiencies and requirements with respect to “old” and “new” literacy. Educational achievements and goals are addressed within the “Education for All” framework. The chapter repeatedly emphasizes the importance of relying on multiple pedagogies and approaches-including formal, non-formal and distance education- in achieving worldwide educational objectives.
R4D's Nicholas Burnett's keynote presentation at the International Step by Step Association's ISSA Conference 2016 in Vilnius, Lithuania. #ISSAVilnius2016
Research paper on Millennium Development Goal 2- Achieve Universal Primary Education. This was written this while studying abroad through the Semester at Sea program where there was very limited access to the Internet and resources.
JORNADA DIGITAL #2 | Mudanças físicas no ambiente escolar e saúde pública: de...Editora Moderna
Material disponibilizado por Solange Petrosino durante webinar realizado pelo Youtube da Moderna em 16/06/2020
Disponível em https://youtu.be/NC8m4l9l_xk
JORNADA DIGITAL #2 | Mudanças físicas no ambiente escolar e saúde pública: de...Editora Moderna
Material disponibilizado por Maurício Petrosino durante webinar realizado pelo Youtube da Moderna em 16/06/2020
Disponível em https://youtu.be/NC8m4l9l_xk
“Base Nacional Comum: Desafios e Perspectivas” - Alice RibeiroEditora Moderna
Alice Ribeiro, secretária-executiva do Movimento pela Base Nacional Comum, apresenta os objetivos do movimento e as suas contribuições para a construção da Base Nacional Comum Curricular.
“Por que ETI – Escolas em Tempo Integral?” - David SaadEditora Moderna
Análise de David Saad, diretor-presidente do Instituto Natura, sobre o desenvolvimento integral dos alunos e os impactos positivos das Escolas em Tempo Integral.
“Educação socioemocional em sala de aula: o que é, como fazer e em que medida...Editora Moderna
Ricardo Paes de Barros, economista-chefe do Instituto Ayrton Senna e professor no Insper, apresenta o valor das “competências para a vida” e a eficácia dos programas de aprendizagem socioemocional nas escolas.
“Propostas para um Ensino Médio que forme um cidadão global” - Hélio Queiroz ...Editora Moderna
Apresentação de Hélio Queiroz Daher, coordenador de Políticas para a Educação Básica, da Secretaria de Estado de Educação de Mato Grosso do Sul – Representante do CONSED Nacional.
“Desafios da implementação de políticas para a educação cidadã” - Alessio CostaEditora Moderna
Alessio da Costa Lima, secretário municipal de Educação de Tabuleiro do Norte (CE) e presidente da Undime (União Nacional dos Dirigentes Municipais de Educação), analisa os desafios das redes gestoras para a plena cidadania.
Palestra "Nossos alunos e as competências socioemocionais" - Ciclo de eventos...Editora Moderna
Maria del Carmen G. Chude ministrou palestras em todo o Brasil sobre a aplicação de competências socioemocionais na sala de aula. Os chamados Hábitos da Mente potencializam a formação dos alunos.
Apresentação referente ao lançamento do Projeto Araribá Plus, da Editora Moderna. O material fez parte do ciclo de eventos 2014 da Editora Moderna em todo o Brasil e ministrado por Renata Sanchez, gerente de Serviços Educacionais
Educatrix - a revista que pensa a educação.
Quinta edição da revista Educatrix, publicada pela Editora Moderna. A revista traz conteúdos especiais sobre a educação brasileira
Apresentação do professor Luciano Meira no evento Tempo de Compartilhar, em Trancoso - BA.
Conheça o palestrante:
Graduado em Pedagogia, mestre em Psicologia Cognitiva, Ph.D. em Educação Matemática e professor adjunto do Departamento de Psicologia da UFPE, realiza pesquisas em cultura e cognição, atuando principalmente em processos de produção de sentidos, análise interacional, tecnologias da informação e internet.
Educatrix - a revista que pensa a educação.
Quinta edição da revista Educatrix, publicada pela Editora Moderna. A revista traz conteúdos especiais sobre a educação brasileira
Educatrix - a revista que pensa a educação.
Segunda edição da revista Educatrix, publicada pela Editora Moderna. A revista traz conteúdos especiais sobre a educação brasileira
Educatrix - a revista que pensa a educação.
Quarta edição da revista Educatrix, publicada pela Editora Moderna. A revista traz conteúdos especiais sobre a educação brasileira
Educatrix - a revista que pensa a educação.
Terceira edição da revista Educatrix, publicada pela Editora Moderna. A revista traz conteúdos especiais sobre a educação brasileira.
Faça o download gratuitamente
Educatrix - a revista que pensa a educação.
Conteúdo da cartilha especial sobre música na sala de aula publicada juntamente com a segunda edição da revista Educatrix.
A publicação é de responsabilidade da Editora Moderna
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
“Educação para a Cidadania Global” - Cecilia Barbieri
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
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
32. Key learning outcomes of GCED
Source: Global Citizenship Education: Topics and Learning Objectives; UNESCO 2015; p.15
33.
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
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