Form of civic learning
Global citizenship education (GCED) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.
GCE provides the overall lens which views the role of education in the promotion of the rule of law (RoL). It draws upon experience from other education processes, including human rights education, peace education, education for sustainable development, education for international and intercultural understanding. GCE aims to empower learners to engage and assume active roles, both locally and globally, as proactive contributors to a more just, peaceful, tolerant, inclusive, secure and sustainable world. GCE aspires to be a transformative experience, to give learners the opportunities and competencies to realize their rights and obligations to promote a better world and future. GCE is built on a lifelong learning perspective. It is not only for children and youth but also for adults. It can be delivered in formal, non-formal and informal settings. For this reason, GCE is part and parcel of the Sustainable Development Goal 4 on Education (SDG4, Target 4.7). GCE is also a component of the single indicator for Target 12.8 in Sustainable Development Goal 12 for "responsible consumption and production".
Definition and origins.
The Global Citizenship Foundation defines Global citizenship education as "a transformative, lifelong pursuit that involves both curricular learning and practical experience to shape a mindset to care for humanity and the planet, and to equip individuals with global competence to undertake responsible actions aimed at forging more just, peaceful, secure, sustainable, tolerant and inclusive societies."
Global citizenship consists of voluntary practices oriented to human rights, social justice, and environmentalism at the local, regional, and global level. Unlike national citizenship, global citizenship does not denote any legal status or allegiance to an actual form of government. The emergence of regional economic blocs, supra-national political institutions such as the European Union, and the advancement of ICTs, has caused governments to try to prepare national populations to be competitive in the global jobs market. This has led to the introduction of global citizenship education programs at primary, secondary, and tertiary level, but also at independent NGOs, grass roots organizations, and other large scale educational organizations, such as the International Baccalaureate Organization and UNESCO.
The most important features of global citizenship education are voluntary action that can extend from local to international collectives; the practice of cultural empathy; and a focus on active participation in social and political life at the local and global level. In the late 1990s, OXFAM UK designed a curriculum for global citizenship education
which stressed "the 'active' role of global citizens".In this approach, individuals and groups both inside and outside the educational sector might take action that addresses human rights, trade, poverty, health, and environmental issues, for example. This is sometimes called the 'global consciousness' aspect of GCE. However, organizations such as UNESCO have also begun to emphasize 'global competencies', including science and technology into their GCE curricula.
Emergence and development.
In the present era of globalization, the recognition of global interdependence on the part of the general public has led to a higher degree of interest in global citizenship in education. Though modern schooling may have been oriented to education suitable for the nation-state throughout the 19th and 20th centuries, in the 21st century, citizenship is understood in global terms, so that schooling might improve individual nations' global competitiveness. Many universities worldwide have responded to the need for a globally oriented education by sending their students to study abroad in increasing numbers, and some have announced that this will soon become a mandatory degree requirement.
Many governments also now promote GCE for the cohesion of society. The large numbers of people migrating across national borders means that the diversity of ethnic, religious, and linguistic groups, "has raised [...] complex and difficult questions about citizenship, human rights, democracy, and education". In addition, global issues related to sustainability, such as the world's future energy arrangements, have also been incorporated into the domain of global citizenship education.
Competences.
While GCE can take different forms, it has some common elements, which include fostering in learners the following competences:
The development of these competencies increasingly relies on innovative teaching strategies. For example, "interactive, digital learning environments that merge academic literacies with cross-cultural communication skills" can help students engage with global issues in meaningful ways by combining critical thinking with cross-cultural understanding.
Pedagogy.
Most educators agree that "global citizenship is a learned and nurtured behavior", and the most widely used classroom strategy for developing global skills is project-based learning. This pedagogical technique can be utilized in the case of almost any school subject, "[and] is the primary pedagogical strategy in the discourse of global competencies. Educators see it as an important method for developing the tools- technical and emotional- for success in the global society". With the aim of nurturing students' potential to be both learners and citizens, the project-based approach has been used successfully in community-based learning, for example.
Another important pedagogical feature of GCE is learning through communicative practices outside the classroom that "harness […] the educational force of the wider culture". If students are encouraged "to see themselves as political agents", educators assume they are more likely to acquire the knowledge, skills and abilities that enable them to become agents of change. Another important element of the student-centered participatory nature of GCED, is that students, through their engagement with others via Social Network Services, create their own forms of global citizenship through dialogue, learning, and action. This is an important element, for example, in the activities of grassroots organizations like 'GIN' (Global Issues Network), and Global Citizenship Foundation which involves students and teachers in projects that address global issues such as human rights, trade rules, and deforestation. Such student-driven, student-led projects combine both the 'global consciousness' and 'global competence' aspects of GCED.
UNESCO developed a competency framework on GCE with key learning outcomes, learner attributes and learning objectives to help guide policymakers and curriculum developers in their efforts to develop national curricula that empower learners to assume active roles, both locally and globally. This competency framework is based on a vision of learning that covers three domains to create a well-rounded learning experience: Cognitive, Socio-Emotional and Behavioural. Although conceptually distinct, these three domains do not represent isolated learning processes; they often overlap, mutually reinforce and build upon each other, and can also occur in parallel. For example, socio-emotional learning (SEL) requires understanding existing challenges in the community (cognitive) and making informed decisions (behaviour). By delivering lessons using all three domains, teachers are more likely to develop the broad range of knowledge, attitudes, values and behaviours that are expected of GCE. This approach also makes it possible to address the four pillars of learning that are key to ensuring learners are equipped with the skills they need to face the world as active and engaged citizens: Learning to know, to do, to be and to live together.
GCE includes three domains of learning, cited below:
GCE has three expected learning outcomes, including how:
Organizations implementing GCE programs, such as UNESCO, now emphasize the importance of expanding both students' 'global consciousness' and 'global competence'. 'Global consciousness' represents the ethical or moral dimension of global citizenship, whereas 'global competence' "features a blend of the technical-rational and the dispositional or attitudinal".
However, some view global consciousness and global competence as being closely related. The OECD, for instance, focuses on global competencies called 'psychosocial resources', of which there are three main types: "using tools interactively (technology and language skills), interacting in heterogeneous groups (cooperation, empathy), and acting autonomously (realizing one's identity, conducting life plans, defending and asserting rights".
Key learner attributes.
GCE identifies three learner attributes, which refer to the traits and qualities that global citizenship education aims to develop in learners and correspond to the key learning outcomes mentioned earlier. These are: informed and critically literate; socially connected and respectful of diversity; ethically responsible and engaged. The three learner attributes draw on a review of the literature and of citizenship education conceptual frameworks, a review of approaches and curricula, as well as technical consultations and recent work by UNESCO on global citizenship education.
Informed and critically literate.
Learners develop their understanding of the world, global themes, governance structures and systems, including politics, history and economics; understand the rights and responsibilities of individuals and groups (for example, women's and children's rights, indigenous rights, corporate social responsibility); and, recognise the interconnectedness of local, national and global issues, structures and processes. Learners develop the skills of critical inquiry (for example, where to find information and how to analyse and use evidence), media literacy and an understanding of how information is mediated and communicated. They develop their ability to inquire into global themes and issues (for example, globalisation, interdependence, migration, peace and conflict, sustainable development) by planning investigations, analysing data and communicating their findings. A key issue is the way in which language is used and, more specifically, how critical literacy is affected by the dominance of the English language and how this influences non-English speakers’ access to information.
Socially connected and respectful of diversity.
Learners learn about their identities and how they are situated within multiple relationships (for example, family, friends, school, local community, country), as a basis for understanding the global dimension of citizenship. They develop an understanding of difference and diversity (for example, culture, language, gender, sexuality, religion), of how beliefs and values influence people's views about those who are different, and of the reasons for, and impact of, inequality and discrimination. Learners also consider common factors that transcend difference, and develop the knowledge, skills, values and attitudes required for respecting difference and living with others.
Ethically responsible and engaged.
Learners explore their own beliefs and values and those of others. They understand how beliefs and values inform social and political decision-making at local, national, regional and global levels, and the challenges for governance of contrasting and conflicting beliefs and values. Learners also develop their understanding of social justice issues in local, national, regional and global contexts and how these are interconnected. Ethical issues (for example, relating to climate change, consumerism, economic globalisation, fair trade, migration, poverty and wealth, sustainable development, terrorism, war) are also addressed. Learners are expected to reflect on ethical conflicts related to social and political responsibilities and the wider impact of their choices and decisions. Learners also develop the knowledge, skills, values and attitudes to care for others and the environment and to engage in civic action. These include compassion, empathy, collaboration, dialogue, social entrepreneurship and active participation. They learn about opportunities for engagement as citizens at local, national and global levels, and examples of individual and collective action taken by others to address global issues and social injustice.
Examples.
Council for Global Citizenship Education, India (and global).
Council for Global Citizenship Education — part of the Global Citizenship Foundation, a non-profit organization based in India and the European Union — assists schools to adopt a participatory whole-school approach to global citizenship education through the GCED Innovative Schools Initiative. The initiative fosters continuous professional development (CPD) of educators; teacher-led contextualization, design, and development of GCED curriculum; engagement of children through the '100 Acts of Global Citizenship' School Challenge; and community through a Global Citizenship Festival at '100 Acts of Global Citizenship' participating schools. The Council for Global Citizenship Education initiative has also been implemented in 18 States of India and has a global presence through their GCED Ambassadors Program.
High Resolves, Australia.
High Resolves is a secondary school educational initiative (implemented by the FYA, the only national, independent non-profit organisation for young people in Australia) consisting of a Global Citizenship Programme for Year 8 students and a Global Leadership Programme for Year 9 and 10 students. It aims to enable students to consider their personal role in developing their society as a global community through workshops, simulations, leadership