scholarly journals Inclusion of Global Citizenship Education and Sustainable Development in Pre-Service Curriculum: A Perspective Study

2021 ◽  
Vol 6 (2) ◽  
pp. 95-112
Author(s):  
Nasreen Bano ◽  
Khushbakht Hina
Keyword(s):  
Sustainable Development ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Education For Sustainable Development ◽  
Global Citizenship Education ◽  
Agenda 2030 ◽  
Word Clouds ◽  
Development Goals ◽  
Excellence In Education ◽  
Qualitative Part

Education Agenda 2030 emphasizes the role of Sustainable Development Goal 4 which focuses on excellence in education and its prominence for the attainment of sixteen other sustainable development goals.  For this purpose a study was carried out to investigate the opinions of Educationists/Curriculum developers for inclusion of themes of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) in Pre-Service Teacher Education Curriculum (Elementary) level in Pakistan.  There are six broad themes of GCED and ESD: Human Rights, Education for sustainable Development, Peace, Gender Equality, Health Education and Global Citizenship.  It was a descriptive study. On the pre-determined themes suggested by UNESCO, a survey questionnaire was developed having both open and close-ended questions. There were 70 participants in the study who were M.Phil to Post Doctorate and had professional experience of 10 -35 years.  Data for close-ended questionnaire were analyzed through SPSS 21 and the qualitative part used descriptive explanation with verbatim quotes and word clouds using NVIVO 10.  The results showed that participants strongly favored inclusion of these themes in curriculum and believed these to be cross cutting themes. It was recommended that these may either be integrated into already existing subjects of B.Ed. or may be taught as separate subjects. Keywords: Pre-Service Curriculum, Target 4.7, Global Citizenship Education, Education for Sustainable Development

Evaluating Sustainable Development solutions quantitatively: Competence modelling for GCE and ESD

2016 ◽  
Vol 15 (3) ◽  
pp. 190-211 ◽  
Author(s):  
Marko Böhm ◽  
Sabina Eggert ◽  
Jan Barkmann ◽  
Susanne Bögeholz
Keyword(s):  
Sustainable Development ◽  
Student Teachers ◽  
Citizenship Education ◽  
High Performance ◽  
Global Citizenship ◽  
Biodiversity Loss ◽  
Education For Sustainable Development ◽  
Partial Credit Model ◽  
Global Citizenship Education ◽  
Mathematical Skill

To comprehensively address global environmental challenges such as biodiversity loss, citizens need an understanding of the socio-economic fundamentals of human behaviour in relation to natural resources. We argue that Global Citizenship Education and Education for Sustainable Development provide a core set of socio-economic competencies that can be applied to tackle such challenges. As a central concern of this article, we report on the development of a competence model and its use in an empirical study. The study analyses the ability of German students ( n = 268: 232 pupils in senior secondary school and 36 student teachers) to evaluate solutions for real-world Sustainable Development challenges quantitatively. In doing so, we investigate a theoretically described competence dimension, that is, ‘Evaluating and Reflecting Solutions Quantitatively-Economically’. A Rasch partial credit model indicates that ‘Evaluating and Reflecting Solutions Quantitatively-Economically’ can be modelled as a one-dimensional competence. Grade level, general educational performance and high performance in subjects addressing Education for Sustainable Development positively affect ‘Evaluating and Reflecting Solutions Quantitatively-Economically’ scores. Although applying basic economic insights in a quantitative manner to Sustainable Development challenges is within the mathematical skill set of most students, even older or better-performing students find it difficult to do so. Thus, these findings underscore the need for economic competencies to be incorporated in Education for Sustainable Development and Global Citizenship Education.

scholarly journals Global Citizenship Education and Gender Depiction in Textbooks: The Case of Punjab Textbook Board’s Pakistan Studies and Urdu Textbooks

2020 ◽  
Vol 1 (3) ◽  
pp. 72-79
Author(s):  
Aniqa Munir ◽  
Dr. Sumaira Noreen
Keyword(s):  
Sustainable Development ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Research Work ◽  
School Level ◽  
The Sustainable Development ◽  
Global Citizenship Education ◽  
Secondary School Level ◽  
Development Goals ◽  
And Gender

This research is focused on the case of gender depiction in textbooks of Punjab Textbook Board's Pakistan Studies and Urdu at Secondary and Higher Secondary School Level. A content analysis was done of Pakistan Studies and Urdu textbooks while keeping in view UNESCO's Global Citizenship Education (GCED) targets being given under the Sustainable Development Goals (SDG) target 4.7. The theme has been operationalized concerning learning objectives of "Education for Sustainable Development" (UNESCO, 2017) that centers around empowered and motivated learners being capable of critical thinking and to contribute towards a sustainable future. The findings of this research work highlighted the need for a clear focus on the content regarding women in textbooks.

The Denaturation of Environmental Education: Exploring the Role of Ecotechnologies

2015 ◽  
Vol 32 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Annette Gough ◽  
Noel Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Resource Base ◽  
Natural Resource Base

AbstractThis article explores the changing ways ‘environment’ has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a ‘natural resource base for economic and social development’ (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and ‘ecotechnologies’ that ‘identify and define the natural realm in our relationship with it’ (Boetzkes, 2010, p. 29). This denaturation of nature is reflected in the priorities for sustainable development discussed at Rio+20 and proposed successor UNESCO projects. The article argues for the need to reassert the intrinsic value of ‘environment’ in education discourses and discusses strategies for so doing. The article is intended as a wake-up call to the changing context of the ‘environment’ in ESD discourses. In particular, we need to respond to the recent UNESCO (2013a, 2013b) direction of global citizenship education as the successor to the UN Decade of Education for Sustainable Development 2005–2014 that continues to reinforce an instrumentalist view of the environment as part of contributing to ‘a more just, peaceful, tolerant, inclusive, secure and sustainable world’ (UNESCO, 2013a, p. 3).

The legitimacy of development nongovernmental organizations as global citizenship education providers in Korea

2018 ◽  
Vol 14 (3) ◽  
pp. 241-259 ◽  
Author(s):  
Jae-Eun Noh
Keyword(s):  
Nongovernmental Organizations ◽  
Citizenship Education ◽  
Sustainable Development Goals ◽  
Global Citizenship ◽  
The Sustainable Development ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
Development Goals ◽  
Assimilation Model

In an era of globalization, social demands for fostering global citizenship are increasing. Global citizens are those who have a critical understanding of interconnectedness, share values of responsibility, have respect for differences, and commit themselves to action. Global citizenship education has recently emerged as a prominent issue in Korea, a nation faced with the inflow of immigrants and international pushing for global citizenship education such as the Sustainable Development Goals. Development nongovernmental organizations have taken up the role of delivering global citizenship education. It is necessary to examine how development nongovernmental organizations’ pedagogic legitimacy has been constructed and exercised in the context of Korea. This article critically discusses development nongovernmental organizations’ roles in global citizenship education and suggests some improvements in the areas of ‘effectiveness and expertise, contextualization, and greater attention to human rights and action for social justice’ to be an alternative to the state-led global citizenship education, which is characterized as assimilation model and ‘us and them’ rhetoric.

Global Citizenship Education

2021 ◽  
Vol 97 (4) ◽  
pp. 464-480
Author(s):  
Christoph Wulf
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Citizenship Education ◽  
Sense Of Belonging ◽  
Peace Education ◽  
Global Citizenship ◽  
Global Community ◽  
Global Citizenship Education ◽  
World Community ◽  
Heritage Education

Abstract Global Citizenship Education. Building a Planetary World Community in the Anthropocene In the Anthropocene, what do we mean by global citizenship education, what do we mean by building a planetary world community? The paper explores these questions and uses the example of education for sustainable development, heritage education, human rights education, and peace education to show how a sense of belonging to the global community can be created. It also develops numerous viewpoints that play an important role in achieving a planetary consciousness.

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