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 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.

scholarly journals Knowledge partnerships for SDG 4: Bridge 47 and GCE in perspective

2020 ◽  
Vol 3 (13) ◽  
pp. 121-129
Author(s):  
Silvana Longueira Matos ◽  
Talia Vela-Eiden
Keyword(s):  
Citizenship Education ◽  
Social Transformation ◽  
Global Justice ◽  
Sustainable Development Goals ◽  
Global Citizenship ◽  
Transformative Change ◽  
Common Goal ◽  
The Sustainable Development ◽  
Global Citizenship Education ◽  
Development Goals

It is possible to put together academics, practitioners, and policymakers to advocate and partner for Global Citizenship Education? This is what Bridge 47-Building Global Citizenship has been doing since 2018 with partners from all over Europe for a common goal, to promote transformative change in society. Bridge 47-Building Global Citizenship mobilises global civil society to contribute to global justice and eradication of poverty through Global Citizenship Education (GCE) and advocating for target 4.7 of the Sustainable Development Goals (SDGs), which is related to education for social transformation. The results of Bridge 47 are focused on generating learning and exchange opportunities between experts to share their research and projects, inspiring people to act and providing a roadmap to administrations for the development of SDG4 target 4.7. "Quality education".

scholarly journals IB DIPLOMA PROGRAMME CORE AS A SUPPLIER OF GLOBAL CITIZENSHIP EDUCATION

2020 ◽  
pp. 59-75
Author(s):  
Stephanie Lynn Edwards
Keyword(s):  
Sustainable Development ◽  
International Education ◽  
Citizenship Education ◽  
International Baccalaureate ◽  
Mission Statement ◽  
Global Citizenship ◽  
The Sustainable Development ◽  
Global Citizenship Education ◽  
Written Curriculum ◽  
Definition Of

Global citizenship education (GCED) is a growing field in international education. The Sustainable Development Goal (SDG) target 4.7 cited GCED as an official aim of the United Nations for 2030 in order to improve sustainable development, and this has created an increase in global research relating to the assessment of GCED within curriculums. The International Baccalaureate (IB), a private international organization known for its mission statement that promotes lifelong education for a peaceful world, prefers the term international mindedness. Consequently, the IB rarely addresses the concept of global citizenship directly in its Diploma Programme (DP). This paper studies the relationship between the existing DP curriculum and GCED through first providing a definition of GCED and its cognitive, socio-emotional, and behavioral conceptual domains according to UNESCO’s theoretical framework. The study suggests that the DP curriculum unequally addresses the GCED domains and lacks definitive learning objectives that are recommended by UNESCO. While the IB is known for its international education, the DP does address GCED elements that are crucial to active citizenship within the written curriculum, nor are the existing elements assessed at any point in the program.

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

scholarly journals The Effect of the Characteristics and Activities of the Board of Directors on Sustainable Development Goal (SDG) Disclosures: Empirical Evidence from Southeast Asia

2021 ◽  
Vol 13 (14) ◽  
pp. 8007
Author(s):  
Lintang D. Sekarlangit ◽  
Ratna Wardhani
Keyword(s):  
Sustainable Development ◽  
Southeast Asia ◽  
Board Of Directors ◽  
Research Work ◽  
The Philippines ◽  
Public Companies ◽  
The Sustainable Development ◽  
The Board Of Directors ◽  
Development Goals ◽  
One Year

This study aimed to analyze the board of directors’ commitment to the Sustainable Development Goals (SDGs) by looking at the influence of the characteristics and activities of the board of directors and the existence of Corporate Social Responsibility (CSR) committees on disclosures regarding the SDGs. The directors’ characteristics that were analyzed in this research included the board size, the proportion of independent directors, the presence of female directors, and the presence of foreign directors. The activities analyzed included the number of board meetings held in one year and the percentage of directors in meetings. The context of this study was companies in five Southeast Asian countries—Indonesia, Malaysia, Singapore, Thailand, and the Philippines—during the 2016 and 2017 reporting years. This study was an initial research work aiming to empirically examine the effect of the board of directors on SDG disclosures in public companies from five countries in Southeast Asia. The study shows that the percentage of attendance of board directors’ meetings and the existence of CSR committees positively affected SDG disclosures. It also indicates that the presence of the board at the meeting can encourage more intensive SDG disclosures. Companies with a high commitment to sustainability, as shown by their forming of CSR committees, also tended to have a higher level of SDG disclosures.

scholarly journals Unsustainable measures? Assessing global competence in PISA 2018

2021 ◽  
Vol 29 ◽  
pp. 122
Author(s):  
Harsha Chandir ◽  
Radhika Gorur
Keyword(s):  
Sustainable Development ◽  
Science And Technology Studies ◽  
Global Citizenship ◽  
Student Assessment ◽  
Global Competence ◽  
Policy And Practice ◽  
The Sustainable Development ◽  
Documentary Analysis ◽  
Or Practice ◽  
Development Goals

In the context of rising fundamentalism, urgent threats to the environment, and the persistence of poverty and deep inequities in the world, 193 nations have pledged to work towards the Sustainable Development Goals (SDGs) crafted by UNESCO in 2015. Education is seen as key to attaining all the other SDGs. Within the ‘education goal’ (Goal #4), there is an explicit target, SDG 4.7, which focuses on ‘sustainable development and global citizenship’. Nations are expected to incorporate a focus on SDG 4.7 into their curricula, policies, teacher education programs, and student assessment. PISA has now developed an assessment of ‘global competence,’ which is presented as a way to assess SDG 4.7. Through this assessment, it seeks to inform policy, curricula, and pedagogies and catalogue ‘best practices’ for developing students’ ‘global competence’. Given this ambition and the centrality of ‘sustainable development and global citizenship’ within the globally endorsed SDGs, it is important to analyze the extent to which the PISA assessment of global competence is usefully able to inform policy and practice and contribute to fulfilling SDG 4.7. We build upon the work of other scholars examining this question, taking a material-semiotic approach inspired by Science and Technology Studies. Empirically, our study is based on documentary analysis, interviews, and ‘survey encounters’ in which we administered a curated part of the assessment to 15-year-olds and followed this exercise with interviews. We explore how the hard-won stability gained around the notion of ‘global competence’ through its inscription into the standardized survey instruments is again threatened when the survey instrument encounters diverse 15-year-olds. The survey encounters provide an opportunity to ‘test the test’, and we conclude that the PISA test of global competence is not as yet in a position to provide useful direction to policy or practice in the promotion of SDG 4.7.

scholarly journals Will South Asia Achieve the Sustainable Development Goals by 2030? Learning from the MDGs Experience

2020 ◽  
Vol 152 (1) ◽  
pp. 165-189 ◽  
Author(s):  
M. Niaz Asadullah ◽  
Antonio Savoia ◽  
Kunal Sen
Keyword(s):  
Sustainable Development ◽  
South Asia ◽  
Gender Equality ◽  
Sustainable Development Goals ◽  
Income Poverty ◽  
Poverty Eradication ◽  
The Sustainable Development ◽  
Development Goals ◽  
And Gender ◽  
Institutional Challenges

Abstract This paper contributes to the debate on the Sustainable Development Goals progress by evaluating the MDGs achievements in South Asia and the policy and institutional challenges deriving from such experience. Using cross-country regressions and aggregate indicators of poverty, health, education and gender parity outcomes, we offer three sets of findings. First, comparative evidence shows that, while South Asia has converged with richer regions, there is still significant variation in gender equality, universal primary education, and income poverty achievements across countries. Second, projections based on past trends on where SDGs are expected to be by 2030 reveal that there is a long way to go, where emblematic targets as income poverty eradication may not be met in the populous South Asian countries. Finally, considering the expanded set of development targets in the SDGs and the growth slowdown in South Asia, we argue that further progress would simultaneously require increased public spending on health and education and reforms improving state capacity. A simulation exercise confirms that such a combination of interventions would deliver significant benefits in the region, particularly in areas that are critical to progress on the goals of ‘No Poverty’, ‘Quality Education’, ‘Gender Equality’, and ‘Inclusive Growth’.

Women, Development, and Gender Inequality

2016 ◽  
Author(s):  
Lena Dominelli
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Gender Equality ◽  
Sustainable Development Goals ◽  
Vital Role ◽  
The Sustainable Development ◽  
History Of ◽  
Development Goals ◽  
And Gender

Women have a lengthy history of fighting their oppression as women and the inequalities associated with this to claim their place on the world stage, in their countries, and within their families. This article focuses on women’s struggles to be recognized as having legitimate concerns about development initiatives at all levels of society and valuable contributions to make to social development. Crucial to their endeavors were: (1) upholding gender equality and insisting that women be included in all deliberations about sustainable development and (2) seeing that their daily life needs, including their human rights, be treated with respect and dignity and their right to and need for education, health, housing, and all other public goods are realized. The role of the United Nations in these endeavors is also considered. Its policies on gender and development, on poverty alleviation strategies—including the Millennium Development Goals and the Sustainable Development Goals—are discussed and critiqued. Women’s rights are human rights, but their realization remains a challenge for policymakers and practitioners everywhere. Social workers have a vital role to play in advocating for gender equality and mobilizing women to take action in support of their right to social justice. Our struggle for equality has a long and courageous history.

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