Global citizenship education is now an important element of curricula, policy, and practice in many diverse nations around the world. Almost a decade ago, education for global citizenship was described as a target under United Nations Sustainable Development Goal 4.7 – to ‘ensure all learners acquire knowledge and skills needed to promote sustainable development.’ Despite efforts to define and frame global citizenship education (GCED), systems continue to grapple with understanding, enacting, and assessing GCED in ways that reflect changing local and global conditions for students, teachers, and schools. This new study responds to the need for tools and resources to enact, monitor and assess GCED, particularly in primary schools in the Asia-Pacific region. This policy brief provides recommendations for policymakers and development organisations to inform uptake and quality of GCED education and future policies, practices, and investments.
Copyright Australian Council for Educational Research and Asia Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO 2023
Available at: http://works.bepress.com/rachel-parker/54/
This new study is part of a collaborative research partnership between the Asia Pacific Centre for International Understanding (APCEIU) under the auspices of UNESCO, and the Global Education Monitoring (GEM) Centre – a long-term partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT).