Rethinking Schooling for the 21st Century

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APPENDIX I Methodology of Content Analysis of Policy and Curriculum 1. OBJECTIVES AND SCOPE Objectives The first component of the current review was designed to analyse the extent to which concepts embedded in SDG 4.7 are present in (a) key national education legislation, policies, and (b) national school curricula in 22 countries in Asia (see Figure 0.2 in the Introduction), with a particular focus on core subjects, i.e. mathematics, science, languages and social studies. Civic/citizenship education curricula (or the equivalent in the national context) have also been examined, where they were separate from social studies. Where possible, textbooks were also examined. Scope Geographical Scope As this review was launched by UNESCO-MGIEP in partnership with UNESCO Regional Bureau for Asia and the Pacific (UNESCO Bangkok) and UNESCO Field Offices in the region, the first 15 countries were identified on the basis of UNESCO’s geographical presence 1 . The selection of the additional countries 1 The Yangon UNESCO Project Office (under UNESCO Bangkok) and UNESCO Apia were not able to participate in the project due to competing priorities. The absence of the latter meant that the study was limited to only Asia, and the Pacific was not included. 224 Appendices
to be included in the study was based on a combination of ideal criteria and practical considerations. In terms of ideal criteria, the study includes countries from different sub-regions of the Asia-Pacific region, and of a variety in terms of national size, the level of economic development, as well as other variables. Given that a similar study conducted by the Global Education Monitoring Report (UNESCO, 2016a) analysed official documents that were only in English, French or Spanish, there was also a conscious effort to cover countries whose official documents were not available in these languages. With regard to practical considerations, the study includes countries already covered by previous, relevant cross-national studies, to build on and synthesise the findings of existing studies (see UNESCO, 2014d; UNESCO, 2015c; ILO/ CEDEFOP, 2011; IGES, 2012; IEA, 2010). Additionally, efforts were made to include E-9 countries located in the Asia-Pacific region, namely Bangladesh, China, India, Indonesia, and Pakistan, given their large population size and the availability of documentation on their activities implemented in the context of Education For All (EFA). Subject Areas Given their high weight in the curriculum in terms of time allocation and mandatory and examinable status, mathematics, science, languages, and social studies (core subjects) are critical to enhancing understanding of the scientific and social dimensions of interconnected and interdependent local to global challenges. It is important to not only look at civics and citizenship education which are viewed as ‘carrier’ subject of values, but also at core subjects and knowledge, skills, attitudes and values they attempt to inculcate through curricula (see Introduction for elaboration of the importance of different subject areas). Grade Level A particular focus was placed on grade 4 and 8 curricula based on the target populations of the International Association for the Evaluation of Educational Achievement’s (IEA) TIMSS (Mathematics and Science), PIRLS (Literacy), and ICCS (Civic and Citizenship Education) studies 2 . Yet this focus was flexible when necessary as per the individual contexts of the nation-states (for example, for Kyrgyzstan and Kazakhstan, grade 5 and 9 were looked at instead). 2 For more information, see http://www.iea.nl/current_studies.html. Rethinking Schooling for the 21 st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia 225
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ethinking schooling FOR THE 21 ST C
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Published in 2017 by the Mahatma Ga
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Foreword The Sustainable Developmen
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including an overall re-think on th
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of UNESCO Ha Noi; Renato Opertti of
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MECS MEXT MHRD MTB-MLE MTL MoE MoES
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List of Tables, Figures and Boxes T
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Executive Summary INTRODUCTION The
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embedded in SDG 4.7 are integrated
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political issues’, and ‘action
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languages of linguistic minorities.
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Introduction Rethinking Schooling f
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The parameters of the present repor
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which future progress towards the a
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stage also involved preliminary ana
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Making sense of the quantitative re
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children’s ways of thinking with
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do not understand. When teachers ro
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(Chapter 3). In the former region,
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encompassing consciousness of a com
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in many systems of education, the s
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this transnational commitment is fr
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geography helps them to formulate q
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encouraging policymakers, curriculu
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transnational understanding is some
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PART I: Key Regional Findings Rethi
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CHAPTER 1 Methods and Limitations M
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In addition, school timetables for
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as there are not only different con
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Table 1.2 Types of Global Citizensh
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Figure 1.2 The ladder of sustainabl
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of the curriculum. Some NCFs were p
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CHAPTER 2 Key Findings and Insights
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Darker colours show that a sub-cate
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compared to the majority of countri
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Figure 2.4 The prevalence of the co
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social harmony and order over freed
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Trend 6: Human rights and democracy
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Figure 2.7 The prevalence of the co
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One lesson learnt is that we cannot
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PART II: Sub-Regional Syntheses Thi
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translation of such aims into pract
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CHAPTER 3 East Asia PROLOGUE: EDUCA
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In terms of policy discourse, state
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doing. Official curricular guidelin
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the country’ (Mochizuki, 2017, p.
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7-9). The middle school Social Stud
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over student behaviour have also ma
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ole in heightening awareness of env
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— and in some respects becoming m
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prominently (e.g. P. Japanese, p. 1
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Figure 3.3 References to ‘culture
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Jews. Accounts of wartime Japanese
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textbooks, though this policy is al
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Chinese minorities are absent from
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educational programs and research d
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Figure 3.5 References to select cat
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competitive credentialism — see b
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emphasis on similarities (Rose, 201
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Box 3.2 Curricular treatment of sex
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Indeed, the figures for supplementa
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queue. The psychology of parents be
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CONCLUSION Across East Asia (as els
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CHAPTER 4 Southeast Asia PROLOGUE:
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Inequality is also highly gendered
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environmental education comes under
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In Cambodia, given its difficult re
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human rights and attitudes, values
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have generally been partial and hes
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environmental dimension of sustaina
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in Myanmar since 2012, particularly
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American and Soviet influences). Ho
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2015). This has had implications fo
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or lack of capacity for implementin
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common language (see Lee and Suryad
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65 At the same time, counter-claims
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on employment. But while exploring
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24). An unpublished 2009 survey fou
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However, official rhetoric is one t
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and levels of poverty as well as th
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have impeded the implementation of
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egion (see Table 5.1), 73 even as i
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The Pakistani NEP (2009) proclaims
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Treatment of Concepts Embedded in S
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that materials produced locally and
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Source: NCERT. 2008. Social and Pol
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However, the NCERT textbooks have m
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However, the present study shows th
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Box 5.4 References to human rights
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eak away from this approach by high
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Global Citizenship Education Materi
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enders them all the more urgently n
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small children for entry to English
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the growth of private schooling exe
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of meritocracy, and the social stru
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CHAPTER 6 Central Asia and Mongolia
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The pace of the government programs
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Page 227 and 228: Conclusions and Ways Forward Rethin
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Page 241 and 242: for economic development. SDG 4.7 s
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Page 245 and 246: other areas of learning that are le
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Page 251 and 252: The primary objective of the capaci
Page 253 and 254: (5) The Development of a Regional R
Page 255 and 256: In retrospect, the approach of the
Page 257 and 258: Figure A.2 Sample coding (excerpts
Page 259 and 260: without distinction). The core subj
Page 261 and 262: APPENDIX II Sub categorywise heatma
Page 263 and 264: 2 Environmental dimension of sustai
Page 265 and 266: 4 Human rights East Asia Southeast
Page 267 and 268: 6 Culture of peace and non-violence
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Page 271 and 272: 10 Interconnectedness East Asia Sou
Page 273 and 274: 12 Attitudes, values, and dispositi
Page 275 and 276: 13.ii Behaviour and action (Respons
Page 277 and 278: 14 ESD, GCED and other educations E
Page 279 and 280: TOTAL INSTRUCTIONAL HOURS FOR LANGU
Page 281 and 282: Region Country Subject Subject Cate
Page 295 and 296: APPENDIX IV List of coded documents
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No. Region Country 6 Japan Educatio
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No. Region Country 11 India Educati
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No. Region Country Education Law/ L
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No. Region Country 19 Malaysia Educ
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No. Region Country 21 Thailand Educ
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References Rethinking Schooling for
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http://unesdoc.unesco.org/images/00
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human_rights_education_in_asian_sch
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G. LeTendre (eds), Challenges to Ja
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of State and Government (ASEM9), Vi
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Lambert, D. 2004. Geography. J. Whi
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Mongolian Education Alliance (MEA)
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Years%20Old%20and%20Over%20by%20Emp
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Shankweiler, D. and Fowler, A. E. 2
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UNESCO. 2012a. Removing Gender Barr
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ing with the Past: Resources and Ob
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Rethinking schooling for the 21 st
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