Rethinking Schooling for the 21st Century

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Content analysis of this kind also implied the risk of subjective interpretation and biased analysis. Box A.1: Measures taken to reduce the level of subjectivity and ensure intercoder reliability In order to reduce the level of subjectivity: 1. a detailed coding guide was developed; 2. a capacity building workshop was held in Delhi in May 2016 to ensure a common understanding of the coding scheme; 3. a Technical Support Group was established; 4. in several countries, a research team was established and more than one individual was coding, which verified the coding results; 5. national research teams underwent a pilot coding before they formally began coding; 6. national research teams underwent a mandatory coding exercise of an excerpt of the NCF of Malta, in order to further enhance shared understanding amongst coders; 7. the MGIEP team (consisting of 1 international staff and 2 national officers) reviewed the submitted coding sheets and inquired the national research teams when there were doubts about coding results; and 8. the MGIEP team also responded to all queries received and concerns raised from the national research teams, both via email and Skype calls. (4) The Development of a National-Level Background Paper For each country covered by the study, a country-level report (ca. 10,000 words) was developed, partly based on the content analysis of the data sources, and partly on the review of secondary source materials and interviews with relevant stakeholders as necessary and appropriate. Researchers were provided with an outline of 22 questions under the following sub-headings: context; understandings of ESD/GCED concepts in the country; the notion of the ‘ideal citizen’ and the self-image of the country manifested in policy and curriculum; ESD/GCED integration into policy; ESD/GCED integration into curricula; and, discussion and ways forward. Each report went through an extensive review process, both internally and externally. In particular, most final reports were sent to external peer reviewers (experts who had knowledge of ESD/GCED at the national level, and were in a position to provide adequate advice to improve the quality of the reports) to ensure that the nature of ESD/GCED at the national level was accurately captured. 228 Appendices
(5) The Development of a Regional Report (Current Report): The outline of a regional synthesis report was agreed upon during a Core Drafting Group meeting in New Delhi in January 2017 (a list of the Core Drafting Group members can be found in the Acknowledgements). A Review Committee, consisting of five independent scholars, was also established which independently reviewed the report and approved/endorsed it (see Figure 0.4 in Introduction; a list of the members can also be found in the Acknowledgements). 3. CODING SCHEME Coding Scheme Design The Coding Scheme consisted of the following 14 categories: ESD/GCED themes 1. Economic dimension of sustainable development 2. Environmental dimension of sustainable development 3. Good health and well-being 4. Human rights 5. Gender equality 6. Culture of peace and nonviolence 7. Justification and general orientation about global citizenship Competencies 11. Cognitive skills/critical and systemic thinking 12. Attitudes, values and dispositions 13. Behaviour and action 13.i. Transversal/Crosscutting skills 13.ii. Responsible lifestyles 13.iii. Activism 14. ESD, GCED and other educations 8. Global systems, structures and processes 9. Global issues 10. Interconnectedness Rethinking Schooling for the 21 st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia 229
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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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(or pseudo-) democratic facade (Rum
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critical thinking and problem solvi
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Page 221 and 222: Table 6.1. Teaching/learning approa
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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 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
Page 297 and 298: No. Region Country Education Law/ L
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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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