Rethinking Schooling for the 21st Century

Table A.1 outlines the overall structure of the coding scheme and the studies
from which each component is derived.
Table A.1 Overall structure of the coding scheme 6
Learning
Domains
Core Concepts
Category
Study from which
it is derived
Economic Dimension of
Sustainable Development
1
GEMR
MGIEP team
Learning to Live Together
Learning to Know
(Cognitive)
Learning to Be
(Socio-emotional)
Environmental
Dimension of Sustainable
Development
Social Dimension of
Sustainable Development
ESD and GCED
Competencies
2 GEMR
3-6; 7-10
(Global
Citizenship)
11 (Cognitive
skills)
12 (Attitudes,
values, and
dispositions) 6
GEMR (3-6, 10)
IBE-APCEIU (7-9)
MGIEP team
GEMR
MGIEP team
GEMR
IBE-APCEIU
Learning to Do
(Behavioural)
13 (Behaviour
and action)
GEMR
IBE-APCEIU
MGIEP team
N/A
ESD, GCED and other
educations (adjectival
educations)
14
GEMR
MGIEP team
The vertical axis of the coding scheme is divided into three major parts: the
dimensions of sustainable development (1-10); ESD and GCED competencies
(11-13); and, the ‘adjectival educations’ (14). Most of the cognitive concepts
encompassing the three dimensions of sustainable development (economic,
environmental, and social) were adopted from the GEMR study; the categories
covering global citizenship (7-10) were primarily from the IBE-APCEIU study; and,
the overall ESD and GCED competencies and educations were derived from both
the GEMR and IBE-APCEIU studies, as well as certain additions from MGIEP 7 .
6 In the coding scheme of the IBE-APCEIU study, under the ‘attitudinal (socio-affective)
domain’ coding categories, the concept of multiple identities included three categories:
‘humanity as privileged referent of identity (category 14)’, ‘nation as privileged referent of
identity (category 15)’ and ‘embedded identities: local, national, regional (supra-national)
and global (category 16)’ (IBE-UNESCO and APCEIU, 2016). The three categories have been
included as 12h, 12i and 12j in the category ‘attitudes, values and dispositions’ (see Appendix
II-12).
7 On the top, category 0 (objective/vision) was added to allow coding of teaching and learning
approaches and assessment (see curricular components) that were referred to in the overall
aims of the document, without particular reference to any of the key ESD/GCED concepts
(categories 1-14).
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Appendices