Rethinking Schooling for the 21st Century

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11 Cognitive skills/critical & systemic thinking East Asia Southeast Asia South Asia Central Asia 11.a) critical thinking 11.b) systems thinking; holistic thinking SUBCATEGORIES 11.c) creative thinking 11.d) future-oriented thinking, futures thinking 11.e) other China Japan Korea, Republic of Cambodia Indonesia Lao PDR Malaysia Philippines Thailand Viet Nam Afghanistan Bangladesh Bhutan India Iran, Islamic Republic of Nepal Pakistan Sri Lanka Kazakhstan Kyrgyzstan Mongolia Uzbekistan Prevalence Very high High Moderate Low Absent 248 Appendices
12 Attitudes, values, and dispositions East Asia Southeast Asia South Asia Central Asia 12.a) self-awareness SUBCATEGORIES 12.b) justice, responsibility (as values) 12.c) democratic participation (as values) 12.d) respect/ appreciation for diversity 12.e) tolerant/values of tolerance 12.f) attitudes of care, empathy, dialogue, respect and compassion (for others and the environment) 12.g) solidarity; global solidarity; common humanity (cosmopolitanism) 12.h) humanity as privileged referent of identity 12.i) nation as privileged referent of identity 12.j) embedded identities: local, national, regional (supra-national) and global 12.k) anti-discrimination, anti-racism 12.l) curiosity 12.m) resilience; coping with change 12.n) other Prevalence China Japan Korea, Republic of Cambodia Indonesia Lao PDR Malaysia Philippines Thailand Viet Nam Afghanistan Bangladesh Very high High Moderate Low Absent Bhutan India Iran, Islamic Republic of Nepal Pakistan Sri Lanka Kazakhstan Kyrgyzstan Mongolia Uzbekistan Rethinking Schooling for the 21 st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia 249
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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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unaltered since 1997. The Law on Ed
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substantial curricular revision (Si
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Figure 6.3 Introduction of New Stat
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ut documents also generally espouse
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environmental protection and conser
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and Kyrgyzstan, as in Kazakhstan an
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countries, such as those in South A
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and natural wealth of Kyrgyzstan’
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(Hann and Pelkmans, 2009; Omelichev
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who ‘value Mongolian customs and
Page 221 and 222: Table 6.1. Teaching/learning approa
Page 223 and 224: Education, Social Justice and Corru
Page 225 and 226: the former USSR, since the early 19
Page 227 and 228: Conclusions and Ways Forward Rethin
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Page 231 and 232: UNESCO’s current concern for prom
Page 233 and 234: are often largely devoid of any han
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Page 237 and 238: focus encourages young people to se
Page 239 and 240: across Asia from selectively approp
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
Page 247 and 248: Appendices Rethinking Schooling for
Page 249 and 250: to be included in the study was bas
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
Page 269 and 270: 8 Global systems, structures and pr
Page 271: 10 Interconnectedness East Asia Sou
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
Page 299 and 300: No. Region Country 6 Japan Educatio
Page 301 and 302: No. Region Country 11 India Educati
Page 303 and 304: No. Region Country Education Law/ L
Page 305 and 306: No. Region Country 19 Malaysia Educ
Page 307 and 308: No. Region Country 21 Thailand Educ
Page 309 and 310: References Rethinking Schooling for
Page 311 and 312: http://unesdoc.unesco.org/images/00
Page 313 and 314: human_rights_education_in_asian_sch
Page 315 and 316: G. LeTendre (eds), Challenges to Ja
Page 317 and 318: of State and Government (ASEM9), Vi
Page 319 and 320: Lambert, D. 2004. Geography. J. Whi
Page 321 and 322: 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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