Rethinking Schooling for the 21st Century

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Region Country Subject Subject Category Grades No. of weeks/ 1 2 3 4 5 6 7 8 9 days per year Nepali Language 6 6 6 6 6 3.75 3.75 3.75 3.75 English Foreign Language 3.75 3.75 3.75 3.75 3.75 3.75 3.75 3.75 3.75 Mathematics Mathematics 4.5 4.5 4.5 4.5 4.5 3.75 3.75 3.75 3.75 Social Studies Social Science 4.5 4.5 4.5 6 6 3.75 3.75 3.75 3.75 Science, health and Physical Edu. Science 3.75 3.75 3.75 N/A N/A N/A N/A N/A N/A South Asia Nepal 13 Science Science N/A N/A N/A 3 3 3.75 3.75 3.75 3.75 Health and Physical Education Sports N/A N/A N/A 3 3 2.25 2.25 2.25 N/A 32 weeks Moral Education Religion and Moral Education N/A N/A N/A N/A N/A 1.5 1.5 1.5 N/A Health, Population and Environment Social Science N/A N/A N/A N/A N/A N/A N/A N/A 3.75 Profession, Occupation and Technology Skills and Competencies N/A N/A N/A N/A N/A 3.75 3.75 3.75 N/A Local Subject/ Mother Tongues Second Language 3 3 3 3 3 3.75 3.75 3.75 N/A Elective Subjects Others N/A N/A N/A N/A N/A N/A N/A N/A 7.5 Total 25.5 25.5 25.5 29.25 29.25 30 30 30 30 Source: Nepal. 2009. k|fylds lzIff kf7\oj|md @)^% sIff $– % (Primary Education Curriculum (English version) (Grades 4-5)). Nepal. 2012. cfwf/e"t lzIff kf7\oj|md -sIff ^–*_ (Basic Education Curriculum (Grades 6-8)). Nepal. 2015. ljb\ofno lzIffsf nflu /fli6«o kf7\oj|md k|f¿k @)^# (kl/dfh{g @)&!) (National Curriculum Framework of School Education (2005) (revised in 2015)). 264 Appendices
Region Country Subject Subject Category Grades No. of weeks/ 1 2 3 4 5 6 7 8 9 days per year Urdu Language 4.667 4.667 4 4 4 4 4 4 3.333 English Foreign Language 4.667 4.667 4 4 4 4 4 4 3.333 Mathematics Mathematics 4.667 4.667 4 4 4 4 4 4 4 Islamiat/ Alternative (for non-Muslim) Religion and Moral Education N/A N/A 3.333 3.333 3.333 3.333 3.333 3.333 1.333 General Knowledge (Science and Social Studies) + Pakistan Studies G9 Social Science 5.333 5.333 4 N/A N/A N/A N/A N/A 1.333 Science Science N/A N/A N/A 3.333 3.333 3.333 3.333 3.333 N/A Social Studies (History/Geography) Social Science N/A N/A N/A 3.333 3.333 2.667 2.667 2.667 N/A South Asia Pakistan 14 Physical Training (Games and Sports) Sports 1.333 1.333 1.333 2 2 N/A N/A N/A N/A Arts and Crafts Aesthetic Education 1.333 1.333 1.333 0.667 0.667 N/A N/A N/A N/A Computer Education (Applied Technology) Arabic/Persian/Regional/Language/ Drawing/Health& Phy Edu./Home Eco/ Agriculture/ Intro Technologies Practical Experience in Social and Environmental Edu. Technology N/A N/A N/A N/A N/A 2 2 2 N/A Others N/A N/A N/A N/A N/A 2 2 2 N/A Skills and Competencies N/A N/A N/A N/A N/A 1.333 1.333 1.333 N/A 210 days Library Others 1.333 1.333 1.333 0.667 0.667 1.333 1.333 1.333 1.333 Elective Subjects Others N/A N/A N/A N/A N/A N/A N/A N/A 12 Total 23.333 23.333 23.333 25.333 25.333 28 28 28 26.667 Source: Pakistan. 2007. Scheme of Studies Grade 1-12. Islamabad, Ministry of Education Curriculum Wing. Rethinking Schooling for the 21 st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia 265
Page 1:
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
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Table 6.1. Teaching/learning approa
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Education, Social Justice and Corru
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the former USSR, since the early 19
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Conclusions and Ways Forward Rethin
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this nationalist orientation should
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UNESCO’s current concern for prom
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are often largely devoid of any han
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constructing a sense of shared iden
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 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 287: 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)
Page 323 and 324: Years%20Old%20and%20Over%20by%20Emp
Page 325 and 326: Shankweiler, D. and Fowler, A. E. 2
Page 327 and 328: UNESCO. 2012a. Removing Gender Barr
Page 329 and 330: ing with the Past: Resources and Ob
Page 332: Rethinking schooling for the 21 st
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Rethinking Schooling for the 21st Century

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