Rethinking Schooling for the 21st Century

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Rethinking Schooling FOR THE 21 ST CENTURY The State of Education for Peace, Sustainable Development and Global Citizenship in Asia November 2017
Page 1: ethinking schooling FOR THE 21 ST C
Page 5: Sustainable Development Goal Target
Page 8 and 9: Director’s Message The UNESCO Mah
Page 10 and 11: Acknowledgements This regional synt
Page 12 and 13: Acronyms ADB APCEIU ASEAN ASPnet DE
Page 14 and 15: Contents Foreword v Director’s M
Page 16 and 17: Figure 3.5 References to select cat
Page 18 and 19: national education systems remain s
Page 20 and 21: as civic and citizenship education
Page 22 and 23: Interpretations of the meaning and
Page 24 and 25: Suggestions for Future Action by Me
Page 26 and 27: PREAMBLE The view of education as a
Page 28 and 29: Figure 0.1 Asia: The diverse contin
Page 30 and 31: on education and related social iss
Page 32 and 33: Figure 0.4 Overall governance struc
Page 34 and 35: Incorporation of new ideas into cur
Page 36 and 37: taught will depend on both the abil
Page 38 and 39: Prior to Jomtien, international aid
Page 40 and 41: preparatory cram schooling or ‘sh
Page 42 and 43: Recent reforms in this area have ta
Page 44 and 45: to perpetuate institutionalised dis
Page 46 and 47: Curricula need to confront learners
Page 48 and 49: terms, the kind of redesigning requ
Page 50 and 51: the acquisition of literacy, ideogr
Page 52 and 53:
esponsive to the voices and interes
Page 54 and 55:
The current report builds on a proj
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Box 1.1 The 14 coding categories ES
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Notions of ‘global citizenship’
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Another set of challenges involved
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Humanity has the ability to make de
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aised issues of subjectivity potent
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certain reviewers asking authors to
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Figure 2.1 Heatmaps across 22 count
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Trend 1: Peace and global citizensh
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Trend 2: Many countries across Asia
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Trend 3: Critical thinking, creativ
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Figure 2.5 The prevalence of the co
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top in a ‘flawed democracy’ cat
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interconnections, interdependence
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58
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As noted in Part I, the compilation
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Three Challenges The first set of c
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times in different places. While an
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This dichotomy, though somewhat cru
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Here the results of the quantitativ
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In China, at the level of individua
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111); but there is no reference to
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as the sustainability of existing p
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In the case of China, the clash bet
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documents across the major East Asi
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the Social Studies Curriculum (2015
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In discussing relations with neighb
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Admiral Yi against the invasion of
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per cent or less; and average years
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and shrinking of Japan’s indigeno
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or ‘global villagers’ prolifera
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This tension is particularly explic
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Table 3.1 Number of institutions, t
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on parenting classes for fathers. A
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Curricular change has not been matc
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instrumentalist and economistic. In
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maladjustment — particularly in t
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students in the OECD’s PISA tests
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einforced by the fact that Thailand
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need for more sophisticated approac
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conflict resolution, reconciliation
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(the third RPJMN), which explicitly
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official documents devote some spac
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contribute to economic growth are a
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around the fostering of human capit
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Indonesia is a vast archipelagic co
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chauvinism, it may be seen as very
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promote sustainable peace and ‘gl
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espect to discussion of cultural si
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espects and cultivates local and re
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— a laudable objective, but one l
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(UNESCO, 2016d). Sometimes, private
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The tendency in much discussion of
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CHAPTER 5 South Asia THE CONTEXT: H
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persistence of feudal patterns of l
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Figure 5.1 Government expenditure o
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of education as a Ministry of Human
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of human resources responsive to th
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We have to acquire a deeper underst
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Figure 5.2 Excerpts from the Indian
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Source: NCERT. 2008. Social and Pol
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development and teacher preparation
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Pakistan’s NEP (2009) recognises
Page 180 and 181:
of the economistic and strategic go
Page 182 and 183:
and thus often in the classroom, to
Page 184 and 185:
more familiar GDP. The National Edu
Page 186 and 187:
Jahan, 2015). This also holds true
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eform exercise, the NCERT instead t
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the expansion of access to schoolin
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violence, schooling often dissemina
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during Communist times, and turn sc
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1990 and 2015, Kyrgyzstan’s life
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Central Asia, search for symbols an
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fact cited as evidence of a troubli
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Much work labelled as ‘ESD’ in
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Education Initiative with the inten
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competency-based schooling, and the
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participate in the global economy a
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• information competency; • sel
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each and every child’ should repl
Page 214 and 215:
Siegfried, 2012; Weinthal, 2006). I
Page 216 and 217:
However, references to peace are ab
Page 218 and 219:
This arguably reflects the relative
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discussions and other activities re
Page 222 and 223:
all four countries since the 1990s
Page 224 and 225:
schools are in theory obliged to ac
Page 226 and 227:
202
Page 228 and 229:
Conclusions The present study demon
Page 230 and 231:
SDG 4.7 challenges us to reaffirm a
Page 232 and 233:
However, the approach of listing di
Page 234 and 235:
2. Towards Education for Global Cit
Page 236 and 237:
learning of other Asian languages o
Page 238 and 239:
e sincere and deeply felt. But when
Page 240 and 241:
of employment, in many cases despit
Page 242 and 243:
Ways Forward ENHANCING SYSTEMIC CAP
Page 244 and 245:
e considered in tandem with reforms
Page 246 and 247:
that affects classroom life. Teache
Page 248 and 249:
APPENDIX I Methodology of Content A
Page 250 and 251:
2. OVERALL DESIGN OF THE REVIEW AND
Page 252 and 253:
Content analysis of this kind also
Page 254 and 255:
Table A.1 outlines the overall stru
Page 256 and 257:
Whereas UNESCO’s (2015d) guidelin
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The same sentence or long phrase wa
Page 260 and 261:
c. Page numbers depend on type and
Page 262 and 263:
1 Economic dimension of sustainable
Page 264 and 265:
3 Good health and well-being East A
Page 266 and 267:
5 Gender equality East Asia Southea
Page 268 and 269:
7 Justification and general orienta
Page 270 and 271:
9 Global issues East Asia Southeast
Page 272 and 273:
11 Cognitive skills/critical & syst
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13.i Behaviour and action (Transver
Page 276 and 277:
13.iii Behaviour and action (Activi
Page 278 and 279:
APPENDIX III Instructional hours TO
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TOTAL INSTRUCTIONAL HOURS (PER WEEK
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Region Country Subject Subject Cate
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Page 286 and 287:
Page 288 and 289:
Page 290 and 291:
Page 292 and 293:
Page 294 and 295:
Page 296 and 297:
No. Region Country 1 Kazakhstan Edu
Page 298 and 299:
No. Region Country 5 China Educatio
Page 300 and 301:
No. Region Country 9 Bangladesh 10
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No. Region Country Education Law/ L
Page 304 and 305:
No. Region Country 17 Indonesia Edu
Page 306 and 307:
No. Region Country Education Law/ L
Page 308 and 309:
284
Page 310 and 311:
Adams, L. L. and Rustemova, A. 2009
Page 312 and 313:
Burkhalter, N. and Shegebayev, M. R
Page 314 and 315:
Dore, R. 1976. The Diploma Disease:
Page 316 and 317:
Hettige, S. T. 2007. Modernisation,
Page 318 and 319:
Kasymov, U. and Nikonova, V. 2006.
Page 320 and 321:
Mateo, J. 2016. Inclusion of martia
Page 322 and 323:
Niyozov, S. and Dastambuev, N. 2012
Page 324 and 325:
Rose, C. 2015. Going Global? Nation
Page 326 and 327:
Tassimova, A. 2013. Internationaliz
Page 328 and 329:
UNICEF. 2010. Country Profile 2010:
Page 330:
Woronov, T. E. 2016. Class Work: Vo
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Rethinking Schooling for the 21st Century

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