Rethinking Schooling for the 21st Century

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on education and related social issues as a basis for public deliberation and decision-making deserves greater recognition in official policymaking circles. Similarly, the role of both the conventional press and new media in popularising and shaping educational debate has grown with the expansion of literacy. This report therefore seeks also to address media professionals and their readers who share an interest in education and a concern for the promotion of peace and sustainable development. REVIEW DESIGN AND STRUCTURE Review Design The plan for this review consisted of four stages. The first stage involved content analysis of education policy and curricular documents from 22 countries based on a common coding scheme, and identification of major regional trends regarding the level of integration of SDG 4.7-related concepts (see Part I and Appendix I for details). Figure 0.2 Countries covered by this study Region East Asia Southeast Asia South Asia Central Asia Countries China; Japan; Republic of Korea Cambodia; Indonesia; Lao PDR; Malaysia; Philippines; Thailand; Viet Nam Afghanistan; Bangladesh; Bhutan; India; Islamic Republic of Iran; Nepal; Pakistan; Sri Lanka Kazakhstan; Kyrgyzstan; Mongolia; Uzbekistan The development of the coding scheme built on a systematic review of existing UNESCO guidance materials; norm-setting, monitoring and evaluation documents; and ‘good practice’ reports on SDG 4.7-related initiatives. This 6 Introduction
stage also involved preliminary analysis of the coding results and preparation of country-level background reports by national teams. The second stage comprised the formulation of an analytical framework by the Core Drafting Group members. Informed by our reading of the country reports, we devised broad categories for discussing the major challenges confronting efforts to promote education for peace, sustainable development and global citizenship. This also entailed an extensive review of existing theoretical and empirical research addressing problems and issues relevant to our guiding concerns. These two stages informed the third, involving the drafting of sub-regional synthesis reports (see Part II) that interpret the coding results and the analysis presented in the country-level background reports. At this point, we attempted to contextualise and triangulate those findings with reference to previous studies, including ethnographic work on schooling in Asian societies. Finally, the fourth stage of the drafting process involved articulating our overall conclusions and recommendations. Figure 0.3 Overview of the drafting process Stage 1: · Content analysis of education policy and curricula based on coding · Preparation of country-level background reports · Identification of regional trends based on the coding results Stage 2: · Identification of challenges facing education for peace, sustainable development and global citizenship Stage 3: · Development of sub-regional synthesis reports Stage 4: · Development of conclusion and recommended actions · Development of the regional report In total, 61 researchers were involved in data collection and analysis at the country level and development of country-level background reports (Stage 1), and five authors were involved in drafting sub-regional synthesis reports (Stage 3). The Core Drafting Group, consisting of three Asia-based education experts, then finalised the report, incorporating feedback from the Review Committee. Rethinking Schooling for the 21 st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia 7
Page 1: ethinking schooling FOR THE 21 ST C
Page 4 and 5: Published in 2017 by the Mahatma Ga
Page 7 and 8: Foreword The Sustainable Developmen
Page 9 and 10: including an overall re-think on th
Page 11 and 12: of UNESCO Ha Noi; Renato Opertti of
Page 13 and 14: MECS MEXT MHRD MTB-MLE MTL MoE MoES
Page 15 and 16: List of Tables, Figures and Boxes T
Page 17 and 18: Executive Summary INTRODUCTION The
Page 19 and 20: embedded in SDG 4.7 are integrated
Page 21 and 22: political issues’, and ‘action
Page 23 and 24: languages of linguistic minorities.
Page 25 and 26: Introduction Rethinking Schooling f
Page 27 and 28: The parameters of the present repor
Page 29: which future progress towards the a
Page 33 and 34: Making sense of the quantitative re
Page 35 and 36: children’s ways of thinking with
Page 37 and 38: do not understand. When teachers ro
Page 39 and 40: (Chapter 3). In the former region,
Page 41 and 42: encompassing consciousness of a com
Page 43 and 44: in many systems of education, the s
Page 45 and 46: this transnational commitment is fr
Page 47 and 48: geography helps them to formulate q
Page 49 and 50: encouraging policymakers, curriculu
Page 51 and 52: transnational understanding is some
Page 53 and 54: PART I: Key Regional Findings Rethi
Page 55 and 56: CHAPTER 1 Methods and Limitations M
Page 57 and 58: In addition, school timetables for
Page 59 and 60: as there are not only different con
Page 61 and 62: Table 1.2 Types of Global Citizensh
Page 63 and 64: Figure 1.2 The ladder of sustainabl
Page 65 and 66: of the curriculum. Some NCFs were p
Page 67 and 68: CHAPTER 2 Key Findings and Insights
Page 69 and 70: Darker colours show that a sub-cate
Page 71 and 72: compared to the majority of countri
Page 73 and 74: Figure 2.4 The prevalence of the co
Page 75 and 76: social harmony and order over freed
Page 77 and 78: Trend 6: Human rights and democracy
Page 79 and 80: 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
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focus encourages young people to se
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across Asia from selectively approp
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for economic development. SDG 4.7 s
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sustainable development and global
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other areas of learning that are le
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Appendices Rethinking Schooling for
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to be included in the study was bas
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The primary objective of the capaci
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(5) The Development of a Regional R
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In retrospect, the approach of the
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Figure A.2 Sample coding (excerpts
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without distinction). The core subj
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APPENDIX II Sub categorywise heatma
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2 Environmental dimension of sustai
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4 Human rights East Asia Southeast
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6 Culture of peace and non-violence
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8 Global systems, structures and pr
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10 Interconnectedness East Asia Sou
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12 Attitudes, values, and dispositi
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13.ii Behaviour and action (Respons
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14 ESD, GCED and other educations E
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TOTAL INSTRUCTIONAL HOURS FOR LANGU
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Region Country Subject Subject Cate
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Page 287 and 288:
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APPENDIX IV List of coded documents
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No. Region Country Education Law/ L
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No. Region Country 6 Japan Educatio
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No. Region Country 11 India Educati
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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
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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