Rethinking Schooling for the 21st Century

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Published in 2017 by the Mahatma Gandhi Institute of Education for Peace and Sustainable Development, 35 Ferozshah Road, New Delhi 110001, India © UNESCO MGIEP 2017 2 nd edition 2019 ISBN: 978-81-89218-68-3 This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/ igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco. org/open-access/terms-use-ccbysa-en). The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The members of the Core Drafting Group are responsible for the choice and the presentation of the facts contained in the publication and for the opinions expressed therein. These are not necessarily those of UNESCO and do not commit the Organization. Designed and printed by aspiredesign Cartoons created by Rustam Vania at the Third Asia-Pacific Regional Meeting on Education 2030 (APMED2030 III), 4-7 July 2017, Bangkok, Thailand Printed in India
Sustainable Development Goal Target 4.7 By 2030 ensure all learners acquire knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development. United Nations, Transforming Our World: the 2030 Agenda for Sustainable Development, 2015 Rethinking Schooling for the 21 st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia iii
Page 1: ethinking schooling FOR THE 21 ST C
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 and 30: which future progress towards the a
Page 31 and 32: stage also involved preliminary ana
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
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In addition, school timetables for
Page 59 and 60:
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
Page 65 and 66:
of the curriculum. Some NCFs were p
Page 67 and 68:
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
Page 97 and 98:
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
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
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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
Page 271 and 272:
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 285 and 286:
Page 287 and 288:
Page 289 and 290:
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
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
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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