Rethinking Schooling for the 21st Century

More documents

Recommendations

Info

Box 1.1 The 14 coding categories ESD/GCED themes 1. Economic dimension of sustainable development 2. Environmental dimension of sustainable development 3. Good health and well-being 4. Human rights 5. Gender equality 6. Culture of peace and non-violence 7. Justification and general orientation about global citizenship 8. Global systems, structures and processes 9. Global issues 10. Interconnectedness Competencies 11. Cognitive skills/critical and systemic thinking 12. Attitudes, values and dispositions 13. Behaviour and action 13.i. Transversal/Crosscutting skills 13.ii. Responsible lifestyles 13.iii. Activism 14. ESD, GCED and other educations Previous reviews have focused on so-called ‘carrier subjects’ of 4.7-related concepts such as civic and citizenship education and social studies or social science. But the current study looked at the official curriculum for ‘core subjects’ as a whole, given the privileged position they occupy in school curricula in terms of instructional hours, their mandatory and examinable status, and the role they play in forming enduring dispositions of children and adolescents. The aim was to illuminate the prevalence or the relative weight of different concepts embedded in 4.7 (e.g. human rights, gender equality, global citizenship) in core education policy and curricular documents. Figure 1.1 Percentage of instructional hours allocated to core and non-core subjects Grades 1-9 East Asia Southeast Asia South Asia Central Asia 100 80 60 40 20 0 China Japan Korea, Republic of Cambodia Indonesia *Note: Data for India are unavailable, as the National Curriculum Framework does not provide an annual school calendar. This decision was taken to decentralize Lao PDR Malaysia Philippines Thailand Viet Nam the process of deciding the school annual calendar, giving more decision-making power at the state, district, and school-levels (NCF, India, 2004). Languages Mathematics Science Social Science Non-core subjects Afghanistan Bangladesh Bhutan Iran, Islamic Republic of Nepal Pakistan Sri Lanka Kazakhstan Kyrgyzstan Mongolia Uzbekistan 32 Chapter 1: Methods and Limitations
In addition, school timetables for Grades 1-9 were collected from all countries except for India, where the National Curriculum Framework does not provide an annual school calendar. This decision was taken to decentralise the process of deciding the school annual calendar, giving more decision-making power at the state, district, and school-levels (NCF, India, 2004). The comparative data of instructional hours can be found in Appendix III. Figure 1.1 shows the percentage of instructional hours allocated to core and non-core subjects, calculated based on timetables collected, which clearly shows that more than 60 per cent of total instructional hours for Grade 1-9 is allocated to core-subjects in all countries except China, and the percentage goes up to more than 70 or even 80 per cent for some countries. The current review was conducted as a pilot partly with the aim of informing future exercises in the Asia-Pacific or other regions. The use of the common coding scheme posed challenges inherent to content analysis as a methodology for cross-country comparison. Although several measures were taken to minimise the level of subjectivity and ensure inter-coder reliability (see Box A.1 of Appendix I), those embarking on similar exercises in future could benefit from considering a number of challenges encountered in this instance. Major methodological challenges include those related to coding as well as the drafting of country-level background reports contributed by national research teams (see Stage 1 of Review Design in the Introduction). LIMITATIONS In an attempt to sketch an initial broad picture of SDG 4.7 content in national education policy and curricula across Asia, the numerical coding results of this review highlight some intriguing regional trends (see Chapter 2). However, several aspects of the review process must be made explicit and subjected to critical reflection before presenting its findings. The design of the coding scheme and the coding methods employed, the nature of the data analysed, and the process of forming research teams all suffered from significant limitations. This section details these limitations and makes methodological decisions related to the review transparent to the reader. 1. Coding Scheme and Procedure Limitations Coding Scheme Design Establishing a coding scheme made it possible to quantitatively evidence the prevalence of concepts associated with SDG 4.7 in education policy and curricular documents. Given the complexities and ambiguities of these concepts, the coding scheme was not developed from scratch but based primarily on the wording of SDG 4.7 and coding categories developed for two recent UNESCO studies (IBE-UNESCO and APCEIU, 2016; UNESCO, 2016a). Rethinking Schooling for the 21 st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia 33
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 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: CHAPTER 1 Methods and Limitations M
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
Page 81 and 82: One lesson learnt is that we cannot
Page 83 and 84: PART II: Sub-Regional Syntheses Thi
Page 85 and 86: translation of such aims into pract
Page 87 and 88: CHAPTER 3 East Asia PROLOGUE: EDUCA
Page 89 and 90: In terms of policy discourse, state
Page 91 and 92: doing. Official curricular guidelin
Page 93 and 94: the country’ (Mochizuki, 2017, p.
Page 95 and 96: 7-9). The middle school Social Stud
Page 97 and 98: over student behaviour have also ma
Page 99 and 100: ole in heightening awareness of env
Page 101 and 102: — and in some respects becoming m
Page 103 and 104: prominently (e.g. P. Japanese, p. 1
Page 105 and 106: Figure 3.3 References to ‘culture
Page 107 and 108:
Jews. Accounts of wartime Japanese
Page 109 and 110:
textbooks, though this policy is al
Page 111 and 112:
Chinese minorities are absent from
Page 113 and 114:
educational programs and research d
Page 115 and 116:
Figure 3.5 References to select cat
Page 117 and 118:
competitive credentialism — see b
Page 119 and 120:
emphasis on similarities (Rose, 201
Page 121 and 122:
Box 3.2 Curricular treatment of sex
Page 123 and 124:
Indeed, the figures for supplementa
Page 125 and 126:
queue. The psychology of parents be
Page 127 and 128:
CONCLUSION Across East Asia (as els
Page 129 and 130:
CHAPTER 4 Southeast Asia PROLOGUE:
Page 131 and 132:
Inequality is also highly gendered
Page 133 and 134:
environmental education comes under
Page 135 and 136:
In Cambodia, given its difficult re
Page 137 and 138:
human rights and attitudes, values
Page 139 and 140:
have generally been partial and hes
Page 141 and 142:
environmental dimension of sustaina
Page 143 and 144:
in Myanmar since 2012, particularly
Page 145 and 146:
American and Soviet influences). Ho
Page 147 and 148:
2015). This has had implications fo
Page 149 and 150:
or lack of capacity for implementin
Page 151 and 152:
common language (see Lee and Suryad
Page 153 and 154:
65 At the same time, counter-claims
Page 155 and 156:
on employment. But while exploring
Page 157 and 158:
24). An unpublished 2009 survey fou
Page 159 and 160:
However, official rhetoric is one t
Page 161 and 162:
and levels of poverty as well as th
Page 163 and 164:
have impeded the implementation of
Page 165 and 166:
egion (see Table 5.1), 73 even as i
Page 167 and 168:
The Pakistani NEP (2009) proclaims
Page 169 and 170:
Treatment of Concepts Embedded in S
Page 171 and 172:
that materials produced locally and
Page 173 and 174:
Source: NCERT. 2008. Social and Pol
Page 175 and 176:
However, the NCERT textbooks have m
Page 177 and 178:
However, the present study shows th
Page 179 and 180:
Box 5.4 References to human rights
Page 181 and 182:
eak away from this approach by high
Page 183 and 184:
Global Citizenship Education Materi
Page 185 and 186:
enders them all the more urgently n
Page 187 and 188:
small children for entry to English
Page 189 and 190:
the growth of private schooling exe
Page 191 and 192:
of meritocracy, and the social stru
Page 193 and 194:
CHAPTER 6 Central Asia and Mongolia
Page 195 and 196:
The pace of the government programs
Page 197 and 198:
(or pseudo-) democratic facade (Rum
Page 199 and 200:
critical thinking and problem solvi
Page 201 and 202:
unaltered since 1997. The Law on Ed
Page 203 and 204:
substantial curricular revision (Si
Page 205 and 206:
Figure 6.3 Introduction of New Stat
Page 207 and 208:
ut documents also generally espouse
Page 209 and 210:
environmental protection and conser
Page 211 and 212:
and Kyrgyzstan, as in Kazakhstan an
Page 213 and 214:
countries, such as those in South A
Page 215 and 216:
and natural wealth of Kyrgyzstan’
Page 217 and 218:
(Hann and Pelkmans, 2009; Omelichev
Page 219 and 220:
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
Page 229 and 230:
this nationalist orientation should
Page 231 and 232:
UNESCO’s current concern for prom
Page 233 and 234:
are often largely devoid of any han
Page 235 and 236:
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
Page 243 and 244:
sustainable development and global
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 283 and 284:
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
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
show all

Rethinking Schooling for the 21st Century

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?