Rethinking Schooling for the 21st Century

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Figure 2.1 Heatmaps across 22 countries at a glance 1d 1. Economic Dimension 2. Environmental Dimension 3. Good health 4. Human rights 5. Gender equality 10g 6. Peace and non-violence 7. Justification about global citizenship 8. Global systems, structures and processes 9. Global issues 12f 12i 13a 13c 13i 10. Interconnectedness 11a 11c 11. Cognitive skills 12. Attitudes, values and dispositions 13.i. Transversal skills 13.ii. Responsible lifestyles 13.iii. Activism Box 2.1 Nine concepts (sub-categories) most prevalent in documents analysed 1d: human resource development; human capital; skills; knowledge-based economy; career, job, employment 10g: culture and heritage 11a: critical thinking 11c: creative thinking 12f: attitudes of care, empathy, dialogue, respect and compassion (for others and the environment) 12i: nation as privileged referent of identity 13a: problem solving 13c: collaboration/ working well with others/ social/ sociable; co-operation 13i: participation/skills to participate at the local, national, global levels; active citizenship; civic engagement; constructive participation, serving the community, volunteering 44 Chapter 2: Key Findings and Insights
Darker colours show that a sub-category is more prevalent. Therefore, those categories dense with darker colours were ‘hot’ or more frequently mentioned in policy and curricular documents across all 22 countries. On the other hand, those categories patchy or sparse with lighter colours were not covered well by these documents. Subcategory-wise heatmaps can be found in Appendix II. Where a horizontal bar in dark blue is visible, it means that a concept is highly prevalent consistently across countries. Nine such bars can be identified, and they correspond to ‘human resource development’ (in Category 1); ‘culture and heritage’ (in Category 10); ‘critical thinking’, ‘creative thinking’ (in Category 11), ‘empathy’, ‘nation as privileged referent of identity’ (in Category 12); ‘problem solving’, ‘collaboration’ (in Category 13.i), and ‘civic engagement’ (in Category 13.ii). Out of more than 80 sub-categories, these nine concepts were most prevalent in policy and curriculum document analysed for this review. Major Regional Trends Overall, the coding data seem to indicate that a conception of development as centred on the nation-state dominates understandings of the role of education across most of Asia today. It also demonstrates that citizenship is similarly conceived primarily in relation to the nation-state. As pointed out in the Introduction, securing mass recognition of these conceptions of ‘development’ and ‘citizenship’ has proven rather challenging in many post-colonial countries which have struggled economically. In many countries in Asia, pursuing state formation through popularising awareness of a basic historical narrative of nationhood remains a major priority for schooling. The data also seem to indicate a widespread lack of emphasis on ideas of active, reflective or participatory democratic citizenship. In the following description of major trends that emerge from the quantitative data, the prevalence of concepts in educational policy and curricular documents is explained in terms of ‘weightage’. Weightage is the number of excerpts coded under a sub-category as a percentage of all excerpts coded for all documents for a particular country Total number of sentences reported for a particular category Percentage = × 100 Total number of sentences reported for all categories • Very high prevalence or weightage = more than 5 per cent (This means that there are 40 or more references to the concept when the total number of excerpts coded for the country is 800.) • High prevalence or weightage = 1-5 per cent • Moderate prevalence or weightage = 0.5-1 per cent • Low prevalence or weightage = less than 0.5 per cent (This means that there are 4 or fewer references to the concept when the total number of excerpts coded for the country is 800.) • Absence = zero Rethinking Schooling for the 21 st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia 45
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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
Page 17 and 18: Executive Summary INTRODUCTION The
Page 19 and 20: embedded in SDG 4.7 are integrated
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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
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: CHAPTER 2 Key Findings and Insights
Page 71 and 72: compared to the majority of countri
Page 73 and 74: Figure 2.4 The prevalence of the co
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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
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Page 105 and 106: Figure 3.3 References to ‘culture
Page 107 and 108: Jews. Accounts of wartime Japanese
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Page 115 and 116: Figure 3.5 References to select cat
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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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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
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ing with the Past: Resources and Ob
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Rethinking schooling for the 21 st
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Rethinking Schooling for the 21st Century

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