Rethinking Schooling for the 21st Century

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Trend 1: Peace and global citizenship are largely absent from education policy and curriculum Many concepts embedded in SDG Target 4.7, especially those associated with peace and global citizenship, are largely absent from national education policy and curricular documents in Asia (see Appendices II-5-10). It is likely that some concepts such as global citizenship are yet to be assimilated to the lexicons of major languages in Asia. Other concepts may be ignored or de-emphasised because they are viewed as largely irrelevant or incompatible with national goals and priorities. a. Under the category ‘interconnectedness,’ which has a strong association with education for global citizenship, the coding data for two sub-categories ‘multiculturalism’ and ‘migration’ provide a particularly telling illustration of national trends. The concept ‘multiculturalism’ is completely absent in a number of monolingual countries covered here: Bangladesh, Cambodia, Mongolia and Viet Nam. (A ‘monolingual country’ is defined here as a country with only one official language.) Multiculturalism, however, is included in policy and curricular documents of some monolingual countries such as Japan and Korea. This can perhaps be attributed to the fact that, although Japan and Korea are linguistically and ethnically relatively homogeneous Figure 2.2 The prevalence of the concept ‘conflict resolution’ Countries ranking lower in the Global Peace Index tend to cover ‘conflict resolution’ more widely in education policy and curriculum. But the absence of references to the concept was observed in countries ranking low in the GPI as well. Some countries (such as Japan, Korea and Central Asian countries) are rated peaceful in the GPI and also cover the concept widely. Global Peace Index (GPI) (2015) Conflict resolution (sub-category 6c) Very High High Moderate Low Very Low Prevalence Very High High Moderate Low Absent Source: Institute for Economics and Peace. 2017. Global Peace Index 2017. http://visionofhumanity.org/app/uploads/2017/06/GPI17-Report.pdf (Accessed 29 September 2017). 46 Chapter 2: Key Findings and Insights
compared to the majority of countries surveyed, a recent influx of foreign migrant workers means that ‘multiculturalism’ has become a topic of a public concern. Giving further support to this observation, ‘migration’ has some weightage in Korea and Japan — as well as in Kazakhstan, which also receives migrant workers, and in countries well known as senders of migrant workers, namely, Nepal, Afghanistan, Lao PDR and the Philippines — although the concept is absent in documents from all other countries. It is important to note here that there are also countries that are significant senders or recipients of migrant workers such as India and Pakistan that do not refer to ‘migration’ in education policy and curriculum documents. 10 To explain such absence requires careful investigation into national contexts which is beyond the scope of this chapter. b. With some exceptions, there is an absence or paucity of references to the three coding categories associated particularly with global citizenship: ‘justification and general orientation about global citizenship’, ‘global systems, structures and processes’ and ‘global issues’ (see Appendices II-7-9). The only concepts that receive a high weightage in more than one country under these categories are ‘global governance system’ (in Nepal, Bhutan, and Thailand) and ‘globalization’ (in Korea, China, Uzbekistan, Pakistan, India, Lao PDR, Malaysia, and Viet Nam). This indicates that many themes and topics associated with GCED have not found their way into education policy and curricula in countries covered by this review. Among 22 countries, Bhutan is the only country that puts a very high weightage on ‘environmental sustainability’ and a moderate weightage on ‘justification and general orientation of global citizenship’, reflecting a relatively holistic approach to ESD and GCED. c. Overall the category ‘culture of peace and non-violence’ is weakly covered in documents analysed. This seems to indicate that peace is not a priority in national curricular goals in many Asian countries. While a generic subcategory of ‘peace’ receives a high weightage in 6 countries (Japan, Thailand, India, Bhutan, Bangladesh, Afghanistan), other sub-categories such as ‘peace-building’, ‘conflict resolution’, and ‘non-violence’ receive little or no weightage across countries (with exception of ‘peace building’ which receives a moderate weightage in Japan) (see Figure 2.2). Reasons for referring to ‘peace’ in education policy and curricula are different from country to country, and some are explained in sub-regional synthesis chapters (see, for example, Chapter 3 for explanations for Japan, Chapter 4 for Thailand, and Chapter 5 for Afghanistan, Bhutan and India). 10 Other countries that are also well-known sender countries are: India, Bangladesh, Indonesia, China, Pakistan, Viet Nam, Korea, and Thailand. See https://www.adb.org/sites/default/files/ publication/178966/adbi-labor-migration-asia.pdf Rethinking Schooling for the 21 st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia 47
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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
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Executive Summary INTRODUCTION The
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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
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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
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Page 67 and 68: CHAPTER 2 Key Findings and Insights
Page 69: Darker colours show that a sub-cate
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
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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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