Rethinking Schooling for the 21st Century

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Trend 2: Many countries across Asia emphasise the instrumental role of education in fostering national identity and developing human resources for economic development Across all 22 countries covered by this review, ‘nation as privileged referent of identity’ generally receives a very high or high weightage (with more than one third of the countries giving a very high weightage), making this the most prevalent of all concepts coded in the 172 education policy and curricular documents analysed for this review (see Appendix II-12). This indicates that all countries heavily emphasise the role of education in fostering national identity. This emphasis, coupled with the observations made in relation to Trend 1 and the minimal weightage given to ‘humanity as privileged referent of identity’, 11 strongly suggests that reorienting education in Asia towards global citizenship is a daunting task. Figure 2.3 The prevalence of the concept ‘climate change’ Despite climate risk being a serious problem in most of Asia, ‘climate change’ has moderate to low prevalence in education policy and curriculum. Climate Risk Index (1996-2015) Climate change (sub-category 2c) Very highly affected Highly affected Moderately affected Lowly affected Very lowly affected Prevalence Very High High Moderate Low Absent Source: Germanwatch. 2017. Global Climate Risk Index 2017. https://germanwatch.org/en/download/16411.pdf (Accessed 28 September 2017). 11 Japan, Uzbekistan and Kyrgyzstan give a moderate weightage, and Sri Lanka, Pakistan, India and Cambodia give a high weightage to ‘humanity as privileged referent of identity’. 48 Chapter 2: Key Findings and Insights
Figure 2.4 The prevalence of the concept ‘human resource development’ Despite the different levels of development, the emphasis on ‘human resource development’ is consistently high in education policy and curriculum. GDP (per capita) US$ Human resource development (sub-category 1d) Very High High Moderate Low Very Low NA Prevalence Very High High Moderate Low Absent Source: World Bank. 2016. GDP per capita (current US$). https://data.worldbank.org/indicator/NY.GDP.PCAP.CD (Accessed 28 September 2017). In most countries (with the exceptions of Japan, Indonesia and Thailand), ‘human resource development’ also carries a very high or high weightage (see Appendix II-1). By comparison, other concepts relating to the economic dimension of sustainable development, such as ‘limits to growth’ and ‘green economy,’ are either completely absent or receive a low weightage across most countries. The environmental dimension of sustainable development rates a fair mention, but ‘climate change’ carries little or no weightage in the majority of the countries (see Appendix II-2; Figure 2.3). 12 As sub-regional synthesis chapters note, a strong emphasis on human resource development for achieving national competitiveness is evident irrespective of the level of economic development (see Figure 2.4). This emphasis on preparing children for competitive participation in the globalized economy is also manifested in the emphasis placed on skills seen as essential for this purpose, as discussed in Trend 3. 12 Most countries give a high weightage to ‘environmental sustainability’ or ‘conservation’. While five countries (Japan, Uzbekistan, Afghanistan, Lao PDR and Malaysia) give a moderate weightage and five countries (Iran, Bangladesh, Cambodia and the Philippines) give a low weightage to ‘environmental sustainability’, all these countries except Cambodia and Malaysia give a high weightage to ‘conservation’. Conversely, Korea, Sri Lanka, Pakistan and Indonesia give a low or no weightage to ‘conservation’ but a high weightage to ‘environmental sustainability’. These two concepts thus need to be looked at together to understand the emphasis each country places on the environmental dimension of sustainable development. The only countries that do not give a high weightage to either are Cambodia and Malaysia. Rethinking Schooling for the 21 st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia 49
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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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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
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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 and 68: CHAPTER 2 Key Findings and Insights
Page 69 and 70: Darker colours show that a sub-cate
Page 71: compared to the majority of countri
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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 95 and 96: 7-9). The middle school Social Stud
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Page 105 and 106: Figure 3.3 References to ‘culture
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Page 115 and 116: Figure 3.5 References to select cat
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Page 121 and 122: 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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