Rethinking Schooling for the 21st Century

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Director’s Message The UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) was established with a mandate that goes naturally towards achieving Sustainable Development Goal 4, Target 7 (SDG 4.7). The vision of the Institute is to transform education for humanity which cuts to the heart of fostering education for peace, sustainable development and global citizenship to build peaceful and sustainable societies. The global indicator established for SDG 4.7 measures the extent to which Global Citizenship Education (GCED) and Education for Sustainable Development (ESD), including gender equality and human rights, are mainstreamed in national education policies, curricula, teacher education and student assessment. There are two methods through which we can interpret the term ‘mainstream’ in the global indicator. The first method, which I would call the ‘traditional approach’, entails the introduction of specific subjects on ESD and GCED into the existing school curriculum and students being tested in similar fashion as mainstream subjects such as mathematics, sciences, geography and languages, among others. The second method, which I would call the ‘integrated approach’, emphasises the integration of core concepts, principles and examples of sustainable development, global citizenship, gender equality and human rights within the present cadre of mainstream subjects. The choice of which approach to take must be dictated by the ground reality countries presently face. And in most countries this reality is depicted by growing unemployment among the youth within a job environment that demands technical skills. Moreover, we must also acknowledge that adding more subject matter to an already overloaded curriculum is unrealistic. A majority of reports produced to date have evaluated the mainstreaming of ESD and GCED based on the traditional approach. This report is different as it focuses on reviewing the existing policies and curricula of traditional subjects and exploring how sustainable development, peace, gender and human rights are illustrated in these subjects. It is indeed an ambitious endeavor; however, I am encouraged by the results that have emerged by this first review within the Asia region, across 22 countries. I sincerely hope that some of the recommendations and future actions summarised in this report are taken forward by the Member States and UNESCO, vi
including an overall re-think on the fundamental priorities of education policy, promoting a participatory model for curriculum development and creating a platform to bring together experts in child-centered education and curriculum to design core subjects at the primary and secondary level, amongst others. I am confident that this report will demonstrate how SDG 4.7 can be achieved, while simultaneously improving competencies in the core subjects. Anantha Kumar Duraiappah Director UNESCO MGIEP Rethinking Schooling for the 21 st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia vii
Page 1: ethinking schooling FOR THE 21 ST C
Page 4 and 5: Published in 2017 by the Mahatma Ga
Page 7: Foreword The Sustainable Developmen
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
Page 57 and 58: In addition, school timetables for
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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
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of the curriculum. Some NCFs were p
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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
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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
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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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Page 285 and 286:
Page 287 and 288:
Page 289 and 290:
Page 291 and 292:
Page 293 and 294:
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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
Page 329 and 330:
ing with the Past: Resources and Ob
Page 332:
Rethinking schooling for the 21 st
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