Global Citizenship Education and the Post 2015 agenda

Global Citizenship Education and the Post
2015 agenda
Development Education and the MDGs –
Successes and failures, lessons learned and
applied to the post-2015 agenda
Frank Geary
IDEA – Irish Development Education Association
• MDG 2
• Ensure that, by 2015, children everywhere,
boys and girls alike, will be able to complete a
full course of primary schooling
• Development Education does not feature
in the MDGs
• MDGs as a tool of Development Education?
Lessons Learned
Lesson learned from the MDGs :
• Inclusion of qualitative aspects
• Inclusion of Education for Global Citizenship (EGC)
Lesson learned from Development Education:
• Universality as a central to global justice and tackling global issues–
local to global interconnections
How can we apply these lessons to the post-2015
Sustainable Development Goals?
• Universality must be a central principal for the post 2015 goals
• Global Education First Initiative, the UN Secretary General’s
Global Initiative on Education
• Priority 1: Put Every Child in School = Education for All
• Priority 2: Improve the Quality of Learning = Quality Education for All
• Priority 3: Foster Global Citizenship = Education for Global Citizenship
• Priority 3: Foster Global Citizenship
The world faces global challenges, which require global solutions. These
interconnected global challenges call for far-reaching changes in how we
think and act for the dignity of fellow human beings. It is not enough for
education to produce individuals who can read, write and count. Education
must be transformative and bring shared values to life. It must cultivate an
active care for the world and for those with whom we share it. Education
must also be relevant in answering the big questions of the day.
Technological solutions, political regulation or financial instruments alone
cannot achieve sustainable development. It requires transforming the way
people think and act. Education must fully assume its central role in helping
people to forge more just, peaceful, tolerant and inclusive societies. It must
give people the understanding, skills and values they need to cooperate in
resolving the interconnected challenges of the 21st Century.
How can the post-2015 Sustainable Development
Goals reflect Education for Global Citizenship and
Development Education?
• Include an Education for Global Citizenship TARGET in the
new Sustainable Development Goals.
• How this target has been articulated.
• DEEEP and the Brussels Proposal
• UNESCO and the Muscat Agreement
• Other umbrellas eg. Education for Sustainable
The Brussels Proposal
• The concept of EGC
EGC is integral to quality education, enabling learners to acquire the
skills, knowledge, values and attitudes that can support them being
active and responsible, global citizens. EGC is grounded in a rightsbased approach to education, utilises learner-centred participatory
pedagogy (including peer-to-peer and lifelong learning), and concerns
all education stakeholders across sectors. EGC should be embedded
within all subjects, across learning environments and integrated into all
education pathways (formal, non-formal and informal education). EGC
should also be developed to suit local contexts. EGC is based on an
understanding of the purpose of education as going beyond the
acquisition of knowledge and cognitive skills, to transforming the way
people think and act individually and collectively.
The Brussels Proposal
• The EGC Target
Muscat Agreement
Target 5: By 2030, all learners acquire knowledge, skills, values and attitudes
to establish sustainable and peaceful societies, including through global
citizenship education and education for sustainable development.
Brussels Proposal
With regards to implementing the Target once it is adopted in the 2015
Framework, we consider it important that the following elements are
Our societies should also be equitable, resilient and inclusive, and secondly,
we consider it important that EGC is included both in formal and non-formaleducation as well as informal learning.
The Brussels Proposal
Collective call to action
An ambitious and achievable target for EGC is an important step to assure an
actual shift in quality education. The value of EGC in education and society is
recognised through the agreement of a target in the post-2015 framework.
We commit to working to achieve the target by further developing our
pedagogy and educational practice, by monitoring the progress towards
meeting the EGC target and the post-2015 education goal more broadly, and
by holding all actors to account to ensure proper financing and resources for
EGC everywhere. We will engage multiple actors in a collaborative and
participatory way to ensure education targets enhance responsible
citizenship within local and global contexts.
We call on the United Nations, national governments and others to work
together and ensure that EGC is included in the post-2015 framework.
Global Citizenship Education and the post2015 process
• 2 aspects of the post 2015 process that must compliment
each other, and that both must take place
• Political process – Beyond 2015
• Popular process – a process of development education and
mobilisation – Action/2015
• Education for Global Citizenship requires both, and has a role
to play in both.

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