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ABC of education for global citizenship
With the World community signing the declaration of the Sustainable Development Goals (SDGs) to be achieved by the year 2030 which has 17 goals and 169 targets, it being felt exceedingly that for the education-related goal (Goal-4), there is a need to mainstream the ideas of Education for sustainable development and Global Citizenship Education (GCE) by rising above and beyond the narrow confines of nationalistic education.

The proposed GCE is a form of education of civic values in which world is seen as global village in which learning involves students' active participation in projects that 'address global issues of a social, political, economic, or environmental nature'. 

The idea has been floated due to the emergence of supranational institutions, regional economic blocs, and the development of information and communications technologies. These ideas have all resulted in globally oriented and collaborative approaches to education.

H.Schatt, in his study "Education for global citizenship: Illustrations of ideological pluralism and adaptation" says that in the present era of globalization, the recognition of global interdependence on the part of the general public has led to a higher degree of interest in global citizenship in education. This kind of education is also being necessitated due to emergence of supranational institutions, regional economic blocs, and the development of information and communications technologies at a neck-breaking speed.

It is also being advocated that GCE leads to the cohesion of society because it enlarges the perspective and leaves behind the confines of ethnic, religious, and linguistic divisions. Many educators and educationists feel that the days of the education suitable for the nation-state during the 19th and 20th centuries are over now.

These have all resulted in the emergence of a more globally oriented and collaborative approach to education being termed as GCE. Here are the ABCs of GCE.

A: Aiming at developing global consciousness through education
B: Behaviors and life-styles are nurtured through outdoor project-based learning or learning expeditions
C: Curriculum based on life skills, human rights, pluralism, social justice, democracy, ethics, sustainability, health, science, technology and environmentalism at the local, regional, and global level.
D: Developing technical-rational students through community based learning and by utilizing the educational force of the wider culture through dialogue, learning, and action
E: Emphasizing the importance of 'psychosocial resources' such as using modern technological tools interactively, interacting in heterogeneous groups empathically and acting autonomously

A few programmes, even at primary level are being developed and piloted by independent NGOs, grass roots organizations, and other large scale educational organizations, such as the International Baccalaureate Organization and UNESCO at secondary and tertiary levels, it is reported

Editorial NOTE: This article is categorized under Opinion Section. The views expressed in this article are solely those of the author and do not necessarily represent the views of In case you have a opposing view, please click here to share the same in the comments section.
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