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The Global Citizenship Foundation defines Global citizenship education as "a transformative, lifelong pursuit that involves both curricular learning and practical experience to shape a mindset to care for humanity and the planet, and to equip individuals with global competence to undertake responsible actions aimed at forging more just, peaceful, secure, sustainable, tolerant and inclusive ...
Global Citizenship youth work project in Wales, 2016. In education, the term is most often used to describe a worldview or a set of values toward which education is oriented (see, for example, the priorities of the Global Education First Initiative led by the Secretary-General of the United Nations). [3]
This target has one indicator: Indicator 4.7.1 is the "Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in (a) national education policies; (b) curricula; (c) Teacher education; and (d) student assessment" [2]
A good example would be students traveling to study at an international branch campus, as part of a study abroad program or as part of a student exchange program. [ according to whom? ] The second is a comprehensive approach to education that intentionally prepares students to be active and engaged participants in an interconnected world.
Global Citizen's vision is, upon itself, a world without extreme poverty by 2030. [8] To achieve this, the organization works with people to make a difference in the present, and focuses on improving the future by changing the systems and policies that keep people in poverty, by utilizing education, communications, advocacy, campaigning, and the media.
It will combine survey data, policy analysis and case studies to provide policy-makers, researchers and practitioners an up-to-date picture of the status of ALE in UNESCO Member States, together with a review of citizenship education, including global citizenship education. It will provide recommendations for strengthening developments in ALE ...
Education is sometimes viewed as a prerequisite to good citizenship, in that it helps citizens make good decisions and deal with demagogues who would delude them. Roger Soder writes that in a democracy, where the demands of good citizenship are placed upon all, "only the common schools can provide to all the education that all need."
The third and final group, educational practitioners, holds the view that multicultural education increases the self-esteem of students from minority cultures and prepares them to become successful in the global marketplace. Though there are overlaps in these aims, Levinson notes that one goal, cited by of all three prominent groups within the ...