Cebu Institute of Technology – University

College of Engineering and Architecture

Department of Industrial Engineering

COURSEWARE SSP032
SUSTAINABLE DEVELOPMENT & GLOBAL CITIZENSHIP

Prepared by:

Engr. Mc Clyde Ann P. Boholst

Instructor – SSP032
 WEEK 8

About the Course

Course Number SSP032
Descriptive Title SUSTAINABLE DEVELOPMENT & GLOBAL
CITIZENSHIP
Number of Units 3 units lecture
Number of 54 lecture hours
Hours
Pre-requisites None
Co-requisite None
Course This provides opportunities to build a paradigm among
Description students to think about a future in which
environmental, social and economic considerations
are balanced in the pursuit of development and an
improved quality of life by learning to know, to do, to
be and to live together in order to contribute to a more
inclusive, just and peaceful world.

Course Learning Outcomes:

CLO 1. Discuss the sustainable development goals & its application
areas
CLO 2. Generate solutions for different goals in an engineering way
CLO 3. Discuss the global citizenship theme areas and its domains
CLO 4. Apply appropriate these global citizenship concepts in their
engineering fields

TOPICS FOR WEEK 8 GLOBAL CITIZENSHIP OUTCOME

EDUCATION & ITS DIMENSIONS EXPECTED
Topic 20: GCED1 Cognitive Domain
LO1: Learn about GCED under Cognitive Domain
LO2: Know about the knowledge and understand the
local, national and global issues and
interconnectedness, interdependency of different
countries and populations
Topic 21: GCED2 Socio-Emotional Domain Exit Ticket #10 –
LO1: Learn about Socio-Emotional and its outcomes 15%
LO2: Learn to share values and responsibilities
based on human rights
LO3: Learn to accept different levels of identity
Topic 22: GCED3 Behavioral Domain
LO1: Understand the objective of the behavioral
domain of global citizenship.
LO2: Understand the importance of the topic in their
chosen field.
LO3: Understand the importance of the topic in
promoting and supporting the Sustainable
Development Goals.

Contents
About the Course 2
Contents 3
Topic 20. Global Citizenship Education & Dimensions 5
20.1. Introduction to Global Citizenship 5
20.1.1 Social Responsibility 5
20.1.2. Global Competence 5
20.1.3. Global Civic Engagement 5
20.2. UNESCO’s Action to Global Citizenship Education 6
20.2.1. Specific areas of work 6
20.2.2. Special themes 7
20.3. Pedagogy 8
20.4. Global Citizenship Education Dimensions 9
20.4.1. Cognitive Dimension 11
ACTIVITY FOR COGNITIVE DIMENSION! 11
CROSSWORD PUZZLE 11
20.4.2. Socio-Emotional Dimension 13
20.4.2.1. Evolutionary Theory of Emotions 13
20.4.2.2. Plutchik's Eight Basic Emotions 14
20.4.2.3. Different levels of Identity 15
ACTIVITY FOR SOCIO-EMOTIONAL DIMENSION 18
20.4.3. Behavioral Dimension 18
ACTIVITY FOR BEHAVIORAL DIMENSION 22
Sources: 22
Abhijit Naskar
 Here are the last topics.

Topic 20. Global Citizenship Education & Dimensions

20.1. Introduction to Global Citizenship
As education abroad takes on greater prominence in undergraduate education, its
purpose is aligning with the goals of higher education. Given that more and more
colleges and universities are integrating global citizenship as an essential element in the
definition of an engaged campus, particular attention is turning to the role that education
abroad can have in developing global citizens. Integration of such international
experiences into the undergraduate curriculum is believed to be an effective way to
motivate students to want to better understand global issues and to engage in behaviors
that reflect the importance of being responsible citizens of the world. For the purposes
of this toolkit, global citizenship is understood as a multi-dimensional construct that
entails three interrelated domains: social responsibility, global competence and global civic
engagement. Each construct is explained below and is followed by objectives that can
be written into course syllabi. Each objective is paired with corresponding tools.
20.1.1 Social Responsibility
Perceived level of global interdependence and social concern to others, to
society and to the environment.
Objectives
● Students evaluate social issues and identify instances and examples of
global injustice and disparity.
● Students examine and respect diverse perspectives and construct an ethic
of social service to address global and local issues.
● Students correlate local decisions and actions with global consequences
of local behaviors and express their personal and professional
responsibility to others.
20.1.2. Global Competence
Having an open mind while actively seeking to understand cultural norms
and expectations of others, leveraging this gained knowledge to interact,
communicate and work effectively outside one’s familiar environment.
Objectives
● Students recognize their own limitations and abilities to engage
successfully in an intercultural encounter.
● Students demonstrate an array of intercultural communication skills. They
engage successfully in intercultural encounters.
● Students discuss and interpret world issues and events.
20.1.3. Global Civic Engagement
Actions and/or predisposition toward recognizing local, state, national and
global community issues and responding through actions such as volunteerism,
political activism and community participation.
Objectives
● Students engage in or contribute to volunteer work or assistance in global
civic organizations.
● Students construct their political voice by synthesizing their global
knowledge and experiences in the public domain.
 ● Students will engage in purposeful behaviors that advance a global civic
sensitivity.

20.2. UNESCO’s Action to Global Citizenship Education

UNESCO works by supporting Member States in their efforts to implement GCED. This
includes raising awareness on GCED, advocating for its implementation, and
developing guidance and capacity-building tools.

UNESCO’s approach to GCED is:

● Holistic: addressing learning content and outcomes, pedagogy and the learning
environment in formal, non-formal and informal learning settings
● Transformative: seeking to enable learners to transform themselves and society
● Contextualized: adapted to local needs and cultural realities
● Value based: promoting universally shared values such as non-discrimination,
equality, respect and dialogue
● Set in a larger commitment to promote inclusive, equitable quality
education.

20.2.1. Specific areas of work

Global measurement of progress on GCED and ESD (Target 4.7)
UNESCO monitors efforts to achieve Target 4.7 and contributes to the
measurement of GCED and ESD-related learning outcomes.
UNESCO’s activities in this area include:

● Collecting data on global progress via country reports on

the Recommendation concerning Education for International
Understanding, Co-operation and Peace and Education relating to Human
Rights and Fundamental Freedoms (1974)
● Developing global measurement indicators for GCED and ESD
● Providing easy access to policy-relevant data, and data sources, that
support the monitoring of Target 4.7.
● Producing thematic studies, reports and trend analysis

Global advocacy and policy dialogue

Every two years UNESCO organizes a Global Forum on GCED, to address key
issues of relevance to GCED policy and practice. The last forum was held
in Ottawa in March 2017.
UNESCO also organizes policy and advocacy events on GCED in Headquarters
and around the world in order to engage decision-makers, leading experts and
practitioners in a dialogue on effective strategies and practices to implement
GCED.

For more information on previous editions of the GCED Fora:

● 2017 - 3rd UNESCO Forum on Global Citizenship Education, Ottawa,

Canada
● 2015 - 2nd UNESCO Forum on Global Citizenship Education, UNESCO,
Paris, France
● 2013 - 1st UNESCO Forum on Global Citizenship Education, Bangkok,
Thailand
Technical support and capacity building for country implementation
UNESCO develops guidance materials on key educational issues of relevance to
the promotion of GCED. On this basis, it organizes capacity building workshops,
at national and regional levels, for education professionals such as teachers,
teacher trainers, curriculum developers and education policy-makers.
In this context, UNESCO also elaborated technical guidance on how to develop
textbooks free from stereotypes and or prejudice.
More recently, UNESCO’s capacity building work specifically focuses on
the Prevention of violent extremism through education.

20.2.2. Special themes

UNESCO highlights several special themes under the GCED umbrella.
Preventing violent extremism through education (PVE-E)
Violent extremism is on the rise and a major obstacle to global peace and
sustainability. In accordance with the United Nations Secretary General’s Plan of
Action to Prevent Violent Extremism(link is external) (December 2016), UNESCO
supports countries seeking to promote positive and inclusive educational reforms
aimed at youth that counter and build resistance to violent extremist messaging
while fostering a positive sense of identity.
UNESCO’s activities in this area notably include:

● Providing an international platform for dialogue on education’s role in

preventing violent extremism
● Technical guidance and capacity-building. UNESCO produced two guides
in this area:
o Preventing violent extremism through education: a guide for
policy-makers
o A Teacher's guide on the prevention of violent extremism

Education about the Holocaust and other genocide

GCED not only looks forward but draws on lessons from the past. For this reason
UNESCO uses the terrible lessons learned concerning the Holocaust and other
genocides to develop programs that strengthen a culture of prevention and foster
understanding of the causes and consequences of such events.
Education about the Holocaust and genocide fosters knowledge, skills and
behaviors that help learners become critical thinkers, responsible and active
global citizens who value human dignity and respect for all, reject antisemitism,
racism and other forms of prejudice that can lead to group-targeted violence and
genocide.
Languages in education
A global citizen values cultural diversity and the right to speak one’s mother
tongue. Local languages bring entire cultures, values and traditional knowledge
with them and help to build interconnectedness. It is also through the mastery of
the first or mother tongue that the basic skills of reading, writing and numeracy
are acquired most effectively. UNESCO promotes mother tongue-based bilingual
or multilingual approaches in education when appropriate and as a means to
promote inclusion in, and through, quality education.
UNESCO disseminates these messages each year by celebrating International
Mother Language Day
 Promoting the rule of law through global citizenship education
The UNESCO/UNODC partnership on “Global Citizenship Education for the Rule
of Law” aims to strengthen the capacities of education policy-makers, educators,
teacher trainers and curriculum developers to promote the rule of law through
education. More specifically, the partnership supports professionals in education
design and implement educational interventions that equip learners with the
knowledge, attitudes and skills to constructively and responsibly engage in
society, uphold the principle of justice and help build effective, accountable and
inclusive institutions at all levels.
20.3. Pedagogy

Most educators agree that "global citizenship is a learned and nurtured behavior",[5] and
the most widely used classroom strategy for developing global skills is project-based
learning. This pedagogical technique can be utilized in the case of almost any school
subject, "[and] is the primary pedagogical strategy in the discourse of global
competencies. Educators see it as an important method for developing the tools-
technical and emotional- for success in the global society".[6] With the aim of nurturing
students' potential to be both learners and citizens, the project-based approach has
been used successfully in community-based learning, for example.[7]

Another important pedagogical feature of GCE is learning through communicative

practices outside the classroom that "harness […] the educational force of the wider
culture".[8] If students are encouraged "to see themselves as political
agents",[8] educators assume they are more likely to acquire the knowledge, skills and
abilities that enable them to become agents of change.[9] Another important element of
the student-centered participatory nature of GCED, is that students, through their
engagement with others via Social Network Services, create their own forms of global
citizenship through dialogue, learning, and action.[10] This is an important element, for
example, in the activities of grassroots organizations like 'GIN' (Global Issues Network),
and Global Citizenship Foundation[11] which involves students and teachers in projects
that address global issues such as human rights, trade rules, and deforestation.[12] Such
student-driven, student-led projects combine both the 'global consciousness' and 'global
competence' aspects of GCED.

UNESCO developed a competency framework on GCE with key learning outcomes,

learner attributes and learning objectives to help guide policymakers and curriculum
developers in their efforts to develop national curricula that empower learners to
assume active roles, both locally and globally.[1] This competency framework is based
on a vision of learning that covers three domains to create a well-rounded learning
experience: Cognitive, Socio-Emotional and Behavioral.[13] Although conceptually
distinct, these three domains do not represent isolated learning processes; they often
overlap, mutually reinforce and build upon each other, and can also occur in parallel.
For example, socio-emotional learning (SEL) requires understanding existing
challenges in the community (cognitive) and making informed decisions (behavior).[1] By
delivering lessons using all three domains, teachers are more likely to develop the
broad range of knowledge, attitudes, values and behaviors that are expected of GCE.
This approach also makes it possible to address the four pillars of learning that are key
to ensuring learners are equipped with the skills they need to face the world as active
and engaged citizens: Learning to know, to do, to be and to live together.[14]

GCED domains of learning and expected learning outcomes

GCE includes three domains of learning, cited below:[1]
● The cognitive domain includes thinking processes that involve the acquisition,
organization and use of knowledge and information.
● The socio-emotional domain includes the development of skills that facilitate
learners’ emotional welfare and successful interactions with others, including peers,
teachers and family members and those in their community.[15]
● The behavioral domain includes the development of the ability to use learned
materials or to implement material in new and concrete situations.[1]

GCE has three expected learning outcomes, including how:[1]

● Learners acquire knowledge and understanding of local, national and global issues
and the interconnectedness and interdependency of different countries and
populations. Learners develop skills for critical thinking and analysis.
● Learners experience a sense of belonging to a common humanity, sharing values
and responsibilities, based on human rights. Learners develop attitudes
of empathy, solidarity and respect for differences and diversity.
● Learners act effectively and responsibly at local, national and global levels for a
more peaceful and sustainable world. Learners develop motivation and willingness
to take necessary actions.[1]

'Global consciousness' and 'global competence'

Organizations implementing GCE programs, such as UNESCO, now emphasize the
importance of expanding both students' 'global consciousness' and 'global
competence'.[12] 'Global consciousness' represents the ethical or moral dimension of
global citizenship, whereas 'global competence' "features a blend of the
technical-rational and the dispositional or attitudinal".[16]
However, some view global consciousness and global competence as being closely
related.[17] The OECD, for instance, focuses on global competencies called
'psychosocial resources', of which there are three main types: "using tools interactively
(technology and language skills), interacting in heterogeneous groups (cooperation,
empathy), and acting autonomously (realizing one's identity, conducting life plans,
defending and asserting rights".[18]

20.4. Global Citizenship Education Dimensions

Global Citizenship Education (GCED) aims to empower learners of all ages to assume
active roles, both locally and globally, in building more peaceful, tolerant, inclusive and
secure societies.

“GCED is based on the three domains of learning - cognitive, socio-emotional and behavioral.

Specific GCED outcomes are categorized under three learning dimensions: cognitive,
socio-emotional and behavioral competencies. The cognitive dimension
includes acquiring an understanding of local, national and global issues; the
socio-emotional dimension is related to experiencing a sense of belonging to
common humanity as well as developing empathy and respecting diversity; and
the behavioral dimension is comprised of acting at local, national and global
levels to bring about a more peaceful and sustainable world.

In traditional learning assessments, the cognitive dimension and, to some extent, the
socio-emotional dimension can be measured. For example, the PISA 2018 measures
knowledge, cognitive skills, social skills and attitudes (the last two being assessed only
in a student questionnaire). However, experiencing a sense of belonging to a common
humanity is not specifically assessed, not to mention being difficult to measure through
traditional learning assessments. Similarly, the desired behavioral outcomes of GCED,
such as getting engaged and taking action are not assessed and difficult to accurately
measure. Indeed, it is possible to ask learners about their level of engagement in a
questionnaire; however, individuals can be tempted to exaggerate their values and
behaviors because of social desirability bias, which would ultimately raise questions
about the validity of the questionnaire. Further complicating the measurement of
outcomes is the fact that promoting a culture of peace, non-violence and an
appreciation of diversity must be examined within national contexts. In short, it is not
possible to develop a universal assessment of GCED that is appropriate for every
learner and context.

The key learning outcomes, key learner attributes, topics and learning objectives
suggested in GCED are based on the three domains of learning mentioned above. They
are interlinked and integrated into the learning process.

UNESCO’s work in this field is guided by the Education 2030 Agenda and Framework
for Action, notably Target 4.7 of the Sustainable Development Goals (SDG 4 on
Education), which calls on countries to

“ensure that all learners are provided with the knowledge and skills to promote sustainable development,
including, among others, through education for sustainable development and sustainable lifestyles,
human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and
appreciation of cultural diversity and of culture’s contribution to sustainable development.
20.4.1. Cognitive Dimension

These are the four specific learning objectives. The intention of these learning
objectives by level of complexity, offering a ‘spiral curriculum’ approach through which
concepts related to global citizenship education can be introduced at pre-primary or
lower primary level and taught with increasing depth and complexity as learners mature,
through all levels of education. As education systems, levels of education and student
age groups vary between countries, these groups are only meant to be indicative.

Pre-primary & Upper primary Lower secondary Upper secondary

lower primary (9-12 years) (12-15 years) (15-18+ years)
(5-9 years)
Describe how the Identify Discuss how global Critically analyze
local environment governance governance global governance
is organize and structures, decision structures interact systems, structures
how it relates to the making processes with national and and processes and
wider world, and and dimensions of local structures and assess implications
introduce the citizenship explore global for global
concept of citizenship citizenship
citizenship
List key local, Investigate the Assess the root Critically examine
national and global reasons behind causes of major local, national and
issues and explore major common local, national and global issues,
how these may be global concerns global issues and responsibilities and
connected and their impact at the consequences of
national and local interconnectedness decision-making,
levels of local and global examine and
factors propose
appropriate
responses
Name different Differentiate Investigate Critically assess
sources of between fact/ underlying the ways in which
information and opinion, assumptions and power dynamics
develop basic skills reality/fiction and describe affect voice,
for inquiry different inequalities and influence, access
viewpoints/ power dynamics to resources,
perspectives decision-making
and governance

ACTIVITY FOR COGNITIVE DIMENSION!

CROSSWORD PUZZLE
ACROSS
1. A campaign launched by the Admin Duterte, war on drugs that resulted extra judicial
killings and violating human rights.
2. This virus was first encountered in Wuhan, China, in December 2019 that causes
epidemic and fatal deaths worldwide.
5. It is a specialized agency of the United Nations that is concerned with the world
public health.
6. Is an agreement between a country and a foreign nation having military forces visiting
in that country. This is in between the Philippines and the United States that has
recently been terminated by the Philippines because of Gen. Bato Dela Rosa. VISA is
cancelled by the United States.
11. The European Union is an economic and political union involving 28 European
countries. It allows free trade, which means goods can move between member
countries without any checks or extra charges. What country decided to leave the
European Union?

DOWN
2. This is one of the domains that refers to the knowledge and thinking skills necessary
to better understand the world and its complexities.
3. Philippines spends the most on internet, spend an average of 10 hours and 2 minutes
daily, what is the most visited website in the Philippines?
7. It is the knowledge, skills, values and attitudes that learners acquire and demonstrate
as a result of global citizenship education.
8. This is an organization that promoted Global Citizenship Education (GCED) since the
launch of the UN Global Education First Initiative (GEFI) 2012, which made Global
Citizenship one of its three education priorities.
9. The learning objectives is divided into how many different age group/level of
education.
10. President Duterte initiated the program which seeks to accelerate the Nation’s
infrastructure spending and develop industries that will yield growth, create jobs and
improve the lives of Filipinos.
Place your answers in Moodle.
20.4.2. Socio-Emotional Dimension

Robert Plutchik was a psychologist who developed a psychoevolutionary theory of

emotion. Learn more about Plutchik's theory, the wheel of emotions, primary emotions,
and dyads.
20.4.2.1. Evolutionary Theory of Emotions
When we think about our
emotions, we tend to think of them
solely as states of feeling. For
example, we may describe
happiness as the state of feeling
joy or pleasure. Psychologist
Robert Plutchik states that there
are eight basic emotions: joy, trust,
fear, surprise, sadness,
anticipation, anger, and disgust.
Plutchik created the wheel of
emotions, which illustrates the
various relationships among the
emotions.

While Plutchik identifies only eight

basic emotions, you can see from
the wheel that there are many
different degrees, creating a wide
spectrum of emotions. Plutchik states that emotions are much more complex than most
people realize.
Emotions have a long evolutionary history. They are not only adaptive, but they have
evolved over time in order to increase our reproductive fitness. Emotion plays an
important role in issues of survival, and it involves both cognition and behavior.
For example, let's say that you were approached by a snake (threatening event). You
would conclude that you were in danger (cognition), which would cause you to feel fear
(emotion). Your fear activates the fight-or-flight response. As a result, you slowly back
away from the snake in an attempt to escape (goal-directed behavior).
Robert Plutchik developed 10 postulates on which his evolutionary theory of emotions is
based:

1. Animals and Humans: Animals and humans both experience the same basic
emotions in similar ways.
2. Evolutionary History: Emotions appeared as a result of evolution. Emotions were
present in animals even before apes evolved.
3. Survival Issues: Emotions have evolved over time in order to increase the
chances of survival in the environment. For example, trust results in collaboration
and sharing between humans.
4. Prototype Patterns: Although there are several types of emotions that are present
in different species, there are prototype patterns, or common elements, that are
identifiable.
5. Basic Emotions: A relatively small number of prototype, primary emotions, or
basic emotions exist and can be identified.
6. Combinations: All other emotions occur as a result of a mixture, or combination,
of the basic emotions. For example, love is a combination of joy (primary
emotion) and trust (primary emotion).
7. Hypothetical Constructs: It is recognized that primary emotions are hypothetical
constructs or idealized states, which we describe in terms of their particular
properties and characteristics. These descriptions can only be inferred based on
several kinds of evidence.
8. Opposites: The primary emotions are categorized into pairs of polar opposites.
9. Similarity: All emotions have different degrees of similarity to one another.
10. Intensity: Each emotion can vary in its level of intensity.

20.4.2.2. Plutchik's Eight Basic Emotions

As we stated earlier, Plutchik's eight basic emotions are joy, trust, fear, surprise,
sadness, anticipation, anger, and disgust. Each primary emotion also has a polar
opposite, so that:

● Joy is the opposite of sadness.

● Fear is the opposite of anger.
● Anticipation is the opposite of surprise.
● Disgust is the opposite of trust.

Plutchik created the wheel of emotions in order to illustrate the various relationships
among the emotions.
The intensity of emotion decreases as you move outward and increases as you move
toward the wheel's center. The intensity of the emotion is indicated by the color. The
darker the shade, the more intense the emotion. For example, anger at its least level of
intensity is annoyance. At its highest level of intensity, anger becomes rage.
 20.4.2.3. Different levels of Identity
1. Different levels of identity

Learning objective:
Critically examine ways in different levels of identity
interact and live peacefully with different social groups.

What is identity?
“Identity is who you are.”
It’s everything that makes you, YOU.
2. Different communities’ people being to and how these are connected.
Learning Objective:
Critically assess connectedness between different groups, communities and
countries.
What is COMMUNITY?
“Group of people”
that have developed relationships around a string common interest.
 3. Difference and respect for diversity
Learning Objective:
Develop and apply values, attitudes and
skills to manage and engage with diverse
groups and perspectives.

What is DIVERSITY?
The concept of diversity encompasses
acceptance and respect. It means
understanding that each individual is
unique and recognizes our individual
differences.

These can be along dimensions of:

• Race
• Ethnicity
• Gender
• Sexual orientation
• Socio-economic status
• Physical abilities
• Religious beliefs
• Other ideologies

Why is it important?

“… I believe that it is with developing in each of us sensitivity to other cultures that

we expand our horizons, respect differences, and appreciate diversity. All these
enable us to achieve international understanding.”
ACTIVITY FOR SOCIO-EMOTIONAL DIMENSION

Place your answers in Moodle.

20.4.3. Behavioral Dimension
“In psychology, behavior consists of an organism's external reactions to its environment.
Other aspects of psychology, such as emotions, thoughts, and other internal mental
processes, don't usually fall under the category of behavior.

Objective:
● Learners act effectively and responsibly at local, national and global levels for a
more peaceful and sustainable world;
● Learners develop motivation and willingness to take necessary actions

Peacekeeping is one of the most effective tools available to the United Nations in the
promotion and maintenance of international peace and security. Yet peacekeeping faces
several challenges that undermine its ability to deliver on its mandates. Political
solutions are often absent, and missions seem to have mandates that lack focus and
clear priorities. Complex threats in several environments are causing a rise in fatalities
and injuries of peacekeepers, and missions have sometimes lacked the personnel and
equipment to meet these threats. Peacekeeping operations have also faced challenges
in delivering on protection mandates and in contributing to long-term, sustainable
peace, and in achieving coherence with other actors operating in the same contexts.
To respond to these challenges, the Secretary-General launched Action for
Peacekeeping (A4P) to renew mutual political commitment to peacekeeping operations.
The Secretary-General has called on Member States to join him in developing a set of
mutually-agreed principles and commitments to create peacekeeping operations fit for
the future, with the goal of reaching a formal agreement by the end of 2018. On 25
September, the Secretary-General hosted a GA73 High-level meeting on Action for
Peacekeeping (A4P).

Declaration of Shared Commitments

The Secretary-General shared the Declaration of Shared Commitments on 16 August
and invited Member States and relevant international and regional organizations to
endorse it. The Declaration reflects the commitments that Member States, the
Secretariat and international and regional organizations have indicated they could make
during extensive consultations held in June and July 2018 in New York. The
commitments represent collective action to strengthen peacekeeping.

Implementation of Shared Commitments

The Declaration of Shared Commitments has reached over 150 endorsements and
provides a shared roadmap for strengthening peacekeeping. Success depends on
Member States and the UN Secretariat working actively to implement their
commitments.
We, in the Secretariat, are implementing our Declaration commitments by focusing on a
set of key priorities that build on both new commitments and existing workstreams.
Implementation goals are centered on eight priority commitment areas:
● politics
● women, peace and security
● protection
● safety and security
● performance and accountability
● peacebuilding and sustaining peace
● partnerships
● conduct of peacekeepers and peacekeeping operations
These eight priority commitment areas are anchored in ongoing areas of work, including
the Gender Parity Strategy; the Women, Peace and Security Agenda; Santos Cruz
Action Plan; Management Reform; Police Strategic Guidance Framework; Strategic
Force Generation; the United Nations/African Union Joint Framework and Declaration;
the Triangular Partnership Project; the Voluntary Compact on the commitment to
eliminate sexual exploitation and abuse; the Human Rights Due Diligence Policy and
the Environment Strategy. A tracking system is in development so that progress can be
systematically monitored and reviewed.

See A4P Highlights of Key Achievements

See A4P Key Achievements on Performance
See A4P Implementation in HQ and Field Missions

In August 2019, the UN Department of Peace Operations carried out a survey to gather
perceptions of progress in A4P implementation, and register concrete actions taken by
UN Peacekeeping stakeholders to implement the 45 commitments in the A4P
Declaration. To see the survey results, click here.

High-level Meeting on Action for Peacekeeping

The Action for Peacekeeping (A4P) High-level Meeting on 25 September was chaired
by the Secretary-General. Over 100 Member States and several regional and
international organizations were in attendance, including many at the highest levels.
This High-level Meeting brought all partners together to demonstrate peacekeeping’s
successes, acknowledge our challenges, and spur the action needed by all
peacekeeping stakeholders to enable our missions to bring lasting peace to the
countries in which we are mandated to serve. We are heartened by the enthusiastic
support of the majority of Member States, as well as four international and regional
organizations, to the Declaration of Shared Commitments.

Opening remarks by the Secretary-General were followed by statements

from 48 Member States and three supporting organisations. The event served as a
critical stepping-stone towards implementation by all the Secretariat, Security Council
members, financial-, troop-, and police-contributors, host countries and regional
organizations. The public was able to watch live via UN webcast.

Thematic Consultations
Five thematic consultations took place in June, at which Member States and Regional
Organizations put forward proposals for mutual commitments that could strengthen
peacekeeping. The following brief summaries are non-exhaustive and non-official.

Peacebuilding
Member States raised the need for coherence in relation to peacebuilding, among the
Security Council and the Peacebuilding Commission as well as between the UN and
external actors such as regional and sub-regional organizations, host countries, and
international financial institutions. They stressed the need to ensure continuity of
peacebuilding tasks during peacekeeping transitions and drawdown; the role of women
and youth in peacebuilding; the importance of institution-building particularly the role of
police, justice and corrections.

Performance
Member States emphasized that performance had to be discussed in relation to all
mission components, and also in relation to all peacekeeping stakeholders, from
personnel on the ground and Headquarters, to the Security Council and
troop-contributing countries. They emphasized that performance included support,
equipment, training, mindset, clarity of political vision and mandate, and more, and
should be viewed in terms of impact on protection of civilians, safety and security of
peacekeepers, and implementation of all mandated tasks. The Importance of
developing a comprehensive performance framework, and of accountability was a key
theme in the discussion. Member states also discussed caveats and how to address
shortfalls in equipment and training, and stressed the need for partnerships and
capacity building initiatives.
See A4P Key Achievements on Performance

People
States brought forth various perspectives on the protection of civilians, including the
importance of a whole-of-mission approach; the development of tailored responses to
threat profiles; and the need to match mandates with adequate resources. Several
speakers underscored that State bears the primary responsibility for the protection of
civilians and highlighted the importance of their accountability, and the role of national
level institutions playing their role in this regard. Member States underscored the need
for specific gender, women protection and child protection expertise in peacekeeping
operations; gender-sensitive analysis and strategies to inform decision-making; and the
implementation of the Women and Peace and Security agenda by peacekeeping
operations and host governments. There was a call for fact-based public human rights
reporting in peacekeeping operations and positive feedback on the work of human
rights and justice components. Member States encouraged more extensive
environmental management within operations as an integral part of mission planning
from the outset. They supported the UN’s victim-centered approach on sexual
exploitation and abuse; called for implementation of the Secretary-General's zero
tolerance policy; and stressed the need for accountability for acts of SEA committed by
both uniformed and civilian personnel.

Partnerships
Member States had specified commitments at the strategic level to include enhanced
cooperation between the Security Council and the AU Peace and Security Architecture.
At the operational level, commitment to funding for regional and sub-regional peace
operations was raised by many Member States, with other parameters such as
transparency, human rights and accountability to be taken into account. There was
discussion of the question of financing of AU-led peace support operations. On policy
development, Member States raised the need to share lessons learnt and to enhance
complementarity. Strategic force generation, capacity building and training were crucial,
including the implementation of the light coordination mechanism and language training.
On information sharing, he noted that there was a call for commitment to share early
warning and analysis between the UN, regional and sub-regional organizations, as well
as to recognize the comparative advantages of partners. Partnerships should also be
expanded to cooperation with other organizations.

Politics
Several Members States called for a more strategic and coherent role for the Security
Council; for the Council to make better use of the tools at its disposal for supporting
political processes; and for Security Council members to support Security Council
actions through their individual actions, including development, trade and military
policies. Member States called for better sequenced, streamlined and prioritized
mandates that nevertheless preserve protection and human rights responsibilities, with
an enhanced linkage between mandate preparation and resourcing decisions. Member
States called for SRSGs be empowered to as a key political player in mission settings.
They called for stronger linkages between the political and peacebuilding aspects of
mandates, in particular during transition and drawdown periods as well as stronger
linkages between the PBC and the Security Council, including regarding the formulation
of mission mandates. Regarding the role of host governments, Member States
recognized the primacy of this role, but also the need for host governments to commit to
support peacekeeping operations with their consent and cooperation – while also
including host nations in occasional closed consultations and more systematic work by
the Council and the Secretariat with host states to address host state responsibility for
mandate implementation. Member States called for further improvement in triangular
consultations involving the Security Council, T/PCCs and the Secretariat, and for for the
Secretariat to provide better early warning, improve coherence of political efforts,
support the Secretary-General’s surge in mediation efforts, improve linkages across the
pillars of the UN, and provide frank options, advice and analysis and honest
assessments of country situations to the Security Council. There were several calls for
the Secretariat to be more honest and clear in its reports to the Council in providing an
assessment when mandated activities were not sufficiently resourced. Member States
encouraged greater cooperation between the Security Council, Secretariat and regional
and sub-regional organizations to ensure consistent and effective horizon scanning and
early warning efforts.
ACTIVITY FOR BEHAVIORAL DIMENSION

Write a letter addressing to the future you stating (1) realization about BEHAVIORAL
DIMENSION TOPIC composing minimum of 5 sentences and (2) three resolutions to
make in the future that will help in the goal of the behavioral domain of global
citizenship.

-end of lessons-
 See 3 individual assignments.
Go to Wildcats LAIR (Moodle) or MS TEAMS.