4th Global Capacity-Building Workshop on GCED

Background

4th Global
Capacity-Building
Workshop on GCED

· Dates
25 Aug – 7 Sep 2019

· Venue
Seoul, Republic of Korea

· Organizer
APCEIU

· Sponsor
Ministry of Education of Re-
public of Korea
The 2030 Agenda for Sustainable Development at the UN Sustainable · Participants
Development Summit in September 2015 presented a set of 17 goals 33 teacher educators from 24
and 169 targets, defining the priorities and aspirations for 2030. In par- countries
ticular, Target 4.7 of SDGs reflects a new vision of fostering global citi-
zenship at all levels. Following this, UNESCO adopted Education 2030
Framework for Action in regard to SDGs’ Goal 4, highlighting the impor-
tance of Global Citizenship Education (GCED) and specifying its imple-
mentation strategies for the next fifteen years. For this reason, promot-
ing GCED became an important educational target and since then, has
been creating the multiplying effects in various learning environments.

Following this momentum, the Asia-Pacific Centre of Education for In-

ternational Understanding (APCEIU) has been organizing Global Ca-
pacity-Building Workshops since 2016 and this year, the 4th Global Ca-
pacity-Building Workshop on GCED was held with the aim of enhancing
the capacities of teacher educators in developing countries on utilizing
GCED. This 2-week intensive workshop provided participants opportu-
nities to better understand the concept and principles of GCED, while
engaging in meaningful dialogues and sharing experiences with edu-
cators from different countries, cultures, and contexts, and to develop
their own action plans. As part of the Workshop, participants also at-
tended the International Conference on GCED (3-4 September 2019)
to gain deeper insights from a multiplicity of perspectives and good
practices shared during the conference.
4th Global Capacity-Building Workshop on GCEDw

Understanding
GCED

The workshop began with introductory sessions on GCED, providing the participants with opportunity to
understand the conceptual framework, goals and objectives of GCED. Through the session, Introduction
to GCED, the participants recognized GCED as a part of transformative education by rethinking com-
plementarity and synergy with other education fields, such as Education for International Understanding
(EIU), peace education, and Education for Sustainable Development (ESD). In the session, they also brain-
stormed their ideas on SDGs and GCED through discussions and sharing, which enabled their scope of
thinking to be expanded.

Furthermore, a session on the Understanding the Regional/National Contexts of GCED offered the partic-
ipants the chance to analyze current situations on GCED and further understand the regional differences,
broadening their perspectives on GCED. Gathered by each region, participants looked into the existing
educational policies and systems that serve as opportunities and mechanisms to support GCED. They also
identified priority areas in education sector as well as enablers and barriers in their regional context. Nation-
al policies, plans and curricula addressing GCED were also shared and exemplary cases mainstreaming
GCED in national/local education system were presented.

Related Sessions

1 Introduction to GCED
2 Understanding the Regional/National Contexts of GCED
4th Global Capacity-Building Workshop on GCED

Study Visits

Global Citizen Campus

APCEIU’s initiative for the provision of an experiential learning space to public was introduced during Study
Visits. Global Citizen Campus (GCC), which is located at APCEIU, aims to provide a platform for sharing
practices, ideas and insights on GCED through interactive activities related to GCED. During the visit,
participants had opportunities to engage in hands-on activities offered at GCC. The visit has reminded the
participants that learners’ engagement through fun, interactive, and relevant educational activities is pivotal
to deliver GCED and help them internalize the values by experiencing the activities themselves as learners
at GCC. (For more information, please visit: http://gcc.unescoapceiu.org/eng)

School Visit -Seoul Sangdo Elementary School

To observe GCED in practices in Korea, participants visited Seoul Sangdo Elementary School, a public el-
ementary school located in Dongjak-gu, Seoul. Through the school visit, participants learned about Korean
elementary school system and observed an English class. They also facilitated classes and shared their
cultures while engaging in GCED with the students. After the class, participants had a tour to the various
school facilities including ‘Maker Class’, a unique classroom with drones and 3D printers for technology
class, which caught participants’ interest. From this visit, participants were able to understand Korean edu-
cation system, learn about changes Korean schools are experiencing in recent years, and interact with the
school community by having class with the students.
4th Global Capacity-Building Workshop on GCED

Study Visits

Visit to Demilitarized Zone (DMZ)

Participants visited three major destinations of De-
militarized Zone (DMZ) in Gyeonggi province where
they could experience the division of Korea. DMZ
is the 4 kilometer-wide area spanning between
the Northern and Southern borders which serves
as a buffer zone to prevent means of provocation
since 1953. The line drawn at the center of the DMZ
called the Military Demarcation Line (MDL) runs
250 kilometers to separate the Koreas. Participants
learned about historical facts about division, and
visited Imjingak (Nuri Peace Park) which was es-
tablished 1972 to exhibit various relics and monu-
ments related to the Korean War and subsequent
South-North confrontations, and explored The Third
Infiltration Tunnel dug by the Northern army. At the
Dora Observatory, they could overlook North Korea Seoul Upcycling Plaza
and its various locations. This visit allowed them to Seoul Upcycling Plaza (SUP) is the world’s largest
ponder upon ways to build a culture of peace and upcycling cultural complex space. The purpose of
their own roles as global citizens to create a peace- visiting SUP was for them to observe, learn, and
ful and sustainable future for all. experience futuristic, high-value industry cultivat-
ing upcycling industry. Various facilities and shops
in the plaza were made with recycled materials,
where participants discovered the value and beau-
ty of upcycled products. After the tour, participants
attended an experimental education programme
where they could make upcycling products by
themselves and take part in short plays. At the end
of the visit, they had a reflection session facilitated
by Prof. Manana Ratiani, which helped them con-
nect the visit with sustainable development. The
visit also allowed the participants to see how the
center raises environmental, social, and economic
awareness through education.
4th Global Capacity-Building Workshop on GCED

Thematic Areas

Thematic Sessions, consisting of diverse themes of GCED, aimed to deepen participants’ understanding
on GCED and to reflect on different dimensions of GCED concerning both global and local issues.
A session on Glocal Justice explored the structural violence and its relevance to GCED, suggesting alter-
native paradigms of development to achieve glocal justice. Explaining the Universal Declaration of Human
Rights (UDHR), Humans Rights session enabled the participants to understand the social and international
context of the UDHR throughout its existence, which also has big ramifications for GCED. A session on
Education for Sustainable Development (ESD) also broadened their knowledge of ESD competences for
achieving sustainable future in context of GCED and explored the effective pedagogical approaches to
integrate SD topics into practice with effective tools – Sustainability Compass.
As the growing violence and threats around the world requires more attention especially from the ed-
ucators, sessions on Conflict Resolution and Prevention of Violent Extremism through Education (PVE)
were held to provide the adequate guidance on PVE and discuss the role of educators. Participants also
analyzed PUSH and PULL factors of regional issues and concluded that components of GCED including
solidarity, respect for diversity, and human rights, can play a crucial role in resolving the ongoing conflicts
on Violent Extremism.
Furthermore, this year’s workshop had sessions on Gender Equality and Media Literacy, emerging issues
in the world these days. Not just superficially dealing with the issues, participants delved into how these
issues should be addressed in education. They also engaged in a variety of activities and exercises, which
helped them to widen their perspectives and find creative tools applicable to their regions or classrooms,
more specifically, to integrate these issues into teaching and learning in various settings.

Related Sessions

1 Glocal Justice, Peacebuilding & Education for Global/Local Justice

2 Understanding Conflicts and the Process of Peaceful Resolution
3 Prevention of Violent Extremism through Education (PVE)
4 Gender Equality & Violence against Women / Feminist Pedagogy for Inclusive Learning
5 Promoting Respect for Human Rights
6 Understanding Sustainable Development & Education
7 Media Literacy
4th Global Capacity-Building Workshop on GCEDw

Transformative
Pedagogy
Related Sessions

1 The Role of Teachers for

Democratic and Critical
Learning
2 Transformative Pedagogy:
Teach to Transform
3 How to integrate
Sustainability
/ Peace-building into-
Teaching & Learning

Sessions on Transformative Pedagogy explored issues of personal

choice and ethical decision-making within particular histories and the
connections we make to our lives today. This year, especially, focusing
on role of teachers for democratic and critical learning, Mr. Dylan Wray
from Facing History and Ourselves delivered sessions on mechanism
whereby collective identity contributes to misunderstanding, stereotyp-
ing, and conflicts even in class. Emphasizing the need of transforma-
tion of the current educational systems and practices, the sessions led
participants to consider what changes are needed to make our educa-
tion more relevant, participatory, democratic, and transformative.
Among the three sessions, the last session which was co-facilitated
by Mr. Roy Hellenberg who spent over 25 years as an educator and
school leader in South Africa as well as senior associate at Facing His-
tory and Ourselves impressed the participants through sincere sharing
and profound insights from the two facilitators. Participants were also
able to experience pedagogical principles of transformative learning
that Facing History uses and explore how to teach and integrate GCED
into current education.
Moreover, participants had an opportunity to think about how to in-
tegrate sustainability or peace-building into teaching and learning
through concurrent sessions. They were provided integrated approach
in teaching that promotes development of higher order thinking skills
for sustainability and peace-building using effective tools and creative
strategies. In all, those sessions on transformative pedagogy allowed
participants to come up with critical reflections on the pedagogical ap-
proaches and discuss how to leverage their own practices to better
deliver GCED to their learners.
4th Global Capacity-Building Workshop on GCED

Sharing Tools and International

Innovative Conference
Practices of GCED on GCED

Various GCED initiatives led by APCEIU were Aimed to promote discussion and further aware-
shared with the participants to let them explore ness on GCED, APCEIU’s annual conference, ‘In-
possible application and tools to be used for their ternational Conference on GCED’ served as a plat-
future activities on GCED. Brief presentation on form for participants to delve into the concepts of
capacity-building programmes on GCED includ- global citizenship in the context of current issues
ing GCED Lead Teachers as a good case from and discourses in the world. At the two-day con-
Korea and APCEIU’s Youth Initiatives was made ference, participants had opportunities to widen
to give participants an idea of educational pro- their views on GCED by listening to the lectures
gramme that can be implemented reflecting local by eminent scholars and speakers, and shared
contexts. Two online platforms, GCED Clearing- their good practices through the participation in
house (www.gcedclearinghouse.org) and GCED plenary and concurrent sessions. Wide-ranging
Online Campus (www.gcedonlinecampus.org) discussions and enriching dialogue were made
were introduced, and GCED Board game was dis- with international participants of the conference
tributed to each participant for further use. Good on varied themes of teacher education, curricu-
practices of GCED were also shared with partici- lum development, practices in non-formal sec-
pants, one of which, led by Libby Giles, inspired tors, local contextualization of GCED, and youth
participants by sharing how she implemented engagement.
GCED concepts and philosophies to her class-
es. Also, two alumni of APCEIU’s programmes
who won the EIU Best Practice awards this year
shared their cases. For example, one of the alum-
ni shared how he integrated GCED topics into sci-
ence education in the Philippines. By these cases
sharing, participants were able to see how GCED
can be implemented and think about how they
can apply the lessons of this workshop to their
local context.
4th Global Capacity-Building Workshop on GCEDw

Action Plan Development

At the end of the Workshop, participants developed their own action plans to be implemented at local
settings. Guided by APCEIU’s template on planning GCED practices that include focus area of GCED,
changes to pursue, main activities, support system, and evaluation plan, participants wrote their action
plans, drawing ideas and insights from the Workshop session, reflecting on the lessons, and contextu-
alizing framework and concepts into their own situations. Several rounds of poster presentations were
made by groups of participants. Before each round, presenters introduced their action plan briefly and
other participants chose one of the presenters in the group that they want to learn more about. Participants
exchanged comments and feedbacks for further improvement and wished the successful implementation
of each other’s plans. The plans include teacher training workshop on GCED, online training, curriculum
integration, action research, youth advocacy and course

Action Plan Template for 2019 Programme

Focus Area Changes to pursue Main Activities Support System Evaluation

What are the things - Target audience With whom do you How can you
that you seek - Contents want to work? measure
to change or improve?) - Methodologies Who can help you your progress
- Timeframe achieve your goals? or success?
4th Global Capacity-Building Workshop on GCED

Participant Evaluation

4.8

4.7
4.73 4.73
4.6

4.5
4.64
4.58
4.4

4.3 Level of
Relevance of motivation
contents Quality of for promoting
4.2 to your Accessibility sessions GCED in your
personal /understand- (lectures, personal and
/professional ability of presentation, professional
4.1 goals content workshops) contexts

Workshop Content

4.8

4.7

4.6

4.5
4.61
4.58 4.58
4.4

4.3

4.2
Knowledge
and Compe- Motivation
4.1 Accessibility tence / Inspiration Europe Asia Africa Arab
Pacific States
Workshop Facilitators
2 19 7 3
4.8

4.7
Number of Participant in Each Region
4.70 4.73
4.6
Total 34 professionals in the field of teacher
4.5 4.55 education and curriculum development
4.4
Logistical
arrangement
4.3 (transporta-
tion, support
4.2 for travel, Workshop Overall
accommoda- scheduling Programme
tion, meals and staff Agenda and
4.1 etc.) support Structure

Workshop Organizations
4th Global Capacity-Building Workshop on GCEDw

2019
Day 5 Option 2) How to Integrate
Understanding Local Initiatives Peace-building into Teaching
on GCED and Key Thematic Areas &Learning
[Session 8] Feminist Pedagogy for
Day 10
Inclusive Learning II
International Conference on
Programme [Session 9] Role of Teachers for
Democratic and Critical Learning I
[Session 10] Role of Teachers for
GCED 1
[International Conference on
Democratic and Critical Learning II GCED 1] Platform on Pedagogy and
Day 1 Arrival Practice
Day 6
Day 2 Key Thematic Areas and Effective Day 11
Opening and Setting the Stage Pedagogical Approaches 1 International Conference on
GCED 2
[Session 1] Introduction of APCEIU [Field Visit 2] School Visit (Seoul
Workshop Orientation Sangdo Elementary School) [International Conference on
Global Citizen Campus [Session 11] Understanding the Re- GCED 2] Platform on Pedagogy and
[Session 2] Introduction to GCED gional/National Contexts of GCED Practice
[Session 12] Promoting Respect for
Day 3 Human Rights Day 12
Deepening Understanding of [Case Sharing 2] Good Practices
GCED Day 7 from Alumni
Key Thematic Areas and Effective [Session 15] Critical Media Literacy
[Session 3] Glocal Justice, Peace-
Pedagogical Approaches 2 [Session 16] Sharing Tools and
building & Education for Global/
Local Justice [Session 13] Understanding Sus- Innovative Practices of GCED
[Session 4] Understanding Conflicts tainable Development & Education [Session 17] Action Plan Develop-
and the Process of Peaceful Reso- [Field Visit 3] Study Visit – Seoul ment I
lution I Upcycling Plaza
[Field Visit 1] Deoksugung Palace Day 13
Day 8 DMZ Tour Taking Action and Moving For-
Day 4 ward
Understanding Local Initiatives Day 9 [Session 18] Action Plan Develop-
on GCED and Key Thematic Areas [Session 14] Transformative Peda- ment II
gogy: Teach to Transform [Final Presentation] Final Pres-
[Session 5] Prevention of Violent
Extremism through Education (PVE) [Case Sharing 1] GCED Practice at entation & Reflection
[Session 6] Gender Equality & School Closing Ceremony
Violence Against Women [Concurrent Session]
[Session 7] Feminist Pedagogy for Option 1) How to Integrate Sustaina- Day 14 Departure
Inclusive Learning I bility into Teaching &Learning

How to Apply
Every year, an announcement of Call for Applications will be sent to the National Commissions for UNESCO
in Official Development Aid (ODA) recipient countries, UNESCO regional offices and GCED partner institu-
tions. Eligible candidates will be first reviewed by APCEIU based on the application and the final participant
will be selected by selection committee composed of GCED experts.

Tentative Timeline for 2020 Application

June Call for Application Announcement
July - August Submission of Online Application
September Participant Notification
October Global Capacity-Building Workshop on GCED
4th Global Capacity-Building Workshop on GCED

Who We Are
Participants of the 4th Global
Capacity-Building Workshop on GCED

Africa Organizing Team

Botswana Benjamin Segokgo Thebe at APCEIU
Kenya James Kibe
Kenya Nyambura Salome
Kenya Jane Akinyi Njue
South Africa Nomthandazo Ntlama
Zambia Chivunda Kaumba
Zimbabwe Abigirl Sawuti
Head
Arab States Office of Education and
Training, APCEIU
Egypt Eid Abd El-Wahed Ali Darwish
Lebanon Rabih Shaddad
Lebanon Giscard Dib
Jihong Lee
Asia-Pacific (Ms.)
Afghanistan Zamin Ali Haidari
Afghanistan Mehria Ramazani
Bangladesh Mohammad Tariq Ahsan
Bangladesh MD. Lokman Hossain
Cambodia Vorn Tim
Phillippines Rowena Hibanada
Phillippines Mark Anthony V. Bercando
India Ashita Raveendran Assistant Programme
Specialist
Kazakhstan Aliya Khasseneyeva
Office of Education and
Kazakhstan Aigul Syzdykbayeva Training, APCEIU
Kyrgyzstan Aisulu Sulaimanova
Laos Sompong Senthavisouk
Maldives Aishath Naseer Dahyun Lee
Mongolia Tuvshinbayar Zedbazar (Ms.)
Pakistan Misbah Kiani
Sri Lanka Shashini Rochana Tennekoon
Sri Lanka W. M. Saman Siri Indrarathne
Tonga Soane Patita Masanga Selui
Vanuatu Jeffrey Tari

Europe
Serbia Violeta Vlajković Bojić Programme Assistant
Serbia Djurdjica Ergic Office of Education and
Training, APCEIU
Latin America and the Caribbean
Brazil Ana Carolina Ribeiro
Lobo de Cassiano
Jieun Yoon
Guatemala Hector Canto Mejía (Ms.)
 Professor Emeritus
University of Alberta
Facilitators President, World Council for
Curriculum & Instruction (WCCI)
& Speakers Laureate, UNESCO Prize
for Peace Education (2000)

Toh Swee-Hin

Facilitator Facilitator
Director, Institute for Peace Secretary General
and Security Studies, Society for the Promotion of
Addis Ababa University, Human Rights, Malaysia
Ethiopia
Executive committee member
National Human Rights Society
of Malaysia, Malaysia
Dr. Yonas Ivy Nallammah
Adaye Adeto JOSIAH

Facilitator Facilitator
Executive Director Deputy Director
Shikaya National Center for Teacher
Professional Development

Dylan WRAY Manana RATIANI

Facilitator Presenter
Senior Associate Head of Global CitizenshipSt.
Facing History and Ourselves Cuthbert’s College,
New Zealand

Roy Hellenberg Libby Giles

Consultant Professor
Consultant/TrainerN SungKongHoe University

Fabrice Teicher Hyo Je Cho

4th Global Capacity-Building Workshop on GCED

Office of Education and Training

Asia-Pacific Centre of Education for International Understanding (APCEIU)

E-MAIL [email protected]
T E L +82-2-774-3933

http://unescoapceiu.org
4th Global Capacity-Building Workshop on GCED

Asia-Pacific Centre of Education

for International Understanding (APCEIU)

The Asia-Pacific Centre of Education for International Understanding (APCEIU) was established in 2000 as
a UNESCO Category 2 centre to promote education for a Culture of Peace. APCEIU is working in close col-
laboration with UNESCO Offices, National Commissions of Member States, related educational institutes,
and civil society to promote Global Citizenship Education (GCED) under the framework of Education for
International Understanding (EIU) towards a Culture of Peace.

APCEIU has devoted itself to strengthening GCED/EIU capacities of stakeholders globally by pursuing its phi-
losophy and policies through training teachers and teacher trainers; research and policy development; de-
veloping educational materials and programs; organizing different levels of workshops and conferences; and
strengthening the network of teachers, educators, experts, civil society leaders, and other stakeholders.

Through close cooperation with various international organizations, APCEIU has organized many events to
promote GCED and will implement diverse projects on GCED towards a Culture of Peace.