UNESCO- SANTIAGO OFFICE
ORIENTATION AND CAPACITY BUILDING WORKSHOP ON GLOBAL
CITIZENSHIP EDUCATION FOR LATIN AMERICA AND THE CARIBBEAN
CHALLENGES AND OPPORTUNITIES FOR GLOBAL CITIZENSHIP EDUCATION
IN THE REGION
SANTIAGO DE CHILE, SEPTEMBER 2ND, 2015
General Features of the Questionnaire

Objective: Collect information about how GCED is being conceived, defined and
implemented in the formal, non-formal and informal education sectors. Identify the challenges
and lessons learned that result from its implementation and the opportunities that emerge, from
a collaborative perspective, for its development at a national and regional level.

Systematization of results will help to outline strategies for action that connect and articulate
the needs and resources of the countries of the region to support the implementation of GCED
initiatives.

Structure: What is global citizenship education; how it is implemented; what are the constraints
and challenges; opportunities to strengthen its implementation through a regional perspective.

Distribution: by email and Survey Monkey in English, Spanish and French. Response timeline: 718 August.
353 participants from 26 countries of the hemisphere
and 9 countries from outside the hemisphere (Europe,
Asia and Oceania)
Argentina, Barbados, Bolivia, Brazil, Canada, Colombia,
Costa Rica, Cuba, Chile, Ecuador, El Salvador,
Grenada, Guatemala, Haiti, Honduras, Jamaica,
Nicaragua, Mexico, Panamá, Peru, Dominican
Republic, Saint Kitts and Nevis, Saint Lucia, Venezuela,
United States and Uruguay
Participant Profile
EDUCATIONAL SECTORS
INSTITUTIONAL AFFILIATION
Governmental
Non-governmental
Inter-governmental
International
Educational
Civil Society
Private sector
Others
9%
2%
Informal
Education
9%
24%
10%
48%
1%
6%
Non-formal
Education
36%
Other
4%
Formal
Education
51%
Participant Profile
Local
National
Sub-regional
Hemispheric
National
43%
Urban
Semi-urban
0%
Hemispheric
7%
Sub-regional
13%
Rural
19%
25%
Local
37%
56%
Participant Profile
Scope of work of the participants
Quantity
199
170
150
95
Research
Teaching
Development and implementation Development and implementation
of public policies
of programs, projects and initiatives
Activities
What is Global Citizenship Education?
Sharing Ideas….
Are you familiar with the concept of
Global Citizenship Education?
Skills, values and attitudes
Be a global citizen
0%
39%
61%
Yes
No
Know, value
and respect
the
perspectives
and culture of
others
Understand
local, national
and
international
contexts and
their relationship
Solve local and global problems
through committed and
responsible participation
Goals and Competencies
Goals

Promote a more inclusive and equitable
education (57%)

Develop in students the skills, values and
attitudes that enable citizens to lead healthy
and fulfilled lives, make informed decisions
and respond to local and global
challenges (55%)

Encourage students to engage and assume
active roles, both locally and globally, to
address global challenges and to ultimately
become proactive contributors to a more just,
peaceful, inclusive, secure and sustainable
world (50%)
Competencies

Encourage students to engage and assume
active roles, both locally and globally, to
address global challenges and to ultimately
become proactive contributors to a more
just, peaceful, inclusive, secure and
sustainable world (50%)

Capacity to behave in a collaborative and
responsible way to find global solutions for
global challenges and to strive for the
collective good (20%)

Cognitive skills for critical, creative and
innovative thinking, problem-solving and
decision-making (20%)
How is GCED Integrated into the School
Curriculum?
How it is currently integrated
How it should be integrated
Integrated into an
existing subject
Integrated into an
existing subject
Stand-alone subject
28%
31%
Integrated as a
cross-cutting theme
4%
14%
23%
Ingrained into the
ethos of the
educational system
Not integrated
2%
30%
Stand-alone subject
22%
9%
37%
Integrated as a
cross-cutting theme
Ingrained into the
ethos of the
educational system
Keep GCED in the
non-formal or
informal education
Global Citizenship Education in the School
Curriculum
-
Traditional subject areas that are the best options for integrating GCED:
Social Sciences, Language Arts, Natural Sciences and the Arts
-
Thematic areas in which GCED should be integrated:
Human Rights Education (70%)
Global Citizenship Education
Education for Sustainable Development
(60%)
Peace Education (55%)
Citizenship Education (52%)
Civic Education (27%)
Globalization
(15%)
Awareness of GCED Initiatives

65% of participants stated that they were unaware of any GCED initiatives

Those who were aware of GCED initiatives identified policies, programs and initiatives in the
following themes:
-Peace Education
-Human Rights Education
-Living Together
-Education for Sustainable Development
-Civic and Citizenship Education (Youth Participation)
-Sexual Education
-Gender Equity
-Service Learning
Examples
 Teacher Training Programs
 Civil Society initiatives within and outside
of schools
 Sub-regional Initiatives
 Research Studies
 Evaluation
 Curriculum Design
 National Plans
Level of Development of GCED in the
Formal Education Sector
do de des arrollo
Aspects
High
Medium
Low
None
17.13%
29.17%
37.96%
15.74%
Specialized training offered to educators (pre and in-service)
differentiated by educational level
Specialized training offered to school authorities differentiated by
educational level
Specialized training offered to policy makers on the design,
implementation and evaluation of GCED-related public policies
13.95%
15.35%
47.91%
22.79%
10.80%
14.08%
44.13%
30.99%
11.06%
18.27%
45.67%
25.00%
Availability of high quality and appropriate educational resources and
materials differentiated by educational levels
Support from educational authorities
11.21%
25.23%
47.20%
16.36%
14.62%
20.28%
46.70%
18.40%
Motivated support and commitment from school management
12.62%
23.30%
47.57%
16.50%
Opportunities to promote the involvement and participation of families
and communities
Public funding (as part of the public education budget)
11.37%
15.17%
52.61%
20.85%
13.27%
15.17%
43.13%
28.44%
Specific curriculum guidelines for all educational levels
Educación formal
Level of Development of GCED in the Nonformal and Informal Education Sectors
do de des arrollo
Aspects
High
Medium
Low
None
11.68%
17.76%
47.66%
22.90%
9.39%
15.96%
48.83%
25.82%
High quality educational resources and materials appropriate for all
educational levels
Multi-sectoral alliances to provide institutional and financial support
for the implementation of GCED initiatives
10.43%
19.43%
49.29%
20.85%
8.10%
24.76%
42.86%
24.29%
Institutional and financial support from local and/or national
educational authorities
Financial support from donors such as corporations, development
agencies, etc.
11.85%
9.00%
50.24%
28.91%
6.67%
15.71%
54.29%
23.33%
Motivated support and commitment from families and communities
12.32%
16.11%
48.82%
22.75%
Specialized training for educators
Specialized training for project managers
Actors Most Frequently Involved in the
Development of GCED Initiatives
Actors
180
160
140
120
100
80
60
40
20
0
GCED Challenges
High Priority

Lack of specific training for teachers and school authorities (64%)

Limited capacity to effectively involve different stakeholders in the
teaching of GCED (families, civil society organizations and communities)
in the formal, non-formal and informal education sectors (52%)
Low priority

Limited capacity of educators and project leaders to evaluate GCED in
the formal, non-formal and informal education sectors

Limited access of educators and students to high quality materials for the
teaching of GCED in the formal, non-formal and informal education
sectors
Conditions that facilitate the teaching of
GCED

Adequate integration of GCED into the educational system (60%)

Availability of professional development opportunities for educators (53%)

A sufficient number of educators and educational authorities with GCED-related
theoretical and practical training (52%)

The use of innovative, transformative and student-centred pedagogical models in
the classrooms (52%)

Involvement of multiple actors from within and outside the educational
community (50%)

The development of high quality educational materials for all levels and the
existence of appropriate mechanisms to ensure that students and educators have
access to them (49%)
Proposed Strategies to build a Regional
Agenda on GCED

Establish a regional network of leaders from the public sector, private sector, educational institutions
and civil society organizations 68%

Develop online and on-site training programs targeted to teacher trainers, classroom educators,
school authorities and/or policy makers 67%

Create opportunities to promote policy dialogue and the exchange of experiences with other
regions. Learn from other international experiences. 75%

Organize on-site regional workshops and fora to promote inter-sectoral exchange 74%

Create opportunities to promote policy dialogue among the region’s Ministries and Secretaries of
Education 47%

Develop a virtual platform of promising practices that are currently being implemented in Latin
America and the Caribbean 46%

Conduct research studies 44%

Develop regional educational materials for different educational levels 44%

Conduct awareness campaigns on the importance of GCED 39%

Implement cooperation initiatives at different levels (horizontal, south-south, etc.) 39%
Which of the recommended strategies should
UNESCO pursue to advance a Regional Agenda?

Organize on-site workshops and fora to foster inter-sectoral exchange 28 %

Establish a regional network of leaders from the public and private sectors, educational institutions
and civil society organizations 25%

Develop online and on-site training programs targeted to teacher trainers, classroom educators,
school authorities and/or policy makers 20%

Create opportunities to promote policy dialogue among the region’s Ministries and Secretaries of
Education 17%

Others: Conduct evaluations; establish linkages with the United Nations system; develop
educational materials and training for indigenous populations; fund and disseminate projects.
Open Reflections

Determining factors: develop participation mechanisms within and outside of the educational
system; reduce social and economic inequality, vulnerability, discrimination and violence;
implement educational reforms; appreciate community work; build awareness prior to
implementation; promote inter-sectoral coordination; overcome individualism and localism.

Conceptualization: It’s not a “branch” or additional subject. It should be a “perspective,” a
philosophy that encompasses the entire education system.

Multisectoral integration: It’s a subject not just for school, but for the whole society; include
academic institutions.

Ages: Teaching Global Citizenship Education should begin in early childhood.

Experiencies: Encourage more field projects; promote evaluation and sistemization.

Policy: “doesn’t invent anything new”; encourage implementation/action; relate to existing
goals/frameworks (national and international).

Scope: Increased access to information on the topic; “decentralize the implementation:” involve
local actors, local groups and indigenous peoples.
Thank you!!
Romina Giselle Kasman
Education Consultant
Final Conclusions
Progress made in GCED conceptualization (consolidation)
Increased knowledge
Increased dialogue and exchange of experiences
Policy priority
Increased awareness
Increased inter-sectoral
dialogue
Practices: innovative, legitimate and effective
Scale-up, adapt and
replicate
Increased cooperation
Challenges:
How is a GCED practice defined and recognized?
(Relationship with other thematic areas)
How are new opportunities for action created,
including approaches and mechanisms, that
leverage new resources (not just avoiding the
duplication of existing ones?)
How can GCED become transformative in order to
promote a more equal and inclusive education
(goals)? Working with poor, vulnerable and
marginalized populations
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