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Global citizenship curriculum in higher education: evolving policy and practice and a future research agenda; proceedings of a symposium held on 9-10 December 2013 in Hong Kong Year of publication: 2013 Corporate author: Bath Spa University | General Education Centre (Hong Kong) | Polytechnic University This symposium was an outgrowth of a UK Economic and Social Research Council (ESRC) funded International Networking Project. A collaboration between academics in the United Kingdom/Europe, North America, and Asia, this project responds to the fact that there is an increasing interest in understanding how universities can educate students to become more engaged and globally-minded citizens. The premise is that higher education should contribute to the public good by training more global citizens with cultural awareness, a strong sense of civic responsibility and skills to participate in a knowledge-based global economy. The following report documents the symposium proceedings, summarises the presentations and provides key insights drawn from presentations. Comments made by individuals are paraphrased and/or synthesized. Peace education in formal schools of West Africa: an implementation guide Year of publication: 2012 Corporate author: West Africa Network for Peacebuilding (WANEP) This guide, first and foremost, seeks to bring hope and provide opportunity for practitioners to use tried and tested techniques to develop capacities of young people to build requisite knowledge and skills to become credible and responsible leaders. It provides both a conceptual and practical framework of peace education and confirms the potential benefits of Peace Education, particularly in the formal sector. It has been developed based on the extensive experience of WANEP’s Peace Education programme across West Africa and this experience has been outlined in great detail throughout the manual. The guide lays emphasis on entry points for developing and initiating Peace Education programmes in schools and provides practical tools for engaging various stakeholders and the wide range of potential roles they can play. In terms of the content of a peace education programme, guidelines are provided on developing a comprehensive programme that integrates effectively key concepts such as Gender and Human Rights. Critical issues of sustainability, resource mobilisation and monitoring and evaluation are covered using practical case studies based on the WANEP experience. The concluding chapter is devoted to addressing some Frequently Asked Questions. This laudable initiative and recommend this guide for adoption by West African states and institutions especially the educational sector as a tool for inculcating a culture of peace and nonviolence amongst children.The guide is divided into six chapters.Chapter 1 consists of introduction and the conceptual definition of basic philosophy that influenced the peace education program of WANEP. It also examines the role of peace education on the psycho social behaviour of youths in West Africa.Chapter 2 highlights WANEP’s guiding principles to the development of its peace education in the sub region and also the basic steps it took to implement its program in the seven (7) pilot states.Chapter 3 looks at how to mobilise resources to sustain the peace education program especially within the context of West Africa.Chapter 4 highlights the challenges that WANEP encountered in implementing the program.Chapter 5 emphasises the importance of monitoring and evaluation for impact and success of a peace education program.Chapter 6 deals with frequently asked questions by interested stakeholders. Global Citizenship Education in Hong Kong and Shanghai Secondary Schools: Ideals, Realities and Expectations (Citizenship Teaching and Learning vol 2, no. 2) Year of publication: 2006 Author: Wing On Lee | Sai Wing Leung Corporate author: Intellect The world has become increasingly interdependent with the ongoing trend of globalization. Preparation for citizenship obviously needs to extend beyond students’ national boundary, such as understanding the impact of citizenship behaviors in one region upon the other parts of the world, and the promotion of peace and justice across nations. This paper reports a study on global citizenship education (GCE) in secondary schools in Hong Kong and Shanghai conducted from December 2002 to June 2003, organized by the Centre for Citizenship Education of the Hong Kong Institute of Education, the Department of Education of the Shanghai Teachers' University, and the Love Outreach Education Academy and Oxfam Hong Kong, with funding provided by the latter. The study aimed at understanding (1) teachers’ knowledge, skills and values toward GCE, (2) GCE curriculum available in schools and its implementation; (3) difficulties in implementing GCE in schools; and (4) the kind of change and support that teachers expected for enhancing the development of GCE. The study also provided data for comparing the similarities and differences in the two major international cities in China. The study finds that that teachers in Hong Kong and Shanghai both support global citizenship education in their schools, but they have encountered problems and difficulties such as pressure from the exam-oriented curriculum, lack of training, lack of support from the school and government, and also a lack in self-efficacy, not feeling that personal efforts can bring about changes in the world. There are interesting contrasts between Hong Kong and Shanghai teachers. Shanghai teachers are comparatively more interested in global affairs, whereas Hong Kong teachers are relatively more interested in local affairs. Shanghai teachers tend to focus on knowledge and skills in global citizenship education, whereas Hong Kong teachers tend to focus on values. Preparing teachers to educate for 21st century global citizenship:envisioning and enacting Year of publication: 2014 Author: Linyuan Guo Corporate author: Centennial College The changing educational landscape in the global context and the increasing interconnectedness and interdependence of the world have placed unprecedented demands on teacher education programs in preparing teachers to educate for 21st century global citizenship in K-12 schools. To chart the course of preparing global educators for an interconnected world, the Faculty of Education at the University of Prince Edward Island (UPEI) and UNICEF Canada have collaboratively developed an undergraduate course, entitled Educating for Global Citizenship. It focuses on preparing educators to teach for 21st century global citizenship and has been integrated into UPEI’s teacher preparation program as a compulsory course. This paper is based on a three-year study examining teacher candidates' experiences in learning to educate for global citizenship, the changes of their perceptions on global citizenship education, and the challenges and achievements they experienced in educational practices. Findings from this study indicate the unique opportunities and challenges teachers face in learning to educate for global citizenship and suggest the necessity of integrating global citizenship education in teacher education programs through a holistic approach. 
Terrorism: Theoretical Concepts Year of publication: 2009 Author: Moayad Abdel | Sadi Radi Corporate author: Educational and Psychological Research Center Not surprisingly, the phenomenon of aggression and the use of violence in human societies is as old as man itself, good and evil, but it is strange that violence in human societies turns into a permanent reality that controls the future prospects and influences its choices - which requires searching for the roots of this phenomenon and investigating the factors of its formation in This research is not determined in the context of the current circumstances and circumstances that suggest that they are responsible for the outbreak of these conflicts and the reversal of their leadership and aggravation of their tendencies, but requires exploration of their social motives and access to the depths of the remote and disclose the circumstances A political. 
Forum on "Human Citizenship and its Role in Convergence and Human Harmony" Year of publication: 2015 Corporate author: OmanTvGeneral The Sultan Qaboos Higher Center for Culture and Science held the Scientific Forum on Human Citizenship and its Role in Convergence and Human Harmony, within the framework of the Fourth Week of Convergence and Human Harmony, where the forum is an opportunity for all participants to learn about the Sultanate's leading experience in civilizational dialogue and support the values of tolerance, cooperation and peaceful coexistence according to the constants. His principles were laid down by His Majesty Sultan Qaboos bin Said. 
Globalization, Citizenship and Identity (Research on the Impact of Globalization on National and Local Affiliation in Societies) Year of publication: 2009 Author: Thaer Rahim Kazem Corporate author: Al-Qadisiyah University There was a serious need to the citizenship as a psychological feeling in the Iraqi society. Because it represent the one of the most important three standards in the democratic operation as methods we must use in our social live. When we get a chance to build it in the Iraqi society. After the social and political changes that tack place after the 9 April 2003. The relationships between the citizenship and identity refer to the process by which we could strength the individual legal and political role to create the effective participate in the social live and social structure of the Iraqi society. Because there was an equalize between the general collective identity and the citizenship. We need these feelings when Iraqi society joins the globalization system under the pressure of the USA. And that required being aware in the negative effectiveness of the globalization and its positive ones. And the necessary of the living to gather in the global society. That makes the universal citizenship possible. This state creates many questions in the mind of the Arab and Moslemsre searchers. Such as could we keep our social and cultural identity? Are the citizenship help us to maintain the social and cultural identity? And other many questions that dealing with this objectives. 
EIU Best Practice Series No. 28: Shaping student behaviors through global education for a sustainable future in Pakistan Year of publication: 2012 Author: Nasreen Iqbal Corporate author: APCEIU Issue No. 28 introduces a Global Education programme with its various activities from Grammar School Rawalpindi in Pakistan. It aims to enable and empower young people to become responsible and humane citizens to achieve a peaceful and sustainable future. It is targeted at all levels of students, including preschool level, to increase their awareness of social and civic values. The programme mainly focuses on EIU while equipping learners with conflict resolution skills, cultural and national identities and global citizenship. Also, it incorporates issues such as universal values, human rights, health, sustainable development, gender, multiculturalism, respect for minority groups, identity and self-worth, tolerance, etc. into the school ethos and curriculum so that the students will be able to perform positive changes on national as well as on international level. 
EIU Best Practices Series No.18: Education for All in Pakistan - "world in young hands" Year of publication: 2010 Author: Ayesha Saqib Corporate author: APCEIU The programme provides a student-participatory approach to face local problems that stem from ignorance and have roots in poverty. Bridging the school with the local community, Social Action Program (SAP) aims to inspire students with keen awareness on problems that threaten our community as well as to equip them with necessary tools to deal with challenges they may face. Through practices, SAP integrates EIU into curriculum that emphasizes maintaining peace and harmony among different folds of religions, ethnicity, and sects, dissipating the elements of hate and intolerance. The major areas of concern are Literacy for All, Sustainable Development, Cultural Diversity, and Peace Education. 
A School of Cosmopolitanism: Experiences with Global Citizenship Education in Classroom Practice Year of publication: 2019 Author: Heidi Grobbauer | Werner Wintersteiner Corporate author: Austrian Commission for UNESCO This publication focuses on examples from academic practice: this best practice collection demonstrates how young people can successfully be inspired to “think globally, act locally”. What is crucial is maintaining a view of the wider world; in particular, cooperation efforts with educational institutes outside of Europe (e.g. “élèves pour élèves” in Burkina Faso) provide a critical awareness of global connections. Learning to know/Learning to do/Learning to be/Learning to live together – these four pillars form the pedagogical foundation of the work carried out at more than 90 UNESCO schools throughout the whole of Austria. Since their founding in 1957, UNESCO schools have been considered model schools at which lessons are structured in a project-oriented, participative and even topic-specifc way. The unique ‘spirit’ of UNESCO schools often makes special projects possible. In the programme for the annual meetings of recent years, for example, Global Citizenship Education has been an ongoing topic of focus, accompanied by experts from various specialised institutions and NGOs. The pedagogical preparation of contents in a manner that ensures they are actually absorbed in the classroom presents a major challenge. Different types of schools have different educational goals, and the themes have to be made accessible for different age groups. The pedagogical finesse of each class team or individual teacher lies in finding the most motivating approaches.