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Global youth advocacy workshop on GCED: final report Année de publication: 2015 Auteur institutionnel: APCEIU The United Nations Secretary-General's Global Education First Initiative (GEFI) recognizes Global Citizenship Education (GCED) as one of its three priorities. UNSG GEFI has generated momentum for GCED which has since been in the target of the education goal in the Muscat Agreement 2014 and in the proposed Sustainable Development Goals (SDGs) of the Open Working Group. The proposed SDGs will provide the basis for further intergovernmental negotiations on the post 2014 development agenda.In support of UNSG GEFI, UNESCO held its Second Global Forum on Global Citizenship Education on Building Peaceful and Sustainable Societies: Preparing for Post-2015 from 28 to 30 January 2015 in Paris, France. The forum aimed to identify GCED related inputs to the emerging Framework for Action on Education for the post 2015 development agenda, as well as key dimensions of GCED in relation to peace. Furthermore, it had a concurrent session dedicated to youth on Driving the GCED Agenda Forward: Acting with and for Young People to assemble the perspectives, ideas, and priorities of youth on GCED. Against this background, the Global Youth Advocacy Workshop on GCED, co-organized by GEFI, the Asia-Pacific Centre of Education for International Understanding (APCEIU) and UNESCO's Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) aimed to build the capacity of dynamic youth leaders from countries around the world to advocate for GCED. The participants of the workshop were selected on the basis of their previous experiences, present engagement, and future commitment in educating youth at the local and national levels. The objectives of the workshop were: 1. To build a common understanding of GCED and its key priority areas by building on the dialogue initiated at the Paris GCED Forum.2. To allow the participating youth leaders to elaborate an advocacy strategy suitable for implementation at the local and national levels to advance the GCED agenda beyond 2015.3. To establish a wider network of youth advocates on GCED to advance the agenda globally. La jeunesse mondiale atelier de plaidoyer sur ECM: rapport final Année de publication: 2015 Auteur institutionnel: APCEIU À l'appui de SGNU GEFI, l'UNESCO a tenu son Forum mondial Deuxième sur L'éducation à la citoyenneté Mondiale (ECM) sur la construction de sociétés pacifiques et durables: Préparation de L'après 2015 du 28 au 30 Janvier 2015 à Paris, France. Le forum visait à identifier les entrées liées à l'ECM au Cadre émergent d'action sur l'éducation pour le programme de développement post 2015, ainsi que les dimensions clés de l'ECM par rapport à la paix. En outre, il a eu une séance simultanée dédiée aux jeunes sur la conduite du ECM Agenda Forward: Agir avec et pour les jeunes à assembler les perspectives, les idées et les priorités de la jeunesse sur ECM. Dans ce contexte, l'atelier de plaidoyer mondial de la jeunesse sur ECM, co-organisé par GEFI, le Centre Asie-Pacifique d'éducation pour la compréhension internationale (APCECI) et de l'Institut Mahatma Gandhi de l'UNESCO de l'éducation pour la paix et le développement durable (MGIEP) visant à construire le la capacité des jeunes leaders dynamiques des pays du monde entier à plaider pour ECM. Les participants de l'atelier ont été sélectionnés sur la base de leurs expériences précédentes, l'engagement présent et futur engagement dans l'éducation des jeunes aux niveaux local et national. Les objectifs de l'atelier étaient les suivants: 1. Pour construire une compréhension commune de l'ECM et de ses domaines prioritaires en misant sur le dialogue initié lors du Forum ECM Paris. 2. Pour permettre aux jeunes leaders participants d'élaborer une stratégie de plaidoyer approprié pour la mise en œuvre aux niveaux local et national pour faire avancer l'ordre du jour de l'ECM au-delà de 2015. 3. Pour établir un réseau plus large de défenseurs des jeunes sur ECM pour faire avancer l'ordre du jour à l'échelle mondiale. 글로벌시민교육 청소년 리더십 워크숍 최종보고서 Année de publication: 2015 Auteur institutionnel: APCEIU 본 보고서는 2015년 3월 30일부터 4월 4일까지 부산에서 열린 ‘글로벌시민교육 청소년 리더십 워크숍(Global Youth Advocacy Workshop on GCED)’의 최종보고서이다. 이번 워크숍은 글로벌시민교육 청소년 옹호활동에 초점을 둔 첫 번째 워크숍으로서, 전세계 34개국에서 45명의 청소년 활동가들이 참가하여 글로벌시민교육에 대한 아이디어를 교환하며, 글로벌시민교육을 전 세계적으로 확산하고 지역·국가적 차원의 청소년 글로벌시민교육 활동을 증진하기 위한 핵심 전략을 논의하는 장이었다. 본 보고서는 6일 간의 워크숍 활동들에 대한 기록과 더불어 글로벌시민교육의 주체로서 글로벌시민교육의 의미와 우선 과제들에 대한 젊은이들의 목소리를 담고자 했다. 본 워크숍은 유네스코 아태교육원과 유엔 사무총장의 글로벌교육우선구상(GEFI), 유네스코 마하트마간디 평화지속가능발전교육원(MGIEP)가 공동주최하고 부산시 금정구와 에듀케이트어차일드(Educate A Child)가 후원했다.문의: 유네스코 아태교육원 교육연수팀(ent@unescoapceiu.org) 
Critical Understanding on Global Citizenship Education in Post 2015 Context (Theory and Research in Citizenship Education; Vol. 57, No. 1) Année de publication: 2015 Auteur: Jinhee Kim Auteur institutionnel: Korea Association of Social Education It is notable that global citizenship education has recently gained prominence in Post 2015 context. This study attempted to explore diverse discourses of global citizenship education in theoretical dimension and it also analyzed the current status of global citizenship education as a new global education agenda. Major findings displayed issues and challenges; de-contextualization against local dimension; vague conceptualization of global citizenship education; limitation of transformative pedagogy and learning discourse; indicator development and monitoring issues; a paradigm shift for global citizenship education engaging with lifelong learning. Eventually, this study argues that comprehensive vision and long term road-map should be established to enhance global citizenship education. Lifelong learning approach is crucial to reshape global citizenship education while interacting with life-world context and life experience, which can promote an epistemology of learning to live together. 
A Comparative Study on Global Citizenship Education between Korea and ASEAN Année de publication: 2015 Auteur institutionnel: Korea Institute for Curriculum and Evaluation (KICE) This research is the second-year study for a three-year project (2013-2015) focused on the global citizenship education of ASEAN (Association of Southeast Asian Nations). In the first-year study (2013), the current global citizenship education presented in the social studies curriculum of each country was analyzed based on literature research, and the global citizenship of students from each country was examined through surveys. Based on the analysis of the current global citizenship education of Korea and ASEAN overall and the characteristics of global citizenship of students from each country, this study is designed to make an in-depth analysis of global citizenship education and to seek direction for the joint global citizenship education programs between Korea and ASEAN to be employed in the third-year research.The students from the two countries, Indonesia and Thailand, among the 10 ASEAN countries are selected as participants because these two countries also participated in the previous international comparison study. The purposes of this study are as follows; (1) comparing the current global citizenship education of the national-level curriculum of Korea, Indonesia, and Thailand, (2) finding the similarities and differences by analysing the characteristics of global citizenship education of Korean, Indonesian, and Thai students, and (3) proposing the direction and themes of global citizenship education which will be mutually applied in Korea and ASEAN countries based on the research results.To conduct this study, various methods including literature study, interviews through visits to local schools, conferences for specialists, and international seminars were used. First, the meaning and goals of global citizenship education were established by reviewing literature and the concepts of ‘Humanity’, ‘Global Identity’, and ‘Global Participation’, which are the three sub-indices for global citizenship extracted from the first-year study, were used. Based on this framework, interview protocols for students, teachers, and policy makers were composed.The research team visited Indonesia and Thailand, carried out semi-structured interviews with students, teachers, and policy makers of national-level curriculum and classroom observations, and collected data related to global citizenship education. In addition, by conducting an international seminar with policy makers of curriculum of each country’s Ministry of Education and UNESCO specialists, we aimed to seek direction for joint global citizenship education in Korea and ASEAN and to reinforce educational cooperation.The major findings of this research can be suggested according to the research purposes in the following way.First, in the analysis of the national-level curriculum made for the comparison of current global citizenship education of Korea, Indonesia, and Thailand, the curriculum of each country is found to include elements of global citizenship education. However, countries show discrepancies in their actualization of curriculum, and citizenship education is still centered on national citizenship rather than global citizenship. Therefore, a more systematic attempt is needed for the advancement of citizenship education from nation-centered to globally oriented.Second, the findings from the interviews with students of each country carried out to define the characteristics of global citizenship of Korean, Indonesian, and Thai students indicate that while students’ responses showed a number of similarities in general, differences were found in specific answers as well. High school students provided more logical answers with greater depth compared to middle school students, and their responses differed based on their cultural contexts and experiences rather than their gender or religion. Therefore, while taking an approach which considers the level of students’ cognitive development as well as the cultural distinctiveness of each country, a way to expand opportunities for specific activities and experiences rather than an abstract way of teaching should be considered.Third, based on the analysis results, the directions and themes for global citizenship education to be jointly applied in Korea and ASEAN countries are proposed as follows: (1) The curriculum for global citizenship education should be focused on reinforcing the competency of citizens to participate in communities rather than that of individuals to ensure international competitiveness. (2) It is necessary to educate students to confront various conflicts and solve them by themselves rather than teaching them the abstract answers to the conflicts. (3) Global citizenship education should move beyond knowledge-based education and aim to lead bring changes in students’ behavior thereby empowering them to settle global issues. (4) For the actual implementation of curriculum, the cultural distinctiveness of each country and the differences by groups should be considered. (5) It is important to help students spread their interest to diverse countries beyond Western countries or ‘developed countries’.With these points in consideration, the objective of global citizenship education to be jointly promoted in Korea and ASEAN is suggested as the following: “Citizens are cultivated to form their identity as Asians based on their interest and knowledge of Asia and to participate in settling global issues. Through this, their qualities to participate in issues concerning all humanity are eventually cultivated.” The specific themes may include understanding Asia and ASEAN, social justice and equality, diversity, globalization and interdependence, conflict and peace, as well as sustainable development and environment. To improve effectiveness of joint global citizenship education of Korea and ASEAN and to reinforce educational cooperation, we made the following three suggestions.First, the standardization of global citizenship education across the nation is required. Having defined global citizenship education as the cultivation of the qualities of citizens based on the perception of human rights (Humanity) and with the identity as a global citizen (Global Identity) who can participate in settling the issues of global society (Participation), global citizenship education will yield the greatest efficiency when carried out together by all beyond national boundaries. Therefore, it is suggested that research for developing and expanding the joint curriculum by regions be supported and close cooperation be formed between policy makers of national curriculum and officials of International Training and Cooperation.Second, the reinforcement of global citizenship education through teacher training is required. For the effective implementation of joint global citizenship education in each country through the standardization of global citizenship education, the cultural diversity and distinctiveness of each country should be reflected. For these reasons, various practical bottom-up strategies are needed. Teacher training is a mandatory prerequisite for global citizenship education that is appropriate for the situations and contexts of each country. Therefore, it is suggested that researchers find out how to reinforce global citizenship education in teacher training based on solid research.Third, global citizenship education should be expanded by the exchange of human resources. As confirmed in this study, the exchange itself can bring a positive influence on the cultivation of global citizenship, and the sharing of the strategies for global citizenship education in each country can contribute to the development of a model for better global citizenship education. Therefore, it is suggested that the research for the joint promotion of project-based global citizenship education and the opportunities for mutual exchange of students and teachers between Korea and ASEAN countries should be expanded. Une Étude Comparative sur L'éducation à la Citoyenneté Mondiale (ECM) entre le Coréen et l'ASEAN Année de publication: 2015 Auteur institutionnel: Korea Institute for Curriculum and Evaluation (KICE) Pour réaliser cette étude, diverses méthodes, y compris l'étude de la littérature, des entrevues par des visites dans les écoles locales, des conférences pour les spécialistes et séminaires internationaux ont été utilisés. Premièrement, le sens et les objectifs de L'éducation à la citoyenneté Mondiale (ECM) ont été établies en examinant la littérature et les concepts de «l'humanité», «Global Identity» et «Participation globale», qui sont les trois sous-indices pour mondiale la citoyenneté extraite de l'étude de première année, ont été utilisés. Sur la base de ce cadre, les protocoles d'entrevue pour les étudiants, les enseignants et les responsables politiques ont été composées.L'équipe de recherche a visité l'Indonésie et de la Thaïlande, a mené des entretiens semi-structurés avec les étudiants, les enseignants et les décideurs des observations du curriculum et de la classe au niveau national, et a recueilli des données relatives à l'éducation à la citoyenneté mondiale. En outre, en procédant à un séminaire international avec les décideurs du curriculum du ministère de l'Éducation et de l'UNESCO spécialistes de chaque pays, nous avons cherché à obtenir des directives pour joint L'éducation à la citoyenneté Mondiale (ECM) en Corée et l'ASEAN et de renforcer la coopération éducative.Les principaux résultats de cette recherche peuvent être proposées en fonction des fins de recherche de la manière suivante.Tout d'abord, dans l'analyse du programme au niveau national fait pour la comparaison du courant L'éducation à la citoyenneté Mondiale (ECM) de la Corée, l'Indonésie et la Thaïlande, le programme d'études de chaque pays se trouve à inclure des éléments d'éducation à la citoyenneté mondiale. Toutefois, les pays montrent des divergences dans leur actualisation du programme, et de l'éducation à la citoyenneté est toujours centrée sur la citoyenneté nationale plutôt que la citoyenneté mondiale. Par conséquent, une tentative plus systématique est nécessaire pour l'avancement de l'éducation à la citoyenneté d'un pays centré à vocation mondiale.Deuxièmement, les résultats des entrevues avec les étudiants de chaque pays menées pour définir les caractéristiques de la citoyenneté mondiale de la Corée, l'Indonésie, et les étudiants thaïlandais indiquent que, bien que les réponses des élèves ont montré un certain nombre de similitudes en général, des différences ont été trouvées dans des réponses précises que bien. Les élèves du secondaire ont fourni des réponses plus logiques avec une plus grande profondeur par rapport aux élèves des écoles moyennes, et leurs réponses différaient en fonction de leurs contextes et des expériences culturelles plutôt que de leur sexe ou de religion. Par conséquent, tout en adoptant une approche qui tient compte du niveau de développement cognitif des élèves, ainsi que les particularités culturelles de chaque pays, un moyen d'accroître les possibilités pour les activités et les expériences spécifiques plutôt que d'une manière abstraite de l'enseignement devrait être considéré.Troisièmement, sur la base des résultats d'analyse, les orientations et les thèmes de L'éducation à la citoyenneté Mondiale(ECM) à appliquer conjointement en Corée et les pays de l'ASEAN sont proposées comme suit: (1) Le programme de L'éducation à la citoyenneté Mondiale (ECM) devrait se concentrer sur le renforcement de la compétence des citoyens à participer à des communautés plutôt que celle des individus pour assurer la compétitivité internationale. (2) Il est nécessaire d'éduquer les étudiants pour faire face à divers conflits et de les résoudre par eux-mêmes plutôt que de leur enseigner les réponses abstraites aux conflits. (3) L'éducation à la citoyenneté Mondiale (ECM) devrait aller au-delà de la connaissancel'éducation et visent à entraîner apporter des changements dans le comportement des élèves autonomisation qui leur permet de régler les problèmes mondiaux. (4) Pour la mise en œuvre effective du programme, la spécificité culturelle de chaque pays et les différences par groupes devraient être considérés. (5) Il est important d'aider les élèves propagent leur intérêt de divers pays au-delà de l'Ouestpays ou «pays développés».Avec ces points en considération, l'objectif de L'éducation à la citoyenneté Mondiale (ECM) pour être promu conjointement en Corée et l'ASEAN est proposé comme suit: «Les citoyens sont cultivées pour former leur identité en tant Asiatiques en fonction de leur intérêt et de connaissance de Asie et de participer dans le règlement des problèmes mondiaux. Grâce à cela, leurs qualités de participer à des questions concernant toute l'humanité sont finalement cultivées. "Les thèmes spécifiques peuvent inclure la compréhension de l'Asie et de l'ASEAN, la justice sociale et l'égalité, la diversité, la mondialisation et l'interdépendance, les conflits et la paix, ainsi que le développement durable et l'environnement. Pour améliorer l'efficacité de l'articulation L'éducation à la citoyenneté Mondiale (ECM) de Corée et l'ASEAN etde renforcer la coopération éducative, nous avons fait les trois suggestions suivantes. Premièrement, la normalisation de L'éducation à la citoyenneté Mondiale (ECM) à travers le pays est nécessaire. Après avoir défini L'éducation à la citoyenneté Mondiale (ECM) comme la culture des qualités de citoyens fondées sur la perception des droits de l'homme (l'humanité) et de l'identité en tant que citoyen du monde (GlobalIdentity) qui peut participer au règlement des problèmes de la société globale (Participation), L'éducation à la citoyenneté Mondiale (ECM) donnera la plus grande efficacité lorsqu'elle est effectuée conjointement par tous au-delà des frontières nationales. Par conséquent, il est suggéré que la recherche pour le développement et l'expansion du programme commun par les régions être soutenu et une coopération étroite se former entre les décideurs du curriculum national et les responsables de la formation et la coopération internationale.Deuxièmement, le renforcement de L'éducation à la citoyenneté Mondiale (ECM) à travers la formation des enseignants est nécessaire. Pour la mise en œuvre effective de l'articulation L'éducation à la citoyenneté Mondiale (ECM) dans chaque pays grâce à la normalisation de l'éducation à la citoyenneté mondiale, la diversité culturelle et la spécificité de chaque pays doivent être pris en compte. Pour ces raisons, diverses stratégies ascendantes pratiques sont nécessaires. La formation des enseignants est une condition préalable obligatoire pour L'éducation à la citoyenneté Mondiale (ECM) qui est approprié pour les situations et les contextes de chaque pays. Par conséquent, il est suggéré que les chercheurs découvrent comment renforcer L'éducation à la citoyenneté Mondiale (ECM) dans la formation des enseignants sur la base de recherche solide.Troisièmement, L'éducation à la citoyenneté Mondiale (ECM) devrait être élargi par l'échange des ressources humaines. Comme l'a confirmé dans cette étude, l'échange lui-même peut apporter une influence positive sur la culture de la citoyenneté mondiale, et le partage des stratégies pour L'éducation à la citoyenneté Mondiale (ECM) dans chaque pays peut contribuer au développement d'un modèle pour une meilleure éducation à la citoyenneté mondiale. Par conséquent, il est suggéré que la recherche pour la promotion conjointe de par projet L'éducation à la citoyenneté Mondiale (ECM) et les possibilités d'échange mutuel d'étudiants et d'enseignants entre les pays de l'ASEAN et la Corée devrait être élargi. 
세계시민교육과 국제 바칼로레아의 지리교육과정 (국토지리학회지; Vol. 53, No. 4) Année de publication: 2019 Auteur: 김부성 Auteur institutionnel: 국토지리학회 본 연구는 ‘세계시민교육(국제이해교육)’의 관점에서 ‘국제 바칼로레아’의 지리교육과정을 검토해본다. 세계시민교육은 세계화의 도전에 대한 커리큘럼 대응책으로 국제적· 상호 문화적· 세계적인 감수성, 지식, 의사소통 및 이해를 촉구한다. 즉 세계시민교육은 미래의 세계시민을 육성하는 것이다. 1968년에 설립된 국제 바칼로레아(현재 IB, 예전엔 IBO)는 비영리 교육재단으로 세계시민교육(국제이해교육)을 위한 4종류의 프로그램을 제공한다. 국제 바칼로레아재단의 공인을 받은 학교만이 이 프로그램을 운영할 수 있으며 세계 150여 개국에 공인 받은 5,000 여 개의 IB 학교가 있고, 일종의 대학입학자격증인 국제 바칼로레아 디플로마는 세계 많은 대학에서 인정해주고 있다. 국제 바칼로레아는 높은 수준의 교육수준과 학생들의 성취도 뿐 만 아니라 문화 간 이해와 존중을 강조하는 것으로 유명하다. 국제 바칼로레아 디플로마 과정에서 ‘개인과 사회’ 라는 그룹 중의 하나로 선택하는 지리 교과과정은 주제(계통지리)별로, 인간에 초점을 맞추어 조직되어 있고 다루는 범위는 전 세계를 망라한다. 그 핵심에는 인구, 환경, 자원 과 발전이라는 상호 연관된 주제들이 있다. 국제 바칼로레아 지리과정의 주요목적은 학생들에게 세계적인 시각을 갖추게 하고 세계의 상호의존성 에 대해 인식하며 당면한 세계 문제를 분석함에 있어 지리의 유용성을 평가할 수 있는 능력을 개발하는 것이다. Global Citizenship Education and Geography Curricula in International Baccalaureate (Geographical Journal of Korea; Vol. 53, No. 4) Année de publication: 2019 Auteur: Boosung Kim Auteur institutionnel: Korean Association of Professional Geographers This study aims to examine the geography curricula in International Baccalaureate(IB) from the viewpoint of ‘Global Citizenship Education(GCE)’. GCE purports to address the challenges of globalization through curricular that promote international, intercultural, and global sensitivity, knowledge, communication, and understanding. In short, GCE is concerned with educating the global citizens of tomorrow. Founded in 1968, IB(formerly IBO) is a non-profit educational foundation offering four highly respected programmes of International Education. The IB has a presence in over 150 countries throughout the world. IB World Schools must be authorized, by the IB organization, to offer any of the programmes and universities worldwide recognize the strength of IB Diploma Programme. The IB has a hard-earned reputation not only for high standards of teaching and student achievement, but also for intercultural understanding and respect it promotes. As part of the curriculum group ‘Individuals and Societies’, geography is thematic (systematic) in organization, human in focus, global in coverage. At its core are the interrelated themes of population, environment, resources and development. The aims of geography course in IB are to enable students to develop a global perspective and a sense of world interdependence and to appreciate the relevance of geography in analysing contemporary world issues. Post 2015 맥락의 세계시민교육 담론 동향과 쟁점 분석 (시민교육연구; Vol. 57, No. 1) Année de publication: 2015 Auteur: 김진희 Auteur institutionnel: 한국사회과교육학회 최근 국제사회가 2015년 이후 새로운 교육의제를 설정하고 있는 가운데, 세계시민교육이 글로벌 교육의제로 처음으로 상정되고 있기에 주목을 받고 있다. 세계간 상호연관성이 질적으로 증대된 오늘날, 국제사회의 세계시민교육 담론과 실천적 움직임은 한국에서 세계시민교육을 어떤 방식으로 인식하고 교육적으로 담아 낼 것인가라는 이론적, 실제적 고민을 수반한다. 본 연구에는 ‘Post 2015’ 맥락에서 세계시민교육 담론 동향을 비판적으로 고찰하고 그것을 둘러싼 쟁점을 분석함으로써, 세계시민교육이 트렌드적 접근 방식으로 파편화되는 것을 극복하기 위한 교육적 방향을 성찰하였다. 연구 결과, 본 연구는 세계시민교육의 지역성과 특수성에 대한 탈맥락화라는 쟁점을 확인하였고, 세계시민교육의 모호한 정체성과 실천의 한계는 탈정치성으로 인한 딜레마를 나타나는 지점임을 보여주었다. 또한 현재의 세계시민교육은 페다고지의 한계와 학습담론의 소외를 직면하고 있으며, 앞으로 세계시민교육의 적절한 지표를 개발하고 모니터링하는 과제가 남아 있음을 분석하였다. 마지막으로 본 연구는 평생학습으로서의 세계시민교육 패러다임 전환이 요청되고 있음을 역설하였다. 
A Study on the Status of Implementation of Global Citizenship Education in Lifelong Education in South Korea Année de publication: 2019 Auteur institutionnel: APCEIU The Asia-Pacific Centre of Education for International Understanding published a report titled "A Study on the Status of Implementation of Global Citizenship Education in Lifelong Education in South Korea". In the recognition of the need for an analysis on the status of implementation for the effective and systematic implementation of Global Citizenship Education (GCED) in the Republic of Korea, APCEIU conducted a study on the status of the implementation of GCED embedded in the curriculum of primary and secondary schools in 2018. As a follow-up study, this research paper examines the practice of civic education in the field of lifelong learning for adults and the formation, status and implementation process of GCED in which it appears and explores the potential for activation.