| dc.description.abstract | Connected within the Target 4.7, the conceptual frameworks of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) are recognized as mutually reinforcing approaches, with commonalities and specificities. Both aim to equip young people with knowledge, skills, values, attitudes and behaviours to constructively and creatively address present and future global challenges. Furthermore, it encourages them to create more sustainable and resilient societies and to become proactive contributors to a more peaceful, tolerant, inclusive and secure world. Education for peace and sustainability is currently the overarching goal of UNESCO’s education, and empowered global citizenry is a key objective within this goal. Education for Sustainability (ESD) and Global Citizenship Education (GCED) are therefore becoming ever more important instruments for achieving these goals (UNESCO, 2013). In May 2015, UNESCO Member states adopted the Incheon Declaration and its Framework for Action (UNESCO, 2015), which reaffirm the states’ engagement with Education for All and their commitment to realising Sustainable Development Goal 4 (SDG4) (UN, 2015): ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Target 4.7 of SDG4 specifies the key role of GCED and ESD in reaching sustainable development: “By 2030, ensure that all learners acquire the knowledge and skills needed 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.” In line with this, the Uganda National Curriculum Development Centre (NCDC) received funding from APCEIU to mainstream Global Citizenship Education in the curriculum. This is a three years cycle which started with several actions in 2016 which included; The first phase which started with a Kick –off meeting held on 22 April 2016, APCEIU, Seoul, Republic of Korea; i. MOU signing between the Ministry of Education and Sports with APCEIU ii. Situational Analysis iii. GCED Capacity-building workshops conducted for stakeholders both at national and regional level. iv. The establishment of local curriculum development committee which serves as the GCED steering committee The 2nd phase started with a Kick-off Meeting which was held on 22-25 March 2017 in Seoul, Republic of Korea, specific action plans were mainly discussed while taking stock of last year’s progresses and challenges. | en_US |
