2016 APCEIU Annual Report

Fostering Global Citizenship For a Peaceful and Sustainable Future

Foreword

Programmes and Activities1. Capacity-Building of Educators and Youth

- Asia-Pacific Training Workshop on EIU- Asia-Pacific School Leadership Academy- Sub-Regional Workshop on EIU- Global Capacity-Building Workshop on GCED- Country-Based Capacity-Building Workshops- GCED Training Workshop for Local Governments- GCED Lead Teachers Capacity Development- UNESCO/ROK Co-Sponsored Fellowships Programme- Youth Leadership Workshop on GCED- China-Japan-ROK GCED Youth Forum- EIU Photo Class- International Teacher Exchange Programme

2. Research and Policy Development- GCED Curriculum Development- GCED Policy Development- UN GCED Seminar- International Conference on GCED- Cooperation on the Promotion of Prevention of Violent Extremism through Education- EIU/GCED Conference Outreach and Cooperation

3. Information Dissemination and Material Development

- UNESCO GCED Clearinghouse hosted by APCEIU- Development of GCED Online Courses- Publication of Sangsaeng- EIU Best Practices- EIU Storytelling Project : “Humans as Global Citizens”- GCED Youth Railway Programme- EIU Materials Development on World Heritage- Global Citizen Campus Operation

4. Partnerships and Networking- Establishment of GCED Global Network- Support for Higher Education Institutions- Exchange and Cooperation with Relevant Organizations- Networking for UNESCO Category 2 Centres in Education- Exchange and Interaction with Partner Organizations and Stakeholders- Formally Strengthening Ties

Annex- Organizational Chart- List of Governing Board Members

Fostering Global Citizenship For a Peaceful and Sustainable Future

2016 Annual Report

Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO is a UNESCO Category 2 Centre in Education, working for 50 UNESCO Member States in the Asia-Pacific Region and beyond.

APCEIU, 2017 Published by Edited by Printed by

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CHUNG Utak Office of External RelationsDesign Prism

At the first year of the implementation of the Sustainable Development Goals (SDGs), ensuring full participation and commitment of stakeholders to Global Citizenship Education (GCED) was our focal strategy in 2016. A year after the inclusion of GCED in the global agenda through SDG Target 4.7, APCEIU continuously engaged with actors in the Asia-Pacific and beyond to integrate global citizenship and its concepts within different education systems. With GCED as a global goal, APCEIU has served its active role in promoting GCED by sharing its years of experience and expertise in the region to engage with a more global audience. As a result, an increasingly wider array of initiatives for GCED has been implemented in different places around the world, and a more diverse range of actors are involved more than ever. Within this growing global movement, I am pleased to present the programmes of APCEIU in 2016.

In 2016, APCEIU has increased its activities that engage with a more global audience. The Global Capacity-Building Workshop on GCED was launched, inviting senior-level educators and teacher trainers to reinforce their understanding and practice on GCED. GCED seminars for government officials were strengthened to heighten understanding of the concept at the local level. The International Teacher Exchange Programme was expanded both in the number of teachers and its programme offering to increase engagement with participating teachers and schools. With the goal to become a “Platform for Pedagogy and Practice,” APCEIU launched the International Conference on GCED in 2016, which has brought about 300 GCED practitioners, advocates and experts from more than 40 countries. APCEIU has launched the GCED Curriculum Development programme that aims to provide resources and opportunities to the selected countries to contextualize GCED at the local level. APCEIU continued to develop online and offline materials and resources that can be used to facilitate teaching and learning of GCED. Finally, APCEIU jumpstarted the establishment of a global network of organizations and institutions that implement and support GCED to encourage collaboration amongst key partners and stakeholders.

Providing platforms for dialogue and supporting stakeholders to enhance their implementation of GCED is the vision of APCEIU. We need to capitalize on the momentum for GCED to solidify global action, as our contribution to the global goals. In order to do so, we need to tap on the strength of partnership and collaboration. The success of APCEIU in 2016 will not have been possible without the support of our partners. On behalf of APCEIU, I would like to express our sincere gratitude to our partners for their commitment in promoting GCED together. In the years to come, we hope that these efforts will inspire more towards achieving holistic and transformative education through GCED.

Asia-Pacific Centre of Education for International Understanding

APCEIU is a UNESCO Category 2 Centre established in 2000 by the Agreement between the Government of the Republic of Korea and UNESCO in order to promote and develop Education for International Understanding (EIU) and Global Citizenship Education (GCED) with UNESCO Member States.

APCEIU supports the UN Secretary-General Ban Ki-moon's "Global Education First Initiative (GEFI)", and has played a pivotal role in promoting GCED reflected in both UNESCO Education 2030 and UN Sustainable Development Goals.

"Promote and develop Education for International Understanding and Global Citizenship Education to foster a Culture of Peace"

Utak ChungDirector

Foreword

Capacity-Building of Educators and Youth1

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Asia-Pacific Training Workshop on EIU

Held annually since the establishment of APCEIU in 2001, the Asia-Pacific Training Workshop on EIU has aimed to enhance the competency of professionals in teacher education for the implementation of EIU/GCED in the region. APTW provides a wide range of programme segments, ranging from in-depth lectures on key themes and innovative pedagogy to on-site workshops. In 2016, the 10-day intensive programme gave focus on identifying ways on how to integrate GCED in the current education systems of the Asia-Pacific, with particular focus on developing training workshops. This empowered the participants to reorient their perspectives on education, strengthened participants’ practical skills to design and implement EIU/GCED training programmes, and built networks with educators from various countries in the region.

16 – 24 August 2016Seoul & Inje, Republic of KoreaA total of 27 key professionals in the field of teacher education and curriculum development from 21 UNESCO Member States in the Asia-Pacific

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16th Asia-Pacific Training Workshop on EIU

A consultation meeting with experts was held last 12-14 December 2016 in Thimpu, Bhutan to review the training curricula of the Asia-Pacific Training Workshop on EIU, resulting to a discussion on how to develop and improve future training workshops.

Review and Planning of Training Workshop Curriculum

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Asia-Pacific School Leadership Academy

About 100 persons including teachers, students and school principals participated in the School Fair, an integral part of the Asia-Pacific Leadership Academy for School Principals. Schools showcased their programmes on EIU/GCED, exchanging specific information and ideas on school-to-school exchange programmes with other schools.

School Fair

Sub-Regional Workshop on EIUThe Sub-Regional Workshop on EIU brings together key education professionals from countries of each year’s selected sub-region to boost the competency of participating educators, identify local and sub-regional needs, and develop strategies and networks in promoting EIU and its related concepts in the region, including Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). In 2016, continuing the momentum and network gained from implementing the 2015 workshop in Central Asia, the workshop was implemented once more in Central Asia in close consultation with the UNESCO Almaty Office, inviting key educators and stakeholders from Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan. The 2016 workshop aimed to agree on a number of activities at the local level, in collaboration with partners in Central Asia.

20 – 25 October 2016APCEIU and Seoul, Republic of KoreaA total of 32 school leaders from 11 UNESCO Member States in the Asia-Pacific

27 – 29 September 2016Almaty, KazakhstanA total of 61 persons including district education officials and UNESCO Associated School coordinators from 4 UNESCO Member States in Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan)UNESCO Almaty Office

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7th Asia-Pacific Leadership Academy for School Principals

2016 Sub-Regional Workshop on EIU for Central Asia

Recognizing the significant role of school leadership in promoting GCED, APCEIU has carried out training programmes for school administrators, including school principals and vice principals, since 2010. In 2016, APCEIU continued to provide the school leaders in the Asia-Pacific region with the opportunities to understand the key concepts and internalize the values of EIU/GCED, while providing other school teachers and students with the opportunities to participate in the programme through school visits and cultural classes. Participants developed action plans to develop school exchange programmes, identifying entry points and group plans, and strengthening the basis for school-to-school exchanges.

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The inclusion of GCED in the UN SDGs highlights the moving goal of education from mere transmission of knowledge towards the development of non-cognitive skills, such as tolerance, respect and empathy. The UN has further identified that the lack of teaching capacity as one of the barriers to global citizenship. Bringing in its extensive experience in capacity-building, APCEIU has developed a new programme offering for educators in 2016 which specifically focuses on GCED. The 1st Global Capacity-Building Workshop on GCED is an intensive 2-week long workshop that gathers senior-level professionals in the field of teacher education and curriculum development to share the global trends on GCED and its related concepts, share innovative pedagogy and work on collaborative action plans on GCED. With its special focus on GCED and global representation, the workshop includes in-depth discussions on how to align national efforts to achieve SDG Target 4.7 with particular focus on teacher education.

Global Capacity-Building Workshop on GCED

19 June – 2 July 2016Seoul and Gwangju, Republic of KoreaA total of 27 senior-level professionals in the field of teacher education and curriculum development from 24 UNESCO Member States in Africa, Arab States, Asia and the Pacific, and Latin America and the CaribbeanUNESCO HQs

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1st Global Capacity-Building Workshop on GCED

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In order to carry out the transformative vision of GCED, the community beyond the classroom should be prepared to take on the responsibility to nurture the minds of learners towards global citizenship. Local governments are at the centre of preparing communities towards GCED. With positive reception since its inception, APCEIU has continued to implement capacity-building workshops to strengthen the capacities of local government officials, to prepare them in implementing GCED programmes. In 2016, APCEIU has strategically engaged with school leaders and educational officers of Metropolitan and Provincial Offices of Education (MPOEs) in the Republic of Korea, focusing on sensitizing the participants on GCED and sharing possible ways on how education policy can support the development of the GCED practices in schools. Local government officials from the Asia-Pacific, Geumjeong District (Busan, Republic of Korea) and officials and relevant stakeholders from Bhutan Ministry of Education benefitted from the programme.

GCED Training Workshop for Local GovernmentsCountry-Based Capacity-Building Workshops

1. 16th Training Workshop for Korean Educators 1. GCED Lectures for School Leaders and Educational Officers of Korean MPOEs

2. GCED Training Workshop for School Teachers in Seoul

2. GCED Workshop for Asia-Pacific Local Government Official

3. GCED Training Workshop for School Teachers in Incheon

3. GCED Academy for Local Government Officials in Busan Geumjeong District Office

4. GCED Workshop for Local Government Officials in Bhutan

Country-Based Capacity-Building Workshops for the Republic of Korea 2016 GCED Training Workshops for Local Governments

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13 October 2016 (Pre-Workshop) / 23 – 30 October 2016 (Workshop Proper)Seoul, Republic of Korea, and Bangkok, Thailand9 school leaders from the Republic of Korea

30 March 2016 / Gangwondo25 May 2016 / Jeollanamdo1 June 2016 / Chungcheongnamdo28 November 2016 / Daegu28 November 2016 / Busan 16 December 2016 / ChungcheongbukdoAbout 1,445 school leaders and educational officers of the relevant MPOEs

1 November 2016Jeju International Training Center, Republic of KoreaA total of 19 local government officials in the field of environment and disaster management from 7 UNESCOMember States in the Asia-PacificUNITAR Jeju International Training Center

7 – 8 November 2016Republic of KoreaA total of 38 local government officialsBusan Geumjeong District Office

11 – 13 December 2016Thimphu, BhutanA total of 28 persons including local government officials from district education offices and the Ministry of Education of Bhutan and district teacher coordinators for UNESCO ASPnet schools and clubsBhutan National Commission for UNESCO

14 – 15 January 2016 (Course 1: Primary school teachers) 28 – 29 January 2016 (Course 2: Secondary school teachers) APCEIU 70 teachers in Seoul (35 participants per each course)

22 – 23 April 2016 (1st Workshop) and 14 – 15 October 2016 (2nd Workshop)Seoul, Republic of Korea 40 (1st workshop) and 42 (2nd workshop) teachers in Incheon

To effectively deliver and implement GCED programmes, it is crucial to examine the different educational and societal issues and situations as well as the demand for GCED at the national front, and then provide training programmes in keeping with these findings. APCEIU has continuously answered to this call, providing country-based capacity-building workshops upon request. In 2016, APCEIU provided different customized workshops to educators in the Republic of Korea. The 16th Training Workshop for Korean Educators invited Korean school leaders and provided opportunities to learn about recent trends and diverse practices on GCED in the Republic of Korea and Thailand. At the local front, responding to the requests of the Seoul and Incheon Metropolitan Offices of Education, APCEIU provided capacity-building workshops to local teachers, aimed at deepening their understanding and enhancing their capacities on implementing GCED activities.

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Process

Stories of Teachers on Global Citizenship Education

Ministry of Education Appointmentas GCED Lead Teachers

Regular meetings and support for research onlocal level, enhancing leadership and ownership.

GCED Lead Teachers in numbers2016 : 68 GCED Central Lead Teachers / 680 GCED Local Lead Teachers

GCED Lead Teachers Capacity DevelopmentWith positive reception since its launch in the previous year, APCEIU continued to implement the GCED Lead Teacher’s Capacity Development Programme in order to sustainably promote GCED in the Republic of Korea. "GCED Lead Teachers" are teachers recognized by local offices of education for their passion in implementing GCED and its relevant concepts, who are then appointed by the Korean Minister of Education and trained to become trainers themselves. APCEIU provides the training for the GCED Central Lead Teachers to impart them with the tools that they can use at the local-level training workshops. At the local-level, GCED Central Lead Teachers implement training workshops for GCED Local Lead Teachers, who are appointed by the local offices of education. Through this process, best practices on GCED at the local front are highlighted. APCEIU continued to support the GCED Lead Teachers’ Research Association, a platform for the GCED Lead Teachers and their fellow teachers for them to share GCED practices and develop new ones based on their local contexts. In order to provide an environment conducive for the implementation of GCED through GCED Lead Teachers, APCEIU has encouraged the participation of relevant stakeholders in other programme areas, including those for school leaders and local government officials.

Ko A Ra (Myoungin Elementary School)

I conducted a survey about relationship between races and personalities and found out that many students had cultural bias. To get rid of their stereotypes, I implemented cross-cultural programmes locally. A cultural exchange volunteer from Cameroon visited my class and introduced African culture and language. After the programme, I saw how the students changed to be more open and appreciative of cultural diversity and fostered intercultural understanding.

This publication is an anthology of the experiences of selected GCED Lead Teachers from the 2016 batch, following the publication of the previous year. It tells the challenges and lessons that teachers had in the process of developing their own programmes in GCED. The publication envisions that by sharing the stories of GCED Lead Teachers, lessons will be picked-up by other teachers as they implement GCED at the school-level. Selected stories from the GCED Lead Teachers can be seen below.

Lee Won Hyang (Dongsin Elementary School)

To enhance students’ capacity toward GCED, I wanted my students to sympathize with other children who suffer from lack of clean water. Our class took action by donating ‘Water And Sanitation Hygiene’ project by World Vision. Students drew distribution map for countries that lack water and pictures and diagrams to describe the importance of water. Students voluntarily held a flea market to raise money to be used as donation.

Choi Jae Oh (Dongsan Elementary School)

I designed a project activity for children’s rights in which students choose one among five themes such as malnutrition, water shortage, child labor, children of war, and infection. Students as a group researched on one theme, wrote study report on children’s rights and gave presentation in front of the class. This has enabled students to talk more about global issues fully.

Projects

Modules

Special Sessions

Following the mandate to link different regions in the promotion of education towards a Culture of Peace, APCEIU invites key educators from Asia-Pacific and Africa for the two-month long UNESCO/ROK Co-Sponsored Fellowships Programme in the Republic of Korea. The programme covers broad range of topics in education and related activities, with the ultimate goal of enhancing capacities and reorient perspectives on education development. In 2016, the programme revolved around the four modules that include: Teacher Training for Basic Education, Use of ICT in Education, Leaders in Global Education, and Girls’ Education. The modules were composed of different segments, including subject-based projects, skill-set training, lectures and discussions, and action plan development. These segments are closely interlinked and are designed to aid participants to produce meaningful outcomes after the completion of the programme. Theay are expected to contribute to the objective of enhancing the participants’ capacities in searching for strategies to achieve educational development and quality basic education in their own countries.

Fellows participated in different events organized by APCEIU in line with the overall objective of the fellowship programme, providing them with practical experiences and expanding their network with participants of other APCEIU programmes. Some of them are detailed as follows.

Fellows were joined by GCED Lead Teachers for a joint session that discussed their ideas and experiences as educators. This has sensitized them to local education issues and pedagogy.

Integral to the fellowship programme, projects promote collaboration among fellows and provide them with the opportunity to take part in developing educational materials. The novelty yet reflective nature of these collaborative projects encourage many fellows to replicate them back in their home countries. Some of them are detailed as follows.

Collaborative Work on Storytelling Book-Making

As part of the module on Girls’ Education, fellows collaborated in producing a series of storytelling books, aimed to be utilized as an educational resources for them to use back in their country. In 2016, fellows published two books, Striving for Better Life through Education and Girls’ Education: Brighter Future for All. The books were published and distributed.

Part of the module on use of ICT in education, fellows learned basic videography and editing skills with the aim of developing audiovisual learning materials.

Fellows had a series of photo classes designed to equip them with photo-shooting and editing skills as a creative method of learning and teaching which can be applied in any classes for students.

Fellows participated in the annual International Conference on GCED, where selected fellows presented on the implementation of GCED in their local contexts.

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UNESCO/ROK Co-Sponsored Fellowships Programme

1 September – 31 October 2016A total 25 educators from 17 UNESCO Member States in the Asia-Pacific and AfricaUNESCO HQs and Korea International Cooperation Agency

2016 UNESCO/ROK Co-Sponsored Fellowships Programme

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Joint Workshop with Korean Educators International Conference on GCED

Teacher Training for Basic Education

Leadership in Global Education

Photo ClassUse of ICT for Education

Girls' Education

Video-Making

Lectures, visits and activities to learn about the national framework of Korean education and major policies

Lectures, workshops and activities to gain deep understanding on GCED towards its implementation

Training sessions that will provide practical ICT tools and skills that can be utilized in classrooms

Lectures and visits to further awareness on education for better life for girls and vocational training

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Youth Leadership Workshop on GCED

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11 – 16 July 2016Busan, Republic of KoreaA total of 49 youth leaders from 39 UNESCO Member StatesUN GEFI SecretariatBusan University of Foreign Studies, Geumjeong District of Busan Metropolitan City, Mahatma Gandhi Institute of Education for Peace and Sustainable Development

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2nd Youth Leadership Workshop on GCED

The Youth Leadership Workshop on GCED aims to boost youth-led initiatives on GCED by strengthening the capacities of active youth presently engaged and committed to the realization of GCED. The workshop aims to build the capacity of dynamic youth leaders globally to lead and advocate GCED. In 2016, the workshop identified priority areas around GCED and youth leadership in achieving SDG Target 4.7. The workshop included sessions that enabled the participants to discuss on entry points and challenges of GCED, share advocacy tools and strategies, and improve the assumed active roles of youth as facilitators and speakers. Furthermore, the workshop introduced the GCED Youth Network that introduces a platform for future collaboration on GCED among young people.

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China-Japan-ROK GCED Youth Forum EIU Photo Class

7 – 11 August 2016APCEIUA total of 60 young people from 3 UNESCO Member States in Northeast Asia (China, Japan and the Republic of Korea)

8 – 16 August 2016Siem Reap, CambodiaA total of 40 persons including 20 Cambodian and 8 Korean secondary school students, 3 Korean professional photographers, Cambodian MoEYS staff, etc. Ministry of Education, Youth and Sports of the Kingdom of Cambodia

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China-Japan-ROK GCED Youth Forum 2016 14th EIU Photo Class

Cooperation and common understanding among neighboring countries enable a conducive environment that encourages young people to contribute for its realization. Young people in China, Japan and the Republic of Korea experience a new kind of interconnectedness and interdependency, enabling them to have keen awareness of their role as global citizens, contributing to global peace and prosperity. APCEIU taps on the potential of young people from the three neighboring Northeast Asian countries to define and design youth leadership towards mutual understanding as the foundation for common prosperity. In 2016, APCEIU implemented the China-Japan-ROK GCED Youth Forum as platform for university students from the three countries to exchange opinions on various issues of the region and form a sustainable cooperation network towards the promotion of a culture of peace.

The 14th EIU Photo Class was conducted in Siem Reap, Cambodia under the theme of "Envisioning Eternal Wonders behind Lens". Participating secondary school students from Cambodia and Republic of Korea learned photography skills from professional photographers, applied their acquired skills during their photo-taking field trips and engaged in cultural exchange activities with each other. Through this process, participants became active EIU content producers and learned EIU at the same time. As culmination of the programme, a photo exhibition was held where participants shared their work to the local community, and the photos taken by the participants were displayed on the online EIU Photo Class Archive for the use of teachers and learners of EIU.

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International Teacher Exchange Programme Asia-Pacific Teacher Exchange for Global Education (3 - 4 months)

Teaching Abroad for Global Competency (2 - 4 weeks)

Thailand Philippines

Australia

Indonesia

Vietnam

MalaysiaSingapore

Mongolia

Finland

Republic of Korea

Germany

Within the Asia-Pacific, diversity in culture, ethnicity and languages, notwithstanding its fast growth pace, place a huge task for teachers to reflect this in the education systems towards strengthening global competence of the next generation. Likewise, anywhere in the world, globalization and the increasingly multicultural classroom require teachers to develop their capacity to effectively communicate with students. Focusing on developing the capacities of teachers to equip learners is the main objective of the International Teacher Exchange Programme. Launched in 2012 and funded by the Ministry of Education of the Republic of Korea, the programme has two categories: Asia-Pacific Teacher Exchange for Global Education and Teaching Abroad for Global Competency.

The Asia-Pacific Teacher Exchange for Global Education aims to enhance global educational competence of participating schools through exchange. This programme helps to better meet the increasing demands for cross-cultural understanding resulted from the increasing migration in the region. Beyond the exchanges within the Asia-Pacific, the Teaching Abroad for Global Competency has enabled in-service teachers to further enhance and strengthen their professional specializations and their EIU/GCED capacities by learning from partner schools.

Enhancing teacher capacities in global education and cross-cultural communication through hands-on experience

Strengthening teaching competence and cross-cultural communicationthrough understanding of different education systems

Vietnam 26

Thailand 8

Australia 16

Singapore 12

Malaysia 6

Indonesia 6

Philippines 13

Mongolia 16

Finland 8

Germany 10

Vietnam 26

Thailand 12

Australia 16

Singapore 5

Malaysia 6

Indonesia 6

Philippines 20

Mongolia 16

Finland 4

Germany 10

121 Korean teachers to 10 countries

121 Overseas teachers from 10 countries

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Asia-Pacific Teacher Exchange for Global Education

Teaching Abroad for Global Competency

Letters from Korea

Network for Schools and Teachers

2016 SSAEM Conference Sharing Stories of Asia-Pacific Education Movements8 December 2016, Sheraton Seoul D Cube City Hotel

During SSAEM Conference, exchange teachers and teachers from Korean host schools shared their stories and experiences about their lives as teachers in their partner countries. Representatives from partner countries were present as well to report on the impact of activities done by exchange teachers. Also, best practices from previous exchange teachers were presented on the follow-up activities after the completion of the programme.

Activizing the potential role of educators as educational resource developers, the participants of the 2016 International Exchange Programme developed the Letters from Korea series that talk about their experiences. The final materials were published and disseminated for the use of the participants.

Networking for Schools and Teachers (NEST) is an online platform for the participants of the International Teacher Exchange Programme to share resources and experiences.

In addition to Mongolia, Philippines, Indonesia, Malaysia and Vietnam, the Asia-Pacific Teacher Exchange for Global Education exchanged with teachers from Thailand in 2016. Activities of the programme revolved around developing a significant contribution to quality improvement of school education and the diversification of pedagogical approaches, addressing the changing needs to the classroom. In addition, teachers who were involved in this 3-4 month long exchange programme developed educational materials based on their experiences, which were then published in different languages and disseminated for the use of the participating teachers back in their home countries.

In 2016, teachers from Finland, Germany, Singapore and Australia exchanged with teachers from the Republic of Korea for the 2-4 week long Teaching Abroad for Global Competency programme. Participating teachers experienced specific education areas of different countries through co-teaching, workshops and other related activities. Focused education areas include Early Childhood Education and Care, Vocational Education and Training among others. The exchange provides an opportunity for participating teachers to compare the educational policies and innovation of the different countries, as well as enhancing their capability to foster cross-cultural communications skills and connecting classrooms across the world.

2 Research and Policy Development

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GCED Curriculum and Policy Development

GCED Curriculum Development

To fill the gap between the normative framework with practices on the ground and to mainstream GCED in educational practices, APCEIU is working with different UNESCO Member States to develop curricular guides at various levels, including the development of teaching materials and textbooks. APCEIU is working closely with the related agencies of the governments of the Cambodia and Mongolia in the Asia-Pacific, Uganda in Africa, and Colombia in Latin America, to address their specific needs in terms of developing a GCED curriculum that addresses the needs of relevant stakeholders. In the process, the commitment of UNESCO Member States plays a very important factor in realizing implementation success and sustainability. Particularly, the translation of the lessons from curriculum development experiences to policy is realized with strong and sustained political support and leadership. As such, APCEIU is working with policy experts in developing a GCED Framework for Action that will aid policy makers to promote GCED further in educational policies and beyond.

In the development of a curriculum that promotes the concepts of global citizenship, unique education settings, socio-cultural milieu, key stakeholders and policy-making mechanisms are taken in account. A three-year timeframe was established that includes different activities to ensure the stable integration of GCED in national curriculum and education systems of the selected countries.

Year 1: Establishment of mechanisms for GCED Curriculum Development (2016)

• Conduct situational analysis• Consult with government, key stakeholders, institutions and experts• Formalize networks with the relevant institutions and government offices

Year 2: Development of GCED Curriculum and Pilot-Testing (2017)

• Facilitate the process of curriculum development• Revise and modify the plans according to the feedback• Conduct pilot tests of the draft curricula

Year 3: Dissemination, Field-Application and Monitoring (2018)

• Edit, design, print and distribute the developed curricula• Monitor the implementation to identify the gaps• Support with the set-up of the sustainable monitoring• Organize seminars to review the three-year project

GCED Situational Analysis

GCED Curriculum Development Activities in 2016

To provide a theoretical baseline for the GCED curriculum development, APCEIU worked with the International Bureau of Education (IBE-UNESCO) to develop a series of situational analyses of the educational and socio-political systems of the target countries. Experts from Cambodia, Mongolia, Uganda and Colombia were identified who then conducted field research to examine specific areas such as educational reforms, social movements, and level of political engagement of stakeholders among others.

Cambodia

• Signing of formal agreement with Ministry of Education, Youth and Sport• Capacity-Building for Educators

Uganda

• Signing of formal agreement with Ministry of Education and Sports• Capacity-Building for Educators

Mongolia

• Signing of formal agreement with Ministry of Education, Culture, and Science• Capacity-Building for Educators

Colombia

• Signing of formal agreement with Ministry of National Education• Capacity-Building for Educators

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GCED Policy Development

Development of Draft GCED Framework for Action

Global Citizenship Concepts in the Curriculum: Analysis and Initial Recommendations

Development of Korean Curriculum Guide on GCED

In an attempt to align efforts in the different work areas of GCED, including teaching, teacher training, curriculum development and policy making among others, and to comprehensively address challenges, APCEIU is leading the development of a framework for action, aimed to assist policy makers from relevant agencies in developing policies that complement efforts of diverse stakeholders at the local and national levels vis-à-vis the activity in the international arena. In 2016, APCEIU kicked-off the development of the GCED framework of action by forming a drafting team comprised of experts in educational policy, which was followed by a series of events aimed at concretizing the work areas for the said policy guide. The policy guide is envisioned to be published in 2017, following a series of consultations with experts and policy makers, validating the content of the said guide and jumpstarting its application in the field.

Parallel with the GCED curriculum development in the selected countries of Cambodia, Mongolia, Uganda and Colombia, APCEIU is developing a GCED curriculum guide for Korean teachers, in conjunction with the national curriculum revision in 2015. The aim of this curriculum guide is to provide pedagogical support for teachers to implement GCED in Korean classrooms. In 2016, APCEIU convened a series of consultation meetings with a drafting team composed of experts and practitioners that looked into the publication Global Citizenship Education: Topics and Learning Objectives (UNESCO, 2014) and the 2015 revised curriculum, identifying areas that can be reinforced and prioritized with the envisioned curriculum guide. The said curriculum guide will be released in 2017 for distribution to primary and secondary schools in the Republic of Korea.

UN GCED Seminar

Strengthening multilateral cooperation, and stimulating leadership of different governments through their representatives at the United Nations is the goal of the UN GCED Seminar. Held annully since 2015, APCEIU seeks to promote dialogue amongst permanent representatives, as well as relevant UN agencies and stakeholders at the United Nations on SDG Target 4.7 and GCED. In 2016, the event was co-organized by the permanent missions of the Republic of Korea, Croatia, Andorra and Jordan, as well as UN Headquarters-based agencies such as the UN GEFI Secretariat, UN Academic Impact and UN Women. About 200 participants from the permanent missions and other organizations participated in the 2016 installment of the event.

In cooperation with the International Bureau of Education, situational analysis of each country in the GCED Curriculum Development prorgramme were developed. Two publications per country were produced: one focusing on the analysis of the links of GCED with the current national curriculum or educational policy of each country, and analysis of survey results that gathered the opinion of local curriculum developers and relevant stakeholders.

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International Conference on GCED

In partnership with UNESCO Headquarters, the Korean Ministry of Education and APCEIU, the annual International Conference on GCED aims to gather practitioners and experts around the world gather to share insights on the most pressing issues and potential ways to further strengthen the promotion of global citizenship through education. The annual event showcases the diverse practices in the field and is a crucial contribution to the realization of SDG Target 4.7, the goal on GCED.

Keynote SessionTopic: GCED for Sustainable and Peaceful Societies: What Practices and Pedagogies?

Panel DiscussionTopic - What Does It Mean to Be a Global Citizen?• Languages, Traveling and active interaction with the world through internet. Are they important aspects that define global citizenship? • What are the characteristics of a global citizenship? What are the challenges and what do we need to do to be a good global citizenship? • The role of policy makers in implementing GCED.

Concurrent Session 11A - Innovative Teacher Education Approaches to GCED1B - Whole-School Approach to GCED1C - Engagement of Youth as Change Makers

Day 1, 24 October 2016

GCED Talks• The Role of Education in an Interconnected World• The Yellow Movement• Envoys Works with Innovative Schools to Expand the Boundaries of Global Education• Indigo Seowon: A Humanities Bookstore for Youth

Concurrent Session 2 Topic - Key Themes of GCED2A - Building a Culture of Peace2B - Respect for Cultural Diversity2C - Prevention of Violent Extremism2D - Sustainable Development & Human Rights

Concurrent Session 33A - Integration of GCED into Curriculum3B - GCED in Higher Education3C - Assessing Learning Outcomes of GCED3D - Transformative Pedagogies for GCED

Day 2, 25 October 2016

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EIU/GCED Conference Outreach and CooperationCooperation on the Promotion of Prevention of Violent Extremism through Education

APCEIU participated in conferences that allowed engagement of stakeholders in the various work areas of EIU/GCED, including policy makers, educators, researchers, civil society and others. In 2016, APCEIU outreached to conferences that significantly cover the operationalization of EIU/GCED in the field, enabling higher visibility of APCEIU’s GCED programmes and enabling potential exchange and cooperation.

The rise of terrorism, extremism and hatred has prompted to the discussions on Prevention of Violent Extremism through Education (PVE-E). Following the UN-wide action to prevent violent extremism, the task of developing measures in education has been given to UNESCO. APCEIU, in close cooperation with entities within UNESCO, aims to shed light on the functions of education in preventing the spread of ideologies of violent extremism, and focus on building learners’ cognitive and non-cognitive competencies through GCED.

Consultation Meeting on Prevention of Violent Extremism through Education 21 - 22 March 2016, UNESCO Headquarters, Paris, France

APCEIU participated in a consultation meeting organized that aims to address the current state of effort to prevent violent extremism through education, as well as to develop a policy guide on PVE-E. APCEIU shared its efforts to address violent extremism through GCED, and the effort to include new trends and topics such as the prevention of violent extremism in the various activities of the Centre as special themes.

International Conference on Prevention of Violent Extremism through Education 19 - 20 September 2016, New Delhi, India

APCEIU organized a concurrent session on GCED during the International Conference on Prevention of Violent Extremism through Education. The session provided an overview of how education is addressing violent extremism and the role of the tools and resources of GCED in addressing the issue. The concurrent session highlighted the efforts in the various work areas of GCED, and the importance of a coordinated response to violent extremism within education systems.

Asia-Pacific Meeting on Education 203016 - 18 November 2016, Bangkok, Thailand

On the first year of the implementation of the SDGs, the main theme of the Asia-Pacific Meeting on Education 2030 (APMED) focused on SDG Target 4.7, which includes GCED. APCEIU organized a thematic group discussion on GCED during APMED which discussed achievements, challenges and future plans for GCED in selected countries in the Asia-Pacific. The thematic group discussion was part of the session entitled “Towards a Sustainable Future: equipping learners with the knowledge and skills to promote sustainable development”.

66th UN DPI/NGO Conference 31 May 2016, Gyeongju, Republic of Korea

Held annually at the UN Headquarters in New York, the UN Department of Public Information (DPI) gathers stakeholders from civil society and other relevant organizations to promote dialogue and solidarity. In a rare occasion, the 66th edition of the UN DPI/NGO Conference was held in Gyeongju, Republic of Korea with the over-arching theme “Education for Global Citizenship”. On 31 May 2016, APCEIU organized a workshop with the theme “Bridging Formal and Non-Formal Education through Global Citizenship Education”.

17th Annual Conference on EIU APCEIU with the Korean Society for Education for International Understanding (KOSEIU) in organizing the Annual Conference on Education for International Understanding. With the aim to discuss the most pressing issues through education, the annual gathering in 2016 was held with the theme “Brexit and EIU” last 12 November 2016. About 100 members of KOSEIU and its Japanese counterpart, the Japan Association for International Understanding (JAIE), as well as EIU experts participated in the event.

3 Information Dissemination andMaterial Development

4140

Development of GCED Online Courses

Consultation Meeting on GCED Online Programmes in East Africa

Go! Global Citizens

gcedonlinecampus.org

gcedclearinghouse.org

UNESCO GCED Clearinghouse hosted by APCEIU

Launched in 2015 at the 2nd UNESO Forum on GCED, the UNESCO GCED Clearinghouse has been envisioned to become a hub of wide ranging knowledge on policies, curricula, teaching and learning materials on GCED. Originally only available in English, the UNESCO GCED Clearinghouse is now available in French and Korean. The collection of quality-assured resources has been expanded, and new themes were introduced, particularly Prevention of Violent Extremism through Education (PVE-E) and Holocaust and Genocide Education. In 2016, finalizing quality assurance measures between UNESCO Headquarters and APCEIU, the GCED Clearinghouse now houses about 1,000 resources on GCED and its related themes. APCEIU developed printed and online promotional materials to disseminate information on the UNESCO GCED Clearinghouse in different gatherings and events. As the UNESCO GCED Clearinghouse continues to grow, it remains as an important avenue to spark collaboration among partner organizations on GCED.

APCEIU has started the development of GCED online programmes that will enable distance learn ing and promote open educat iona l resources. The online programmes will cover different themes, including introducing the concept of GCED, peace education, human rights, Education for Sustainable Development (ESD) and transformative pedagogies. In 2016, APCEIU developed an online platform system that will enable to support the 200-300 learners/year expectation and jumpstarted with the development of online content such as video lectures and teaching-learning materials.

In order to reflect the needs of the end-users of the GCED Onl ine Programmes, APCEIU implemented a consultation meeting with a selected group of African practitioners and experts on GCED that discussed the challenges and opportunities on implementing distance education programmes on GCED in Africa. The discussion touched upon the challenges both at the conceptual and operational levels, and identified strategies on how to move forward with GCED distance education programmes for the region.

With an increasing demand on learning contents with ICT technologies, APCEIU created a mobile application called 'Go! Global Citizens' that provide interesting learning contents on the three competencies of a global citizen: cognitive, socio-emotional and behavioral competence. Learners catch four characters on the screen by tapping and solving pop-up quiz on the competencies. This enabled learners to access the notion of global citizens easily with fun and interesting game.

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Publication of Sangsaeng EIU Best Practices

No.45 Education to Achieve Sustainable Development Goals

Series No.41“Student Empowerment Through Values in Action” (India)

Series No.42 “Little Circle Foundation: Teaching and Inspiring Class” (Indonesia)

Series No.43 “Embracing Sustainability: You Can Make A Difference” (New Zealand)

No.46 Ensuring Learning Outcomes

No.47 International Conference on GCED-Platform on Pedagogy and Practice-

APCEIU has continued to publish the English magazine Sangsaeng in 2016. As the main magazine covering the topic of EIU and GCED in the Asia-Pacific to across the globe, Sangsaeng strived to cover diverse cases and insights from diverse stakeholders. As a result, Sangsaeng played a pivotal role as an important sources and a forum of knowledge exchange on EIU and GCED. In 2016, APCEIU intensified the online distribution of Sangsaeng whch has boosted readership.

Sang(相), meaning "mutual" Saeng(生), meaning "life"

Sangsaeng(相生) reflects the vision of APCEIU to promote the concept of "Learning to Live Together," the third pillar of education.

The approach of APCEIU for the EIU Best Practices in 2015 to develop synergies with APCEIU’s capacity-building programmes turned to be very effective, encouraging participants to strengthen their efforts in the ground. As such, APCEIU has continued with this strategy, contributing to the library of highly qualified practices in the Asia-Pacific region carefully curated and selected since 2006. Three cases from India, Indonesia and New Zealand were selected as EIU best practices. This was followed by a field visit to India and Indonesia to provide consultation on the programmes and guidelines for further action.

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EIU Storytelling Project : “Humans as Global Citizens”

humansasglobalcitizens.org

GCED Youth Railway Programme

Addressing the call to develop more materials and resources on GCED, APCEIU has always been at the front of creating tools that will be significant for educators and learners of GCED. Building upon the existing effective means of promoting interconnectedness between different countries, APCEIU envisioned utilizing historic routes such as the Silk Road and transformed it into an educational material. With this vision, the GCED Youth Railway Programme was developed. In 2016, APCEIU laid the foundation to implement such programme with the following activities: consultation meeting with organizations which have existing railway programmes, field research on the Trans-Siberian Railway, and published developed materials.

Research Report on the GCED Youth Railway ProgrammeRailway Programme ReportThis report is a result of a feasibility study on GCED experiential activities for youth that can be developed utilizing the Trans-Siberian Railway. The publication includes lesson plans focusing on local issues and specific themes that focus on building values, social and emotional skills and attitudes among youth. This report also aims to support relevant institutions and educators to design and implement GCED programmes.

Begin from the End: From Siberia to the Baltic SeaA photobook that captures the various communities on the train stops and potential activities onboard the Trans-Siberian Railway. This photobook contains around 130 photos that were taken during the journey on Trans-Siberian Railway crossing the Eurasia continent. The book also carries interesting stories which describe cities and people from each train stops with perspective of Global Citizenship Education.

Effective public communication strategy is important in spreading the concept of GCED. Started in 2015, APCEIU has introduced the EIU Storytelling Project that will engage with the public to share their ideas about global citizenship. Following the successful online trend of curating positive social messages of a diverse group of people and sharing it on social media, the “Humans as Global Citizens” is an online website that shares stories of various people on global citizenship.

I Wayan Alit Sudarsana“As part of the Little Circle Foundation, we have programs which are the Inspiring Class, Science Lab, Youth Lab and Best of ASEAN. For Inspiring Class, we mostly go to rural areas like small villages. We invite high school and university students in the community to come to our class to talk about their potentials and invite inspirational speakers to come speak to them. For the Science Lab, we go to kindergarten and elementary school with these lab coats and do cool experiments. We try to let them know they can be a part of this country’s future.”

Resheida Adrianus“With the TV series called Girl Problems, I was asked by an organization to develop a method for social work and reach out to young girls living in underdeveloped communities. The show is about social realities. I selected four girls who lived in these communities to share their stories with us. They weren’t professional actors but they just had a story…The freedom to make your own decisions is an issue of global citizenship. We need to see the similarities we have with other women and where we can get strength from each other.”

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EIU Materials Development on World Heritage Global Citizen Campus Operation

APCEIU opened the Global Citizen Campus (GCC) on 25 August in 2015 to mark its 15th anniversary. After a successful one-year pilot testing period, GCC was finally launched by APCEIU in July 2016, targeting Korean middle school students. The Campus provides on-site activities with a focus on GCED and consists of two separate sections: GCED Hall and International Organizations Hall. At the Campus, visitors can learn about GCED through diverse interactive activities such as making global citizen passports and taking a global citizenship competency test. Visitors are also encouraged to experience UNESCO firsthand by participating in Model UNESCO Conferences and a series of diversified lectures about the international organization.

Following positive response during the World Education Forum in 2015, APCEIU continued to utilize the Global Citizen Passport at the programmes implemented at the Global Citizen Campus. The passport is an activity book that provides information about the activities available in the Global Citizen Campus. This allows the participants to navigate autonomously while covering all available activities in the experiential space. APCEIU developed an online programme based on this passport, currently utilized as another activity within the Global Citizen Campus.

Global Citizen Passport

Bridging Global Citizenship and World Heritage: A Teacher’s Guide is the fifth in the World Heritage Education publication series of APCEIU, promoting global citizenship through world heritage. The fifth installation of the series takes an in-depth look into the world heritage sites of Penang and Melaka of Malaysia. In 2016, the publication specifically caters for teachers, providing lesson plans and pedagogy on how to appreciate and preserve cultural heritage. It takes a look at both the tangible and intangible cultural heritages of Penang and Melaka, teaching cultural diversity and fostering global citizenship. The guidebook is structured around the core conceptual dimensions of GCED: Cognitive, Socio-emotional and Behavioral aspects.

4948

6650s t u d e n t s f r o m

s c h o o l s v i s i t e d GCED Campus in 201677

I s s u e s c o v e r e d i n M o d e l U N E S C O C o n f e r e n c e

R e s t i t u t i o n o f C u l t u r a l P r o p e r t y

G l o b a l F o o d C r i s i s

R e f u g e e a n d M i g r a t i o n I s s u e s

gcc.unescoapceiu.org/eng/

THINK, SHARE, ACT

There are three key competences of global citizens identified by UNESCO: Cognitive competence (THINK), Socio-emotional competence (SHARE), and Behavioral competence (ACT). The GCED Hall of the Global Citizen Campus provides various activities to foster and develop these three competences. Cognitive competence means knowledge, understanding and critical thinking about global issues and the interconnectedness of different countries. Socio-emotional competence refers to a sense of belonging to a common humanity, and sharing empathy and solidarity. Behavioral competence is to act responsibly at local, national and global levels for a more peaceful and sustainable world.

PROGRAMME / ACTIVITY OBJECTIVE

THIN

K

“How am I connected to the World?” Connecting everyday objectives from

their countries of origin

Recognize interconnectedness of daily life through common everyday items

“Who is a Global Citizen?” Filling-out blanks with appropriate words in

a magnetic board

Understanding the basic defining framework of global citizenship

“What is Global Citizenship Education?” Watching a video of stakeholders working on

the GCED categories and their reflection of GCED

Acknowledging the related concepts to global citizenship and its advocates

“Global Citizens as Critical Thinkers” Sending “Peace Postcards” and making art works

with global citizenship slogans

Preliminary reflection of personal understanding of global citizenship

SHAR

E

“What type of Global Citizen are you?” Taking the online

“Global Citizenship Competency Test”(gced.unescoapceiu.org/wef)

and sharing results online

Understanding personal attitudes and acknowledging different characteristics vital to global citizenship

“Global Citizens in Solidarity” Learning about refugees who changed the world,

experiencing a refugee camp through virtual reality

Developing empathy for other people in the changing global environment

ACT

“Global Citizens in Action”Learning about 6 different young people and

their actions as global citizens

Realize the role of young people in solving global issues in different settings

“For a Better Future 2030”Reading stories about the 17 SDGs and identifying

a personal commitment by making a badge “SDG 18”

Final reflection of personal understanding of global citizenship, stimulating empathy for global issues and SDGs

GCED Hall Activities

4 Partnerships and Networking

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Establishment of GCED Global Network

Capitalizing on the momentum to promote GCED, the establishment of a global network of organizations and institutions that promote GCED has been endeavored by different stakeholders to consolidate and align efforts, and foster leadership to the realization of this goal. To this end, APCEIU has called on different partners to lead together the establishment of the GCED Network, aimed to strengthen GCED delivery mechanisms, improve the scope and outreach of GCED programmes globally, and catalyze political engagement and leadership for GCED. In 2016, various activities have been implemented to springboard the network with the aim to foster a culture of dialogue and information sharing amongst GCED-implementing institutions.

At the first year of the implementation of the SDGs, APCEIU has shown leadership to consolidate the effort to promote GCED. Calling on key partner institutions implementing GCED and its related concepts at various levels in different regions, the 2016 APCEIU GCED Network Meeting was held in last 9 - 11 November 2017 in Seoul, Republic of Korea. The meeting provided an opportunity to update on the implementation of GCED at the global, regional, sub-regional and global levels, identified entry points, mapped planned activities and explored areas of collaboration, and confirmed partnership schemes and strategies for global action on GCED. The meeting concluded with a final outcome statement that lays the foundation for the establishment of the GCED International Network of Institutions and Organizations. 46 representatives from 36 institutions including governmental and non-governmental organizations, and major GCED-implementing institutions participated in the meeting.

In line with the commitment of APCEIU to align efforts to promote GCED through networking and partnership, APCEIU co-organized a consultation meet ing on 28 June 2016 that gathered stakeholders from the Republic of Korea. The discussions included the sharing of strategies to promote GCED in the Republic of Korea, possible areas of collaboration through the GCED Network, and development of a national coordinating mechanism for the achievement of Education 2030.

Following previous engagement and activities in different regions beyond the Asia-Pacific, APCEIU has implemented field visits in selected regions in 2016 to understand the entry points as input in developing strategies to further promote GCED. Consultation meetings with relevant stakeholders were held to open the discussion on the status of implementing GCED and its related concepts, as well as SDG Target 4.7 at various levels. Partnerships and areas of collaboration were explored during the consultation meetings, and potential key partners for GCED in different regions were identified. Broad-based participation in the consultation meetings was ensured, which included the participation of government agencies, international organizations, research agencies, academia and civil society.

Background

2016 APCEIU GCED Network Meeting

Korean Stakeholder Consultation Meeting on GCED

Field Visits

Dates: 6 - 16 May 2016Countries : Brazil, Chile, Uruguay, Colombia, Costa Rica

Dates: 5 - 10 July 2016Countries : Lebanon, Qatar

Dates: 16 - 21 August 2016Countries : Portugal, Spain

Latin America Arab States Europe

9 - 11 NovemberAPCEIU36 GCED implementing institutions from 5 different regions globally

Dates: Venue:

Participants:

2016 APCEIU GCED Network Meeting

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Support for Higher Education Institutions

Recognizing the need of GCED curriculum in universities, APCEIU supported the GCED course development and implementation in 9 Higher Education Institutions. Many professors utilized transformative education approaches and methods to promote GCED and a lot of students engaged in active participation with projects and group works. This encouraged students to have deep understanding of GCED and to have responsibility for global society.

Gyeongsang National UniversityDepartment of Social Science EducationUnderstanding and Practices of Global Citizenship Education

Kyung Hee UniversityHumanitas CollegeGlobal Consciousness and Global Citizenship: Examining Global Issues

Kongju National UniversityDepartment of Ethics EducationGlobal Citizenship and Education

Seoul National UniversityCollege of Liberal StudiesTheory and Practices of Global Citizenship(Selected Topics Seminar 2)

Hanshin UniversityInternational Relations & EducationCollege of Liberal ArtsGlobal Citizenship Education and Universities

Pai Chai UniversityDepartment of Teacher TrainingsTheory of Global Citizenship Education

Korea UniversityDivision of International StudiesEra of Globalization and Logos of 'Citizen' - UNESCO 'Global Citizenship Education' Special Lecture Series -

Sookmyung Women's University School of Global ServiceGlobal Citizenship & International Development

Yonsei UniversityCollege of Sciences in Education, Department of EducationGlobal Citizenship & Education for International Understanding (EIU)

College of Education

Major Electives

General Education

5-19 April 2016 Higher education institutions from the Republic of KoreaGCED course based on the context and target learners of the applying institution 9 courses

June – December 2016 Provision of support for the implementation of selected GCED course and signing of LOA with the implementing universities, provision of support for course curriculum and guideline development, etc.

Period of Application: Target Applicants:

Proposal Contents:

Courses to Support:

Period:Main Contents:

Application and Selection of GCED Course Development Proposals for HEIs

Support for the Establishment of GCED Course

56

Exchange and Cooperation withRelevant Organizations

APCEIU established a systematic network and a broad partnership with EIU/GCED related partner organizations. International exchange and cooperation between partners enabled active participation of global stakeholders and successful promotion of GCED in global and regional levels. APCEIU strengthened the partnership with UNESCO HQ, UNESCO Field Offices, National Commissions for UNESCO and relevant institutions, expanding the visibility of APCEIU and GCED.

Networking for UNESCO Category 2 Centres in Education

Recognized as one of the most active UNESCO Category 2 Centres, APCEIU has endeavored for constant cooperation and active exchange with UNESCO Category 2 Centres in Education as well as with relevant networks. In 2016, APCEIU participated in international conferences and training programmes hosted by different centres. Through these activities, APCEIU was able to explore areas of potential cooperation within the UNESCO network and its wider community, and has developed the international networking capacity of its staff, which in turn has contributed to the development of APCEIU’s institutional competence. In addition, APCEIU provided support to the establishment of new UNESCO Category 2 Centres through consultation and advice. Furthermore, APCEIU undertook a preliminary feasibility study to develop a multi-purpose training centre to efficiently and effectively implement its programmes.

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6 – 8 July 2016Shenzhen, China

14 – 15 December 2016Paris, France

15 – 17 December 2016Hamburg, Germany

1. Participation in the Opening Ceremony of the International Centre for Higher Education Innovation (ICHEI)

1. International Centre of Martial Arts for Youth Development and Engagement (Republic of Korea), 25 February 2016

2. International Centre for Water Security and Sustainable Development (Republic of Korea), 12 May 2016

3. International Training Centre in Astronomy (Thailand), 25 May 2016

2. Participation in the AU/CIEFFA (International Centre for the Education of Girls and Women in Africa) Seminar on Fostering Quality Education for Girls in Africa

3. Institutional Visit to UNESCO Institute for Lifelong Learning (UIL) and the International Association for the Evaluation of Educational Achievement (IEA)

Dates: Venue:

Dates: Venue:

Dates: Venue:

Exchange and Cooperation Activities with UNESCO Category 2 Centres and Related Institutions

Consultation on the Establishment of UNESCO Category 2 Centres

Title Date Venue

CIS Symposium on Intercultural Learning 3 - 4 March Hong Kong, China

Consultative Workplanning Meeting for GCED 3 - 4 March Bangkok, Thailand

2nd SEAMEO Youth Leadership Forum 7 - 11 March Bangkok, Thailand

Consultation Meeting on PVE-E 21 - 22 March UNESCO HQs, Paris, France

199th Session of the UNESCO Executive Board 6 - 13 AprilUNESCO HQs, Paris, France

Global Review Workshop on Youth and GCED 9 - 11 May Chinsau, Moldova

International Forum on Innovation and Entrepreneurship Education and Opening Ceremony of ICHEI-SHENZHEN

6 - 9 June Shenzhen, China

26th Japan Association for International Understanding Annual Conference

17 – 19 June Niigata, Japan

“Educating for Sustainable Futures through integration of values in School-based and Community-based Programmes targeting Young People” Regional Workshop

27 - 29 June Bangkok, Thailand

2016 Global Action Programme on Education for Sustainable Development Partner Network Meeting 5 - 6 July

UNESCO HQs, Paris, France

2016 Paulo Freire Institute-International Institute on Global Citizenship Education 25 – 29 July California, USA

UNESCO International Conference on PVE-E 19 - 20 September New Delhi, India14th International ALCoB Conference and 12th APEC Future Education Forum 3 - 4 October Lima, Peru

2nd Asia-Pacific Regional Meeting on Education 2030 16 - 18 November Bangkok, Thailand

39th SEAMEO High Officials Meeting 15 - 17 November Bangkok, ThailandUNESCO ASPnet Teacher Training Seminar: ESD and GCED Towards the Development of Global Citizenship Identity 26 November Tokyo, Japan

Steering Committee Meeting and 9th Policy Dialogue Forum on Teacher Task Force 3 December Siem Reap, Cambodia

AU/CIEFFA Seminar on Fostering Quality Education for Girls in Africa 14 - 15 December UNESCO HQs,

Paris, France

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Partnership is crucial in the implementation of GCED globally. Recognizing the different themes and areas necessary to be touched within the framework of GCED, as well as the diverse stakeholders needed to be included in the dialogue, APCEIU has maintained a multi-stakeholder approach in its cooperation strategy. In 2016, APCEIU has signed 7 formal agreements. In order to catalyze collaboration with different organizations, APCEIU has always positively

addressed the requests for institutional visits to the Centre. This ranged from courtesy calls to explore areas possible collaboration to visits on educational purpose. In 2016, APCEIU has provided opportunities to observe in the activities of the Centre to the diverse organizations. The multi-stakeholder nature of exchange and interaction with partner organizations and stakeholders ultimately contributes to the promotion of GCED.

International Institute for Central Asian Studies

Collaboration on promoting cultural diversity in education by implementing projects in the fields of the Silk Road and GCED

Chungcheongnamdo Office of Education

Dissemination of GCED and Multicultural Education

World Federation of United Nations Associations

Organization of UN and UNESCO meetings, workshop and seminar on GCED and mutual assistance in the youth programmes for promotion of GCED

Organization of Ibero American States for Education, Science and Culture

Cooperation in all the areas pertaining to the development of GCED in Ibero-American States

African Union

Support in capacity building, research, publication and curriculum development and provision of experts, analytical work and sharing of knowledge on GCED

Bucheon City

Promotion of training and exchange programmes and development of education materials and contents

Visit of Nizamia Andalusia School, Indonesia

Visit of Parahyangan Catholic University, Indonesia

Visit of UNESCO Assistant Director General for Africa, Firmin Matoko (In the picture: 2016 UNESCO/ROK Co-Sponsored Fellowships Programme Participants)

Visit of Lao National Commission for UNESCO

Visit of Bangladesh Ambassador to Korea Mohammed Zulfiqur Rahman

International Centre for Higher Education Innovation

Collaboration on promoting cultural diversity in education by implementing projects in the fields of GCED and the promotion of ICTs in higher education

Formally Strengthening Ties

58

Exchange and Interaction with Partner Organizations and Stakeholders

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List of Governing Board MembersOrganizational Chart

Governing Board

Director

Auditor

Advisory Committee

Office of Planning and

Administration

Office of Research and Development

Office of Education and

Training

Training Cooperation

Team

Office of External Relations

Office of Culture

Communication and Public

Information

Office of International

Teacher Exchange

Mr CHOI Yeonghan (Director-General of International Cooperation Bureau, Ministry of Education)Mr LEE Eun-yong (Director-General of Cultural Affairs Bureau, Ministry of Foreign Affairs)Mr KIM Jeong-bae (Director-General of Culture Policy Bureau, Ministry of Culture, Sports and Tourism)

Mr BAE Kidong (Director General of National Museum of Korea / Chairperson)Mr PAK Soon-Yong (Professor of Department of Education, Yonsei University)Mr TOH Swee-Hin (Professor Emeritus, University of Alberta)

Mrs Assel UTEGENOVA (Secretary-General of National Commission of the Republic of Kazakhstan for UNESCO)Ms S. L. Dhammika K. WIJAYASINGHE (Secretary-General of Sri Lanka National Commission for UNESCO)

Ms CHOI Soo Hyang (Director of Division for Inclusion, Peace and Sustainable Development, UNESCO)

Mr CHUNG Utak

Mr CHOI Ji Kwang (CEO of Hangil Accounting Corporation)

Representatives of the Government of the Republic of Korea

Experts in the Field of EIU

Representatives of the UNESCO Member States

Representative of UNESCO

Director of APCEIU

Auditor

Annex

UNESCO Education 2030 provides a framework for action to implement UN Sustainable Goal 4, which aims to ‘ensure inclusive and quality education for all and promote lifelong learning’ by 2030. The goal for education includes global citizenship in one of its targets through Target 4.7, aiming to promote a more just, peaceful and sustainable world through education; empowering learners to address the challenges of the twenty-first century.

UNESCO Education 2030 (Adopted in 2015)

120, Saemal-ro, Guro-gu, Seoul, Republic of Korea, 08289Tel. 82-2-774-3956 Fax. 82-2-774-3957 www.unescoapceiu.org