Global Education

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“The world is changing – education must also change. Societies everywhere are undergoing deep transformation, and this calls for new forms of education to foster the competencies that societies and economies need, today and tomorrow. This means moving beyond literacy and numeracy, to focus on learning environments and new approaches to learning for greater justice, social equity and global solidarity. Education must be about learning to live on a planet under pressure. It must be about cultural literacy, on the basis of respect and equal diginity, helping weave together the social, economic and environmental dimensions of sustainable development.”

Irina Bokova. Director General of UNESCO. Rethinking Education: Towards a Global Common Good. 2015.

The global population is on the move like never before, humans are becoming more and more connected through trade and technology, and the natural environment is under increasing pressure.  These trends point to a future where citizens need to be culturally competent, globally aware, and skilled to live sustainably. Preparing ourselves for this future requires intentional, globally-focused educational practices in order to give us the skills, attitudes and knowledge to live well in a changing and interconnected world.
Global Education describes an approach to education that recognises the interconnectedness and interdependence of all human activity, and is founded on the values of human dignity and respect for cultural diversity.
“It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability”. (Incheon Declaration. World Education Forum. 2015)
Global Education is Global Citizenship Education (GCEd). It supports the development of global competencies: the values, predispositions, skills and understandings that enable individuals to participate in the interconnected world as aware, active and ethical agents or global citizens. Global education promotes open-mindedness, leading to new thinking about the world and a predisposition to take action for change. It advocates positive values and assists us in taking responsibility for our actions. Overall, global citizenship education encourages us to see ourselves as global citizens who can contribute to a more peaceful, just and sustainable world. You can find out more about Global Citizenship Education HERE
Global Education is Education for Sustainable Development (ESD). ESD enables us to live and work together to meet present and future challenges collaboratively and constructively and to create more sustainable and resilient societies.  It focuses on issues such as climate change, biodiversity, disaster risk reduction, water, cultural diversity, sustainable urbanisation and sustainable lifestyles. You can find out more about Education for Sustainable Development HERE.
Global Education is Transformative Education. It recognises and promotes our ability to envisage and participate in actions for positive change, towards the creation of fairer and more inclusive societies and a more sustainable future for all.
Finally, Global Education is Transformative, Inspirational and Empowering Education. It gives teachers the tools to bring rich learning experiences to the classroom – increasing knowledge, fostering new skills, exploring values, and encouraging realistic action for positive global change.
Global education supports United Nations Sustainable Development Goal 4, Target 4.7.
Sustainable Development Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
Target 4.7.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.
Measuring Progress on Target 4.7. “The global indicator established for Target 4.7 seeks to measure the extent to which GCED and ESD, including gender equality and human rights, are mainstreamed in national education policies, curricula, teacher education and student assessments.”
For more information see UNESCO’s Learning to live together sustainably (SDG4.7): Trends and Progress