The role of global citizenship education (GCED) is very relevant to the realization of the 2030 Agenda for Sustainable Development. The three areas of sustainability, namely economic growth, social inclusion and environmental protection, rely on the contribution of informed citizens. Moreover, GCED requires a lifelong learning perspective, beginning in early childhood and continuing through all levels of education into adulthood, including both formal and informal approaches.
While GCED is already being promoted in schools and formal education, and progress has been made, further efforts are needed to involve all relevant stakeholders. Policymakers, researchers and practitioners need to be made aware of the importance of GCED in lifelong learning and in non-formal learning and education, focusing on adult learning and education in peace promotion, conflict prevention, inclusion and social cohesion.
This synthesis report attempts to offer a deeper understanding of this field, as well as outlining the developments and the existing gaps. It showcases some good practices and, at the same time, demonstrates that in many countries GCED is not (yet) part of adult learning and education programmes. I hope that this report, and the follow-up of this cooperation as a whole, inspire Member States to join UNESCO in promoting global citizenship through ALE, as adults are indeed the agents with primary responsibility for building peaceful, just and democratic societies today.
- Author/Editor: Christiana Nikolitsa-Winter, Werner Mauch, Philippe Maalouf
- Addressing global citizenship education in adult learning and education: summary report
- UNESCO Institute for Lifelong Learning, 2019
- ISBN 978-92-820-1234-5