APCEIU 안과밖2017.04.04 16:55

The 2nd Phase of GCED Curriculum Development & Integration has officially kicked off with the International Bureau of Education(IBE-UNESCO) as well as the four partner countries(Cambodia, Colombia, Mongolia and Uganda)from 22-24th March at APCEIU GCE Hall.

Delegates from Cambodia, Colombia, Mongolia and Uganda shared the progress made during the 1stphase in setting up the GCED Curriculum Development & Integration Committee and carrying out a needs assessment and situational analysis of its curriculum.

The four countries proposed their 2nd phase action plan, which elaborated specific details and relevant information to fulfil the following goals: First, to integrate global citizenship into the curriculum and/or produce GCED materials according to their needs, and second, to conduct a pilot test of the output.

The kick-off meeting was successful with the enthusiastic participation of partner countries and IBE-UNESCO. This meeting will provide assistance in setting out a clear path for the year ahead. Also, it will aid further cementing every stakeholder’s resolve in implementing the course of action they came to adopt. 

In addition, APCEIU had the opportunity to present its Policy Guide on Global Citizenship Education to gain feedback from the participants. The draft guide, which is due to be published later this year, is expected to serve as a frame of reference for policy makers. The main contents of the draft guide aim to integrate and strengthen GCED in educational policies, strategies and plans.

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APCEIU 안과밖2016.07.28 16:00

APCEIU and the Ministry of Education, Youth and Sports (MoEYS) of Cambodia co-organized the Capacity-building Workshop for GCED Curriculum Development & Integration in Cambodia from the 18 to 19 July 2016. It was the first event since signing the MOU between APCEIU and the MoEYS, facilitating the implementation of a three-year project, “GCED Curriculum Development and Integration” that targets four different countries: Cambodia, Colombia, Mongolia, and Uganda. 

This Capacity-building Workshop was designed to enhance understanding and awareness of GCED among various stakeholders who will be frontrunners in advocating GCED and who will be leading steps towards integrating GCED into their national curriculum. Through the Workshop, the participants were able to map out the necessary steps towards attaining the goal set for the project.

A total of 100 key stakeholders from the areas of policy planning, curriculum development, textbook development, and teacher training and education participated in this Workshop. In particular, members from the national curriculum development sub-committees  gathered together in order to develop their capacities to advocate for GCED in Cambodia and explore ways to strengthen GCED in drafting course syllabi by subject and setting up learning standards.

At the beginning of the Workshop Dr. Utak Chung, Director of APCEIU, emphasized “reorienting national education systems to integrate GCED is a great commitment that requires a deep understanding of GCED, intense analysis of the national curricula, and strong partnerships between related stakeholders.” 

In response, H.E. Minister Hang Chuon Naron reaffirmed the MoEYS’ strong commitment to integrating GCED into Cambodian national curriculum and encouraged the participants to reflect GCED when reforming national curriculum. While addressing the key pillars of curriculum reform in Cambodia: teacher policy, inspection on school and school-based engagement, learning assessment, improvement of curriculum, textbooks and facilities, the Minister highlighted APCEIU’s GCED curriculum intervention as very timely considering Cambodia’s ongoing curriculum reform. In addition, in the case of Cambodia, the Minister proposed that this intervention can be more emphasized in two subjects—history and civic education—since it is possible to find more adequate spaces for integration of GCED in these subjects.

The Workshop consisted of various sessions helping to deal with GCED in the Cambodian context:  On the first day, Dr. Hyeran Yang from APCEIU’s Office of Research & Development, presented the overall structure and contents of GCED: Topics and Learning Objectives (TLOs)  to help participants to reflect on the national curriculum in view of integrating TLOs. Furthermore, Dr. Jungwoo Lee, Research Fellow of the Korea Institute for Curriculum and Evaluation (KICE), introduced a Korean case of strategic integration of GCED TLOs into national curriculum and provided the participants with an opportunity to grasp how GCED can be embedded in the Korean National Curriculum, especially in Social Studies.

On the following day, after sharing feedback on on-going situational analysis conducted by the International Bureau of Education (IBE), policy dialogue was carried out by inviting Prof. Sorn Samnang, Advisor to Royal Government of Cambodia; Dr. Chhem Rethy, Executive Director of Cambodia Development Resource Institute (CDRI); H.E. Put Samith, Director General of MoEYS; Mr. Heng Monychenda, Director of Buddhism for Development, and H.E. Dr. Chet Chealy, Rector at Royal University of Phnom Penh. During the policy dialogue exchange panelists exchanged ideas and insights on GCED localization in the Cambodian context, encouraging the participants to actively take part in promoting GCED in their own subject areas. 

This two-day Capacity-building Workshop successfully raised awareness of GCED among Cambodian key stakeholders as well as formed a solid foundation for effective implementation of GCED integration in Cambodia. As a result, APCEIU and the MoEYS launched the GCED Curriculum Development Committee in order to monitor the country-specific needs and impact of GCED intervention while also assisting in the implementation of the three-year project during 2016-2018.  Furthermore, another round of the national workshop will be organized with a focus on integrating GCED into the process of drafting course syllabi for specific subjects.


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