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Global citizenship education, the rule of law and a culture of lawfulness

Tue, April 16, 10:00 to 11:30am, Hyatt Regency, Floor: Pacific Concourse (Level -1), Pacific J


Addressing today’s challenges to peace, justice, and human rights is of vital concern for societies across the world. While regulatory frameworks on corruption, violence, and crime are becoming more and more sophisticated, the issues they address persist, often beyond national borders and, increasingly, in globally interconnected ways. This paper presents the key components of UNESCO’s new policy guide on global citizenship education (GCE) and the rule of law (ROL) and the culture of lawfulness (COL). The guide aims to assist education policy-makers at the primary and secondary level in their efforts to promote and strengthen ROL and the COL within education systems, educational institutions and communities. This guide is a collaborative effort between UNESCO and UNODC, for which the presenter was the primary author.
Following the presentation of key concepts of ROL and COL, the paper shares the extended GCED learning outcomes (UNESCO, 2015) to include ROL/COL. These are organized according to the following domains: Informed and Critically Literate, Socially Connected and Respectful of Diversity, and Ethically Responsible and Engaged.
The paper will then share a sampling of educational measures for the classroom and school levels such as single lesson plans, short-term projects, sports and other games, classroom management, whole school programming, governance and school policies, engagement with families and partnering with external stakeholders.
The presentation will conclude with a critical reflection on challenges that emerge when combining GCED with ROL/COL. These challenges include taking into account differing degrees of ROL across various school and community environments; identifying foundational preventative techniques (primary interventions) that have promise to work cross-nationally; and supporting positive behaviors and sustained behavior change among vulnerable learners.