UNESCO BANGKOK GCED “TAKING IT LOCAL”

FOLLOW UP WORKSHOP REPORT

25-26 October 2023

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UNESCO BANGKOK GCED FOLLOW UP WORKSHOPON COLLECTIVE ACTION PLANS “TAKING IT LOCAL” IN ASIA-PACIFICREPORT
Submitted by Dr. Darla K. Deardorff(With Annexes compiled and submitted by UNESCO Bangkok)

Introduction
UNESCO Bangkok organized and hosted a virtual 2-day “Taking It Local” GCED Follow Up
workshop on 25-26 October 2023, in partnership with APCIEU to provide an opportunity for
GCED leaders in Asia Pacific to present updates on their GCED action plans in their respective
locations. This workshop was the third in a series of GCED workshops organized by UNESCO
Bangkok. Dr. Darla K. Deardorff, a research scholar with Duke University’s Social Science
Research Institute, as well as a new UNESCO Chairholder, was invited to design and deliver the
2-day virtual workshop with the following objectives:
1. Progress Assessment: Determine the advancement of GCED collective action plans thatwere formulated by country teams during the GCED Workshop for Systemic
Transformations in 2022.
2. Capacity Strengthening: To enhance the proficiency of local stakeholders to adapt andimplement GCED initiatives within their respective countries at sub-national echelons.
3. Evidence-based Knowledge Exchange for Informed Dialogue: Establish a forum forparticipants to share emerging research findings, personal experiences, successes, andobstacles in implementing GCED initiatives at the grassroots level. This aims to enhance
evidence-driven dialogues, offering networking avenues to stimulate collaboration andthe cross-pollination of ideas among diverse stakeholder groups throughout the region.

Workshop Development and BackgroundThe design of this virtual two-day workshop took into account the past GCED workshops
offered by UNESCO Bangkok (which featured a Train the Trainer on UNESCO Story Circles, as
2well as a jigsaw sharing in the first iteration, followed by action planning in the second
interaction) as well as the theory of change, which was highlighted in the intervention on thesecond day of the workshop, as a way for stakeholders to holistically address GCED initiatives
including through backward design and the integration of meaningful outcomes and long-term
impact of such initiatives. Constructivist learning theory formed the basis of the workshop
design in which participants connected new ideas and experiences to what they already know.
Active learning (utilizing the theories of Dewey, Piaget and Vygotsky among others) occurred
through facilitated participant discussion although the extent of active learning methodologies
was somewhat limited by the nature of the virtual workshops. As part of the planning for thisworkshop, stakeholders were invited to consider submitting and presenting on their GCED
action plans. In the end, four presenters were selected from four different countries (Japan,
India, Philippines and Nepal). Meetings were held in advance with the presenters and Darla
Deardorff and Ling Tan to prepare for their workshop presentations. Working groups were
provided with online worksheets containing discussion questions (see Annex) and space for key
points, which proved helpful in the whole group debrief and further discussion. Limitations of
the workshop design included that there was not consistent participant engagement
throughout the 2 days of the workshop, as well as in the workshop series over the 3 years.
Further, the working language of the workshops was English, which could have been perceived
as a barrier for some participants. In addition, the workshops were offered virtually whichmeant that some participants may have encountered connectivity issues.
The first day of the workshop had the most participants with approximately 26 participantsfrom over 7 different countries. There were fewer (15) that were able to join on Day 2 of thevirtual workshop. See Annexes for further details on the initial concept note, outputs andparticipant details including a list of participants.
Virtual GCED Workshop Content Summary
On the first day of the workshop, Ms. Ling Tan with UNESCO Bangkok welcomed everyone to
the workshop and provided an overview of the 2-day workshop. APCEIU Director Dr. Lim Hyun
Mook gave recorded opening remarks on the ongoing importance of GCED, particularly given
the precipitously dangerous situations around the world. He lamented the widening gaps
between rich and poor and the disintegration of the social fabric of communities, along withnumerous outright wars happening around the world which illustrate the emerging response to
globalization being that of hate and populism, resulting in an even more dangerous world.
Within this milieu, Lim asked about the role and focus of global citizenship education now andencouraged all participants to sharpen the focus on GCED and to step up efforts. His remarks
were followed by opening remarks from Ms. Faryal Khan, Programme Specialist for Education,
UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) whose remarks
3helped contextualize this current workshop within other UNESCO efforts as well as UNESCO
Bangkok’s past workshops and publications on GCED. Specifically she highlighted the recent
8th Annual Conference on GCED in Seoul and the “Step up to the World” event that was held in
September, both of which emphasized the importance of GCED. She noted UNESCO’scontinued commitment to promoting GCED in action, empowering actions at local levels thatwill transform not only educational systems but also societies. Following these opening
remarks there was a group photo after which Ms. Ling Tan introduced the presenters for Day 1,
who were speaking on the updates on their respective GCED action plans. Mr. Daisuke Kimura,from Japan presented on the Global Incubation x Fostering Talents (GiFT) Initiative, which
focuses on Empowering Minds for Global Citizen: Tailoring Transformative Education for Every
Classroom and Boardrooms. He reported on the research from this initiative from the last 2
years and in particular, highlighted key GCED areas targeted for integration in the curriculum,
which were defined as: Knowledge (of worldwide issues, communities), thinking ability (toconnect regions, nations/world, critical thinking, problem finding/solving, creating thinkingetc.), social/emotional skills (cooperativeness, ownership, ability to establish relationships,
tolerance, ability to involve others, etc.), values (one’s vision in the world, ethics, Global
Citizenship etc.), and ability to take action (being responsible, action toward building peace &sustainable community, nation, and world etc.). According to Daisuke’s research, some of themain obstacles to GCED integration and localization include teachers’ lack of time, funding,priority, materials and inexperience in GCED teaching pedagogies. A key research finding wasthat the GCED behavioural domain was often missing from learning objectives.
Recommendations included further research on true obstacles to GCED mainstreaming,
working with the top school leaders and providing more professional development
opportunities, materials and resources for teachers.
Mr. Dipak Tatpuje from India then presented on implementing GCED in India, He noted that
GCED is included at the post-secondary level in colleges and universities so the focus is on GCEDat other levels of education, in particular in rural areas. The main goals included the following:
GCED for social email learning, GCED awareness for those not completing their schooling andfor non-collegiate students, GCED integration with national-dual citizenship and digitalcitizenship, along with promoting a culture of peace and non-violence within global citizenshipand appreciation of cultural diversity and sustainable development. He then discussed a
specific GCED initiative stemming from the initial UNESCO Bangkok Master Workshop in
October 2022 in which it was decided that the collective action plan for India would focus on
GCED for rural youth, particularly through the development and translation of a GCED booklet
that could be used by the youth as a means of localising GCED. Successes of this initiative
included the availability of the booklet in a number of different formats in the local language,
the collaborations that emerged to make this possible including with researchers, trainers and a
4network of community service organizations. Observations from the research indicated thatawareness of global citizenship and the socio-emotional skills in GCED were quite low and that
there is not surprisingly a strong preference for GCED materials in the local language, as well as
a surprisingly strong interest in wanting to learn more about GCED. This leads to next steps interms of how to scale GCED for the masses.
Following these presentations, participants were divided into 3 groups facilitated by Tan,
Deardorff, and Cai. Participants in the breakout sessions spent time sharing updates with eachother on their own GCED action plans and discussing key takeaways from the presentations,recording notes on collective documents (see annex). Participants came back together after
this working session and representatives from each of the three groups provided a briefsummary of the key points from their working sessions. Those can be summarized as follows:
Obstacles to GCED include language, contextualizing through multiple pedagogical approaches,the missing behavioural aspect of GCED in the curriculum, the need to integrate inclusivity anddiversity into teaching approaches around GCED, and the need to integrate GCED into
vocational curriculum. Some updates on how others are implementing GCED include thealignment of GCED with SDGs, introducing assessment into GCED curriculum, and expanding
partnerships with associations and other civil society organizations to better mainstream GCED.
In regard to burning questions, there were several raised around the need for continued GCED
research and the need to obtain financial resources to undertake such research, how to better
integrate the behavioral and socio-emotional aspects of GCED, the need for more assessment
tools for GCED (especially the behavioral and socio-emotional aspects), the need to integrate
GCED further into textbooks as a main method of mainstreaming GCED, ways to better train
and support teachers in regard to GCED, ways to connect GCED more with peacebuilding andinclusion, the concrete connections between GCED and ESD, concrete ways to transform
systems, and the impact of GCED, especially on marginalized groups.
Ms. Ling Tan welcomed participants to Day 2 and invited the two rapporteurs, Ms. Della Leonor
and Ms. Karena Menzie-Ballantyne to provide reflections from Day 1. Some of the summary
they gave included the need to look beyond formal education in regard to GCED, theoverarching importance of context, the need for a whole of school approach to GCED, and thesurprise of how peace education is sadly missing from GCED. Ms. Ling then introduced the twopresenters for Day 2: Ms. Della Leonor, Disability Specialist from the Philippines who started
her presentation by noting that there GCED is not present in the current curriculum and there is
no official Filipino definition of GCED and corresponding competencies. This is due in part to thechallenge of integrating GCED with national identity and civic consciousness. Leonor thensuggested that greater use of UNESCO Story Circles can be one way of introducing key
intercultural competencies that are part of GCED. She then discussed the impact of UNESCO
Story Circles within some local Filipino contexts and the importance of adapting this5methodology to include those with disabilities. Future GCED collective actions include sharing
stories collected through Story Circles and to involve parents in the UNESCO Story Circles. She
also discussed the value of using other modes of art in GCED, including through Children’s
Theater which helps to establish a more inclusive and diverse environment. She concluded bynoting it would be helpful to have more research on GCED best practices and funding on
integrating GCED in local contexts.
This was followed by Mr. Deviram Archarya from Nepal who presented on national-level
curriculum mapping of GCED and the importance of assessment in GCED, given the importanceof analyzing the degree to which GCED is being integrated into the curriculum. Further, it isimportant to understand what and how students are learning GCED. Specifically, GCED content
in grades 9 and 10 in Nepal focus on elements such as human rights, peace and violence, social
justice, sustainable development, appreciation of diversity, and civic education. He noted thatgender equality is not explicitly addressed in the curriculum. He then shared about assessment
tools (particularly of the knowledge domain) being developed and piloted in classrooms, which
did prove challenging. The pilots included both individual and group work. More is needed inrefining GCED assessment tools. Deardorff suggested that the assessment element of GCED
integration is very important to continue researching further, and is greatly needed whenlooking comprehensively at GCED.
Deardorff provided further comments on the importance of collecting evidence of change instudents as they develop into global citizens. Deardorff then provided a short intervention
highlighting the program logic model as a tool for change, which contains five components:
input, activities, output, outcomes and impact. Deardorff encouraged participants to apply thislogic model to their GCED efforts as a means of ensuring robust implementation, sustainability,and follow through. She also highlighted “Making Thinking Visible” tools (see Ritchhart, Church,and Morrison, 2011)) to integrate into GCED initiatives – examples include “I used to think….
Now I think…” and 3Cs, - Connections/Concepts/Changes. These powerful thinking routinescome out of the work of colleagues at Harvard Graduate School of Education and can be used
to integrate GCED concepts into both formal and nonformal learning experiences. She ended
by providing some resources including the World Council on Intercultural and Global
Competence (www.iccglobal.org), a global nonprofit of over 4000 members around the world.
The World Council has over 20 working groups including one focused on the intersections ofintercultural competence and the SDGs, which relate to GCED. Following this intervention,
participants were divided into two groups to discuss next steps and what would be needed tocontinue making GCED implementation possible.
Following this working session among participants, Deardorff brought the groups back together
and invited them to share highlights of their work together. Groups reported the following:6

Next steps include focusing on GCED integration into textbooks, behavioral integration into
GCED, further research on implementing GCED in schools including achievements, impact andchallenges, assessing teacher capability in GCED, integrating disability as part of GCED, andusing storytelling circles to share success stories of GCED. Further support needed in making
these next steps a reality include focusing on youth involvement, translation (and finding theresources to translate GCED resources into local languages), teacher surveys to better
understand teacher capabilities, and further collaboration with UNESCO-Bangkok, APCEIU andother organizations.
Darla then thanked all participants for their hard work and active engagement over the past
two days of the workshop, emphasizing how rich it had been to learn from and with each other.
She noted the continued importance of teacher preparation and support in regard to GCED,and how this workshop demonstrated how essential it is to translate GCED effort into local
contexts, as well as how valuable it is to share these efforts with each other throughnetworking such as what occurred during this 2-day workshop. One overarching theme thatemerged was the urgent need to address the behavioural domain of GCED in Asia-Pacific,
including through more emphasis on intercultural competencies. Faryal Khan then sharedconcluding remarks in which she underscored the complexity of GCED, as well as its
transformative power through the behavioural domain. She noted the key takeaway of thepotential of the arts as a way to disseminate GCED further and foster deeper connections with
global narratives. She also emphasized the importance of moving forward through multiintelligence approach to meet learners where they are and to help them find their voices in the
GCED dialogue. Both Khan and Deardorff noted the importance of assessing GCED efforts andthe need for concrete, adaptable tools that can be tailored to learning contexts, both formal
and nonformal. Another theme that both noted was the importance of connecting GCED in thedisciplines and with ESD and well-being, both individual as well as planetary wellbeing. The
presentations and discussions emphasized the importance of localizing GCED within specificcontexts, including in the local languages. Khan thanked the presenters and participants forsharing so generously through this platform of the workshop, ensuring that the workshop
achieved its objectives quite successfully. She observed how inspirational it had been to hearthese updates on GCED action plans and encouraged continued work, collaboration, andnetworking to support each other in this invaluable GCED work. Dr. Khan thanked all involved
including APCEIU as partner, the UNESCO Bangkok team, Darla as facilitator, and especially all
the participants.
Workshop Evaluation
The workshop received high marks from participants, including in regard to the workshop
relevance, facilitation, organization, materials and networking. Valuable aspects of the7

workshop as noted by participants included hearing about the research and implementation of
GCED in the respective countries including how to integrate GCED into (Japanese) textbooks
and learning about other GCED tools, in particular UNESCO Story Circles. In terms of next
steps, participants noted conducting further teacher surveys and research, with great interestin continuing this kind of collaboration and sharing.
Workshop Conclusions
Returning to the 3 objectives for this GCED workshop, the following conclusions can be made:Objective 1- Progress Assessment: Determine the advancement of GCED collective action plansthat were formulated by country teams during the GCED Workshop for Systemic
Transformations in 2022.
Given the limited number of workshop participants, country teams were not represented.
Instead, individual participants heard the action plan progress of representatives of 4 different
countries and then had the opportunity to share their own individual progress on GCED efforts
in their discussion groups. Thus it is difficult to make an overall conclusion regarding thedetermination of the advancement of GCED collective action plans formulated by country
teams.
Objective 2- Capacity Strengthening: To enhance the proficiency of local stakeholders to adapt
and implement GCED initiatives within their respective countries at sub-national echelons.
Given the four presentations and resulting discussion group sessions during the workshop, as
well as the intervention provided by Deardorff on the Logic Model tool and Making Thinking
Visible tools, this capacity strengthening objective was met as participants discussed their next
steps and what was needed to implement GCED initiatives in their respective countries andcontexts.
Objective 3- Evidence-based Knowledge Exchange for Informed Dialogue: Establish a forum
for participants to share emerging research findings, personal experiences, successes, andobstacles in implementing GCED initiatives at the grassroots level. This aims to enhance
evidence-driven dialogues, offering networking avenues to stimulate collaboration and thecross-pollination of ideas among diverse stakeholder groups throughout the region.
These series of GCED workshops organized and hosted by UNESCO Bangkok has indeed
established a forum for participants to share their experiences, successes and obstacles in
implementing GCED initiatives at the grassroots level, particularly as evidenced by the 4presentations shared in this workshop. It will be important for UNESCO Bangkok to continue tosustain this established forum so that continued sharing among stakeholders can continue
throughout the region.

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In reflecting on this workshop, the highlight of this 2-day workshop was hearing from the four
presenters who shared inspiring examples of how they are implementing GCED in their contexts
and the impact this important work is having within their respective contexts, from textbook
integration of GCED to working with rural youth on GCED. Participants engaged actively in the
2-day virtual GCED workshop, particularly in their groups during the working sessions. Key
themes that emerged from the group deliberations and discussions throughout the workshop
included the following:● importance of partnering with youth on GCED efforts● the importance of intentionally emphasizing and integrating GCED and the needfor more research within national and local contexts in this regard● the value of behavioural dimensions of GCED throughout global citizenshipinitiatives and the need to more intentionally address these dimensions throughexplicitly stated learning outcomes and corresponding interventions● the value of integrating GCED into the disciplines including arts curricula● the necessity of localizing GCED including through language, and● the need to integrate assessment into GCED.
The scaffolding of this 3-part workshop series over the last 3 years seemed to be an especiallystrong design in bringing key stakeholders together in developing collective action plans on
GCED. Through the 4 concrete presentations on how GCED action plans are being enacted in 4
different countries and through the rich smaller group discussions that occurred following thesepresentations, this 2-day workshop was quite successful in leading to further recommendations
for UNESCO Bangkok on GCED as well as on accomplishing the desired outputs ofdemonstrating enhanced capacity for GCED implementation at local levels, based on adiscernable increase in understanding of GCED amongst participants, and inspired local
stakeholders to continue to translate GCED into actionable plans.
Workshop Recommendations
Given the emerging themes identified through this workshop along with the rich small group
discussions that occurred, recommendations from Dr. Deardorff following the discussions andoutcomes of the 2-day virtual GCED workshop include the following:
1. Consider holding follow up virtual meetings for stakeholders to continue to share
updates with each other and the UNESCO Bangkok team in regard to their collective
GCED action plans.
2. Consider holding a workshop and/or providing a publication specifically on tools for
integrating behavioral aspects of GCED into the curriculum and co-curriculum, as well as
9how to assess GCED, possibly through the development of a GCED assessment
framework that can be utilized and tailored to local contexts.
3. It may be good to also follow up with all participants through another survey or generalcommunique seeking further written updates on the status of GCED action plans thatperhaps could be shared on a website or other electronic platform, and particularly how
they might be integrating behavioral aspects of GCED, as well as how they are assessing
GCED.
4. Consider connecting more intentionally and directly with youth activities and leaders infurthering GCED, perhaps through a youth GCED event and/or a GCED competition foryoung people in the Asia-Pacific.
5. Invest in integrated arts curricula to align and promote GCED and deepen connections.
Join forces with arts organizations in moving this recommendation forward.
6. Seek resources to finance further translation of GCED materials into local languages andcontinue to explore other ways in which to further localization of GCED.
7. Explore GCED across the disciplines, utilizing the SDGs as a tool for doing so. This could
involve collaborating with other associations, including disciplinary associations.
8. UNESCO Bangkok may want to consider holding a half day GCED symposium (hybrid if
possible) featuring speakers from different disciplines (including relevant UNESCO
Chairs) and a student panel (which would be very important to include given the powerof partnering with students) with the goal of continuing to build the GCED network andsupport the ongoing GCED efforts in the Asia Pacific.
9. Provide an opportunity for networking and sharing during the virtual book launch of theforthcoming GCED publication for parents and community members.
10. Continue supporting and strengthening the GCED network of stakeholders within the
Asia Pacific.

It is hoped that the UNESCO Bangkok team will take these recommendations under carefulconsideration for further action in moving GCED efforts further in the Asia-Pacific region.

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“Thank you for this opportunity to work together with the amazing UNESCO Bangkok team, thepresenters and participants in this workshop” - Darla K. Deardorff

Annex 1: Concept Note and Agenda
Annex 2: Speakers’ Profiles
Annex 3: Participant List
Annex 4: Outputs from Breakout Groups, Day 1
Annex 5: Outputs from Breakout Groups, Day 2

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ANNEX 1

Tom Wang/Shutterstock.com

25-26 October 2023

Introduction and rationale
In the 21st century, it is imperative to empower learners with the skills and knowledge to become
resilient and adaptable to the fast-evolving economies, labour markets, and to the impacts of climatechange while contributing to social cohesion, peace, and sustainable development of our world.
In direct response to these challenges, in 2021, at the 41st session of the UNESCO General Conference,
Member States decided to revise the1974 Recommendation concerning Education for International
Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental
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Freedoms. The revised 1974 Recommendation has been adapted to align with the evolving global andeducational landscape and takes into consideration the goals of the 2030 Agenda and, specifically,
Sustainable Development Goal (SDG) 4.7 that promotes Global Citizenship Education (GCED) and
Education for Sustainable Development (ESD). The revised 1974 Recommendation now calls upon
member states to firmly integrate education's role in promoting global peace, international
understanding, and sustainable development as we grapple with contemporary threats and challenges.
Furthermore, the United Nations Transforming Education Summit (TES) of 2022 sounded the alarm forurgent and systemic changes in the field of education.
Similarly, turning to Asia-Pacific, there are initiatives and policy frameworks within the Asia-Pacificregion that demonstrated a concerted effort to integrate GCED into educational reforms.During thesecond Asia-Pacific Regional Education Minister’s Conference (APREMC II) held in June 2022, throughthe Bangkok Statement, ministers from the region have reaffirmed the importance to acknowledge andpromote GCED in curriculum content and pedagogical approaches so as to empower learner to become
resilient and adaptable to the challenges in the fast-evolving world while contributing to social cohesion,
peace, and sustainable development in Asia-Pacific.
Moreover, the ASEAN Workplan on Education 2021-2025 aligns closely with the goals of GCED. It
includes objectives aimed at promoting social cohesiveness within ASEAN member states throughheightened awareness and knowledge about ASEAN and its community. Additionally, the workplan
seeks to cultivate resilient and environmentally responsible education practices for learners, aligningwith the broader principles of GCED. Moreover, the ASEAN Policy Brief on post-COVID-19 Safe School
Reopening, Learning Recovery, and Continuity, issued in September 2021, underscores a commitment todelivering education within a secure and inclusive environment that prioritizes the well-being of alllearners. This commitment resonates with the principles of GCED by emphasizing inclusivity and theimportance of fostering a supportive and conducive learning environment.
At UNESCO Bangkok, as we work to advance Sustainable Development Goal (SDG) Target 4.7, with a
specific focus on GCED at the local level, we remain committed to translate the guiding principles of
GCED related global and region-specific frameworks into action in the Asia-Pacific region.
To better strengthen GCED stakeholders’ capacity building, UNESCO Regional Office in Bangkok(UNESCO Bangkok) and APCEIU developed a guidebook in 2020—Understanding GCED in Asia-Pacific: A
How-to Guide for ‘Taking It Local’. This guidebook aims to guide organisations/individuals in designingand carrying out workshops on GCED, targeting both policymakers and teachers/educators withsuggested approaches and activities. In addition, the 2020 Asia-Pacific Regional GCED Network Survey
results (unpublished) showed that GCED stakeholders in the region have an increasing interest of
capacity building for teachers, policymakers, administrators. Especially, the need of getting program
models and content from members are emphasized so that the members can develop training programson their own within their context.

13

In 2021, UNESCO Bangkok and APCEIU jointly developed and co-hosted the first GCED: ‘Taking It
Local’ online training workshop for master trainers, to empower them with skills and knowledge to
conduct GCED workshops in their local contexts. During the workshop, participants – educators,
teachers, master trainers – were introduced to skills development activities that collectively serve as amodel for master trainers in conducting GCED workshops in their own communities.

In pursuit of achieving our shared vision to make education transformation a reality, in 2022, UNESCO
Bangkok organized and hosted the virtual 2-day ‘Taking It Local’ Workshop for Systemic Transformations
to encourage collective actions in mainstreaming GCED from diverse stakeholders. During this second
workshop, through collective planning, participants in their country teams identified key steps that areneeded to impact systemic change in the integration of GCED in the curriculum from the classroom tonational levels. As a result of this process, collective action plans for GCED in their local contexts werecreated.
Building on the success of the 'Taking It Local' Workshop for Systemic Transformations in 2022, UNESCO
Bangkok and APCEIU will organise a Follow-up Workshop on GCED Collective Action Plans ‘Taking it
Local’ in Asia-Pacific in 2023 to provide a platform for participants to reconvene, share the progress on
the implementation of their collective action plans, receive feedback from other participants and discuss
the challenges and opportunities faced during implementation. A pre-workshop meeting will be held toprepare participants to share their action plans during the follow-up workshop.
Objectives
The overarching objective is to effectively translate GCED goals and strategies into tangible and practicalcollective actions at the local level.
The specific objectives include:•

Progress Assessment: Determine the advancement of GCED collective action plans that were
formulated by country teams during the GCED Workshop for Systemic Transformations in 2022.

•

Capacity Strengthening: To enhance the proficiency of local stakeholders to adapt andimplement GCED initiatives within their respective countries at sub-national echelons.

•Evidence-based Knowledge Exchange for Informed Dialogue: Establish a forum for participants
to share emerging research findings, personal experiences, successes, and obstacles in
implementing GCED initiatives at the grassroots level. This aims to enhance evidence-driven
dialogues, offering networking avenues to stimulate collaboration and the cross-pollination ofideas among diverse stakeholder groups throughout the region.

Expected Outputs
14

•
•
•

A discernable increase in the understanding of GCED amongst the participants in the Asia-PacificregionEnhanced capacity for GCED implementation at local levels in participants’ countries
Evidence-driven dialogues and networks rooted in research and empowered local stakeholders,to support the translation of GCED strategies into actionable plans.

Expected Results
It is expected that the foreseen activities and outputs will contribute towards integrating GCED into
mainstream educational frameworks at a systemic level.
Participants
The workshop will see the participation of individuals who previously attended the GCED 'Taking it Local'
for Systemic Transformations Workshop in 2022, as well as other distinguished guests. Furthermore, wewill extend invitations to members of the GCED Asia-Pacific Network to join us at this workshop.
Date and Time
25 October 2023, GMT+7 09:00AM- 11:30AM
26 October 2023, GMT+7 09:00AM- 12:00PM

Contacts
For further queries, kindly contact: Ms Faryal Khan and Ms Ling Tan at gced.bgk@unesco.org

15

DAY 1: 25 October 2023 (09:00AM-11:30AM, GMT+7)
Trainer and moderator: Dr Darla Deardorff, Research Fellow, Duke University
09:0009:15

Overview of Agenda and housekeeping
Ms Ling Tan, Consultant, UNESCO Regional Office in Bangkok
Welcome remarks
Mr Lim Hyun Mook, Director, Asia-Pacific Centre of Education for International
Understanding (APCEIU) (Video Message)
Ms Faryal Khan, Programme Specialist, UNESCO Regional Office in Bangkok

Group Photo

09:1510:15

Country Presentations
9.

Japan: “What’s the obstacles for localisation? - a research from 2020-2022"
Presented by Mr Daisuke Kimura, Managing Director, Global
Incubation x Fostering Talents (GiFT) (15 min)

Q&A/Feedback (15 minutes)
10. India: "GCED & Indian Rural Youths"●

Presented by Dr Dipak Tatpuje, Founder and Research Advisor,
Vidydeep Foundation, Satara (15 minutes)●

Q&A/Feedback (15 minutes)

16

10:1511:00

Breakout Discussions (45min)

11:0011:30

Whole Group Discussion (30 min)Facilitators: Dr Darla Deardorff, Ms Ling Tan and Ms Danting Cai, Consultant,
UNESCO Bangkok

11. What are 2-3 takeaways/insights for you from the presentations?
12. What is a brief update you can give on your GCED activities?
13. What is a burning question that you have about GCED?

11:3011:45

Summary and Conclusions from Day One
Dr Darla Deardorff

DAY 2: 26 October 2023 (09:00AM-12:00PM, GMT+7)
Trainer and moderator: Dr Darla Deardorff, Research Fellow, Duke University
09:0009:15

Welcome and Photo Session
Highlights and Key points from Day 1
14. 2 Rapporteurs for reporting17

09:1510:15

Country Presentations●

Philippines : “Story Telling Circles A Must!”
Presented by Ms Della Leonor, Disability Rights Specialist, Freelance
Researcher, AKAP PINOY Inc Corporate Secretary, President Kapisanan ng may Kakayahang Kapansanan Inc., Motivational
Speaker (15 min)●

Q&A/Feedback (15 minutes)●

Nepal: “Curriculum Mapping and Assessment Tools for Assessing GCED”
Presented by Mr Deviram Acharya, Education Officer, Ministry of
Education Science and Technology (15 minutes)●

Q&A/Feedback (15 minutes)

10:1511:00

Planning GCED Intervention

11:0011:30

Breakout Discussions on Next Steps (30 min)Program Logic Model and other resources and tools

Facilitators: Dr Darla Deardorff, Ms Ling Tan and Ms Danting Cai

15. What is one action step you will take forward as a result of thepresentations and discussions?
16. What would help you accomplish your GCED action plan?
11:3011:40

Report to Plenary (10min)18

11:4011:50

Summary and Conclusions from Day Two

11:5012:00

Closing remarks

Dr Darla Deardorff

Ms Faryal Khan, Programme Specialist, UNESCO Bangkok

Annex 2 Facilitators’/Speakers’ profiles
Mr Daisuke Kimura, Managing Director at Global Incubation x
Fostering Talents (GiFT) and Adjunct Lecturer at Meiji Gakuin
University
Mr. Kimura serves as Managing Director at Global Incubation x
Fostering Talents (GiFT) and Adjunct Lecturer at Meiji Gakuin
University. His research primarily focused on assessment of the
impact of transformative education, such as Global Citizenship
Education and Education for Sustainable Development (ESD). He
actively contributes to mainstreaming Transformative Educationin both policy frameworks and school practices by consultation,
designing learning for teachers and students and speaking suchas Bett Asia leadership Summit. Mr. Kimura is a co-author of Asia
Society’s 'Advancing 21st Century Competencies in Asian
Education systems,'. He holds postgraduate degrees, Diplomacy
from University of Oxford and Public Policy specialisingdevelopment policies from The Australian National University.

19Prof. Dr. Dipak Tatpuje, Founder and Research Advisor in
VidyaDeep Foundation, Satara (MS), India
Prof. Dr. Dipak Tatpuje is a Founder and Research Advisor in
VidyaDeep Foundation, Satara (MS) focusing on experimental
education and research. He holds a PhD from Tilak Maharashtra
Vidyapeeth, Pune and a Master’s in Management Science from
University of Pune. He is a Babson Research Fellow 2021. He is awell known column writer in leading marathi newspapers ofMaharashtra State (India). As an experienced academician of 39
years, he has authored a number of research papers and coauthored 36 books on TVET, Career Counseling,
Entrepreneurship and GCED.
Ms Della Leonor, SEAMEO Sen Resident Expert, Disability
Rights Specialist, Community National Leader, Philippines
Ms Leonor is a Masters Degree holder of International Affairs
focusing on Comparative on International Disability Policy at
American University, Washington D.C. She was sponsored by the
Nippon Foundation through the Institute on Disability and Public
Policy headed by Dr. Derrick Cogburn. As an academic, she has
co-authored the paper Baseline Study 2020 SDG study of FiveASEAN countries published in the International Disability
Alliance (IDA) website sponsored by ASEAN Disability Forum(ADF). She is also instrumental in the creation of the Philippine
Observatory of Persons with Disability of the Commission on
Human Rights Philippines. SEAMEO Sen Resident Expert,
Disability Rights Specialist and a Community National Leader.

Mr. Devi Ram Acharya, Ministry of Education, Science andTechnology Nepal, Nepal
Mr. Devi Ram Acharya is working under Ministry of Education, Scienceand Technology Nepal as a Section Officer. He has more than 12 years ofworking experience in education, student learning assessment at thenational and classroom level. Currently, he is involving the research on
Classroom Assessment Practices in Nepali School Education. He hasdeveloped the assessment tools for assessing the GCED knowledge and20understanding of the secondary level students. His interest area isstudent learning, assessment, education quality and 21st century
learning and GCED.
Annex 3 Participant List
Day 1 – 25 October 2023
No.

Name

1

Serafin Arviola Jr.

2

Della Leonor

3

GiFT_Daisuke Kimura (Daisuke Kimura)

4

Dr Dipak Tatpuje | India (Dr Dipak Tatpuje)

5Ling Tan

6

Danting Cai

7

Faryal Khan

8

Darla Deardorff

9

Varada Mohan Nikalje

10

Hanlu Zhou

11

Fumi Yasuhi

12Devi Ram Acharya

13

Libby Giles

14

Moritz BILAGHER

15

Madoka Tatsuno

16

Karena Menzie-Ballantyne

1718【listening only】Miho Fukuda (Miho Fukuda)

19

Rifat Jahan

20

Satya Bhushan

21

Angelo Broqueza

22

Wangchuk (Wangchuk Bidha)

23

Dr. A K M Reazul Hassan

24

Sue Wang (Sue)25

Rashda Riaz

26

Md. Kaium Ahammed Molla

27

Juming Shen

Asuka Ohagi

21

Day 2 – 26 October 2023

No.

Name

1

Della Leonor

2

Ling Tan

3

Faryal Khan

4

Danting Cai

5

Darla Deardorff

6

Chengying Lin

7

Devi Ram Acharya

8

Satya Bhushan

9

Karena Menzie-Ballantyne

10Fumi Yasuhi

11

Varada Mohan Nikalje

12

Asuka Ohagi

13

Wangchuk (Wangchuk Bidha)

14

Dr Dipak Tatpuje

15

APCEIU_Akanksha Arya (Akanksha Arya)

16

ASIM IJAZ CHEEMA SED PUNJAB PAKISTAN

22

Annex 4 Outputs from Breakout Groups, Day 1
Day 1 Breakout Group Discussion Questions
1. What are 2-3 take aways from the presentations you heard?
2. For GCED practitioners, what is a brief update you can give on your GCED progressincluding a success and challenge?
3. What is a burning question that you have about GCED?
Group 1
• Dr. Dipak Tatpuje- India•

Ms. Ling Tan - UNESCO•

Mr. Devi Ram Acharya- Nepal•

Fumi Yasuhi- Japan

Discussion Questions:
1) What are 2-3 takeaways/insights for you from the presentations?
• There are some critical obstacle to mainstream GCED•

Behavioural aspect are missing in the curriculum•

GCED contextualises for rural youth through multiple pedagogical approaches.

2) What is a brief update you can give on your GCED activities?
• Assessment of GCED in the classroom.
•

Alignment with sustainable goals.

3) What is a burning question that you have about GCED?
• Difficult to integrate in the different domains.
•

Integrate in the classroom through different lesson/subject•

Integrating the Socio-emotional and behavioural domains in the curriculum.

•

How to obtain financial resources /budget to sustainably conduct further research.

•Contextualize in diverse cultures/languages.

•

Promote Social entrepreneurship and behavioural learning to the young learner.

Group 2• Ms Della Leonar – Philippines•

Mr Daisuke Kimura- Japan•

Mr Rishad – Malaysia•

Ms Zhou – China

23

•

Ms Wangchuk - Bhutan

Discussion Questions:1)What are 2-3 takeaways/insights for you from the presentations?
Ms Della: 1) Invite Mr Daisuke to expand his research to other countries and to identify
recommendations to policymakers; 2) The cruciality of integrating diversity and inclusiveness to theteaching and learning of GCEDMr Daisuke: 1) inquire about the textbook development in PH; 2) explore potential collaboration
opportunity
Mr Rishad+Mr Daisuke: 1) English might be a good entry point to mainstream GCED and ESD in school
curricula; 2) Tools to measure percentage of activities implemented in curriculum
Ms Zhou: 1) Xi’An Jiaotong-Liverpool University presents an exemplar case of a cross-national platform
and projects to foster GCED competencies among students through personnel exchanges and researchcollaborations.
2) What is a brief update you can give on your GCED activities?
Ms Della: A GCED operation centre is newly established under PH Normal University and APCEIU forteacher training, curriculum development, and etc.
Mr Daisuke: the growing interest from the ED industry and employers on GCED and GCED skills; Japan
Association for International Education is also expanding its partnership and collaboration with APCEIU
to scale up GCED elements in school education.
Mr Rishad: GCED is integrated in secondary education in Bangladesh; projects are being implemented todrive SDG 4.7 forward, incorporating aspects of ESD.
Ms Wangchuk: ongoing project between MoESD and APCEIU to integrate further GCED into thecurriculum/GCED activities in ASPnet Schools through both classroom teaching and outside theclassroom .
3) What is a burning question that you have about GCED?
Ms Della: Is there a possibility that GCED Network can collaborate with AUN network to promote GCED
across Asian universities?
Mr Daisuke: Any plans to move further towards a network to maximise research, teacher training andother resource and collaboration opportunities? Willing to learn to hear the cases of the impacts of
GCED to various groups: ethnic group, social situation, marginalised community and resourcefulcommunities etc.
Ms Wangchuk: How far are we from achieving implementation or integration of GCED considering there
is just few years left before 2030?
Group 3•Darla Deardorff•

Satya Bhushan•

Juming Shen•

Karena Menzie-Ballantyne•

Moritz Bilagher24

•

Libby Giles

Discussion Questions:
1) What are 2-3 take aways/insights for you from the presentations?
Libby - Philosophical alignment with the holistic object of education set out in the Japanese educationact
Non- human living connections mentioned by Mr Lim
Karena - recently in NZ and Korea, - contextualisation - language/approaches/resources/interpretations.
Sometimes people get hung up on global - local connections. Understanding own culture and position
Moritz - interested in different views/approaches Japan and India. Low priority of peace anddisarmament
Darla 82% interest in GCED in the rural community. Only 22% aware of GCED. 98% want a better life
Satya - really liked first presentation because of research aspect. What are questions researchers
haven’t thought of? What are specific challenges?
Second presentation interested in the Mahrashtra model, would like to request this forum to take up
vocational education. How to integrate GCED into formal curriculum.
2) What is a brief update you can give on your GCED activities?
Moritz - Use SEL as part of GCED feeling that - can we break through the challenges/restience byfocusing on SEL and rolling out across China
Libby - Step up to the World
Local context
Satya - New education policy 2020 - GCED philosophy, gced terminology specifically used in the policy so
now intentional in the curriculum for school. From philosophy to integration and production of
textbooks and other resources. Terminology in official documents.
Development of modules for teaching and learning ready in 6 months
Karena - Global Competency Framework - email her for a copy
Work on implementation of the revised 1974 recommendation
3) What is a burning question that you have about GCED?
Moritz? What are the connections between GCED and ESD? What is the definition of global citizenship?
What is the concept of global citizenship
Darla - Chair looking at reinforcing the capacity of GCED Intersections of intercultural competence withclimate change, eco, gender equality
Moritz - explanation of identity in the context of GCED
Modern cosmopolitanism - Appiah
Satya - very excited to hear of work on climate change great area to integrate into gced Recent reportfrom UNESCO New Delhi- - Seeds of Change Report Looking forward to inetegrating gced into ece andevery school has to facilitate for ages 3-8. More work needed in ece
What are we doing to transform not reform? Are we just adding into existing systems?
25

GCED activities: Moritz- focusing on SEL as part of GCED, living together can be challenging esp. incompetition culture, Libby - just finished world forum in Auckland- all sectors involved, strong
indigenous focus and bicultural/bilingual elements, most audience from NZ, good balance of local andglobal, discussed SEL, concepts of "Bring your ancestors with you" "what's your reason for being," Satya- new education policy in which GCED is used frequently, in process of integrating GCED into textbooks,
have collected data from all states on GCED, developing modules on integrating GCED. From 1st pres research is imp on GCED, curious about outputs that researchers haven't thought of? specific challenges
for different grades? very insightful research, how will findings be used in textbooks and schools? 2nd
pres- innovative approach in taking GCED to rural areas,
Annex 5 Outputs from Breakout Groups, Day 2
Day 2 Breakout Group Discussion Questions
1. What is one action step you will take forward as a result of the presentations anddiscussions?
2. What would help you accomplish your GCED action plan?
3. How can we engage and empower youth in promoting GCED, and what resources andplatforms are available to support their involvement?
4. What steps can organizations and individuals take to promote GCED in their local
communities and regions, and what impact can this have on global progress of GCED?
Group 2•

Darla Deardorff•

Asim Ijaz Cheema, Section Officer, School Education Department Punjab Pakistan•

Devi Ram Acharya : Nepal•

Dr. Dipak Tatpuje•

Danting Cai

Discussion Questions:
1. What is one action step you will take forward as a result of the presentations and discussions?
Dr Dipak: 1) Introduction of UNESCO story circles; 2) Circulation of GCED Booklet;
Mr Devi: 1) GCED assessment of teacher capacity at school level (in the form of online survey); 2)
Circulation of GCED Booklet as well; 3) Assessment among learners and wider public on GCED qualities
Mr Asim: 1) National and local television to initiate programme on Story-Telling
2. What would help you accomplish your GCED action plan?
Dr Dipak: 1) youth involvement26

Mr Devi: 1) Conducting a teacher survey (reach out for support in developing the survey content) ; 2)
Translation and printing of GCED Booklets into Nepali.
Mr Asim: 1) APCEIU partnership and collaboration with alumni

27