EDR Framework:

UN SDG

One of the major frameworks for the programs and mission of EDR is the UN Sustainable Development Goals. Within these 17 goals, EDR particularly focuses on Goal #4: To Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All. Within Goal #4, EDR aligns with sub-goal 4.7 the most.

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

Indicator: Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment.

What is Global Citizenship Education?

UNESCO’s Definition of Global Citizenship Education: “Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies.”

EDR’s Definition of Global Citizenship Education: GCED is a comprehensive education through which members of the young generations can learn about, develop, and implement social harmony and global leadership on both a local and global scale.

From Vision to Reality

1. EDR Mission & Program 2. Develop GCED Curriculum 3. Participation 4. Transformation 5.Community Engagement

1. EDR Mission & Program

Ensure that the theme of global citizenship is reflected in each program and involved person, including but not limited to: program strategy, implementation, mentorship and staff roles, field studies, etc.

2. Develop GCED Curriculum

Explore GCED through cultural, environmental, economic, political, and social relationships that challenges power inequalities across the curriculum i.e. various leadership case studies, individual presentations, GCED-related texts and speeches, and other activities delivered through larger workshops and personal mentor communication.

3. Participation

Encourage in and out of the classroom learning, particularly experiential learning in tandem with academic research (i.e. Group class for recap each day to tie back to GCED and UN SDGs)

4. Transformation

Transform the learners to apply their global citizenship values and skills in higher education or workplace, to take initiative to influence their social communities as global citizens.

5. Community Engagement

Follow up with EDR alumni and engage the EDR community using global citizenship and invite local community members to EDR related activities surrounding GCED and UN SDGs.

EDR’s Approach to
Global Citizenship Education

Transformative

To empower and enable learners to transform themselves and society.

Contextualized

To adapt to local needs, demands, and cultural realities specific to each program.

Human Security Value Based

To promote universal shared values such as non-discrimination, equality, respect, and dialogue.