ABSTRACT
UNESCO promoted Global Citizenship (Gitizenship) with the launch of the UN Secretary-General’s Global Education First Initiative (GEFI) on August 22, 2012, which made fostering global citizenship one of its three priorities. This is a pedagogical guidance on global citizenship with three major outcomes: education, defense, and trade (Taylor, 1997). It is the prerogative of the international community to clarify the conceptual underpinnings of global citizenship and provide policy and programmatic directions. This chapter, which is to a large extent conceptual and directive in nature, has been developed after studying the needs and demands of and on integrating global citizenship around the world. It presents suggestions for translating global citizenship education concepts into practical and age-specific topics and learning objectives in a way that allows for adaptation in local contexts. It is intended as a resource for educators, curriculum developers, trainers, as well as policymakers, but it will also be useful for other education stakeholders working in non-formal and informal settings. Global citizenship encompasses a sense of belonging to whole humanity and common mankind. It emphasizes political, economic, social, and cultural interdependency and interconnectedness between the local, the national, and the global. Growing interest in global citizenship has resulted in an increased attention towards global dimensions of citizenship, education, policy, curricula, teaching, and learning. These dimensions can serve as the basis for defining global citizenship goals, learning objectives, and competencies, as well as priorities for assessing and evaluating learning. These core conceptual dimensions are based on three domains of learning: cognitive, socio-emotional intelligence, and global citizenship education. Freud (1905).
