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Strategy for the UNESCO work Learning for and

Introduction to the global UNESCO context Danish programmes hold many good in- As a result of increasing globalisation and the ternational elements. However, exactly with regard importance of knowledge in continuously changing to the global aspect, UNESCO is a special source of economies and societies, it has become an alto- inspiration to draw from. Th e organisation’s strategy gether special priority to ensure all citizens’ right for the next eight years includes a cross-sectoral goal to education and learning in a life-long learning of strengthening learning for creative and respon- perspective. Globally, UNESCO fosters a human sible global citizenship, and for the last ten years rights-based and holistic vision of education and UNESCO has been the lead organisation of the UN life-long learning for all and underlines the impor- Decade of Education for Sustainable Development tance of formal as well as non-formal and informal (2005-2014). Most recently, in May 2014 UNESCO learning arenas. Investing in education and learning published “Global Citizenship Education. Preparing is a key precondition for reaching development goals learners for the challenges of the 21st century.” such as e.g. the fi ght against poverty, the impor- tance of health, , and On the basis of knowledge and insight in the cor- sustainable development. Specifi cally, UNESCO relation between local and global challenges and in- contributes knowledge and capacity building in creasing interrelation and interdependence globally, support of Member States’ reforms and investment UNESCO’s goal is to be a source of inspiration for the in ensuring . development of: • learning content and environments fostering In 2014, we in celebrate the bicentenary , innovation, creativity and new of the introduction of . solution models Since then, we have developed a good and well- • an understanding of the importance of solidarity functioning framework for education and life-long and ethical considerations as well as a spirit learning. All children and young people receive of community across diff erences in , education. However, we still face challenges in gender, and life circumstances terms of ensuring good learning results and up- • the capacity for democratic participation and to-date competencies for all. Th e Government’s active citizenship – locally and globally. broad agreement on reforms of primary and lower (the Folkeskole) and vocational Learning for global citizenship and sustainable education and training programmes are the most development is, consequently, not a matter of recent measures to address these challenges and specifi c learning elements. It is rather a matter of foster education and learning for all. developing a relevant global outlook and action perspectives on all subject fi elds. It is also a matter of education and the framework for learning with Increasing need for competencies and education an emphasis on openness towards the surrounding with a global perspective society and its challenges and towards active More Danes are quite simply in need of global participation in this. Th is is completely in line with competencies. It is therefore of crucial importance the best Danish and Nordic learning as that the content and perspective of education pro- they are refl ected e.g. in the New Nordic School and grammes ensure a coherent vision for strengthening also in the thinking behind the new school reform. global education and competencies in education and But learning for global citizenship and sustainable learning. development is not just relevant to primary and

8 · Strategy for the UNESCO-related work in Denmark 2014 - 2017 lower secondary school and the formal educational system. It is also of relevance to learning in non- National focal areas formal and informal education and cultural contexts • Denmark participates actively in the further throughout life. development of concepts and good practice regarding Global Citizenship Education, among other things by developing models for ICT- National challenges and opportunities for the based cooperation and interactive learning- UNESCO work targeted communication in line with social A crucial challenge in connection with this focus is media to contribute to fostering a professional and edu- • Education for Sustainable Development is cational practice which to relevant extent reflects an integral element of Global Citizenship the conditions and challenges of globalisation and Education and UNESCO’s new global action ensures the opportunity of global education and programme focuses e.g. on the Whole School competence development as an integral dimension Approach, i.e. school democracy and sustaina- of the learning provided for all children, young bility in practice, which also sets the stage for people and adults. strong involvement of parents and the local community. Denmark has a good starting In basic school and the youth education program- point for contributing to the development of mes, there are good opportunities of interacting this concept and practice with the new corps of global education advisers that • UNESCO has a strong of a holistic, have been established for the purpose of inspiring inclusive and strategic approach to education and upgrading the work of municipalities and and learning, including adult learning and schools regarding global outlook and citizenship. life-long learning. Denmark has many strong Youth and programmes and parallel learning systems throughout life. non-formal have numerous good However, Denmark could strengthen a more initiatives and organisations to collaborate with, integrating, appreciative and strategic overall for example the UNESCO Associated Schools Project perspective regarding the various learning Network (ASP net), relevant student organisations, arenas and their societal significance. In this the National Union of Danish Students, Operation respect we can learn something from UNESCO. Day’s Work (Operation Dagsværk), the Danish Council for Adult Education and many others.

Strategy for the UNESCO-related work in Denmark 2014 - 2017 · 9