RCE Greater Dhaka - 2018

Location

Bangladesh
See map: Google Maps
BD
Adaptation of Global Citizenship Education in Bangladesh
Basic Information
Title of project : 
Adaptation of Global Citizenship Education in Bangladesh
Submitting RCE: 
RCE Greater Dhaka
Contributing organization(s) : 
Centre for Global Environmental Culture (CGEC), IUBAT—International University of Business Agriculture and Technology, WWOOF Bangladesh, Dream Deviser
Focal point(s) and affiliation(s)
Name: 
Professor Dr Mohammed Ataur Rahman
Organizational Affiliation: 
IUBAT—International University of Business Agriculture and Technology
E-mail: 
marahman@iubat.edu
Name: 
Professor Selina Nargis
Organizational Affiliation: 
IUBAT—International University of Business Agriculture and Technology
E-mail: 
selina@iubat.edu
Name: 
Mr. Md Jobayer
Organizational Affiliation: 
WWOOF Bangladesh
E-mail: 
srityjobayer@gmail.com
Format of project: 
Manuscript
Language of project: 
English and Bengali
Date of submission:
Update
Web link: 
www.rcegreaterdhaka.org, www.iubat.edu
Additional resources: 
UNESCO Dhaka Office
www.unesco.org/dhaka
http://www.rcenetwork.org/portal/rce-greater-dhaka-organises-workshop-adaptation-global-citizenship-education
https://dailyasianage.com/news/140213/workshop-on-global--citizenship-education-held
http://www.ejugantor.com/2018/09/16/index.php

http://www.kalerkantho.com/print-edition/news/2018/09/16/680737

https://dailyasianage.com/news/146539/workshop-on-gce-in-bd-held-at-iubat
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
SDG 4: Quality Education and Lifelong Learning Opportunities for All
At what level is the policy operating?: 
National
Priority Action Area 2: Transforming learning and training environments
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
Bangladesh
Address of focal point institution for project: 
4 Embankment Drive Road, Uttara Model Town
Uttara Model Town, Dhaka 1230, Bangladesh
Ecosystem(s):

Target Audience:
Community, Higher, Primary, Secondary, Teacher Ed., TVET, Youth (Informal)
Socioeconomic and environmental characteristics of the area : 
The socioeconomic condition is very unequal, huge gap between rich and poor. Religiously ignorant and conservative and many are deprived from education. Environmental characteristics are highly polluted urban and peri-urban areas; Dhaka has been ranked highest in the US Air Quality Index (AQI), for having the worst level of air pollution in the world. According to US AQI of Dhaka stands at 608 and Bangladesh 2nd worst (179th) country in curbing pollution among 180 countries. Urbanization and industrialization are expanding rapidly but destroying the ecosystems.
Description of sustainable development challenge(s) in the area the project addresses: 
The most significant environmental challenges are the destruction of ecosystems: rivers, lakes, forests and landscapes; illiteracy, pollution, river and canal encroachment, unplanned and quick urbanization, indiscriminate use of pesticides and fertilizers, food adulteration, corruption and bribery, poor human health.
Contents
Status: 
Ongoing
Period: 
January, 2018 to October, 2018
Rationale: 
Under the UNESCO education mandate for advancing education and shaping the future international education agenda and within the framework of its Regular Programme to Strengthen National Capacities of Contextualizating Relevant Sustainable Development Goal 4 (SDG 4) Targets of Education Policies amd Plan in Bangladesh, UNESCO Dhaka Office has been assisting Bangladesh Government to formulatestrategies to achieve the targes of SDG 4 in coordination and synergy with other goal. According to agreed concept note, RCE Greater Dhaka has been assigned to adapt the Global Citizenship Education: Topics and Learning Objectives in the Bangladesh context.
Objectives: 
To standardise the national education curriculum in the line of UNESCO's Global Citizenship Education: and
to prepare learners for the challenges of the 21st century and the outcomes of three key
UNESCO events on global citizenship education
Activities and/or practices employed: 
1. Translate the GCE document into Bangla Language
2. Formation of a Review and Adaptation Team with the representatives from Government Organization, NGOs, Academic Institutions and UNESCO and Bangladesh National Commission for UNESCO (BNCU) to engage for the adaptation work
3. Organized 13th Knowledge Globalization workshop to support the adaptation process of GCE Document
4. Organization two-adaptation workshops to critically review the translated texts by the Review and Adaptation Team members and make necessary modifications.
5. Dissemination and involvement of the stakeholders.

Size of academic audience: 
5000+
Results: 
1. UNESCO appreciated the commitment of RCE Greater Dhaka to GCED and ESD and for having produced a good quality document
2. Successfully involved Bangladesh Government's Education departments, Bangladesh Non-Formal Education (BNFE), Bangladesh National Commission for UNESCO (BNCU) Public and Private Universities and NGOs including BRAC and Campaign for Popular Education (CAMPE), Bangladesh
3. This adapted GCE Document is for 400 million Bangla community in and outside Bangladesh
4. A new project will be launched in January 2019 by the UNESCO to produce a new guideline for Bangladesh
Lessons learned: 
1. Detailed knowledge on the Global Citizenship Education (GCE) system and curriculum
2. Pedagogical approach of GCE
3. Ways to implement lifelong learning
4. Following the foundational work of UNESCO to clarify the conceptual underpinnings of
global citizenship education and provide policy and programmatic directions, this document
has been developed in response to the needs of Bangladesh for overall guidance on
integrating global citizenship education in the education system.
Key messages: 
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 to local contexts. It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings.
Relationship to other RCE activities: 
Related to RCE Greater Dhaka Activities on Developing of pedagogical ESD curriculum.
RCE's ESD and Lifelong learning of GCE
Funding: 
RCE Greater Dhaka gratefully acknowledge UNESCO and IUBAT for their financial support to implement the project

Pictures:

File Name Caption for picture Photo Credit
Image icon DSC_4017.JPG (7.89 MB) Adaptation Workshop on Global Citizenship Education in Bangladesh RCE Greater Dhaka
Image icon DSC_7429.JPG (6.77 MB) 2 nd Adaptation Workshop on Global Citizenship Education in Bangladesh RCE Greater Dhaka
References and reference materials: 
PDF icon Edited Version_2_GCED_1_Cover.pdf
PDF icon Last page of Edited Version_2_GCED_1_Cover (1).pdf
PDF icon Note & Good Practice.pdf
PDF icon GCE Topics and Learning Objectives.pdf
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Indirect
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Indirect
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Direct
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Indirect
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Direct
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Direct
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Indirect
SDG 12 - Ensure sustainable consumption and production patterns 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Indirect
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Indirect
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Indirect
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Indirect
Theme
Disaster Risk Reduction 
Indirect
Traditional Knowledge  
Indirect
Agriculture 
Indirect
Arts 
Indirect
Curriculum Development 
Direct
Ecotourism 
Indirect
Forests/Trees 
Indirect
Plants & Animals 
Indirect
Waste 
Indirect
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 1 - Advancing policy 
Direct
Priority Action Area 2 - Transforming learning and training environments 
Direct
Priority Action Area 3 - Building capacities of educators and trainers 
Direct
Priority Action Area 4 - Empowering and mobilizing youth 
Indirect
Priority Action Area 5 - Accelerating sustainable solutions at local level 
Indirect