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shaikh.seema@gmail.com

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hasnita@upm.edu.my

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Nice and inspiring, i am really interested in gender equality that integrated in language and literature.

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Nice and inspiring, i am really interested in gender equality that integrated in language and literature.

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I am interested to read your project as my subject area is assessment and evaluation 

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I am interested to read your project as my subject area is assessment and evaluation 

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The efforts of our troupe bore fruit when the Environment Protection Agency of Pakistan contacted and encouraged us to further perform the play in various districts to raise awareness about Smog. They were happy to observe that our research on the issue was comprehensive and based upon facts instead of fiction. They also requested us to develop more plays on the following topics:
1. One Time Use Plastic
2. Arsenic Water
We are also thinking of developing plays on
1. Gender Discrimination and
2. Basic Rights for children
3. Girls Empowerment

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Performance at Maqbara-e-Noor Jehan: Worst Air Quality Index in Lahore

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1)    The performance should be taken to other regions and areas hard hit by Smog

2)    The performers may help the farmers in actually removing the stubble from the fields

3)    The performance may be filmed for dissemination through television and social media

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A threefold impact was observed. The cast and crew, the audience and the authorities, all three came together to acknowledge the existence of  climate change. They were able to connect the effect of stubble burning to the recent floods in the country. (SDG 15, Life on Land)

The presence of Women during these theatrical performances and their readiness to adopt alternative methods was one huge accomplishment. They seemed happy to be heard and included in the community decisions. One of them stated that “Why would we not try to save our climate?” (My translation). (SDG 13 Climate Action)

The relationship developed between the student community and the farmers was another powerful impact. Pakistan needs to connect education to its agricultural, industrial and business centers. The prevalent isolation is one of main cause of stubble burning.

Young children’s happy response to the play and willingness to grow up and seek education and help the world was our strongest impact. (SDG 4, Quality Education

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Here's the link for our GCED organization https://www.facebook.com/profile.php?id=100087010562237

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1. Strong collaboration with the Office of the Division of Bacolod City (Department of Education)
2. Partnership with the Barangay Felisa Council
3. Positive mindset of school principals

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1. Teachers trained have integrated GCED in their lesson plan and classroom activity
2. GCED as a platform, was introduced in school pageantry (i.e. Mr. and Ms. Global Citizen & Mr. and Ms. SDGs
3. GCED was integrated in storytelling activities
4. Organized Barangay Felisa Micro Business Enterprise, a school-to-community-based project
5. Established Book Nook serving as a venue for literary training integrating GCED as a platform... the project is in partnership with the National Book Development Board and the Barangay Handumanan Council

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Ms Jennifer Paño, ESD Director at Cebu Normal University (Alumna of the 21st Asia-Pacific Training Workshop on EIU/GCED) conducted a capacity-building workshop on GCED and Disaster Risk-Reduction and Management(DRRM) targeting high-school teachers in the Philippines. Through the five-day virtual workshop, the workshop achieved its goals in two folds; first, to develop knowledge, skills, and positive attitudes of teachers on GCED, climate change, and DRRM; second, to develop and demonstrate lesson plans applying a problem-based learning(PBL) approach in classroom settings.

During the first part of the workshop, participants joined interactive activities such as the question and answer and Kahoot, which helped them better understand GCED and DRRM as well as build knowledge about how teachers can empower the youth for climate change Action through formal, non-formal, and informal learning. Meanwhile, teachers shared their insights and reflections on several questions, including "What are the issues of school safety in your institution?" "What competencies of global citizenship will help in the establishment of safe school culture?"

In other words, the session propelled the teachers' understanding and skills on the interrelation between climate change and DRRM as well as how to engage young people to build disaster preparedness in the classroom setting with GCED mind, as one of the participants mentioned as following: "It is good for us to be exposed in this kind of training, wherein we were able to contextualize and localize DRRM lessons in a place-based context. ... I am sure I can teach all of my knowledge and skills to my students."

In the following days, teachers participated in designing lesson plans focused on DRRM based on the Problem-Based Learning (PBL) approach, which leads students to creative and analytical ways to solve real-life problems. The session provided a chance to teachers to incorporate their local challenges - mainly floods, landslides, or earthquakes - into the lesson so that students be aware of their own challenges and suggest innovative solutions. Subsequently, developed lesson plans were validated and implemented in real classroom settings. Later, a presentation session was organized, and teachers demonstrated how the lesson plan worked with students. Through this knowledge-sharing session, attendants commented that the discussion on the safe cultures shared by the different school settings allowed us to effectively express problems in each school.

After the session, one participant interviewed that "This training helped me to scaffold the realities of danger, and set the minds of my students on the expected patterns of behaviour to avoid further harm and damage, and their suggestions on ways to mitigate flood-related diseases will have ownership."

Overall, the training enhanced the capacity of teachers in the area of GCED knowledge, DRRM and climate change integration using the PBL approach. This led to the formulation of student-centred learning opportunities that encouraged students' critical thinking and cooperative attitudes to make breakthroughs against their challenges.

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아시아태평양 국제이해교육원

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a culture of peacethe asia-pacific centre of education for international understanding

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development of teaching and learning materials

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Promoting a Culture of Safety: A Way of Life > EIU in the World - APCEIU

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Ms Jennifer Paño, ESD Director at Cebu Normal University (Alumna of the 21st Asia-Pacific Training Workshop on EIU/GCED) conducted a capacity-building workshop on GCED and Disaster Risk-Reduction and Management(DRRM) targeting high-school teachers in the Philippines.

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Mr George De La Cruz, a teacher at Handumanan National High School (Alumnus of the 21st Asia-Pacific Training Workshop on EIU/GCED), has a solid commitment to GCED and Sustainable Development Goals (SDGs). He designed a project called 'Expanding K+12 Curriculum in the Philippines,' a three-day training that targets teachers in public and private schools in the Province of Negros Occidental, Region VI, the Philippines.

The project mainly aimed to enhance the understanding of teachers and school personnel on GCED along with SDGs, socio-emotional learning (ESL), and cultural education, as well as build their skills to incorporate these topics into lesson plans and classroom exemplars. Through these, Mr George expects students have more opportunities to comprehend the values of global citizenship and a sustainable future.

The workshop first broadened teachers' understanding of the interconnected world and helped them reflect on ideas about teaching global citizenship and values to students. The project also included a session through which teachers disseminated the ideas of GCED, SDGs, ESL, and cultural education to their colleagues. Furthermore, teachers had a chance to put their learning into practice through classroom lessons on GCED-ESL integration.

Overall, participants were highly satisfied with the workshop, as some mentioned:

"The training topic is very essential in today's learning." (Maria Arvelyn B. Rios, Teacher I, Division of Bacolod City)

"All objectives were fruitfully accomplished and were relatable to our present times and the future." (Arturo A. Garcia III, Teacher II, Division of Bacolod City)

"GCED is key to education reforms." (Marjorie Jalea, Teacher 2, Handumanan National High School)

Mr George will continue his project by organizing several intensive training for integrating GCED, SDGs, ESL, and cultural education. He will also improve the sessions to help teachers conduct a series of capacity-building workshops or Training of Teachers. His plan also includes several entertaining GCED events for students and partnerships with daycare centres or universities to provide an adequate environment for students to learn safely and expand their potential.

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아시아태평양 국제이해교육원

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a culture of peacethe asia-pacific centre of education for international understanding

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development of teaching and learning materials

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Expanding K+12 Curriculum in the Philippines > EIU in the World - APCEIU

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Mr George De La Cruz, a teacher at Handumanan National High School (Alumnus of the 21st Asia-Pacific Training Workshop on EIU/GCED), has a solid commitment to GCED and Sustainable Development Goals (SDGs). He designed a project called 'Expanding K+12 Curriculum in the Philippines,' a three-day training that targets teachers in public and private schools in the Province of Negros Occidental, Region VI, the Philippines.

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Acting for Sustainable Agriculture > EIU in the World - APCEIU

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교육원 소개, 사업내용, 세계시민교육 정보 및 자료 수록

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the secondary school curriculum of Nepal
Mr Devi Ram Acharya, Education Officer, Education Review Office of Nepal (Alumnus of the 21st Asia-Pacific Training Workshop on EIU/GCED), is currently developing research that aims to integrate Global Citizenship Education(GCED) values into the school curriculum in Nepal, based on the idea he acquired from the UNESCO-APCEIU workshop. When he finished the workshop and reviewed the curriculum, he realized that global values and challenges are not fully reflected in the learning content. For this reason, he planned to conduct mapping and assessment for the school curriculum to incorporate GCED topics and values to be taught to students in secondary schools in Nepal.

First of all, he went through a mapping study of the national curriculum of secondary-level education in Nepal. The goal of the study was to reveal the status of GCED integration in the secondary-level school curriculum in Nepal. For the curriculum mapping study, he made use of various resources and references published by UNESCO. The study found that not much GCED content was included in the curriculum, and even worse, what was delivered during the lesson was only part of it.

Along with this, assessment tools were also developed. According to Mr Devi Acharya, the tool supports the evaluation of students' understanding of GCED topics; furthermore, it will contribute to the recommendation for the amendment of the curriculum in a way to incorporate GCED content. The assessment tools will be publicly available for other teachers as well.

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아시아태평양 국제이해교육원

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a culture of peacethe asia-pacific centre of education for international understanding

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development of teaching and learning materials

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Incorporating GCED in School Curriculum in Nepal > EIU in the World - APCEIU

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the secondary school curriculum of Nepal Mr Devi Ram Acharya, Education Officer, Education Review Office of Nepal (Alumnus of the 21st Asia-Pacific Training Workshop on EIU/GCED), is currently developing research that aims to integrate Global Citizenship Education(GCED) values into the school curriculum in Nepal, based on the idea he acquired from the UNESCO-APCEIU workshop.

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Ms Thong Ying Li, an Education Specialist at SEAMEO Recsam, Malaysia (Alumna of the 21st Asia-Pacific Training Workshop on EIU/GCED), launched the 'Space Science and AI Technology (SSAIT) Education Camp', aiming for students to address global issues using science and technology.

Ms Thong Ying Li and her team recruited primary and secondary school students from the Southern East Asia region and successfully engaged 33 students aged 11 to 18 from Malaysia and Indonesia. The first day of the camp consisted of an introduction session related to up-to-date technology such as drones, AI robots, and Unmanned Aerial Vehicle (UAV), as well as watching a GCED film, 'Out of Plastic', which alerts the issue of plastic waste. Also, students took part in a knowledge-building session delivered by experts on sustainable development and GCED, which helped them better understand global challenges such as natural disasters, global warming, and climate change via hands-on and mind-on activities.

In the next step, students went through a competition by creating and presenting videos about how to apply technology to solutions for global issues focusing on global warming and climate change. Participants successfully created multiple projects and video presentations that will suggest solutions to global challenges through technology. One of the eye-catching projects was the presentation on how to make use of AI to differentiate biodegradable and non-biodegradable wastes and accelerate recycling. The video is available HERE. After the camp, some of the participants also took part in the Techlympics organized by MOSTI (Ministry of Science, Technology, and Innovation of Malaysia) and were awarded.

Students who attended the camp mentioned that they gained useful information and skills to utilize technology. Moreover, they highlighted that they were able to understand issues their community and country are facing that can be solved by the use of technology. You can check more feedback from the participants HERE.

Ms Thong Ying Li hopes that students to be equipped with skills in computing science, one of the promising and fast-growing sectors, to build logical and innovative problem-solving assets that will accelerate global social impacts for real-world problems through the camp and her efforts.

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아시아태평양 국제이해교육원

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a culture of peacethe asia-pacific centre of education for international understanding

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development of teaching and learning materials

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Promoting Global Citizenship Education via Space Science Challenge > EIU in the World - APCEIU

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Ms Thong Ying Li, an Education Specialist at SEAMEO Recsam, Malaysia (Alumna of the 21st Asia-Pacific Training Workshop on EIU/GCED), launched the 'Space Science and AI Technology (SSAIT) Education Camp', aiming for students to address global issues using science and technology.

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Ms Ku Hasnita Ku Samsu, Associate Professor at Universiti Putra Malaysia (Alumnus of the 21st Asia-Pacific Training Workshop on EIU/GCED) initiated the project to empower pre-service teachers in the Institute of Teacher Education in Malaysia with knowledge and skills of GCED. Through online and offline workshops, 30 pre-service teachers raised their awareness of GCED, particularly human rights, and developed and presented lessons to deliver GCED to students.

First of all, in early September 2022, the online workshop was organized to build participants' general knowledge about global citizenship and GCED through two presentations by GCED experts on Identifying human rights issues and the global challenges and Global Citizenship Education (GCED): how to relate GCED issues to teaching and learning. It was followed by relevant reading materials and assignments provided to participants to help them better understand the workshop.

During the following interactive workshop, attendants reflected on their understanding of GCED by posting and sharing their ideas and knowledge with the use of the online platform. They also participated in the Preparation of Daily Lesson Plans (RPH) activity, which consists of the design of lesson plans based on GCED-related lesson topics and teaching demonstrations. Through the workshop, teachers had an opportunity to incorporate GCED issues into teaching and learning settings.

Remarkably, the project effectively used online platforms to support the implementation of workshops, such as Padlet, Jamboard, and Google Forms. It successfully engaged participants and guided them to actively express and share their understanding and impression of the workshop and GCED throughout the sessions.

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아시아태평양 국제이해교육원

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a culture of peacethe asia-pacific centre of education for international understanding

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development of teaching and learning materials

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Education Embracing Global Citizenship: GCED Workshop for Teachers in Malaysia > EIU in the World - APCEIU

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Ms Ku Hasnita Ku Samsu, Associate Professor at Universiti Putra Malaysia (Alumnus of the 21st Asia-Pacific Training Workshop on EIU/GCED) initiated the project to empower pre-service teachers in the Institute of Teacher Education in Malaysia with knowledge and skills of GCED.

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Ms Susi Fauziah, Head of ICT and Network Division at SEAMEO QITEP in Language (SEAQIL), Indonesia (Alumna of the 21st Asia-Pacific Training Workshop on EIU/GCED), has developed supplementary learning materials for gender education in English classes at secondary schools in Indonesia.

The project went through three phases; the writing process, the review process, and the trial process. First, during the writing process, Ms Susi actively participated in the mentorship session as well as conducted a couple of focus group discussions (FGD). As a result, she could collect ideas for setting the project's timeline, improving the learning contents, and articulating the materials.

Then, during the review process, she analyzed two folds perspectives; first, language teaching and editing, and second, language teaching and gender equality.

As a final step, Ms Susi conducted a trial at three selected secondary schools regarding how the supplementary learning material could be used in various teaching conditions and situations. Firstly, in terms of curricular activities, the three schools are divided into three variables, namely 1) intra-curricular activity, 2) extracurricular activity, and 3) co-curricular activity. Secondly, in terms of class sizes, there are two variables, namely 1) average class and 2) small class. Lastly, in terms of modes, there are two variables, namely, which are 1) offline mode and 2) online mode.

Overall, the project gathered fruitful feedback from the mentorship and FGD session, review process, and a trial which helped Ms Susi to have a clear idea about finalizing the learning materials. First, the reviewers agreed with the content of the supplementary learning material and gave clear instructions on what should be revised. Second, the results of the questionnaire given to the participants of the trial were positive in that both the teachers and students agreed with the content of the supplementary learning material. After reflecting on the feedback, finalized learning material will be published shortly.

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아시아태평양 국제이해교육원

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a culture of peacethe asia-pacific centre of education for international understanding

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development of teaching and learning materials

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Towards Gender Equality Education in Indonesia > EIU in the World - APCEIU

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Ms Susi Fauziah, Head of ICT and Network Division at SEAMEO QITEP in Language (SEAQIL), Indonesia (Alumna of the 21st Asia-Pacific Training Workshop on EIU/GCED), has developed supplementary learning materials for gender education in English classes at secondary schools in Indonesia. The project went through three phases; the writing process, the review process, and the trial process.

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Ms Seema Chhotu Shaikh, the Principal at Pragnya Bodhini High School in India (Alumna of the 21st Asia-Pacific Training Workshop on EIU/GCED) is currently implementing a project for climate change theme-based learning. The project aimed to create a learning environment in which students acquire and practice knowledge and skills to be crusaders fighting against climate change.

Before initiating the class, she organized a teacher training session with her colleagues to better understand climate change topics, in addition to various techniques to engage students with sensitive issues regarding the environment and climate change in the class. Also, teachers attended a workshop focusing on learner-needs analysis, student management techniques, innovative learning environment, etc., that will better help maximize the learning effectiveness.

Subsequently, her school collaborated with a local-based environment education organization and established an organization called 'MEE (Mobilizing Environmental Engagement).' The organization strives to carry out innovative activities to make the issue of climate change introduced in the school curriculum. It launched a certificate course fostering teachers and educators specialized in environmental education and expected to accelerate schools' efforts to integrate SDGs, with a focus on climate change, into the school curriculum.

After the capacity-building stage, teachers implemented multiple participatory projects with students through which they actively participated in understanding environmental challenges and were empowered with solutions to address them. Project topics ranged from recycling, e-waste, wildlife biodiversity, water, sustainable business, etc. Among them, she highlighted two projects as good practices: 'Every Drop Counts' and 'Green Calendar.'

The 'Green Calendar' project engaged students from all classes in brainstorming and designing their own calendar with small things they can do every day to make an environment-friendly world. To be specific, the calendar includes what students can practice not only during school hours but also after school, at their homes, or with families. The project aims to make students keep in mind that they can be agents of green efforts and to suggest individual and collective actions toward climate adaptation.

The project 'Every Drop counts' consisted of a workshop on plumbing during which students were taught how to repair leaking taps. Water tap leaking is a common problem in most households in the area as it leads to a considerable amount of wasted water. Through the session with the environmentalist from an environmental NGO, students were able to learn practical skills on how to repair leaking taps. As a result of the workshop, students were not only aware of the issue of wasted water but also mobilized their community members to conserve water. Moreover, students willingly reached out to underprivileged areas in which people could not afford a skilled worker (plumber) to fix the toilet or water taps and have them fixed.

Ms Seema expects to expand the activities toward targeting a larger range of beneficiaries, including parents. Also, she thinks about how to ensure the sustainability of student-led community projects. To illustrate, she plans to organize awards or appreciation tokens to encourage student participation.

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아시아태평양 국제이해교육원

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a culture of peacethe asia-pacific centre of education for international understanding

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development of teaching and learning materials

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Crusaders of Change > EIU in the World - APCEIU

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Ms Seema Chhotu Shaikh, the Principal at Pragnya Bodhini High School in India (Alumna of the 21st Asia-Pacific Training Workshop on EIU/GCED) is currently implementing a project for climate change theme-based learning. The project aimed to create a learning environment in which students acquire and practice knowledge and skills to be crusaders fighting against climate change.

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All the best to all participants. You can do it!

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Sincerest appreciation to UNESCO-APSCEIU for the opportunity!

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Success Factors:
1.  Commitment of participants from the Department of Education
2. Intensive collaboration from the 33 schools and other partner institutions
3. Excellent speakers - Dr. Toh Swee-hin, Dr. Helen Boholano, and other invited guests - Dr. Anna Santillana and Dr. Lynnette Camello
4. Wonderful support from UNSECO-APSCEIU -Director, Department heads, and staff

All the best to all of you!!!

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The goal of education for global citizenship is to prepare students for critical and active engagement and transform learners by fostering the information, understanding, abilities, attitudes, and values necessary to ensure a more just, safe, and sustainable world than the one they have inherited.

Thirty teachers were identified by the Regional Office equally representing male and female participants for the said event.  It is the intention of the training to :

1. Develop knowledge, skills, and a positive attitude on GCED, Climate Change, and Disaster Risk Reduction Management.

2. Ascertain GCED, Climate change, and DRRM lesson integration in Junior High School Science lesson plans through problem-based learning pedagogy.

3. Validate lesson plans and activities through actual classroom demonstration.

This project has carefully considered teacher participants from the disaster risky areas e.g. Landslide-prone, flood-prone schools.

The project had Five Phases:

Phase 1 - Networking and Linkages

Phase 2 - Workshop Implementation

Phase 3 - Lesson Plan Development

Phase 4 - Feedback Session with the Expert Evaluators

Phase 5 - Pilot School Implementation

Key Outputs are as follows:
Workshop 1: Reflection, engagement, and Variations in the teaching of  global citizenship and the Culture of Peace.

Workshop 2: Plan of action on how teachers can empower the youth for  Climate  Change Action through formal, non-formal, and informal learning,  present GCED-enriched classroom lessons and materials.

Workshop 3: Present reflective, preventative, and active citizenship pedagogy using the PBL approach

Workshop 4: Present the PBL lesson plan for feedback and critiquing

Workshop 5: Demonstration Festival across grade levels

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Project Title: Capacity-building Workshop on Global Citizenship Education   (GCED) and Disaster Risk-Reduction Management For High School Science Teachers                                                  Theme: Promoting a Culture of  Safety: A Way of Life 

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Project Title: Capacity-building Workshop on Global Citizenship Education   (GCED) and Disaster Risk-Reduction Management For High School Science Teachers                                                  Theme: Promoting a Culture of  Safety: A Way of Life 

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Greetings to all 22nd Asia-Pacific Training Workshop on EIU/GCED!  I am Dr. Jennifer D. Paño, Director of Education for Sustainable Development (ESD) from Cebu Normal University.  I hope that this year's training will make you learn, earn, and yearn for more inspiration and insights from each other's expertise.

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"Preparedness through education is paramount to establishing a culture of safety."

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Mother-scavengers as recipient of GCED training aligned with the SDGs

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Thirty teachers based in the Division of Bacolod City during a solidarity moment - a culminating activity of the three-day training of teachers on GCED-ESD.

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Title: Expanding K+12 Philippine Curriculum thru GCED cum Sustainable Development: A Capacity-Building and Training of Teachers
- 34 school-recipients (i.e. national high school and elementary schools in the capital city Bacolod and province of Negros Occidental, including 1 private high school)
- the Department of Education through the Division of Bacolod City approved the conduct of training of teachers with 30 teachers in all levels (elementary, junior, and senior high) in partnership with the City Library, and National Commission for Culture and the Arts
- 130 teachers in Calatrava National High School were trained on GCED-ESD-SEL      - 20 senior high teachers in a private school were trained
- 80 elementary teachers based outside the city (belonging to the province) were trained

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- local teachers participated in the training actively and expressed their gratitude that they were equipped with new ideas how to integrate content related teaching
- two topics from textbook (Clothes and Money)were fully planned and all activities and worksheets were prepared in relation with the concept of GCED
- teachers were provided opportunities to expand their knowledge and understanding on a wide variety of concepts including Gender Equality, Emotional Intelligence, Local and Global issues
- teachers are also equipped with the ideas of teaching practices such as how to use digital tools into their classroom inlcuding Kahoot, Padlet, Quizzez, Nearpod and Mentimeter throughout the summer training
-  Three local teachers took IELTS exam last winter and took overall 6 score as a result of this project implementation as they motivated and inspired
- I and three local teachers sent proposal for Asia TEFL international conference which will be held in Deajeon, Korea in August 2023 to share our experience of content related teaching. Luckily our proposal was accepted among 100 proposals, so we are going to present in the Asia TEFL conference soon underlining the topic of "English as a foreign language teaching for promoting global citizenship". This is one of the greatest achievements that we did as a team as a result of my participation in the APCEIU training in 2022.

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Project Title:   Embracing English teachers

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Project Title:   Embracing English teachers

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It was a-four-week summer teacher training program held in western region of Mongolia in 2022. The project has two main aims: 1. to improve local English teachers overall English language level so that they will be able to take IELTS exams, 2. to enhance local English teachers understanding on GCED so that they will be able to be equipped with the concepts of GCED and embed the idea into the lesson planning. As there is a need to raise the local teachers' awareness on GCED and emphasis the importance of content related teaching rather than practicing grammar or translation methods, all participants were highly appreciated the delivery of the project as it meets their needs. Throughout the project, each day was carefully planned to improve teachers' vocabulary on SDGs and CGED concepts and then the reading texts will be distributed to analyze and discuss regarding for three weeks. Then in the last week, two topics chosen from year 10 textbooks so that teachers were encouraged to plan their lesson plans integrating the topic with the concept of Global Citizenship Education. Therefore, teachers did research on certain topic, practiced the problem solution skills and applied the idea into their daily teaching practices. For example, before local teachers mostly tended to teach separate vocabularies and grammar when they teach topic of "Clothes". But, after they participated in this training, they worked as a group and plan the lesson to teach the topic integrating the concept and underline the bigger picture such as adverse impacts of mass production, fast fashion, and landfill. Another topic was about gender equality in education. Thus also empowered local teachers to improve their gender related vocabularies and teach the topic of "Money" on the textbook of year 10 underlining the issues of gender pay gap, financial independence for women, and more others.

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Name: Kharashash Bazarkhan
Nationality: Mongolian
Affiliation: 'Medle' digital school and Mongol Aspiration international school
Position: Supervisor and Program leader for Professional Development Qualification (PDQ)

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Output & Impact of the project:

•        To promote the awareness of the public regarding global issues and their impact and

solve global issues via scientific approaches

•        To promote the GCED concept through collaborations and partnership

•        To integrate scientific knowledge and cultivate a mindset on global issues among the educators and students during the camp

•        To innovate and explore the space age as an inspiration to humankind by promoting Space

science education

•        To enhance the understanding of global health problems on Earth, and global collaboration to protect our planet and our environment.

•        To construct defenses of peace in the minds of future leaders and educate the youngsters to face the global challenges of peace and security

•        To study the advantages of the satellite data on climate change, measure the pollution (haze measurement, UV, greenhouse effect), and help to protect our planet, create scientific and technical jobs.

•        Learn the skills for future

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-teamwork
-collaboration
-promotion
-expertise

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Space Science and AI Technology (SSAIT) Education Camp was organized at SEAMEO Hall, SEAMEO RECSAM from 6 to 8 September 2022 (3 days 2 nights). The physical workshop was attended by 33 students (Age: 11 to 18 years old) and 5 teachers from Malaysia and Indonesia. The participants consist of three major ethnic groups: Malay, Chinese and Indian. Space Science Challenge (Film Making competition) – Solving Global Challenges using scientific approaches was organized during the camp. The participants created their own videos using different software. Medal, certificates and prizes were given to the winners. The programmes include GCED Film viewing, high-quality edutainment programmes and visit to Tech Dome, Penang, Malaysia. On the first day, Education Drone Workshop with Unmanned Aerial Vehicle (UAV) was conducted sing LiteBee Wing Education tool kits. The participants learnt how to assemble the drone and learn how to fly the drone using controller and mobile phones. Next-Gen Artificial Intelligence (AI) & Robotics Workshop were conducted using quarky Innovator Kit. The features of the workshop were Project-based learning, Team-based learning, Task-based learning, fun-learning hands-on activities, Edutainment workshops, Web-based learning, Game-based learning and Coding without poverty. With the collaboration and partnership with the experts, globalizations draw educational agencies together to promote sustainable development and Global Citizenship through active learning and fun learning activities.  We hope to draw awareness and cultivate interest among students in solving global challenges such as natural disasters, global warming, and climate change via hands-on and mind-on activities.

This Space science and AI camp is aligned with SEAMEO Education Agenda Priority Area 7 “Adopting 21st Century Curriculum” as well as Priority Area 4 “Promoting technical and vocational education and training”. The students need science process skills to meet the global market and 21st century skills are required to solve the real-world problems in daily life. This camp aims to promote SDG goal 4 Quality education: Ensure inclusive and equitable quality education and​ promote lifelong learning opportunities for all​. The computing industry is one of the fastest-growing sectors outpacing global job growth. Employers are struggling to fill available positions, in large part because so few women enter the field. Boosting the numbers of women in computer science can help fill this gap and increase economic prosperity. Coding for gender equality

and without poverty is one of the objectives of this camp. Early intervention is crucial to close the gender gap in computer science area.

We hope to develop 21st century skills (hard skills and soft skills) such as computational thinking, higher order thinking skills, communication skills, logical thinking, innovativeness, critical-thinking skills, innovative problem-solving skills to solve real-world problems and hence promote the awareness of the public regarding the global issues and their impact and solve the global issues via scientific approaches. We aim to integrate scientific knowledge and cultivate mindset of Global Citizenship Education (GCED) among educators and students on global issues through collaborations and partnership and to enhance the understanding of global health problems on Earth, and global collaboration to protect our planet and our environment.  SSAIT camp expects to develop and grow capacities that will enable SEAMEO member countries students to improve their knowledge, understanding, and practical experience in those aspects of space science and technology that have the potential to have a more significant impact on the 17SGDs.

The objectives of the SSAIT camp:

•        To meet SDG 4.7 goal and promote quality education, spark the innovation in STEM education to promote computational thinking among the students

•        To cultivate the cognitive and interpersonal skills that the students need to meet the global challenges and help to produce holistic, quality, and innovative human capital via hands-on and minds-on activities.

•        To enhance the development of students’ knowledge of science and mathematics, and 21st-century skills through hands-on and mind-on activities.

•        To spark the youth’s interest in science & mathematics, engineering, and technology and encourages students to make scientific discoveries as scientific breakthroughs challenge the assumptions and push students’ boundaries by exploring the unknown.

•        To spark a passion for Space Science Education and AI learning

•        To develop global citizenship and AI literacy among the educators and students by connecting with people from a variety of cultures, backgrounds, professions

•        To develop primary and secondary school artificial intelligence education via constructionism, ethics, and creativity activities

•        To broaden artificial intelligence education in elementary and secondary stage

•        To promote digital literacy involves getting young people familiar with a variety of technologies in fast learning programs or devices and become trainable

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https://drive.google.com/drive/folders/1B4cpowT6JhVk-IsE2AmPhx3ogYuF1U37

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Space Science and AI technology Education Camp Report

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Areas that Went Well

1.    Based on the interviews with the participants at the end of the workshop, they stated that the workshop had successfully corrected their perception of GCED in a more positive direction.

2.    Participants' knowledge of the emerging issues on GCED,      such as issues related to human rights are strengthened.

3.    Participants' ability to relate issues associated with GCED,   such as human rights in teaching and learning has improved.

4.    Participants have successfully inserted issues related to GCED, especially with regard to human rights, into the RPH. The RPH will be used as a sample of lesson plans for all teachers who teach related subjects.

Areas for Improvement

Since the participants have just been exposed to connect issues related to GCED in teaching and learning, there is a slight weakness in inserting that aspect into the Daily Lesson Plan (RPH) and mock teaching. Therefore, if given more funds, I will try to create a series of workshops to strengthen the competence of the participants in connecting the learning topics to the related issues on GCED.

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The development of sample lesson plan on GCED

Participants have successfully inserted issues related to GCED, especially with regard to human rights, into the daily lesson plan. It will be used as a sample of lesson plans for all teachers who teach related subjects.

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Supports from:
1. APCEIU
2. UPM
3. Institute of Teacher Education, Islamic Education Campus, Bangi, Selangor, Malaysia

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MOCK TEACHING 1 with comments from fasi.MTS

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This project is a continuation of the previous project implemented from 27 to 28 Nov 2021, titled Awareness Forum on Global Citizenship Education (GCED). It was sponsored by APCEIU and involved 100 participants. The project emphasized developing awareness about the importance of GCED to educators in the Klang Valley, Malaysia. Therefore, this project will be implemented more specifically to give exposure to only 30 participants intensively about GCED and their role in dealing with current issues related to human rights.

This project was carried out through a workshop. Before starting the first session (online), a pre-workshop survey was conducted via Google form to ask participants about their perception of GCED ten days before the online session. Through this survey, information about participants' perceptions was obtained. This information is essential as the main basis for further discussions on the concept of GCED and related issues.

The workshop involved 30 participants consisting of pre-service teachers from the Institute of Teacher Education, Islamic Education Campus, Bangi, on 7 and 13 September 2022. The first workshop session on 7 Sept was conducted online for half a day, starting at 8.30 a.m. until

1.00 p.m and all 30 participants joined. This session involves two talk slots delivered by experts entitled "Identifying human rights issues and the global challenges" and "Global Citizenship Education (GCED): how to relate GCED issues to teaching and learning".

Meanwhile, some reading materials and assignments about GCED through the padlet application were prepared to help improve the participants' understanding of GCED before attending the face-to-face workshop on 13 Sept.

Next, in the second session on 13 Sept, the workshop was conducted face-to-face at Al-Farabi Hall, Faculty of Human Ecology, UPM. However, the attendance of participants at this second workshop was only 25 because 5 participants had health problems. The workshop's second session involves group activities of participants assisted by four expert facilitators. The participants were divided into four groups. This session also involves two slots. The first slot was activities on the participants' understanding of global citizenship education and related issues (based on the online workshop of the last session). The participants used the jamboard application for this activity. Each group managed to make a presentation of their reflections well. The second slot involves the Preparation of Daily Lesson Plans (RPH). Each group is required to prepare two RPHs. Their task is to identify appropriate teaching topics based on the Curriculum and Assessment Standard Document (DSKP) and associate them with issues related to GCED, such as human rights. RPH templates were provided, and expert facilitators assisted them in implementing the activity. Next, the facilitators have chosen four RPHs for mock-teaching activities in the second slot after lunch.

In the second slot, a demonstration of teaching and learning through Mock Teaching activities was held involving four selected RPHs. Facilitators gave constructive comments and asked participants to make improvements based on those comments. Furthermore, the facilitator reminded the participants not to forget to provide examples of issues related to GCED during mock teaching. Finally, they were asked to make a reflection activity on the workshop through the Mentimeter application and google form. Overall, this project successfully achieved the objectives that have been outlined.

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Name: Dr. Ku Hasnita Ku Samsu
Nationality: Malaysian
Affiliation: Universiti Putra Malaysia
Position: Associate Professor

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Assessing GCED using Classroom Assessment.
- Curriculum Analysis
- GCED content matrix
- Assessment tools development
- Assessment tools piloting
- Assessment tools finalization and used in classroom.
- Teacher orientation.

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SMOG: STUBBLE-Site-Specific-performance Measures for Operation against the Smoggy Gauze 

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SMOG: STUBBLE-Site-Specific-performance Measures for Operation against the Smoggy Gauze 

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Why Theater for the Environment?
1.  To explore the possibility of creating awareness about our local environment, the emergence of SMOG during the harvest time, through Performance in Pakistani educational institutions.
2. To identify the potential solutions and methods that may be adopted by farmers and teenage citizens through Stubble-Site-Specific theater in both general and applied contexts.
3. To investigate strategies whereby theater and specifically applied theater or Site-Specific-Performance can assist in the development of teenagers’ behavior, and the attitude towards SMOG and its effect upon the environment.
4. To disseminate the findings of this research through verbal presentation, theatrical staging’s and publication
SDG 3, Good health and well being

SDG 4, Quality Education

SDG 6, Clean Water and Sanitation

SDG 7, Affordable and Clean Energy

SDG 9, Industry Innovation and Infrastructure

SDG 12, Responsible Production and Consumption

SDG 13, Climate Action

SDG 15, Life on Land

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Name: Dr. Thong Ying Li                    Nationality: Malaysian       Affiliation: SEAMEO RECSAM                                 Position: Specialist 

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Name: Dr. Thong Ying Li                    Nationality: Malaysian       Affiliation: SEAMEO RECSAM                                 Position: Specialist 

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‘Peace and justice are interwoven with climate’ is what they have realized
• Gender equality plays a vital role in taking ahead climate actions is a major takeaway for the students and the teachers.
• The school and the community have come much closer due to the myriad opportunities that were created for the interaction.
• The school has got a wide recognition because of its tireless, collaborative efforts to connect to the larger society.
• A positive, green school culture has been created which aspires with hope and concern for all.

Areas that Went Well
1) All collaboration activities like SBM, National Launchpad, Embracing a green file
2) Student’s enthusiastic involvement
3) Teachers’ readiness for learning and experimenting new ideas.
4) Community involvement for a better future
5) Managements wholehearted support / trust and belief in our initiatives

Areas for Improvement
• We have realized that if we need to take things ahead in a big way, we need to tap resources through corporate funding and approaches.
• We can have a lot of online talks from experts in this field from overseas too through proper planning and networking.
• Since students and teachers have now understood global warming in depth, action oriented projects with wider impact can be taken ahead

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The foundation of our school culture which is laid on kindness and compassion has been strengthened because of the empathetic approach that our students have shown towards the community and environment.
students have understood all the 17 SDG's in depth, realized the interconnection amongst all the SDG's and have made them feel the responsibility to understand the beautiful synergy that nature maintains.
they have developed skills like Critical Thinking, Communication and Collaboration, Creativity and have also ingrained in them self-awareness, social commitment and importance of relationship.
Undertaking of new initiatives like MEE and Millet Mom club speak of our success stories.

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Through the activities we undertook keeping climate action as the focus, the students realized how ignorant most of us are of our little actions that affect the climatic conditions in a big way.
Now that they have comprehended the interdependence of the eco system we live in, it is observed that the students are more mindful of their actions now than before. We would like to believe that they will learn to give more back to nature than what they take from it.
• The plethora of environment related activities conducted has made our students believe in the idea of creating a just world where every kind thrives by being able to enjoy the resources this world has to offer.
• Students have become more resilient and have understood the importance and need of sensitizing the community towards climate action.
• There is a change in the approach, attitude and awareness of the students and they are becoming more responsible citizens.

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Tell us about your project -Creating the school (PBHS) as a 'Climate Change Ambassador' through Quality Education by embedding best practices of Climate Action in the school curriculum

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Tell us about your project -Creating the school (PBHS) as a 'Climate Change Ambassador' through Quality Education by embedding best practices of Climate Action in the school curriculum

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In the pursuit of economic growth human society has created some serious impacts on the environment and the natural resources of this world. Perhaps the most serious of the impacts of industrialization and rapid economic growth in several parts of the world has been the increase in concentration of certain greenhouse gases which have led to the serious problem of climate change facing every corner of the globe. There is, therefore, an urgent need to bring about the dissemination of proper knowledge on the nature of the problem in this field as well as specific solutions by which human beings can bring about stabilization, and subsequently reversal of the damage that has taken place progressively education is therefore a vital component of solutions that we have to develop for meeting the challenge. Hence with this objective we decided to intensify our efforts to create awareness about Global Warming and Climate Action amongst teachers and through them in the students of class 3 – 8. (though this project was carried out enthusiastically in pre-school and high school too).

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Name : Seema Shaikh
Nationality : Indian
Affiliation : Pragnya Bodhini High School
Position : Principal

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This supplementary learning material is specifically designed to complement the English textbook (2013 Curriculum) of the tenth grade, chapter 11. This material is equipped with Global Citizenship Education (GECD) framework that puts a significant emphasis on gender equality, aside from providing knowledge and skills of English historical recount text. This material consists of three chapters. The first chapter consists of explanations on the definition of GCED, its key principles, its connection with SDGs, big ideas of GCED, as well as three Indonesian concepts aligned with GCED’s basic ideas. The second chapter consists of the concept of gender equality, sex and gender differences, forms of gender inequality, and efforts to achieve gender equality. The last chapter consists of the Cut Nyak Dhien text, text analysis, and writing’s guidelines.

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Dr. George M. De La Cruz                                  (Philippines)

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Dr. George M. De La Cruz                                  (Philippines)

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Basic Education Teachers in the Department of Education, Division of Bacolod City, Philippines in solidarity during a three-day capacity training.*           

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Training of Teachers on Integrating Global Citizenship Education (GCED) cum Education for Sustainable Development (ESD) for Basic Education Schools 

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Training of Teachers on Integrating Global Citizenship Education (GCED) cum Education for Sustainable Development (ESD) for Basic Education Schools 

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GCED: Pinoy Teachers in Solidarity

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Dear fellow APTW alumni, I am a nurse-educator in the Philippines for 20 years now teaching college and senior high students both in government and private schools. Presently a full-time research and science teacher at Handumanan National High School, also works part-time as Full Professor 1 at Riverside College of Nursing. 

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Dear fellow APTW alumni, I am a nurse-educator in the Philippines for 20 years now teaching college and senior high students both in government and private schools. Presently a full-time research and science teacher at Handumanan National High School, also works part-time as Full Professor 1 at Riverside College of Nursing. 

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The key outcomes of my module would be as follows. 1) The writing of the module (from draft until the final version) and 2) the trial of the module in the schools (pilot project).

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My success factors are supports from UNESCO APCEIU, supports from SEAMEO QITEP in Language, and approvals from the teachers and schools that become the pilot (trial class) of my project.

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English material to promote gender equality

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English material to promote gender equality

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I am writing  a module on a chapter of English lessons aiming to teach secondary school students about gender equality.
The module could be accessed here https://www.qiteplanguage.org/module

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My project: English material to promote gender equality

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My project: English material to promote gender equality

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I am Susi Fauziah from Indonesia. I am the Head of Division of ICT and Network in SEAMEO QITEP in Language.

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Space Science and Artificial Intelligence Education Camp

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Space Science and Artificial Intelligence Education Camp

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Please feel free to share any additional information (i.e. website or social media page) or experiences regarding your project with 2023 APTW participants!

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Tell us key outcomes of your projects. Be brief and specific!

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Describe 2-3 success factors of your project 

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Describe 2-3 success factors of your project 

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Please tell us what made your project successful. Give us 2-3 success factors.

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1. Name
2. Nationality
3. Affiliation
4. Position

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1. Summary of your project
2. Pictures, videos (links) of your project