LOBBY COALITION Funding for global citizenship education including education for peace, human rights and the United Nations In our increasingly interdependent world personal actions inevitably have global implications. The effects of globalisation are everywhere - from international trade, finance, transnational companies, the media and the internet to the environment - global warming, droughts, floods and famines - and a plethora of localised wars. Refugees and human rights infringements are just some of the consequences. Global citizenship education is needed more than ever. A knowledge of the United Nations and international instruments, such as the Universal Declaration of Human Rights and the Convention on the Rights of the Child, gives citizens a framework of values by which to judge action in their own and other countries. Informed public opinion is powerful in persuading governments to change behaviour which is not in accordance with international standards.
"I want children to be able to think creatively and problem-solve to address the issues of tomorrow, not just about work, but contributing to the debate about genetic engineering, the future of the planet and issues of global citizenship." David Blunkett, Secretary of State for Education. (July, 1999.) "I want to look at how we can help bring international development issues more fully into the work and life of schools, in a way which prepares young people to understand and feel able to shape the globalising and increasingly interdependent world which they will inherit." Clare Short, Secretary of State for International Development, to headteachers. ".... a government of compassion, of social justice, of struggle against poverty and inequality, of liberty and of basic human solidarity, not just at home but globally." Tony Blair. (October, 1997.)
The National Curriculum now includes Citizenship, with non-statutory guidelines at Key Stage 2. There is a statutory responsibility that it be taught at Key Stage 3 and 4 by 2002, including "the United Kingdom's relations in Europe... and relations with the Commonwealth and the United Nations; the wider issues and challenges of global interdependence and responsibility..." However, barely 1% of primary schools and 19% of secondary schools actually include the United Nations in their teaching and many teachers need help with relevant teaching materials and curriculum content. ["Citizenship in Schools", UNICEF survey, Spring 2000.] The £5 million Government support for teaching the Citizenship curriculum is welcome, but funding should be earmarked for international governance (including the United Nations), which currently has low priority for teachers.
The United Nations Decade for Human Rights Education from January 1995 to December 2004 - proclaimed by the General Assembly following the 1993 United Nations World Conference on Human Rights, which stated that human rights education was "essential for the promotion and achievement of stable and harmonious relations among communities and for fostering mutual understanding, tolerance and peace." In November 1997, the General Assembly proclaimed the International Year for the Culture of Peace (2000) and the International Decade for a Culture of Peace and Non-violence for the Children of the World (2001-2010), stating that "Education at all levels is one of the principal means to build a culture of peace. In this context, human rights is of particular importance." The Programme of Action reminds governments that "Effective implementation of the Programme of Action requires mobilisation of resources, including financial resources, by interested Governments, organisations and individuals." The Hague Agenda for Peace and Justice for the 21st Century (adopted by the General Assembly) demands that "education ministries systematically implement peace education initiatives at a local and national level", "to provide a radically different education-one that does not glorify war but educates for peace and non-violence and international co-operation" and "to empower people at all levels with the peacemaking skills of mediation, conflict transformation, consensus-building and non-violent social change." The UNESCO objective "To promote values of tolerance, sharing, solidarity and non-violent conflict resolution in education at all levels".
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