Republic of the Philippines

Surigao del Sur State University

Rosario, Tandag City, Surigao del Sur 8300
Telefax No. 086-214-4221
Website: www.sdssu.edu.ph

MELANIE V. SEGUI

   
1. What is the purpose of the study?

*The study aimed to promote the values of education for citizenship to enable
students to work towards a more peaceful, just, sustainable, and inclusive
world. The study's primary goal was to help people live in fair, safe, moderate,
and inclusive societies by providing learners with the competencies and
opportunities to exercise their rights and fulfill their obligations.

2. What is the most likely event or circumstance that led the author to develop the
study?

* Event or circumstance that led the author to develop the study, indications,
theories, and experiences relating to GCED in Arab contexts suggest that there
are a number of challenges in integrating citizenship education into the
curricula and deciding on its subject matter and method of delivery . A similar
trend in Oman to develop critical thinking or twenty-first century abilities has
given rise to the idea of promoting global citizenship in education. To build
more potent avenues for encouraging a feeling of global citizenship among
Omani students, a number of elements must be improved.

3. Discuss the study's topic's effects on the population, the local area, and the
environment as a whole.

*It is important to impart the values of global citizenship to school children as

well as the concepts of coexistence, understanding others, recognizing the
interdependence of all people through the development of collaborative
projects, and learning conflict resolution techniques that respect cultural
diversity and pluralism. Education for global citizenship, according to UNESCO,
strives to give students of all ages,values, information, abilities, and behaviors
based on observance of human rights, social justice, diversity, gender equality,
and environmental sustainability. Additionally, it attempts to give them the
abilities required to function as accountable world citizens.
Despite its many difficulties and the current financial crisis, UNESCO is seen as
a powerful tool of soft power that bridges gaps, wins over important players,
and establishes new standards. This authority connects the essential partners
to pursue common objectives and mobilizes the resources of local
communities, the commercial sector, and civil society to take more effective
collective action.

4. Summarize or compile the essential components of global citizenship education.

For the purpose of analyzing how global citizenship concepts are incorporated
into national policies, six main themes have been identified: (1) Social justice
and human rights. The expansion of that right to higher education serves as
confirmation of this; under the current system, education is to be equally
accessible to all, facilitating entry to higher education based on competence
and merit. All of these elements work together to prepare and develop a global
citizen who is aware of and asserts his or her rights.

(2) Promoting a culture of peace and tolerance; The Omani people have made it
a way of life to uphold the idea of spreading tolerance and peace. The three
policy texts support this viewpoint and help young people internalize it. An
examination of the government's educational priorities, which connected
characteristics found in its educational philosophy to the primary educational
approach, revealed that this philosophy stands between conservatism and
modernity by fusing preservation of Arab-Islamic national culture with an
openness to universal values and values of peace.

(3) Sustainable development issues; "Education is the cornerstone of growth."

As a result, it's critical to equip people with the knowledge and abilities
necessary to live better lives while protecting the rights of future generations to
environmental resources. The emphasis is on upholding national identity,
developing the ideals of citizenship, toleration, and peace, and safeguarding
civilizational and spiritual values.

(4) Cultural and civilizational diversity; One of the vision's goals is "a conscious
knowledge-based society that preserves its identity, with skills and capabilities,
and keeps pace with knowledge developments and technical changes," within
the priority of citizenship, identity, heritage, and national culture. This goal
includes the principle of cultural and civilizational diversity. A conscious
society that is aware of the different issues in its environment is what is meant
by the ideal society.
 (5) Ecological balance; The most crucial subjects were concern for
environmental protection, acting responsibly toward the environment, and
awareness of sustainability challenges. Due to the need to guarantee continuity
for future generations and save resources, a healthy and sustainable
ecosystem must be created.

(6) Scientific and technological advancement. Combining the examination of the

three publications' discussions of scientific reasoning and technology revealed
a clear emphasis on combining innovation, utilizing technology, and making
the right investments. The materials do not, however, mention 21st-century
talents. This does not imply that they ignore those abilities, as all of the
abilities listed in these documents are included in the framework of the 21st
century's skills, whether they pertain to communication, technology, creativity,
innovation, health, or environmental skills, or to life skills like the integration of
various values or concepts of work.

5. Describe the study's design as it was intended by the author.

*In order to establish the strength of support in implementing the core

requirements of GCED in the three national policy papers, qualitative document
analysis (QDA) was used. The authors followed this strategy, starting by
gathering the relevant policy papers and then developing the codes and themes
based on the GCED literature, as it was determined that this style of analysis
was the most appropriate for this study to analyze how Omani policies are
including GCED. In addition, we utilized the GCED themes and issues from
UNESCO. The four writers of this research worked collaboratively to complete
this coding. The four researchers' agreement on the final codes ensured the
accuracy of the data coding.

6. What does the other author have to say about GCED based on the readings?

The author shows how ideas like globalization and global citizenship are
reflected in social studies curriculums across the nation. He will also contend
that the social studies classroom is the main setting for their curriculum
application, notwithstanding the multidisciplinary nature and meaning of the
phrases "globalization" and "global citizenship."

7. What steps are being taken to close the gaps in the study's findings?

First, there is a lack of agreement regarding what global citizenship entails.

Noddings (2005) stated that we cannot apply the conventional concept derived
from the notion of citizen since global citizenship does not entail allegiance to
an absent global authority. Noddings defines a global citizen as someone who
can successfully live and work anywhere in the world while being supported by
a global way of life.

Second, international education, global education (Davis, Evans, & Reid, 2005),
multicultural education (Banks, 2004; Dunn, 2002), peace education (Smith &
Fairman, 2005), human rights education (Guadelli & Fernekes, 2004), and
economic education are commonly used to conceptualize global citizenship
education. Practitioners are well aware that none of these approaches, with the
possible exception of economic education, have so far found a place in school
curricula.

Third, Due to the similarities in justification and the variety of models that
citizenship education provides, global citizenship education should be viewed
within the context of citizenship education as a whole (Davis, Evans, & Reid,
2005)

The fourth barrier on our list is the worry that promoting global citizenship will
erode national loyalty. Most of the time, patriotism is understood in its
conventional sense.

8. What major theory was applied to the study? Discuss

In order to support their own goals in teaching about global citizenship,

teachers had to and were able to "interpret the required curriculum
imaginatively," according to Michele Schweisfurth (2006) (p. 49). Despite
Ontario's civics curriculum and standards being supportive of global
citizenship education, the overarching message to all students was that of
curriculum conformity. The system of professional development taught
teachers who were interested in incorporating global perspectives into their
classrooms how to look at the curriculum guidelines from a global citizenship
education angle, but they still found themselves on the periphery of the
profession's larger concerns.

9. Discuss the variables and what the indicators are.

State standards are one of the most effective tools for curriculum creation.
Since the middle of the 1990s, voluntary national standards—then state
standards—have established what students should learn and be taught in a
variety of subjects, including social studies (Finn & Kanstoroom, 2001). State
standards can function as a trustworthy indicator of curricular content changes
between states, despite their relative rigidity as a result of the difficult revision
process. By examining the state standards, it is now possible to ascertain the
general direction of content growth in several sectors of education.

10. What exactly does the study's purpose statement say?

This essay seeks to ascertain how the idea of global citizenship is portrayed in
state social studies standards. This study was guided by the following
questions: 1) Do state social studies standards or similar state curricular
guiding documents include the terms globalization and global citizenship? 2)
What phrases or concepts have a conceptual relationship to globalization?

If civic engagement and global citizenship aren't stated in the text, how are they
applied in state social studies standards?

11. What are the study's aims and restrictions?

The development and implementation of state content standards possess their

own dynamics that explain, in part, why standards lag behind real life. This is
particularly the case in social studies education where, in comparison with other
areas of education, the rapidly changing world dictates its own pace.

12. What are the study's results, conclusions, and recommendations?

Due to this, the term (and concept) "global citizen(ship)" is only mentioned in
the standards of two states, despite the fact that many other states' social
studies standards—particularly those pertaining to civics and government—
make an effort to conceptualize civic commitments that transcend national
boundaries. How much does the term "global citizen" differ from "citizen of the
world" semantically? Not much; they are virtually interchangeable. With other
replacements, or rather political and ideological euphemisms, this is not the
case. Phrases like "productive, knowledgeable citizens in a global society,"
"responsible citizens and active participants in...global society," or "competent
citizens in a culturally diverse and interconnected globe" are imprecise and
change the focus.
13. What implications, if any, do the study's overall findings have for your personal
situation?
Social education content is an area that is evolving quickly, thus it is our
responsibility as educators to make sure that our students are equipped to live
as responsible, knowledgeable, and global citizens in the future.

14. What are the gaps that the author felt compelled or required him to perform the
study?

It should be noted that, unlike the social studies requirements of those states
where this notion is not taught at all in any form, the concepts described offer
classroom teachers at least some recommendations about global citizenship
education despite their ambiguity and vagueness. However, this does not imply
that educators in those jurisdictions disregard the importance of teaching
about global citizenship. However, it does imply that teachers who choose to
incorporate aspects of global citizenship education into their curricula will lack
curricular explanation and support. It also means that, as a result of the
pressure of constant and unrelenting accountability, which, as many
practitioners are aware, typically entails that what is not assessed is not taught,
themes relevant to global citizenship are buried behind more "essential" things.

15. What crucial GCED factors might you need to have included if you were the
study's author?

Cultural and Civilizational Diversity is what I choice for GCED factors, All
citizens have the same rights and obligations under the law. They shall not be
treated differently from one another in this regard based on their gender,
ethnicity, race, language, religion, or socioeconomic standing. Article 23 states
that "Personal freedom is secured in accordance with the law, and this
confirms the concern for the human being, far from any difference owing to any
of the aforementioned causes relating to religion, language, gender, or other,
and taking into account diversity." The same is true of Article 35, which states:
"Freedom of opinion and expression thereof in writing, speaking, or by any
other means, is guaranteed, subject to the restrictions imposed by the law."