The 6th International Conference on GCED
(5th UNESCO Forum on Transformative Education for Sustainable Development,
Global Citizenship, Health and Well-being)
29 November – 1 December 2021, Seoul, Republic of Korea
Day 1
| Time |
Programme Details |
| 19:00-19:30 |
Opening |
| 19:30-20:00 |
A moderated conversation on transformative education
- Through the moderated conversation, the panel will discuss the concept of transformative education in both conceptual and empirical dimensions.
|
| 20:00-21:30 |
Strand 1 – What does progress in transformative education look like – a look at practices at the country level
Plenary session 1
- In this first plenary, countries will share their vision, practice and progress underpinning their understanding of “transformative education”. The impact of current practices related to learners’ behavior and the educational system will be discussed, highlighting success indicators.
|
| 21:30-21:50 |
Break
|
| 21:50-23:00 |
Concurrent sessions 1
- Following the plenary session, the concurrent sessions will discuss the different components that need to be transformed in the education system, and how to bring about these changes and further advance.
- Session 1.1 - Policy
- Session 1.2 - Curricula, pedagogy and assessment
- Session 1.3 - Learning environment
|
Day 2
| Time |
Programme Details |
| 16:00-17:30 |
Strand 2 – What does progress in transformative education look like – a look at recent global and regional data
Plenary session 2
- Building upon Strand 1, this session will examine transformative education through the lens of regional and global comparative data in relation to SDG Target 4.7. The discussion will identify the progress made, and remaining gaps in existing monitoring and assessment frameworks.
|
| 17:30-17:45 |
Break |
| 21:50-23:00 |
Concurrent sessions 2
- The concurrent sessions will engage in an in-depth discussion on three selected major gaps in transformative education, identify opportunities and make suggestions on the way forward.
- Session 2.1 - How to address social and emotional dimensions of learning in assessment?
- The increasing integration of social and emotional learning (SEL) into curricula has raised questions regarding feedback and assessment. Drawing on research, policy and practice, this session will examine possibilities and gaps in SEL.
- Session 2.2 - Making adult learning and education visible within lifelong learning: strengthening non-formal education for individual, social and system level transformation
- This session will present local initiatives that have embedded ESD and GCED into lifelong learning systems through policy/strategy development and project implementation, as well as progress made in building learning cities.
- Session 2.3 - What do we need to monitor/measure/assess in transformative education - gaps and opportunities?
- The session will focus on promising practices and remaining gaps in capturing the transformation of individuals, societies and education. The key question to be addressed is how quality teaching and learning can be guided based on the evidence available.
|
| 18:55-19:10 |
Break
|
| 19:10-19:55 |
Special Session by the Host Country (Plenary) – Experiences from the Republic of Korea and Beyond: Progress, Challenges and New Visions
- The Special Session will discuss the Korean experience on SDG Target 4.7, at the domestic and international level. Good practices, emerging trends and lessons learnt will be shared, suggesting key agendas, challenges, and visions towards 2030 and transformative education.
|
| 19:55-20:10 |
Break
|
| 20:10-21:40 |
Strand 3– What does progress in transformative education look like – the crucial role of teachers
Plenary session 3
- Based on the findings of two global studies conducted by UNESCO and its partners, this session will discuss what can be done to support teachers to feel more confident in their role and to effectively facilitate transformative education.
|
| 21:40-21:50 |
Break
|
| 21:50-23:00 |
Concurrent sessions 3
- The session will address key action areas in view of advancing the role and building the capacities of teachers to deliver ESD, GCED and education for health and well-being.
- Session 3.1 - Teacher preparedness
- Session 3.2 - Teaching and learning resources and materials
- Session 3.3 - School and community support
|
Day 3
| Time |
Programme Details |
| 16:00-17:30 |
Strand 4 – What does progress in transformative education look like – conclusions and next steps
Plenary session 4
- The Strand will assess how to best capture progress including possible benchmarks and success indicators in addressing different aspects of transformative education and discuss the way forward.
|
| 17:30-17:50 |
Break |
| 17:50-19:00 |
Concurrent sessions 4
- In the concurrent sessions, concrete policy recommendations on advancing transformative education and creating enabling conditions will be formulated by policymakers, practitioners and monitoring experts.
- Session 4.1 - Policy makers
- Session 4.2 - Practitioners
- Session 4.3 - Monitoring experts on measurement frameworks, M&E, and data
|
| 19:00-19:20 |
Break
|
| 19:20-20:00 |
Special concurrent sessions
- The special concurrent sessions will showcase 6 innovative research projects focusing on target 4.7. Participants will be able to choose between 3 concurrent sessions and discover in depth two projects:
- Special Concurrent Session 1 Policy makers
- - Sulitest – Raising & Mapping Awareness of the Global Goals
- - The Danish Institute for Human Rights / SDG Target 4.7
- Special Concurrent Session 2 Practitioners
- - Mapping GCED network in North America and Europe
- - Monitoring and Evaluating Climate Communication and Education (MECCE) Project
- Special Concurrent Session 3 Monitoring experts on measurement frameworks, M&E, and data
- - Reorienting education and training systems to improve the lives of indigenous youth
- - Mapping Education for Sustainability in the Nordic countries
|
| 20:00-20:15 |
Break
|
| 20:15-20:50 |
Closing
- Ms Jeehyeon Kim, Programme Specialist, Office of Research and Development, APCEIU
|
