UNESCO Global Citizen Campus

유네스코-06

Keyword
#global_citizen #global_citizen_campus #global_issues #adolescence_education #mobile_exhibition_center #open_learning #self-driven_participation #game_learning #board_game

 

 

Who is it for?
The program was designed for any students in adolescence age (elementary to junior high school students).

 

 

What was it designed for?
The UNESCO APCEIU initiated the project of developing an experiential learning kit on global citizenship based on the game-based learning approach. This was to inform the youth of the ideal perception of being the global citizen when looking into global issues such as poverty, environmental issues, terrorism, refugees, and epidemics.
Also, to provide not only the learning outcome but also a fun experience through learning, experiential learning kit was developed along with the provision of training sessions for facilitators who will provide the programs in different centers of APCEIU and schools around the world.

 

 

How was it developed and implemented?
The GCC program was developed to have a total playtime of 3 hours. It consists of cards and board games that can be played indoors. In order to maximize the convenience and effectiveness of the program, the full package of tutorials, instructional manuals, tutorial videos, and more were provided. The development of a detailed facilitator operation guideline was done for the optimization of various educational situations and environments.
First of the three contents, ‘Who Is a Global citizen (WIG)’, includes learning content on the concept of a global citizen. It was structured to convey the significance of UNESCO’s global citizenship while opening a chance to share individual thoughts on the definition of global citizens.
Second, ‘TELEPATHY’ provides various examples of global issues for participants to share their answers to the questions of each case. The case card consists of a total of 18 global issues based on the Sustainable Development Goals (SDGs) adopted by the United Nations General Assembly in 2015.
Third, the “BETTER FUTURE 2030 (BEF 2030)” gives participants a total of 17 Sustainable Development Goals (SDGs) cards, with gameplay to select and trade with each other. The game provides the importance of cooperation instead of competition as the participants play the game.
Unlike the lectures and instructor-centered programs, the program has learners experience as the core for the delivery of learning, making the program possible to keep up its level of learning outcome regardless of the competency of the facilitators.