CLUSTER OF BUSINESS AND MANAGEMENT
SEMESTER JANUARI 2020
OUMH1603
LEARNING SKILLS FOR 21ST CENTURY
NAME : SOPANA A/P PALINISAMY
IC NUMBER : 950206085572
CONTACT NUMBER : 016-4956295
EMAIL : [email protected]
LEARNING CENTRE : MANJUNG LEARNING CENTRE
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CONTENTS
1. INTRODUCTION …………………………………………………………….…….....................3
2. PART A : GLOBAL WARMING AND THE REASONS FOR SELECTED IT……….................4
3. PART B: REVIEW OF VIDEOS………………….……….………………………………………6
4. 3 KEY CONCEPTUAL DIMENSIONS OF GCED-COGNITIVE,
SOCIO-EMOTIONAL AND BEHAVIOURAL…..........................................................................9
5. WAYS TO RESOLVE GLOBALWARMING……….……….……….…………………...……11
6. CONCLUSION…….…. …………………………………………………………...…………....13
7. SELF REFLECTION…………………………………………………………………………….14
8. REFERENCES…………………………………………………………………………………..15
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1.0 INTRODUCTION
One of the prevailing issues that need our concern is the sustainability of the
Environment. Global Citizenship Education is a strategic area of UNESCO’s Education
Sector programme and builds on the work of Peace and Human Rights Education. It aims to
instil in learners the values, attitudes and behaviours that support responsible global
citizenship such as creativity, innovation, and commitment to peace, human rights and
sustainable development. In order to achieve a better and more sustainable future, 17 global
goals were designed as a blueprint to achieve better world (Tawil, 2013). The sustainable
development goals are such as no poverty, zero hunger, good health and wellbeing, quality
education, climate action and many more from various field.
Besides good health and good education, one of the global goals which are strongly
being focused by the nation is environment sustainability. Furthermore, economic
development and climate change are inextricably linked, particularly around poverty, gender
equality, and energy. That is the reason even the United Nation encourages the public sector
to take initiative in this effort to minimize negative impacts on the environment.
Climate change is the greatest environmental threat to the Earth today. Rise in the
global average temperature is a symptom of climate change which is known as global
warming. Hence the importance of GCED is increasing due to various environmental issues
that we are facing globally. Thus, my writing will be more focusing on the ways the Global
Citizenship Education benefits the society in resolving environmental issues such as global
warming. The objectives of my writing are first to create awareness to the readers and society
on the importance of protecting and preserving our environment from destructive human
activities. Besides that, the purpose of my writing is also to build a sense of responsibility
among the individuals to respect the environment, making rational use of natural resources as
well as taking steps to reduce the global warming for the sustainable of the environment.
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2.0 PART A : GLOBAL WARMING AND THE REASONS FOR SELECTED IT
Climate change education for sustainable development is the UNESCO’s initiative to
reduce the climatic issue that are being faced by nations around the world. It includes some
serious and prevailing environment issues such as global warming, pollution and others. But
the environment issue that going to be focused throughout this writing is the global warming.
Global warming is the mainly human-caused rise of the average temperature of the Earth's
climate system and has been demonstrated by direct temperature measurements. It is a major
aspect of climate change which, in addition to rising global surface temperatures also
includes its effects, such as melting of ice.
Global warming occurs when carbon dioxide (CO2) and other air pollutants and
greenhouse gases collect in the atmosphere and absorb sunlight and solar radiation that have
bounced off the earth’s surface. Normally, this radiation would escape into space but these
pollutants, which can last for years to centuries in the atmosphere, trap the heat and cause the
planet to get hotter. That's what's known as the greenhouse effect.
The reasons for choosing global warming for this writing is because the global
warming issues are getting serious day by day through globally. The report bluntly states a
1.5°C temperature rise will happen in the next two decades. Further, that outcome is the best
of all possible outcomes if we can keep temperatures from going higher. This means that our
earth is getting hotter and hotter which eventually results in hotter days, rising of sea levels,
difficulty for farming and food source, water shortage, health as well as extinction of some
animal species.
Research also showing that 100% of the causes for the global warming issue is 100%
due to human activities. Human activities such as open burning, deforestation, emission from
motor vehicle and the burning of fossil fuels from factory are causing the global warming and
it need to be prevented through GCED. Human activities have increased the abundance of
heat-trapping gases in the atmosphere. This increase is mostly due to burning fossil fuels,
such as coal, oil, and natural gas. Carbon dioxide has increased from a pre-industrial level of
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280 parts per million to more than 410 parts per million today. Human activities are causing
Earth to heat up in ways that are different from warm periods in the past.
Thus, it is undeniable that the global warming education is a need in this 21 st century
under Global Citizenship Education to educate the society. Global Citizenship Education is
essential and one of the effective tools used to create awareness of the society on the
importance of preserving and conserving the environment from destruction. Education is an
essential element of the global response to climate change. It helps people understand and
address the impact of global warming, increases “climate literacy” among young people,
encourages changes in their attitudes and behaviour, and helps them adapt to climate change
related trends.
It is a fact that human activities are the main cause to the rise of global warming in
the nation. Human activities have increased the abundance of heat-trapping gases in the
atmosphere. Therefore, a proper education is needed whereby not only covering in the
classroom but also need to teach the citizens to people react and focus in their daily life such
as to reduce the global warming effect (UNESCO, 2017 ). Now it’s time for the global citizen
to practise and act upon the theories in order to ensure the environment sustainability.
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3.0 PART B: REVIEW OF VIDEOS
3.1 : Video on the 3 Key Conceptual Dimension
The video is about the 3 dimension conceptual of Global Citizenship Education which
is explaining in detail about cognitive, socio-emotional and behavioural skills taken from
YouTube through the link (https://www.youtube.com/watch?v=1GpIUoRoKCo&t=78s).
From the video I understand that the cognitive dimension means to have a knowledge on
what is going in this world about the environment. The second concept is to have empathy
and responsibility to make sure world is good place to stay. Next the behavioural concept is
to act effectively and responsibility at local, national and global levels for a more peaceful
and sustainable world. The video also elaborates that the learners act effectively and
responsibly at local, national for more sustainable world. Lastly the video also explains the
three concepts of thinking, feeling and acting as a global citizen to ensure sustainable world.
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3.2 Video on Global Warming
The video is about global warming which taken from YouTube through the link
(https://www.youtube.com/watch?v=Y3gqoDUtmt4). The video is started with the definition
where the rising of the average temperature. From the video I understand that it is assumed
that by the end of 21st century, global warming is likely to cause in the Earth temperature of
2-5 degree Celsius which will result in species extinction and making life harder. Global
warming occurs when carbon dioxide (CO2) and other air pollutants and greenhouse gases
from deforestation, industrial revolution and burning of fossil fuels collect in the atmosphere
and absorb sunlight and solar radiation that have bounced off the earth’s surface. Normally,
this radiation would escape into space but these pollutants, which can last for years to
centuries in the atmosphere, trap the heat and cause the planet to get hotter. That's what's
known as the greenhouse effect. Besides that, the video also elaborates the effects of global
warming such as rising in sea level, changes in climate. Lastly the video also stresses out the
ways to prevent global warming such as using more public transport, car pooling and plant
more tress to reduce greenhouse gases.
3.3 Discussion Creatively and Critically on Global Warming and GCED
Global warming is the mainly human-caused rise of the average temperature of the
Earth's climate system and has been demonstrated by direct temperature measurements. It is a
major aspect of climate change which, in addition to rising global surface temperatures also
includes its effects, such as melting of ice. Action should be taken by people through Global
Citizen Education which mainly focuses on 3 aspects such as cognitive, socio-emotional and
behavioural skills.
First, cognitive means to have a knowledge on what is going in this world about the
environment. This section introduces essential values, perceptions, competences and bodies
of knowledge that constitute the basis for any implementation of GCED into practice. For the
global warming issue, GCED through the cognitive dimension will be results in the questions
such as the status of global warming now and future, ‘where can we find info about global
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warming’ ? ‘how serious is global warming now’? as well as the critical thinking on whether
it can be solved or not. This is where the close connection with the second dimension of
Global Citizenship Education becomes apparent.
Secondly, socio-emotional which is to have empathy on what is going on and feel that
we have responsibility to make sure world is good place to stay. On the one hand, responsible
global citizens should be able to reflect their own attitudes and values and become aware of
them. It is important to know what motivates the audience to behave in certain ways and what
might inspire them to change that behaviour. In this global warming issue socio-emotional is
important to motivate the people to behave in certain ways and to inspire them to change that
behaviour which will lead to the third dimension which is behavioural concept.
This is where that the learners act effectively and responsibly at local, national for
more sustainable world such as planting more trees, avoid deforestation and use more public
transport to reduce the global warming.
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4.0 KEY CONCEPTUAL DIMENSIONS OF GCED-COGNITIVE,
SOCIO- EMOTIONAL AND BEHAVIOURAL
Global Citizenship Education is a strategic area of UNESCO’s Education Sector
programme and builds on the work of Peace and Human Rights Education. It aims to instil in
learners the values, attitudes and behaviours that support responsible global citizenship such
as creativity, innovation, and commitment to peace, human rights and sustainable
development. There are 3 key conceptual dimensions in GCED such as cognitive, socio-
emotional and behavioural skills. GCED plays an important role in educating and
maintaining a sustainable environment such as in order to facing issues such as global
warming. Especially in global warming is the mainly human-caused rise of the average
temperature of the Earth's climate system.
The 3 key conceptual dimensions of GCED can bring benefits to the society to resolve
the environmental issues such as global warming. The first concept of GCED is cognitive
means to have a knowledge on what is going in this world about the environment. This
section introduces essential values, perceptions, competences and bodies of knowledge that
constitute the basis for any implementation of GCED into practice (Sitorus, 2005). For
example, for the environment issues such as global warming cognitive dimension benefits the
society by creating the knowledge and the imparting of knowledge constitutes an important
dimension of any educational concept. The knowledge will be playing crucial role to another
step which is the second concept of GCED which is socio-emotional aspect (Katherine,
2014). For example, for global warming issues, the cognitive theory will make the people to
think the status of global warming now and future, ‘where can we find info about global
warming’ ? ‘how serious is global warming now’? as well as the critical thinking on whether
it can be solved or not.
Next, the socio-emotional concepts which is to have empathy on what is going on and
feel that we have responsibility to make sure world is good place to stay is another benefit in
GCED education. It is important to know what motivates the people to behave in certain
ways and what might inspire them to change that behaviour (Maryono, 2015). For example,
in this global warming issue, socio-emotional is important to motivate the people to behave in
certain ways and to inspire them to change that behaviour which will lead to the third
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dimension which is behavioural concept. For example, GCED is important for the society to
have emotional toward the earth’s current condition and empathy to take action to reduce the
global warming from rising. For example, at Tulungrejo students began to show an attitude of
caring for others by inviting them to undermine the environment and prevent others from
destroying the environment (Mukminin, 2014).
Last but not least, GCED is not perfect without behavioural dimension. Although we
have cognitive and socio-emotional, but without behavioural aspect, the GCED won’t make
any changes to the society and the environment as well. It benefits the society by stressing
out the correct action that need to be taken to ensure the environment sustainability. For
example, Nigeria has introduced environment education to school residents with varied
activities so that they are easy to remember and on target. The activities included
environmental themed photography competitions, composting, writing young scientific
papers regarding global warming (Rahmawati & Suwanda, 2015).
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5.0 WAYS TO RESOLVE GLOBAL WARMING
GCED plays a crucial role in resolving environmental issues such as global warming.
According to article by Austrian Commission of UNESCO, first way to incorporate climate
change education such as global warming issues into the curriculum with adaptations for the
local context. Just lessons on key climate change such as global warming is not enough. The
syllabus must be developed with local policies and practices and addressing disaster risk
reduction. A nationally significant, child-focused, participatory approach works best. For
example, In South Africa, the tools included resource guides, training workshops, a
competition among schools and a national media campaign are being used. For example, for
global warming incorporating syllabus parallel with current global condition can create
awareness among the public as well as fulfil cognitive aspect of GCED.
Next, the environmental issues can be overcome through GCED by practicing
non-formal education. After-school activities provide opportunities for children to interact
with their environment through field trips, research and action projects, and to practically
apply what they have learned in the formal education. Education focused on green jobs such
as exploration of field trips helps young people develop their creativity, engage in productive
work and contribute to the emerging green economy. For example, for global warming issue,
the students can be taught to have action projects such as demonstrating effects of global
warming through science projects for better understanding.
Next according to Empowering Core of Global Citizenship Through Implementation
Environmental Education Development in the School by University of South Korea, the
global issues can be prevented from increasing through the teacher’s training. Many teacher
training programmes and modules covering climate change, environmental education and
sustainable development should be designed. Training teachers to be truly innovative for
child friendly in the schools can ensure innovative approached to be used by the teachers in
the schools in create socio-emotional aspect as well as responsibility towards the nature
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among the students. For example, training module of teachers which includes planting plants
around the school can resolve environment issues such as global warming.
Finally, to be more environment conscious and to act before global warming get
worse, development of green schools should be started in our country. It is important to
develop responsible and green habits in its learners in an environment. For example, to
resolve environment issue like global warming, well-designed green schools which are water
and energy efficient and use nontoxic, locally available construction materials and renewable
energy plays a major role too. For example, the Green School in Bali, Indonesia is built
almost exclusively with bamboo, a locally renewable resource.
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6.0 CONCLUSION
In conclusion, GCED aims at supporting students to become informed world citizens,
featuring essential critical thinking and analytical skills coupled with a humanist sensibility.
Climate change is the greatest environmental threat to the Earth today. To overcome such
environment threat as well as maintain sustainable environment, three dimensions of GCED
should be implemented by all of us. There are including having knowledge on what is
happening around us (cognitive), being empathy on what is going on and feel that we have
responsibility to make sure world is good place to stay (socio-emotional) as well as to act
effectively and responsibility for a more peaceful and sustainable world (behavioural). GCED
plays a crucial role in resolving environmental issues such as global warming by
incorporating climate change education, practicing non-formal education, training the
teachers and development of green school will be great ways to resolve the environmental
issues.
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7.0 SELF REFLECTION
By learning OUMH1603 Learning Skills for 21st Century, I have gained many skills
such as critical thinking, creativity and as well as reflective thinking skills. By learning and
doing this writing, I have learned and gained so much about Global Citizenship Education in
creating awareness to ensure sustainable environment. The 3 key dimensions of GCED such
as cognitive, socio-emotional as well as behavioural skills helps to create awareness of the
society on the importance of preserving and conserving the environment from destruction.
Before learning the course, I do not know the existence of GCED and its roles in
managing global issues. After learning this course, I’m enabled to achieve learning skills
through 21st century as well learn to concern about the responsibilities as a member of this
world and responsible towards the world. I’m feeling happy that now I can proudly say that I
have adequate knowledge of global issues and can act such as cognitive, socio-emotional as
well as behavioural concept.
Lastly, this course has contributed me to create awareness and has made me more
responsible towards the earth.
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8.0 REFERENCES
Katherine, AG. (2014). The ipact of environmental education on youth and their
environmental
awarness. Environmental studies undergraduate student theses. University of
Nebraska- Lincoln. Spring 5-2014.
Maryono. (2015). The implementation of the environmental education at “adiwiyata” schools
in pacitan regency (an analysis of the implementation of grindle model policy).
Journal
of education and practice. 6(17), 31-42
Mukminin, Amirul.(2014). Strategies to educate Global Citizenship Education.
Ta’dib. XIX(02), 227-252.
Peekaboo, K. (2019,May 29).Global Warming-The End Game
Retrieved from https://www.youtube.com/watch?v=Y3gqoDUtmt4
Rahmawati, ira & Suwanda, I made. (2015). Environmental education principal methode and
application. Plenum press. New york and london.
Sitorus, Acelina Banguniati. (2005). Global citizhenship education: citizhenship education for
globalizing societies. Incooperation with the Autrian for UNESCO.
Tawil. (2013). Education for global citizenship: a framework for discussion. UNESCO
Education research and foresight (ERF) working papers series. 7. Paris UNESCO).
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UNESCO. (2017). Measurement strategy for SDG Target 4.7. proposal by GAML Task
Force 4.7. Global Alliance for monitoring learning fouth meeting. Madrid. Spain.
Zulaikha Ng. (2020, March 4).3 Dimension Conceptual of Global Citizenship Education.
Retrieved from https://www.youtube.com/watch?v=1GpIUoRoKCo.
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