Cebu Institute of Technology – University

College of Engineering and Architecture

Department of Industrial Engineering

COURSEWARE
SSP032
SUSTAINABLE DEVELOPMENT & GLOBAL CITIZENSHIP

Prepared by:

Engr. Cheradee Ann M. Cabanlit

Instructor – SSP032

Adopted by:

Engr. Kristan Ian D. Cabaña

Instructor – SSP032
 About the Course
Course Number SSP032
Descriptive Title
SUSTAINABLE DEVELOPMENT & GLOBAL
CITIZENSHIP
Number of Units 3 units lecture
Number of Hours 54 lecture hours
Pre-requisites None
Co-requisite None
Course This provides opportunities to build a paradigm among
Description students to think about a future in which environmental,
social and economic considerations are balanced in the
pursuit of development and an improved quality of life
by learning to know, to do, to be and to live together in
order to contribute to a more inclusive, just and
peaceful world.

Course Learning Outcomes:

CLO 1. Discuss the sustainable development goals & its application areas
CLO 2. Generate solutions for different goals in an engineering way
CLO 3. Discuss the global citizenship theme areas and its domains
CLO 4. Apply appropriate these global citizenship concepts in their
engineering fields

TOPICS FOR WEEK 8 GLOBAL CITIZENSHIP OUTCOME

EDUCATION & ITS DIMENSIONS EXPECTED
Topic 20: GCED1 Cognitive Domain
LO1: Learn about GCED under Cognitive Domain
LO2: Know about the knowledge and understand the
local, national and global issues and
interconnectedness, interdependency of different
countries and populations
Topic 21: GCED2 Socio-Emotional Domain
LO1: Learn about Socio-Emotional and its outcomes
LO2: Learn to share values and responsibilities based
Exit Ticket #10 –
on human rights
15%
LO3: Learn to accept different levels of identity
Topic 22: GCED3 Behavioral Domain
LO1: Understand the objective of the behavioral
domain of global citizenship.
LO2: Understand the importance of the topic in their
chosen field.
LO3: Understand the importance of the topic in
promoting and supporting the Sustainable
Development Goals.
 Contents
About the Course................................................................................................................ 2
Contents.............................................................................................................................. 3
Topic 20. Global Citizenship Education & Dimensions ..................................................... 5
20.1. Introduction to Global Citizenship ......................................................................... 5
20.1.1 Social Responsibility ........................................................................................ 5
20.1.2. Global Competence ........................................................................................ 5
20.1.3. Global Civic Engagement ............................................................................... 5
20.2. UNESCO’s Action to Global Citizenship Education ............................................. 6
20.2.1. Specific areas of work..................................................................................... 6
20.2.2. Special themes ............................................................................................... 7
20.3. Pedagogy ............................................................................................................... 8
20.4. Global Citizenship Education Dimensions ............................................................ 9
20.4.1. Cognitive Dimension......................................................................................... 11
ACTIVITY FOR COGNITIVE DIMENSION! ................................................................. 11
CROSSWORD PUZZLE ........................................................................................... 11
20.4.2. Socio-Emotional Dimension ............................................................................. 13
20.4.2.1. Evolutionary Theory of Emotions .............................................................. 13
20.4.2.2. Plutchik's Eight Basic Emotions ................................................................ 14
20.4.2.3. Different levels of Identity .......................................................................... 15
ACTIVITY FOR SOCIO-EMOTIONAL DIMENSION ................................................... 18
20.4.3. Behavioral Dimension ...................................................................................... 18
ACTIVITY FOR BEHAVIORAL DIMENSION ............................................................... 22
Sources: ........................................................................................................................ 19
Abhijit Naskar

Here are the last topics.

 Topic 20. Global Citizenship Education & Dimensions
20.1. Introduction to Global Citizenship
As education abroad takes on greater prominence in undergraduate education, its
purpose is aligning with the goals of higher education. Given that more and more colleges
and universities are integrating global citizenship as an essential element in the definition
of an engaged campus, particular attention is turning to the role that education abroad
can have in developing global citizens. Integration of such international experiences into
the undergraduate curriculum is believed to be an effective way to motivate students to
want to better understand global issues and to engage in behaviors that reflect the
importance of being responsible citizens of the world. For the purposes of this toolkit,
global citizenship is understood as a multi-dimensional construct that entails three
interrelated domains: social responsibility, global competence and global civic
engagement. Each construct is explained below and is followed by objectives that can be
written into course syllabi. Each objective is paired with corresponding tools.
20.1.1 Social Responsibility
Perceived level of global interdependence and social concern to others, to
society and to the environment.
Objectives
• Students evaluate social issues and identify instances and examples of
global injustice and disparity.
• Students examine and respect diverse perspectives and construct an ethic
of social service to address global and local issues.
• Students correlate local decisions and actions with global consequences of
local behaviors and express their personal and professional responsibility
to others.
20.1.2. Global Competence
Having an open mind while actively seeking to understand cultural norms
and expectations of others, leveraging this gained knowledge to interact,
communicate and work effectively outside one’s familiar environment.
Objectives
• Students recognize their own limitations and abilities to engage successfully
in an intercultural encounter.
• Students demonstrate an array of intercultural communication skills. They
engage successfully in intercultural encounters.
• Students discuss and interpret world issues and events.
20.1.3. Global Civic Engagement
Actions and/or predisposition toward recognizing local, state, national and
global community issues and responding through actions such as volunteerism,
political activism and community participation.
Objectives
• Students engage in or contribute to volunteer work or assistance in global
civic organizations.
• Students construct their political voice by synthesizing their global
knowledge and experiences in the public domain.
• Students will engage in purposeful behaviors that advance a global civic
sensitivity.
20.2. UNESCO’s Action to Global Citizenship Education
UNESCO works by supporting Member States in their efforts to implement GCED. This
includes raising awareness on GCED, advocating for its implementation, and developing
guidance and capacity-building tools.

UNESCO’s approach to GCED is:

• Holistic: addressing learning content and outcomes, pedagogy and the learning
environment in formal, non-formal and informal learning settings
• Transformative: seeking to enable learners to transform themselves and society
• Contextualized: adapted to local needs and cultural realities
• Value based: promoting universally shared values such as non-discrimination,
equality, respect and dialogue
• Set in a larger commitment to promote inclusive, equitable quality education.

20.2.1. Specific areas of work

Global measurement of progress on GCED and ESD (Target 4.7)
UNESCO monitors efforts to achieve Target 4.7 and contributes to the
measurement of GCED and ESD-related learning outcomes.
UNESCO’s activities in this area include:

• Collecting data on global progress via country reports on

the Recommendation concerning Education for International Understanding,
Co-operation and Peace and Education relating to Human Rights and
Fundamental Freedoms (1974)
• Developing global measurement indicators for GCED and ESD
• Providing easy access to policy-relevant data, and data sources, that support
the monitoring of Target 4.7.
• Producing thematic studies, reports and trend analysis

Global advocacy and policy dialogue

Every two years UNESCO organizes a Global Forum on GCED, to address key
issues of relevance to GCED policy and practice. The last forum was held
in Ottawa in March 2017.
UNESCO also organizes policy and advocacy events on GCED in Headquarters
and around the world in order to engage decision-makers, leading experts and
practitioners in a dialogue on effective strategies and practices to implement
GCED.

For more information on previous editions of the GCED Fora:

• 2017 - 3rd UNESCO Forum on Global Citizenship Education, Ottawa,

Canada
• 2015 - 2nd UNESCO Forum on Global Citizenship Education, UNESCO,
Paris, France
• 2013 - 1st UNESCO Forum on Global Citizenship Education, Bangkok,
Thailand

Technical support and capacity building for country implementation

UNESCO develops guidance materials on key educational issues of relevance to
the promotion of GCED. On this basis, it organizes capacity building workshops,
at national and regional levels, for education professionals such as teachers,
teacher trainers, curriculum developers and education policy-makers.
In this context, UNESCO also elaborated technical guidance on how to develop
textbooks free from stereotypes and or prejudice.
More recently, UNESCO’s capacity building work specifically focuses on
the Prevention of violent extremism through education.

20.2.2. Special themes

UNESCO highlights several special themes under the GCED umbrella.
Preventing violent extremism through education (PVE-E)
Violent extremism is on the rise and a major obstacle to global peace and
sustainability. In accordance with the United Nations Secretary General’s Plan of
Action to Prevent Violent Extremism(link is external) (December 2016), UNESCO
supports countries seeking to promote positive and inclusive educational reforms
aimed at youth that counter and build resistance to violent extremist messaging
while fostering a positive sense of identity.
UNESCO’s activities in this area notably include:

• Providing an international platform for dialogue on education’s role in

preventing violent extremism
• Technical guidance and capacity-building. UNESCO produced two guides in
this area:
o Preventing violent extremism through education: a guide for policy-
makers
o A Teacher's guide on the prevention of violent extremism

Education about the Holocaust and other genocide

GCED not only looks forward but draws on lessons from the past. For this reason
UNESCO uses the terrible lessons learned concerning the Holocaust and other
genocides to develop programs that strengthen a culture of prevention and foster
understanding of the causes and consequences of such events.
Education about the Holocaust and genocide fosters knowledge, skills and
behaviors that help learners become critical thinkers, responsible and active global
citizens who value human dignity and respect for all, reject antisemitism, racism
and other forms of prejudice that can lead to group-targeted violence and
genocide.
Languages in education
A global citizen values cultural diversity and the right to speak one’s mother
tongue. Local languages bring entire cultures, values and traditional knowledge
with them and help to build interconnectedness. It is also through the mastery of
the first or mother tongue that the basic skills of reading, writing and numeracy are
acquired most effectively. UNESCO promotes mother tongue-based bilingual or
multilingual approaches in education when appropriate and as a means to promote
inclusion in, and through, quality education.
UNESCO disseminates these messages each year by celebrating International
Mother Language Day
Promoting the rule of law through global citizenship education
The UNESCO/UNODC partnership on “Global Citizenship Education for the Rule
of Law” aims to strengthen the capacities of education policy-makers, educators,
teacher trainers and curriculum developers to promote the rule of law through
education. More specifically, the partnership supports professionals in education
design and implement educational interventions that equip learners with the
knowledge, attitudes and skills to constructively and responsibly engage in society,
uphold the principle of justice and help build effective, accountable and inclusive
institutions at all levels.
20.3. Pedagogy
Most educators agree that "global citizenship is a learned and nurtured behavior",[5] and
the most widely used classroom strategy for developing global skills is project-based
learning. This pedagogical technique can be utilized in the case of almost any school
subject, "[and] is the primary pedagogical strategy in the discourse of global
competencies. Educators see it as an important method for developing the tools-
technical and emotional- for success in the global society".[6] With the aim of nurturing
students' potential to be both learners and citizens, the project-based approach has been
used successfully in community-based learning, for example.[7]

Another important pedagogical feature of GCE is learning through communicative

practices outside the classroom that "harness […] the educational force of the wider
culture".[8] If students are encouraged "to see themselves as political agents",[8] educators
assume they are more likely to acquire the knowledge, skills and abilities that enable them
to become agents of change.[9] Another important element of the student-centered
participatory nature of GCED, is that students, through their engagement with others
via Social Network Services, create their own forms of global citizenship through
dialogue, learning, and action.[10] This is an important element, for example, in the
activities of grassroots organizations like 'GIN' (Global Issues Network), and Global
Citizenship Foundation[11] which involves students and teachers in projects that address
global issues such as human rights, trade rules, and deforestation. [12] Such student-
driven, student-led projects combine both the 'global consciousness' and 'global
competence' aspects of GCED.

UNESCO developed a competency framework on GCE with key learning outcomes,

learner attributes and learning objectives to help guide policymakers and curriculum
developers in their efforts to develop national curricula that empower learners to assume
active roles, both locally and globally.[1] This competency framework is based on a vision
of learning that covers three domains to create a well-rounded learning
experience: Cognitive, Socio-Emotional and Behavioral.[13] Although conceptually
distinct, these three domains do not represent isolated learning processes; they often
overlap, mutually reinforce and build upon each other, and can also occur in parallel. For
example, socio-emotional learning (SEL) requires understanding existing challenges in
the community (cognitive) and making informed decisions (behavior).[1] By delivering
lessons using all three domains, teachers are more likely to develop the broad range
of knowledge, attitudes, values and behaviors that are expected of GCE. This approach
also makes it possible to address the four pillars of learning that are key to ensuring
learners are equipped with the skills they need to face the world as active and engaged
citizens: Learning to know, to do, to be and to live together.[14]

GCED domains of learning and expected learning outcomes

GCE includes three domains of learning, cited below:[1]
• The cognitive domain includes thinking processes that involve the acquisition,
organization and use of knowledge and information.
• The socio-emotional domain includes the development of skills that facilitate learners’
emotional welfare and successful interactions with others, including peers, teachers
and family members and those in their community.[15]
• The behavioral domain includes the development of the ability to use learned
materials or to implement material in new and concrete situations.[1]
GCE has three expected learning outcomes, including how:[1]
• Learners acquire knowledge and understanding of local, national and global issues
and the interconnectedness and interdependency of different countries and
populations. Learners develop skills for critical thinking and analysis.
• Learners experience a sense of belonging to a common humanity, sharing values and
responsibilities, based on human rights. Learners develop attitudes
of empathy, solidarity and respect for differences and diversity.
• Learners act effectively and responsibly at local, national and global levels for a more
peaceful and sustainable world. Learners develop motivation and willingness to take
necessary actions.[1]

'Global consciousness' and 'global competence'

Organizations implementing GCE programs, such as UNESCO, now emphasize the
importance of expanding both students' 'global consciousness' and 'global
competence'.[12] 'Global consciousness' represents the ethical or moral dimension of
global citizenship, whereas 'global competence' "features a blend of the technical-rational
and the dispositional or attitudinal".[16]
However, some view global consciousness and global competence as being closely
related.[17] The OECD, for instance, focuses on global competencies called 'psychosocial
resources', of which there are three main types: "using tools interactively (technology and
language skills), interacting in heterogeneous groups (cooperation, empathy), and acting
autonomously (realizing one's identity, conducting life plans, defending and asserting
rights".[18]

20.4. Global Citizenship Education Dimensions

Global Citizenship Education (GCED) aims to empower learners of all ages to assume
active roles, both locally and globally, in building more peaceful, tolerant, inclusive and
secure societies.

“GCED is based on the three domains of learning - cognitive, socio-emotional and behavioral.

Specific GCED outcomes are categorized under three learning dimensions: cognitive,
socio-emotional and behavioral competencies. The cognitive dimension
includes acquiring an understanding of local, national and global issues; the
socio-emotional dimension is related to experiencing a sense of belonging to
common humanity as well as developing empathy and respecting diversity; and
the behavioral dimension is comprised of acting at local, national and global levels
to bring about a more peaceful and sustainable world.

In traditional learning assessments, the cognitive dimension and, to some extent, the
socio-emotional dimension can be measured. For example, the PISA 2018 measures
knowledge, cognitive skills, social skills and attitudes (the last two being assessed only in
a student questionnaire). However, experiencing a sense of belonging to a common
humanity is not specifically assessed, not to mention being difficult to measure through
traditional learning assessments. Similarly, the desired behavioral outcomes of GCED,
such as getting engaged and taking action are not assessed and difficult to accurately
measure. Indeed, it is possible to ask learners about their level of engagement in a
questionnaire; however, individuals can be tempted to exaggerate their values and
behaviors because of social desirability bias, which would ultimately raise questions about
the validity of the questionnaire. Further complicating the measurement of outcomes is
the fact that promoting a culture of peace, non-violence and an appreciation of diversity
must be examined within national contexts. In short, it is not possible to develop a
universal assessment of GCED that is appropriate for every learner and context.
The key learning outcomes, key learner attributes, topics and learning objectives
suggested in GCED are based on the three domains of learning mentioned above. They
are interlinked and integrated into the learning process.

• • •
Cognitive

Behavioral
Socio-Emotional
knowledge and values, attitudes conduct,
thinking skills and social skills performance,
necessary to that enable practical
better learners to application and
understand the develop engagement.
world and its affectively,
complexities. psychosocially,
and physically
and to enable
them to live
together with
others
respectfully and
peacefully.

UNESCO’s work in this field is guided by the Education 2030 Agenda and Framework for
Action, notably Target 4.7 of the Sustainable Development Goals (SDG 4 on
Education), which calls on countries to

“ensure that all learners are provided with the knowledge and skills to promote sustainable development,
including, among others, through education for sustainable development and sustainable lifestyles,
human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and
appreciation of cultural diversity and of culture’s contribution to sustainable development.
20.4.1. Cognitive Dimension
These are the four specific learning objectives. The intention of these learning objectives
by level of complexity, offering a ‘spiral curriculum’ approach through which concepts
related to global citizenship education can be introduced at pre-primary or lower primary
level and taught with increasing depth and complexity as learners mature, through all
levels of education. As education systems, levels of education and student age groups
vary between countries, these groups are only meant to be indicative.

Pre-primary & Upper primary Lower secondary Upper secondary

lower primary (9-12 years) (12-15 years) (15-18+ years)
(5-9 years)

Describe how the Identify governance Discuss how global Critically analyze
local environment is structures, decision governance global governance
organize and how it making processes structures interact systems, structures
relates to the wider and dimensions of with national and and processes and
world, and citizenship local structures and assess implications
introduce the explore global for global
concept of citizenship citizenship
citizenship
List key local, Investigate the Assess the root Critically examine
national and global reasons behind causes of major local, national and
issues and explore major common local, national andglobal issues,
how these may be global concerns global issues and responsibilities and
connected and their impact at the consequences of
national and local interconnectedness decision-making,
levels of local and globalexamine and
factors propose
appropriate
responses
Name different Differentiate Investigate Critically assess the
sources of between fact/ underlying ways in which
information and opinion, assumptions and power dynamics
develop basic skills reality/fiction and describe affect voice,
for inquiry different inequalities and influence, access to
viewpoints/ power dynamics resources,
perspectives decision-making
and governance

ACTIVITY FOR COGNITIVE DIMENSION!

CROSSWORD PUZZLE
ACROSS
1. A campaign launched by the Admin Duterte, war on drugs that resulted extra judicial
killings and violating human rights.
2. This virus was first encountered in Wuhan, China, in December 2019 that causes
epidemic and fatal deaths worldwide.
5. It is a specialized agency of the United Nations that is concerned with the world public
health.
6. Is an agreement between a country and a foreign nation having military forces visiting
in that country. This is in between the Philippines and the United States that has recently
been terminated by the Philippines because of Gen. Bato Dela Rosa. VISA is cancelled
by the United States.
11. The European Union is an economic and political union involving 28 European
countries. It allows free trade, which means goods can move between member countries
without any checks or extra charges. What country decided to leave the European Union?

DOWN
2. This is one of the domains that refers to the knowledge and thinking skills necessary
to better understand the world and its complexities.
3. Philippines spends the most on internet, spend an average of 10 hours and 2 minutes
daily, what is the most visited website in the Philippines?
7. It is the knowledge, skills, values and attitudes that learners acquire and demonstrate
as a result of global citizenship education.
8. This is an organization that promoted Global Citizenship Education (GCED) since the
launch of the UN Global Education First Initiative (GEFI) 2012, which made Global
Citizenship one of its three education priorities.
9. The learning objectives is divided into how many different age group/level of education.
10. President Duterte initiated the program which seeks to accelerate the Nation’s
infrastructure spending and develop industries that will yield growth, create jobs and
improve the lives of Filipinos.

ACCESS FORM TO ANSWER: https://forms.office.com/r/d70SkAutdN

20.4.2. Socio-Emotional Dimension

Robert Plutchik was a psychologist who developed a psychoevolutionary theory of

emotion. Learn more about Plutchik's theory, the wheel of emotions, primary emotions,
and dyads.
20.4.2.1. Evolutionary Theory of Emotions
When we think about our emotions,
we tend to think of them solely as
states of feeling. For example, we
may describe happiness as the
state of feeling joy or pleasure.
Psychologist Robert Plutchik states
that there are eight basic emotions:
joy, trust, fear, surprise, sadness,
anticipation, anger, and disgust.
Plutchik created the wheel of
emotions, which illustrates the
various relationships among the
emotions.

While Plutchik identifies only eight basic emotions, you can see from the wheel that there
are many different degrees, creating a wide spectrum of emotions. Plutchik states that
emotions are much more complex than most people realize.
Emotions have a long evolutionary history. They are not only adaptive, but they have
evolved over time in order to increase our reproductive fitness. Emotion plays an
important role in issues of survival, and it involves both cognition and behavior.
For example, let's say that you were approached by a snake (threatening event). You
would conclude that you were in danger (cognition), which would cause you to feel fear
(emotion). Your fear activates the fight-or-flight response. As a result, you slowly back
away from the snake in an attempt to escape (goal-directed behavior).
Robert Plutchik developed 10 postulates on which his evolutionary theory of emotions is
based:

1. Animals and Humans: Animals and humans both experience the same basic
emotions in similar ways.
2. Evolutionary History: Emotions appeared as a result of evolution. Emotions were
present in animals even before apes evolved.
3. Survival Issues: Emotions have evolved over time in order to increase the chances
of survival in the environment. For example, trust results in collaboration and
sharing between humans.
4. Prototype Patterns: Although there are several types of emotions that are present
in different species, there are prototype patterns, or common elements, that are
identifiable.
5. Basic Emotions: A relatively small number of prototype, primary emotions, or basic
emotions exist and can be identified.
6. Combinations: All other emotions occur as a result of a mixture, or combination, of
the basic emotions. For example, love is a combination of joy (primary emotion)
and trust (primary emotion).
7. Hypothetical Constructs: It is recognized that primary emotions are hypothetical
constructs or idealized states, which we describe in terms of their particular
properties and characteristics. These descriptions can only be inferred based on
several kinds of evidence.
8. Opposites: The primary emotions are categorized into pairs of polar opposites.
9. Similarity: All emotions have different degrees of similarity to one another.
10. Intensity: Each emotion can vary in its level of intensity.

20.4.2.2. Plutchik's Eight Basic Emotions

As we stated earlier, Plutchik's eight basic emotions are joy, trust, fear, surprise, sadness,
anticipation, anger, and disgust. Each primary emotion also has a polar opposite, so that:

• Joy is the opposite of sadness.

• Fear is the opposite of anger.
• Anticipation is the opposite of surprise.
• Disgust is the opposite of trust.

Plutchik created the wheel of emotions in order to illustrate the various relationships
among the emotions.
The intensity of emotion decreases as you move outward and increases as you move
toward the wheel's center. The intensity of the emotion is indicated by the color. The
darker the shade, the more intense the emotion. For example, anger at its least level of
intensity is annoyance. At its highest level of intensity, anger becomes rage.
 20.4.2.3. Different levels of Identity
1. Different levels of identity

Learning objective:
Critically examine ways in different levels of identity
interact and live peacefully with different social groups.

What is identity?
“Identity is who you are.”
It’s everything that makes you, YOU.

Personal Social
Identity Identity

…is one’s own sense if …consists of social

personal attributes definitions of who you
(i.e. smart, funny, are
athletic) (i.e. gender, race,
religion)
2. Different communities’ people being to and how these are connected.
Learning Objective:
Critically assess connectedness between different groups, communities and
countries.
What is COMMUNITY?
“Group of people”
that have developed relationships around a string common interest.

Practice

…participates in the
Action same activity
Place
(i.e. same sports,
collectors of various
…tries to bring about items, poultry farming) …brought together by
Interest Circums
change geographical tance
(i.e. non- boundaries
profit/fundraising (i.e. neighborhood, town,
…share the same organizations) workplace)
…brought together by
passion or interest external events or
(i.e. films, music, game, situations
fashion) (i.e. cancer patients,
diabetes, bullying)
 3. Difference and respect for diversity
Learning Objective:
Develop and apply values, attitudes and
skills to manage and engage with diverse
groups and perspectives.

What is DIVERSITY?
The concept of diversity encompasses
acceptance and respect. It means
understanding that each individual is
unique and recognizes our individual
differences.

These can be along dimensions of:

• Race
• Ethnicity
• Gender
• Sexual orientation
• Socio-economic status
• Physical abilities
• Religious beliefs
• Other ideologies

Why is it important?

“… I believe that it is with developing in each of us sensitivity to other cultures that

we expand our horizons, respect differences, and appreciate diversity. All these
enable us to achieve international understanding.”
20.4.3. Behavioral Dimension
“In psychology, behavior consists of an organism's external reactions to its
environment. Other aspects of psychology, such as emotions, thoughts, and other
internal mental processes, don't usually fall under the category of behavior.

Objective:
• Learners act effectively and responsibly at local, national and global levels for a more
peaceful and sustainable world;
• Learners develop motivation and willingness to take necessary actions

Peacekeeping is one of the most effective tools available to the United Nations in the
promotion and maintenance of international peace and security. Yet peacekeeping faces
several challenges that undermine its ability to deliver on its mandates. Political solutions
are often absent, and missions seem to have mandates that lack focus and clear priorities.
Complex threats in several environments are causing a rise in fatalities and injuries of
peacekeepers, and missions have sometimes lacked the personnel and equipment to
meet these threats. Peacekeeping operations have also faced challenges in delivering on
protection mandates and in contributing to long-term, sustainable peace, and in achieving
coherence with other actors operating in the same contexts.
To respond to these challenges, the Secretary-General launched Action for
Peacekeeping (A4P) to renew mutual political commitment to peacekeeping operations.
The Secretary-General has called on Member States to join him in developing a set of
mutually-agreed principles and commitments to create peacekeeping operations fit for
the future, with the goal of reaching a formal agreement by the end of 2018. On 25
September, the Secretary-General hosted a GA73 High-level meeting on Action for
Peacekeeping (A4P).

Declaration of Shared Commitments

The Secretary-General shared the Declaration of Shared Commitments on 16 August
and invited Member States and relevant international and regional organizations to
endorse it. The Declaration reflects the commitments that Member States, the Secretariat
and international and regional organizations have indicated they could make during
extensive consultations held in June and July 2018 in New York. The commitments
represent collective action to strengthen peacekeeping.

Implementation of Shared Commitments

The Declaration of Shared Commitments has reached over 150 endorsements and
provides a shared roadmap for strengthening peacekeeping. Success depends on
Member States and the UN Secretariat working actively to implement their commitments.
We, in the Secretariat, are implementing our Declaration commitments by focusing on a
set of key priorities that build on both new commitments and existing workstreams.
Implementation goals are centered on eight priority commitment areas:
• politics
• women, peace and security
 • protection
• safety and security
• performance and accountability
• peacebuilding and sustaining peace
• partnerships
• conduct of peacekeepers and peacekeeping operations
These eight priority commitment areas are anchored in ongoing areas of work, including
the Gender Parity Strategy; the Women, Peace and Security Agenda; Santos Cruz Action
Plan; Management Reform; Police Strategic Guidance Framework; Strategic Force
Generation; the United Nations/African Union Joint Framework and Declaration; the
Triangular Partnership Project; the Voluntary Compact on the commitment to eliminate
sexual exploitation and abuse; the Human Rights Due Diligence Policy and the
Environment Strategy. A tracking system is in development so that progress can be
systematically monitored and reviewed.

See A4P Highlights of Key Achievements

See A4P Key Achievements on Performance
See A4P Implementation in HQ and Field Missions

In August 2019, the UN Department of Peace Operations carried out a survey to gather
perceptions of progress in A4P implementation, and register concrete actions taken by
UN Peacekeeping stakeholders to implement the 45 commitments in the A4P
Declaration. To see the survey results, click here.

High-level Meeting on Action for Peacekeeping

The Action for Peacekeeping (A4P) High-level Meeting on 25 September was chaired by
the Secretary-General. Over 100 Member States and several regional and international
organizations were in attendance, including many at the highest levels. This High-level
Meeting brought all partners together to demonstrate peacekeeping’s successes,
acknowledge our challenges, and spur the action needed by all peacekeeping
stakeholders to enable our missions to bring lasting peace to the countries in which we
are mandated to serve. We are heartened by the enthusiastic support of the majority of
Member States, as well as four international and regional organizations, to the
Declaration of Shared Commitments.

Opening remarks by the Secretary-General were followed by statements

from 48 Member States and three supporting organisations. The event served as a critical
stepping-stone towards implementation by all the Secretariat, Security Council members,
financial-, troop-, and police-contributors, host countries and regional organizations. The
public was able to watch live via UN webcast.
Thematic Consultations
Five thematic consultations took place in June, at which Member States and Regional
Organizations put forward proposals for mutual commitments that could strengthen
peacekeeping. The following brief summaries are non-exhaustive and non-official.

Peacebuilding
Member States raised the need for coherence in relation to peacebuilding, among the
Security Council and the Peacebuilding Commission as well as between the UN and
external actors such as regional and sub-regional organizations, host countries, and
international financial institutions. They stressed the need to ensure continuity of
peacebuilding tasks during peacekeeping transitions and drawdown; the role of women
and youth in peacebuilding; the importance of institution-building particularly the role of
police, justice and corrections.

Performance
Member States emphasized that performance had to be discussed in relation to all
mission components, and also in relation to all peacekeeping stakeholders, from
personnel on the ground and Headquarters, to the Security Council and troop-contributing
countries. They emphasized that performance included support, equipment, training,
mindset, clarity of political vision and mandate, and more, and should be viewed in terms
of impact on protection of civilians, safety and security of peacekeepers, and
implementation of all mandated tasks. The Importance of developing a comprehensive
performance framework, and of accountability was a key theme in the discussion.
Member states also discussed caveats and how to address shortfalls in equipment and
training, and stressed the need for partnerships and capacity building initiatives.
See A4P Key Achievements on Performance

People
States brought forth various perspectives on the protection of civilians, including the
importance of a whole-of-mission approach; the development of tailored responses to
threat profiles; and the need to match mandates with adequate resources. Several
speakers underscored that State bears the primary responsibility for the protection of
civilians and highlighted the importance of their accountability, and the role of national
level institutions playing their role in this regard. Member States underscored the need
for specific gender, women protection and child protection expertise in peacekeeping
operations; gender-sensitive analysis and strategies to inform decision-making; and the
implementation of the Women and Peace and Security agenda by peacekeeping
operations and host governments. There was a call for fact-based public human rights
reporting in peacekeeping operations and positive feedback on the work of human rights
and justice components. Member States encouraged more extensive environmental
management within operations as an integral part of mission planning from the outset.
They supported the UN’s victim-centered approach on sexual exploitation and abuse;
called for implementation of the Secretary-General's zero tolerance policy; and stressed
the need for accountability for acts of SEA committed by both uniformed and civilian
personnel.

Partnerships
Member States had specified commitments at the strategic level to include enhanced
cooperation between the Security Council and the AU Peace and Security Architecture.
At the operational level, commitment to funding for regional and sub-regional peace
operations was raised by many Member States, with other parameters such as
transparency, human rights and accountability to be taken into account. There was
discussion of the question of financing of AU-led peace support operations. On policy
development, Member States raised the need to share lessons learnt and to enhance
complementarity. Strategic force generation, capacity building and training were crucial,
including the implementation of the light coordination mechanism and language training.
On information sharing, he noted that there was a call for commitment to share early
warning and analysis between the UN, regional and sub-regional organizations, as well
as to recognize the comparative advantages of partners. Partnerships should also be
expanded to cooperation with other organizations.

Politics
Several Members States called for a more strategic and coherent role for the Security
Council; for the Council to make better use of the tools at its disposal for supporting
political processes; and for Security Council members to support Security Council actions
through their individual actions, including development, trade and military policies.
Member States called for better sequenced, streamlined and prioritized mandates that
nevertheless preserve protection and human rights responsibilities, with an enhanced
linkage between mandate preparation and resourcing decisions. Member States called
for SRSGs be empowered to as a key political player in mission settings. They called for
stronger linkages between the political and peacebuilding aspects of mandates, in
particular during transition and drawdown periods as well as stronger linkages between
the PBC and the Security Council, including regarding the formulation of mission
mandates. Regarding the role of host governments, Member States recognized the
primacy of this role, but also the need for host governments to commit to support
peacekeeping operations with their consent and cooperation – while also including host
nations in occasional closed consultations and more systematic work by the Council and
the Secretariat with host states to address host state responsibility for mandate
implementation. Member States called for further improvement in triangular consultations
involving the Security Council, T/PCCs and the Secretariat, and for for the Secretariat to
provide better early warning, improve coherence of political efforts, support the Secretary-
General’s surge in mediation efforts, improve linkages across the pillars of the UN, and
provide frank options, advice and analysis and honest assessments of country situations
to the Security Council. There were several calls for the Secretariat to be more honest
and clear in its reports to the Council in providing an assessment when mandated
activities were not sufficiently resourced. Member States encouraged greater cooperation
between the Security Council, Secretariat and regional and sub-regional organizations to
ensure consistent and effective horizon scanning and early warning efforts.

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Supplementary Video:
GLOBAL CITIZENSHIP EDUCATION ABC’s of GCED

-end of lessons-