Diversity of Educational Experiences
Schooling having Sociological Function
Purpose of Education and Schooling
The evolution of civil, political, and social rights has altered the concept of citizenship. The current state of national citizenship varies between countries, owing to cultural variances. Other considerations include the political and historical background.
As the globe becomes more globalized, issues regarding what defines meaningful citizenship and its global implications have arisen. Although the concept of citizenship that extends beyond the nation state is not new, changes in the global setting – for example, the rise of China – have made it more relevant.
The emergence of international conventions and treaties, as well as the expansion of transnational organizations, companies, and civil society groups, as well as international development human rights frameworks – have far-reaching consequences for global citizenship. It must be noted that different people have different ideas about what it means to be a global citizen considering, for example, how far it expands and complements conventional citizenship. The extent to which it competes with the nation state is defined in terms of the nation state.
I would like to citate the aims below.
Global citizenship education aims to enable learners to:
- develop an understanding of global governance structures, rights and responsibilities, global issues and connections between global, national and local systems and processes;
- recognise and appreciate difference and multiple identities, e.g. culture, language, religion, gender and our common humanity, and develop skills for living in an increasingly diverse world;
- develop and apply critical skills for civic literacy, e.g. critical inquiry, information technology, media literacy, critical thinking, decision-making, problem solving, negotiation, peace building and personal and social responsibility;
- recognise and examine beliefs and values and how they influence political and social decision-making, perceptions about social justice and civic engagement;
- develop attitudes of care and empathy for others and the environment and respect for diversity;
- develop values of fairness and social justice, and skills to critically analyze inequalities based on gender, socio-economic status, culture, religion, age and other issues;
- participate in, and contribute to, contemporary global issues at local, national and global levels as informed, engaged, responsible and responsive global citizens.
The main purpose of informatization of the education system of the Republic of Kazakhstan is to create a unified educational information environment in the Republic of Kazakhstan, which allows, on the basis of the use of new information technologies, to improve the quality of Kazakh education, ensure equal opportunities for citizens to receive education at all levels and levels, as well as integrate the information space of the Republic of Kazakhstan into the world educational space.
In order to achieve the set goals and effectively use the unified educational information environment, it is necessary to comprehensively solve the following most significant tasks:
1) the creation, dissemination and introduction into the educational process of modern electronic educational materials developed in the state language, their integration with traditional educational manuals, as well as the development of support and support tools. Quality assurance, standardization and certification of educational information technology tools;
2) training of pedagogical, administrative and engineering personnel of state educational institutions capable of using the latest information technologies in the educational process;
3) providing state educational institutions with computer equipment, modern electronic educational materials, as well as means of access to global information networks;
4) creation of information infrastructure of the education system of the Republic of Kazakhstan, combining information systems and resources of all levels of education and advanced training, as well as research, educational and methodological and technological centers in the field of education;
5) scientific support of informatization process, development of methodology of modern education based on information technologies;
6) the creation of a unified information infrastructure of the public administration and regulation system in the field of education, the formation of its infrastructure;
7) implementation of a set of measures aimed at preventing and eliminating threats to the information security of Kazakhstan when interacting with world information resources.
Gender equality is one of UNESCO's two major goals, and global citizenship education may play an essential role in promoting it. Gender equality is a vital human right, and global citizenship education is built on human rights. At a young age, both boys and girls learn about gendered attitudes, roles, expectations, and actions. Both in school and at home Gender equality can be aided by global citizenship education. The acquisition of information, skills, beliefs, and attitudes that promote the equal value of men and women. Respect for both men and women is fostered, allowing young people to critically examine gendered assumptions. Roles and expectations that are adverse to women's equality and/or foster gender discrimination stereotypes.
However, now the education system is focused more on the socio-economic needs of the country than on cultural and political identity. Therefore, students presumably should use the received education in already ready-made places under which training programs were built. In this case, the entire educational system is more statesmanlike than educating the person of the world.
References
Global Citizenship Education
TOPICS AND LEARNING OBJECTIVES pp 14-16
https://unesdoc.unesco.org/ark:/48223/pf0000232993
Main goals and objectives of informatization of the education system of the Republic of Kazakhstan