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Dear Sirs/Madams at the Ministry of Education and Higher Education
As you have issued the new education strategy for enhancing the quality of education
in Lebanon, I would like to shed light on one of your plans, the development of a new
others by accepting differences and recognizing factors that bring people together thus
creating national pride, abiding by ones’ obligations such as respecting laws and
having interest in public affairs such as national sports events, and acting responsibly
such as taking care of the environment and making improvement on the national level
by first believing that one can make a difference by participating in community service
programs such as helping people with disabilities. (Frayha, 2003; Sink, 2002a; Smith,
Lebanon. After my experience and research I have come to believe that citizenship
awareness not only toward the nation but also to the world because citizens are part of
it as well, so there must be a global view. Moreover, the curriculum should integrate
personality and enhances their societal performance. Hence, I believe that the new
Character education".
A Global Citizenship
curricular reform around the world, reflecting a shift away from conceptions of
citizenship based wholly on the national. Global Citizenship Education is. Therefore, a
broadening field manifested in both academic and policy contexts. The term global
peace education and human rights education. (Johnson, 2010). Having a global
citizenship education will help enable students to develop the core competencies
which allow them to actively engage with the world, and help to make it a more just
and the wider world. The outcome will be the children and young people as global
successfully and effectively, understanding the rights and responsibilities of living and
social cohesion and lead to high levels of civic participation (Heyneman, 2000).
In that sense, I am against limiting the pedagogy of citizenship to only the nation, In
Lebanon students learn citizenship academically through the "civics" subject from
grade one through grade twelve. After working with the Lebanese civics textbooks for
welfare are well promoted and established, however they are somehow restricted to the
Lebanese community. Civics alone can limit the development of identities and skills
nationalistic level (Akar, 2012). So, I suggest that global citizenship with teaching
citizenship education will help students understand issues around them such as racism,
refugees, and the impact of migration be initiated. It will also help our students
develop a balanced and informed view of these issues enabling them to respond in
active and responsible ways to what is happening in Lebanon and the wider world. The
global dimension to citizenship education is more than learning about other countries.
It is a vital part of every aspect of the school curriculum, the life of the school and its
teachers and pupils. Global citizenship is also about the global dimension to local
issues, which are present in all our lives, localities and communities, the jobs we do,
the clothes we wear, the food we eat, the music we listen to, the people and faith in our
communities, and the students in our schools. It affects the decisions we have to make
”…the importance of involving young people - all people - in political decision making is
greater than ever. Globally and locally we face new and complex challenges, it is important
http://www.citizen.org.uk/
Character education
Because students spend so much time in school, our schools offer a critically
important opportunity to ensure that all students get the support and help them need to
reach their full potential. To be effective in schools, character education must involve
everyone, school staff, parents, students, and community members, and be part of
every school day. It must be integrated into the curriculum as well as school culture.
When this happens and school communities unite around developing character,
Character education emphasizes the interconnectedness of the core values, social and
emotional competencies, and civic literacy, and global awareness that are critical for
character and citizenship development of our students to achieve personal well-being
and effectiveness.
Being inspired by the citizenship education programs of the United Kingdom, Korea,
Canada, and Finland which, are considered as top countries in education according to a
report developed in 2014 by the Economist Intelligence Unit, I suggest the following
objectives be taken into consideration while setting the new Lebanese citizenship
and development of a sense of an own role as a world citizen, respect and value of
diversity (especially with Lebanon being a plural country), ability to think about
topical political, spiritual, moral, social and cultural issues, comprehension of the
legal and human rights and responsibilities underpinning the society, being an active
opportunities, and the willingness to act to make the world a more sustainable place.
The first strand is the political literacy in a global dimension. Students are entitled to
develop the knowledge, skills and attitudes they will need as adult members of the
global society. Society needs its citizens to contribute to an informed public opinion
on the Rights of the Child, the connections between the Lebanese law and
international law and the global dimension to topical issues. I think it will provide
students with the convenient skills that enable them to identify issues that are
The second strand is the social and moral responsibility also within a global
other students everywhere. These include issues such as children’s rights, human
rights and sustainable development. Pupils need to develop the knowledge, skills,
individually and collectively. Decisions, for example, that will improve the quality of
life locally and globally without damaging the planet for the future. Incorporating the
global dimension will help our Lebanese students understand how these concerns are
shared with their peers elsewhere in the world. It will help them respect the rights of
others to fulfill themselves and encourage them to take action for the common good.
The global dimension emphasizes the moral imperative to understand and empathize
with fellow human beings. It provides students with a sound foundation on which to
base and build their value system. It helps them to make decisions and take action –
based on knowledge of the world – which respect the nature of the world we live in,
on a sense of belonging and identity. Many students or their parents were born in
another country. The acknowledgement of the global dimension in students’ lives can
be addressed by looking at issues such as migration, religion, culture and identity. This
sense of social inclusion. The global dimension meets the need to prepare all students
citizen as a person who has the knowledge, attitude and skills to deal with ethnic,
cultural, racial and religious differences The Lebanese citizens represent a multitude of
different inheritances, backgrounds, influences, perspectives and experiences.
Therefore, the global dimension helps develop recognition of how interdependent the
world is.
The program
The program of study for global citizenship and character education should provide a
framework from which we as teachers can develop and build our lessons. This will
pave the way toward a considerable scope for devising activities in methods that are
relevant and interesting to students and are appropriate to their local communities.
This can also allow us to build on our own experiences and interests. Within this
framework there are both explicit and implicit references to the global dimension of
citizenship education. The global dimension is not only applicable where it is explicit
in the framework, but is relevant to all aspects of the curriculum where it has a
unifying function. (Johnson, 2010).It should embrace a set of activities that promote
citizenship alongside with the textbook. In other words; I suggest the implementation
of activities that cater for active citizenship such as community service. A sixty hour
strong positive relationship with civic engagement, including the probability of future
volunteering, a high sense of personal efficacy, and interest in current events and
politics. The strongest of these relationships are the future civic behaviors and
things, to respect others and act with integrity, challenge injustice, live peaceably with
others, sustain the environment, take account of the needs of present and future
generations. Thus the aims of the curriculum are far more than knowledge-based. As
far as the making of citizens is concerned, this is not to be regarded as an open-ended
project. There is a very definite kind of citizen in mind, who needs to be possessed of
the kinds of virtues which will result in the maintenance of our democratic institutions.
Pedagogy
I believe that citizenship should be taught not only in the civics subject but to be
integrated in the holistic curriculum because of its vital importance in shaping students
respond and work together on global issues such as climate change. Besides, students
current affairs (Brownlie , 2001)This means approaching the subject in ways that
enable students to recognize the relevance to their own lives. Subjects should be
diversified, local and international so that students can build an awareness of what is
going on worldwide. The depth of coverage within different aspects can be varied; it
can be woven into citizenship or other strands in the curriculum (OXFAM, 1997).
Many subject areas already include a global dimension that can be made citizenship-
rich by emphasizing the relevant elements – for example, looking at domestic fuel
consumption in a worldwide context and discussing action that the individual can take.
Due to the prevailing trend were students in Lebanon learn civics one hour per week
on average, global citizenship and character education can be taught within this
recommend that teachers use various approaches in teaching other than lecturing such
as giving students case studies and letting them come up with inferences. Citizenship
education is more than a subject. If taught well and tailored to local needs, its skills
and values will enhance democratic life for all of us, both rights and responsibilities,
The textbook
As for a textbook for teaching citizenship education, the Lebanese curriculum should
include topics related to national and international awareness, respecting the laws,
building. Indeed topics should be arranged with relevance to students' level grades. I
propose including critical thinking questions in the textbook that can enhance students'
thinking and allow for further inquiry and debate. Moreover, global controversial
topics such as global warming, healthcare, illiteracy or stem cell must be provided so
Conclusion
Citizenship education is more than a subject. If taught well and tailored to local needs,
its skills and values will enhance democratic life for all of us, both rights and
development of the Lebanese society and economy. This can be achieved through
educating our fellow students. Education is a potent instrument that can be used to
foster peace and unity. (Yusuf, 2000) Therefore the Lebanese Ministry of Education
curriculum for "Global Citizenship and Character Education" that will inculcate in the
Akar, B. (2012). The space between civic education and active citizenship in Lebanon.
Brownlie , A. (2001). Citizenship Education: the global dimension, guidance for key
http://www.moe.gov.sg/education/syllabuses/character-citizenship-
education/files/2014-character-citizenship-education-eng.pdf
Social Cohesion in Europe and Central Asia. Educational Evaluation and Policy
Retrieved from
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ation%20the%20global%20dimension%202001.pdf?1
137.
Smith, M. (2007, April 20). Improving community involvement and citizenship among
The Learning Curve: Education and Skills for Life, 2014 REPORT. The Economist
2014
Yusuf, A. (2000). Citizenship Education: An Instrument for Unity and Stability in Nigeria