Núm. 12 (2020): Enseñanza, aprendizaje y liderazgo educativo en los programas de Bachillerato Internacional
Monográfico

EL NÚCLEO DEL PROGRAMA DEL DIPLOMA DEL IB COMO PROVEEDOR DE EDUCACIÓN PARA LA CIUDADANÍA GLOBAL

Stephanie Lynn Edwards
primary and secondary teacher
Publicado diciembre 29, 2020

Palabras clave:

educación para la ciudadanía global, Programa del Diploma, plan de estudios escrito, UNESCO, La meta 4.7 de los Objetivos de Desarrollo Sostenible
Cómo citar
Edwards, S. L. (2020). EL NÚCLEO DEL PROGRAMA DEL DIPLOMA DEL IB COMO PROVEEDOR DE EDUCACIÓN PARA LA CIUDADANÍA GLOBAL. Journal of Supranational Policies of Education (JoSPoE), (12), 59-75. https://doi.org/10.15366/jospoe2020.12.004

Resumen

La educación para la ciudadanía global (ECM) es un campo en crecimiento en la educación internacional. La meta 4.7 de los Objetivos de Desarrollo Sostenible (ODS), citó a la ECM como un objetivo oficial de las Naciones Unidas para 2030 con el fin de mejorar el desarrollo sostenible, y esto ha creado un aumento en la investigación global relacionada con la evaluación de la ECM dentro de los planes de estudio. El Bachillerato Internacional (IB), una organización internacional privada conocida por su declaración de misión que promueve la educación permanente para un mundo pacífico, prefiere el término mentalidad internacional. En consecuencia, el IB rara vez aborda el concepto de ciudadanía global directamente en su Programa del Diploma (PD). Este documento estudia la relación entre el plan de estudios del PD existente y la ECM proporcionando en primer lugar una definición de ECG y sus dominios conceptuales cognitivos, socioemocionales y conductuales de acuerdo con el marco teórico de la UNESCO. El estudio sugiere que el plan de estudios del PD aborda de manera desigual los dominios de la CME y carece de los objetivos de aprendizaje definitivos recomendados por la UNESCO. Si bien el IB es conocido por su educación internacional, el PD aborda elementos de la ECM que son cruciales para la ciudadanía activa dentro del plan de estudios escrito, sin embargo  los elementos existentes no se evalúan en ningún momento del programa.

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