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FACULTY OF NURSING AND ALLIED HEALTH SCIENCE

OUMH1603

LEARNING SKILLS FOR 21ST CENTURY

LEARNING SKILLS FOR 21ST CENTURY

Name: [Link]

Rg NO: OUM30068

Email : harshinimali1984@[Link]

0772458580

Tutor’s name: [Link] Perera

Learning Centre: IIHS, walisara, Sri Lanka

May 2021

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TABLE OF CONTENTS
INTRODUCTION ………………………………………………………………………………………….3

CONTENT

 What is Global Citizenship education (GCED)? ………………………………………………………..4

 What is Global Warming? ………………………………………………………………………………….….. 9
 Video reviews - Conceptual dimension of GCED ……………………………………………..…… 14
Global Warming ………………………………………………………………………….15
 Ways to resolve Global Warming ………………………………………………………………………….16

CONCLUSION…………………………………………………………………………………………….19

SELF REFLECTION ………………………………………………………………………………………20

REFERENCE…………………………………………………………………………………………….…21

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INTRODUCTION

Living in the 21st century, it demands us to equip overselves with the skills and knowledge
needed to face the challenges of century. SO in this assignment, the objective in for us to
enhance our skills and knowledge relevant to cope with those challenges. One of the
prevailing issues that require our concern is the sustainability of the environment.

And this assignment, the environmental issue that I will be talking about is Global warming.

Global warming is the greatest environmental threat to the earth today. The world has
warmed since 1860 from the period of the industrial revolution .It is unlikely that the
unusual rise in Global average temperature is due to natural forces alone. Global warming is
a symptom of climate change. So I try to explain what is Global warming, future risk due to
increased Global temperature, how it managing and preventing together.

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CONTENT

What is the Global citizenship education (GCED)?

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
behavioural.

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

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.
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”.

What is global citizenship education? - UNESCO

[Link] › themes › gced › definition

[Link]

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Global Citizenship Education (GCED) is one of the effective UNESCO’ responses to the global
challenges we are facing in the modern world, these challenges include human rights
violations, poverty, inequality and many more. Now ,how does GCED work? It works by
bestowing learners of all ages the knowledge to understand that these are indeed global,
not local issues, and aspire them to become active promoters of more peaceful tolerant,
inclusive, secure and sustainable societies. GCED is a strategic area of UNESCO’s education
sector programmed and build on the work of peace and human rights education. The aim of
GCED is to make sure the learners acquire the values, attitudes and behaviors that support
responsible global citizenship: creativity, innovation and commitment to the peace, human
rights and sustainable development.

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[Link]
[Link].

ORGG

You’ve probably heard the term “global citizen” several times by now. Especially in
our over-connected world, it sometimes feels like a necessity in how you identify
yourself.

For those that are unaware, a global citizen is someone who identifies with being
part of an emerging world community and whose actions contribute to building this
community’s values and practices. But what does it mean to be a global citizen?

Being a global citizen

Throughout human history, we have always organized ourselves into groups and
communities that share similar values, ideas, culture, and an overall identity. This, in
turn, helped and still helps shape our needs economically, politically, religiously and
socially. But in the 21 st century, as the world has less physical and communication
barriers, we’ve seen a rise in higher demand for global engagement, resulting in
global citizens who crave a sense of belonging to a world community rather than a
small, local one.

In the classroom, students can start to face issues of global independence through an
economics course, diversity of identities and cultures in a history course, sustainable
development in an environmental science course and more. Classes that allow for
varied learning methods such as debate and role-playing are becoming an increasing
necessity for your basic school curriculum.

As a result, students learn to become successful learners, confident individuals,

responsible citizens, and effective contributors. All in all, this will allow students to
explore, develop and express their own values and opinions. They will increase their
listening and respecting skills of others and their opinions and be able to make
informed choices that not only affect them but others as well. Thus, the future of the
world lies in the hands of the youth.

1. You become more aware

A global citizen is aware that we live in an interconnected web where many of our
actions and choices affect those locally, nationally and many times even
internationally. They are able to respect themselves as well as others, regardless of
where they live.

A result of thinking globally means you’ll see more people advocate for serious
issues. Some of these matters could include human rights, religious pluralism, gender

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equity, the rule of law, environmental protection, sustainable economic growth, and
poverty alleviation.

2. You participate in the community

Generally, a global citizen tries to have an understanding of how the world works and
tries to stay well-informed. They participate in the community at a range of levels
from the local to the global and are willing to act to make the world a more equitable
and sustainable place. That’s where the youth comes in.

3. You become a problem-solver

With a global citizenship education, young people are able to solve problems, make
decisions, think critically, communicate ideas effectively and work well with others.
This not only helps them personally and educationally but eventually professionally
as well. Thus, a global education in the classroom is paramount. You have several
opportunities to be flexible, creative and proactive.

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What is the Global Warming?

The environmental issue that I have chosen to focus on his global warming .Back in a few centuries
ago, our mother earth is full of clean water, fresh air and healthy creatures. However, as time goes
by, as the modern technology becomes more and more advanced, sadly the beautiful environment
that we once use to have is the one that being sacrificed.

Glaciers at the North are melting: sea levels at the South are rising: cloud forests at the East are
dying, and wildlife at the west is scrambling to keep place.

Unfortunately, it is undeniable the humans are the one should be blamed for the past century’s
warming. As our living standard rises, more industries are built to fulfil our materialistic need, more
heat-trapping gases are released to the atmosphere as we power our modern lives. This
phenomenon is what we general known as global warming.

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Now climate scientists have included that we must limited global warming to 1.5 degrees
Celsius by 2040 if we are to avoid a further in which everyday life around the world is mark
by its worst, most devastating effects: the extreme droughts, wildfires, floods, tropical
storms and other disasters that we refer to collectively as climate change.
These effects are felt by all people in one way or another but experienced most actually by
the underprivileged, the economical marginalized and people of colour for which climate
change is often a key driver of poverty, displacement, hunger and social unrest .

Other effect of global warming:

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1) Disappearing glaciers, early snowmelt and severe droughts will causes more
dramatic water shortages and continue to increase the risk of wildfires.
2) Rising sea levels will lead to even more coastal flooding on the Eastern seaboard,
especially in Florida and in other areas such as the Gulf of Mexico.
3) Forests, farms and cities will face troublesome new pests, heat waves, heavy
downpours and increased flooding. All of these can damage or destroy agriculture
and fisheries.
4) Disruption of habitats such as coral reefs and alpine meadows could drive many
plant and animal species to extinction.
5) Allergies, Asthma and infectious disease outbreaks will become more common due
to increased growth of Pollen-producing ragweed, higher levels of air pollution, and
the spread of conditions favourable to pathogens and mosquiloes.

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GCED CONCEPTUAL DIMENSION

GCED has three conceptual dimensions.

 Cognitive
 Socio-emotional
 Behavioural

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Benefit of conceptual dimensions of GCED to society to resolve environmental issues

Climate change is a real and serious global issue and we need solutions to address it.
UNESCO has approved Sustainable Development Goals 4.7 (SDG4.7) which include focus on
education for sustainable development (ESD) and GCED to ensure all learners acquire the
knowledge and skill needed to promote sustainable development. Benefit of conceptual
dimensions of GCED to society to resolve environmental issues in terms of cognitive domain
are enable learners to develop core competencies to gain knowledge, understand causes
and consequences of environmental issues; in this context, climate change, enable informed
decision-making, recognize that addressing and protecting the climate is a global
responsibility, and empower us to take action and help to adapt to climate change trend.
We can look into the example where people are unable to comprehend the connection of
greenhouse gas and individuals’ emissions, causes and effects hence undermine their
motivation to act. Due to its complexity and the aggregate as opposed to individuals’
emissions, it may not aware and appreciate their role in climate change. Mochizuki & Bryan
(2012) states that education helps increase people’s understanding of the process and
activities that drives climate change. UNESCO Global Education Monitoring Report (2016)
highlights environmentally literate students which has formal education for environmental
literacy are better equipped to connect the link between specific issues and global
environmental change. The report also explains their findings in Bangladesh that there is
dramatic increase on the students’ knowledge on climate change and health protection,
after the National Curriculum and Textbook Board of Bangladesh endorsed a school manual
on the issues. Moving beyond a cognitive approach, GCED creates a learning environment
that can cause a socio-emotional response in learners to develop appreciation for nature,
care and responsibility as global citizens based on human rights, to have a sense of
belonging to community, solidarity and respect for differences and diversity, build values,
soft skills and attitudes that can facilitate international cooperation and promote social
transformation. These bring benefits to the learners in socio-emotional context. As a
reference, indigenous communities are among the vulnerable as their territories are directly
affected by climate change. However they managed to resist and adapt the environmental
change due to their relationship and knowledge with the environment. IPCC Report 2014
highlights the needs to integrate indigenous and traditional knowledge with existing
practices.

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VEDIO REVIWES

1) Global Warming

[Link]

The above video explains the Global warming.

Throughout most of human history, and certainly, before human beings emerged as a
dominant species throughout the world, all climate changes were the direct result of natural
forces like solar cycles and volcanic eruptions. Along with the Industrial Revolution and an
increasing population size, humans began altering climates with ever-growing influence, and
eventually surpassed natural causes in their ability to change the climate. Human-caused
global climate change is primarily due to the release, through our activities, of greenhouse
gases.

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2) 3 Key conceptual dimension of GCED

[Link]

The above video explains the importance of GCED and its main 3 conceptual dimension. In
order to ensure universal survival, it also discusses the impact of 3 key conceptual
aspects on all – world people. GCED is an education that gives us a deep awareness,
according to UN Secretary- General Ban Ki—Moon, that we are bound to the people
of the global community and that our problems are interconnected. It is a principle
for all persons to recognize that we are all responsible for taking care of the
environment. As seen below, we take control of the earth:

 We ought to look after each other.

 It doesn’t matter where we come from or what race because we are all people.
 Be compassionate to assist or encourage other individual in need.
 Environmental safeguards are required.

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WAYS TO RESOLVE GLOBAL WARMING

The goal is simple. Carbon dioxide (CO2) is the climate’s worst enemy. It’s released when oil,
coal and other fossil fuels are burned for energy – the energy we use to power our homes,
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change while also saving money. Here are a dozen easy, effective ways each one of us can
make a difference.

1. Speak up !

What’s the single biggest way we can make an impact on global climate change?

“Talk to your friends and family, and make sure your representatives are making good
decisions”

-Haq-

So we can send message about warming world .Via social media. We can help protect our
mother earth.

2. Power our home with renewable energy.

Choose a utility company that generates at least half its power from win or solar and has
been certified by Green-e Energy, an organization that vets renewable energy option.

If that isn’t possible for you, take a look at your electric bill: many utilities now list other
ways to support renewable sources on their monthly statements and websites.

3. Weatherize

“Building heating and cooling are among the biggest uses of energy”

- Haq –

Indeed, heating and air conditioning account for almost half of home energy use. You can
make your space more energy efficient by Sealing draft and ensuring it’s adequately
insulted.

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4. Reduce water waste.

Saving water reduces Carbon pollution. That’s because it takes a lot of energy to pump: heat
and treat water. So take shorter showers, turn off the tap while brushing your teeth and
switch to water sense fixtures appliances.

5. Buy better bulb.

LED light bulbs use up to 80% less energy the conventional incandescent. They’re also
cheaper in the long run. 10W LED that replaces your traditional 60W bulb will save energy.

6. Drive a fuel-efficient vehicle.

Gas-smart cars, such as Hybrids and fully electric vehicles, save fuel and money.

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CONCLUSION

Global warming could not be solving easily. If people are not very well practice in lowering
carbon emission, low an effective forests and agriculture management.
The solutions for this issue will be more effective when individuals change their lifestyle.
Individuals can contribute to reduce the changes in the global climate through changing
their habits.

We must try our best to solve the problem and strive as much as possible to reinstate our
earth for sake of future generation.

The ‘Conclusion’ confirms that global warming is the major challenge for our global society.
There is very little doubt that global warming will change our climate in the next century. So
what are the solutions to global warming? First, there must be an international political
solution. Second, funding for developing cheap and clean energy production must be
increased, as all economic development is based on increasing energy usage. We must not
pin all our hopes on global politics and clean energy technology, so we must prepare for the
worst and adapt. If implemented now, a lot of the costs and damage that could be caused
by changing climate can be mitigated.

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SELF REFLECTION

This assignment to illustrate how Global Citizenship Education helps society address
environmental problems.

The environmental issue I selected was the Global Warming. When I was doing this
assignment, I learnt more things. First off all I need to say, this assignment is my first one in
Bsc Nursing Education in IIHS. So it’s an experience to me. And this topic is not familiar to
me. But I was
Trying to do this assignment for successfully. And I try to finish this assignment regarding
guidelines.

After done this assignment, I understood what about Global Citizenship Education and how
to understand environmental crisis that we face right now.

Finally I identified what our responsibilities for saving mother of nature.

REFERENCES
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 [Link]/en/chronicle/article/health-effects-global-warming-developing-countries-
are-most-

 Capacious, D. M., Jr., and R. H. Espach. 2009. Impacts of Climate Change on

Colombia’s National and Regional Security. CNA Corporation. Available
at [Link]
AD=ADA509086&Location=U2&doc=[Link]. Accessed May 13, 2010.

 [Link]
 Published online: 29 March 2017

 [Link]

 9. [Link]

 10. [Link]
[Link].

(WORDS: 2792)

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