Social Media

• The early critics called them all fads—blogging, social networking, twittering.

• Social media is the growing collection of online services that allow people to create and publish
web content and connect with each other in new ways over the Internet.

• It is changing the way we consume information and entertainment, market goods and services,
and connect with friends, family, and co-workers.

• It’s a radical departure from traditional mass media and is turning a passive audience into a
throng of active participants.

• The technologies are evolving, and the features provided by various services increasingly
overlap.

o MySpace provides a well-used blogging feature.

o YouTube supports Ratings and Comments as social features.

o Top social networking providers allow users to create online photo albums, a specialty of
Flickr and Webshots.

• Broad categories of social media include:

o Messaging and Communication: Blogging services, video and photo blogging tools,
podcasting, and micro-blogging.

o Communities and Social Groups: All of the social, business, and special-interest
networking services.

o Photo and Video Sharing: Specialty services to upload and manage photos and videos.

o Social Bookmarking and Tagging: Allows users to identify online content with
keywords and share the links.

o Collaboration and Cooperation: Websites that allow users to add and update content
from their browsers (e.g., Wikis).

o Opinion and Reviews: Services like Yelp and Epinions provide user-generated reviews
of everything from books to restaurants.

o Virtual Worlds: Rich environments for real-time interaction with other users through
avatars, such as Second Life and World of Warcraft.

Television and Violence

• Each hour of prime-time programming presents an average of live acts of violence.

 • Studies show a connection between television violence and the violent behavior of children
and teenagers.

• John Santrock (2007): A Topical Approach to Life-Span Development notes there is a great
amount of scientific evidence suggesting that violence on television can lead to aggression and
antisocial behavior.

• Jeffrey Johnson et al. (2002): Published in Science magazine, their study found an association
between time spent watching television during adolescence and aggressive behavior 17 years
later.

• Elly Konijn et al. (2007): Published in Developmental Psychology, the study found teenagers
look for role models and heroes to shape their identities. Aggressive children who played
violent video games expressed wanting to be like the violent characters. The same holds true
for watching violent television programs.

The Limits of Media Power

• A familiar expression in modern societies is “Information Power.”

• Media control such a large and diverse flow of information, giving them immense power.

• Informational Power: The most transitory type of power. Once you give your information
away, you give your power away.

o Example: Sharing a secret means the power is gone.

• Types of social power (French & Raven, 1959; Raven, 1974):

o Reward Power: The ability to give rewards when others comply with your wishes. It
may not work across all settings.

▪ Example: An employee might laugh at a boss’s joke, but the boss’s neighbor
might not.

o Coercive Power: The ability to deliver punishments. Effective in the short term but
creates resentment.

o Referent Power: When someone identifies with you and models your behavior. Role
models and peer groups are examples.

o Legitimate Power: Power from a role or position, such as a boss or parent.

o Expert Power: "Knowledge is power"—derived from expertise in a specific field.

o Informational Power: Grounded in exclusive knowledge about a situation; lost once

shared.

Technological Limits
 • Not everyone has equal access to improvements in technology.

• Technological Stratification leads to greater inequalities:

o Digital Divide: Class-based differences in access to ICTs.

o Knowledge Gap: Ongoing and increasing gap in information for those with less
technology access.

• The OECD defines the digital divide as:

o “The gap between individuals, households, businesses and geographic areas at

different socio-economic levels with regard to both their opportunities to access
information and communication technology (ICTs) and to their use of the Internet for a
wide variety of activities.”

• Example: Students in well-funded schools receive more exposure to technology than those in
poorly funded schools.

• Even with improved access, an evident gap in e-readiness remains—the ability to sort through,
interpret, and process knowledge.

Social Limits

• The advent and rapid acceptance of social networking technology have introduced new
communication approaches that are flexible, potent, and inexpensive.

• Arts organizations have been utilizing websites and email blasts with growing focus and
sophistication.

• Social media allows organizations to reach large numbers of people easily and inexpensively.

• Community members can communicate via platforms like Facebook and Twitter, influencing
others through online endorsements.

• A key to success in the arts today involves an active social networking strategy to attract younger
audiences.

• Social networking is not a comprehensive solution and cannot fully replace other forms of
marketing.

• Personal and engaging activities are necessary for fostering deeper relationships, such as
encouraging major donations or volunteerism.

• Institutional activities like exhibitions, special events, and collaborations with other organizations
help in building excitement and involvement.

Mass Media

• Mass media refers to the dissemination of messages widely, rapidly, and continuously to large
and diverse audiences.
 • Stages of Mass Communication (DeFleur and Dennis):

o Professional communicators create messages.

o Messages are disseminated quickly and continuously via mechanical media.

o A vast and diverse audience receives the messages.

o The audience interprets and gives meaning to the messages.

o The audience is influenced or changed by the messages.

• Six Intended Effects of Mass Media:

o Commercial advertising.

o Political campaigns.

o Public service announcements on health issues.

o Propaganda for government ideologies.

o Ritual events like the World Cup or Super Bowl.

• Research on mass media impacts started in the 1920s and has evolved with technology and
society.

• Modern mass media, including social media, are personalized and user-driven, described as
"mass self-communication" by Manuel Castells.

• Traditional media are "push technologies," while modern media represent "pull technology,"
where users select and even create content.

Media Ethics

• Media ethics comprises metaethics, normative ethics, and descriptive ethics:

o Metaethics examines the validity of theories and universals in morality.

o Normative Ethics addresses standards for professional conduct and societal justice.

o Descriptive Ethics reports how ethical decision-making functions in practice.

• Ethical issues in media include morality, exploitation, offensive material, and representational
concerns.

• Ethical Philosophies:

o Deontology: Focuses on duty and adherence to moral rules, independent of

consequences.

o Teleological Ethics: Seeks outcomes that align with desired moral goals, emphasizing
consequences.
 o Situation Ethics: Emphasizes context, advocating for decisions based on love and
harmony in specific situations.

Religion and Mass Media

• The relationship between religion and mass media explores how audiences perceive and use
media content in religious contexts.

• Mass media initially presented religion mainly through journalism, evolving with the mass press
era.

• Researchers examine responses from various Christian traditions and their interaction with
media.

• Contributions focus on theoretical developments, audience behavior, case studies, and the
future information environment.

Lesson 1 - MODULE 8: Defining Religion

• A social institution that involves a unified system of belief and practices that recognizes the
sacred.

• Scholars have failed to agree on a definition of religion. There are, however, two general
definition systems: the sociological/functional and the phenomenological/philosophical.
 • Emile Durkheim defined religion as "a unified system of beliefs and practices relative to sacred
things, that is to say things set apart and forbidden - beliefs and practices which unite into one
single moral community called a church, all those who adhere to them."

World’s Largest Religions

• Christianity: Largest religion in the world with 2.4 billion followers.

o Several denominations within the Christian beliefs:

▪ Catholic: Comes from the Greek "katholikos," combining two words, "kata"
(concerning) and "holos" (whole).

▪ Protestant: Believes these sacraments were instituted by Jesus and that they
confer God's grace.

▪ Orthodox: Shares much with other Christian Churches in the belief that God
revealed himself in Jesus Christ, and a belief in the incarnation of Christ, his
crucifixion, and resurrection.

• Islam: Fastest-growing religion in the world with 1.8 billion followers.

o Branches of Islam:

▪ Sunni: Largest denomination of Islam.

▪ 6 Beliefs of Sunni:

1. Belief in the existence and oneness of God (Allah).

2. Belief in the existence of angels.

3. Belief in the existence of the holy book of which God is the author: the
Quran (revealed to Muhammad).

4. The Gospel (revealed to his messengers).

5. Belief in the last days.

6. Belief in destiny.

▪ Shia: Believes that just as a prophet is appointed by God alone, only God has the
prerogative to appoint the successor to his prophet.

▪ Sufism: Some consider Islamic mysticism called Sufism a separate branch, but
most Sufis are Sunni or Shia. Sufism focuses on perfecting the sincerity of faith
and fighting one’s own ego, rather than the "legal" aspects of Islam.

• Hinduism: Largest religion in India, third-largest globally with 1.1 billion followers.

o Hindus believe in Dharma (ethics/duties), Artha (prosperity/work), and Karma

(action/intent, and consequences).
Lesson 2 - MODULE 8: Globalization Versus Religion

• RELIGION:

o Concerned with the sacred.

o Follows divine commandments.

o Assumes the possibility of communication between humans and the divine.

o "God," "Allah," or "Yahweh" defines and judges human actions in moral terms (Good vs.
Bad).

o Religious people are less concerned with wealth and what comes along with it.

o Concerned with spreading holy ideas globally.

• GLOBALIZATION:

o Places value on material wealth.

o Abides by human-made laws.

o Human action can lead to the highest material satisfaction.

o Globalists are less worried about whether they will end up in heaven or hell.

o Skills are more important to globalists.

o Wishes to spread goods and services globally.

Globalization Improves/Assists Religion

• Religion and globalization engage in a flexible relationship where religion relies on globalization
to thrive and flourish, while challenging its hybridizing effects.

• The nature of religions and the purpose to be embraced and practiced globally prompts them to
spread throughout the world.

• In some cases, religion was the result of a shift in state policy. Example: King Henry III broke away
from Roman Catholicism and established his own Church to strengthen his own power.

• As Jan Aart Scholte makes clear:

o "Accelerated globalization of recent times has enabled co-religionists across the planet
to have greater direct contact with one another. Global communications, global
organizations, global finance and the like have allowed ideas of the transworld Umma of
Muslims and the Universal Christian Church to be given concrete shape as never before."

• Thanks to globalization, religion has gained considerable significance and importance as a non-
territorial touchstone of identity. Being a source of identity and pride, religion is always
promoted by its practitioners to reach globality and be embraced by as many people as possible.
MODULE 9: Introduction/Overview

• Population and ecology are closely related to each other.

• The growth of population can be a burden to the environment, depleting its resources and
threatening all forms of life.

• This is particularly true for many poor and developing countries.

• It has contributed to deforestation, floods, and landslides.

 • Unrestrained population growth has also led to over-cultivation, causing the soil to lose its
fertility.

• Overgrazing has already caused the desert of Africa to expand.

• All these ecological problems are, in turn, devastating to human populations.

Lesson 1: Sources of Demographic Data

• Demography: The study of statistics such as births, deaths, income, or the incidence of disease,
which illustrate the changing structure of human populations.

• Demographic data refers to socio-economic information expressed statistically, also including

employment, education, income, marriage rates, birth and death rates, and more factors.

Sources of Demographic Data

• Source 1: Population Census

o The most important source of demographic data.

o An official count of the people of a country including age, sex, employment, etc.

o Conducted at regular intervals, usually every 10 years, for fulfilling well-defined

objectives.

o Features of Census:

▪ Preparation of schedules, lists of households, training of enumerators.

▪ Filled-up census schedules are collected, examined, and analyzed statistically by

the Census Commission.

▪ A reference period is determined for the census.

▪ Information is collected from households door-to-door by enumerators. In some

countries, schedules are sent by post.

• Source 2: Registration

o The registration of life or vital statistics.

o Every person is required by law to register specified events like birth, death, marriage,
divorce, etc.

o Provides information about citizenship, marital status, succession rights, and settlement
of disputes regarding birth and death.

o Four sources of registration:

1. Vital: Recording of vital events such as birth certificates, death certificates, marriage certificates.
2. Population: Population registers account for residents within a country, both nationals and
foreigners.

3. Other Records: Maintains population records for social security schemes like unemployment
insurance, old age pension, maternity allowance, etc.

4. International Publication:

▪ The United Nations Demographic Yearbook and Statistical Yearbook.

▪ The World Health Organization (WHO) publishes a monthly journal

Epidemiological and Vital Records which gives data on public health
and mortality of different countries.

• Source 3: Sample Surveys

o Information is collected from a sample of individuals rather than the entire population.

o A sample consists of only a fraction of the total population.

Lesson 2: Malthusian Theory of Population

• The Malthusian Theory of Population: The theory of exponential population and arithmetic
food supply growth, proposed by Thomas Robert Malthus.

• He believed that a balance between population growth and food supply can be established
through preventive and positive checks.

Major Elements of the Malthusian Theory

• Population and Food Supply:

o The population grows in a geometrical fashion, while food supply grows in arithmetic
progression.

o The population would double in 25 years at this rate.

o The food supply increases at a slower rate than the population, leading to a shortage of
food.

• Checks on Population:

o When the increasing population rate is greater than the food supply, disequilibrium
exists.

o People will die due to lack of food, and adversities like epidemics, wars, starvation,
famines, and other natural calamities will occur, which are known as positive checks.

• Positive Checks:

o Nature has its own ways of keeping a check on the increasing population.
 o Positive checks include famines, earthquakes, floods, epidemics, wars, etc.

• Preventive Checks:

o Measures such as late marriage, self-control, and simple living help balance the
population growth and food supply.

o These measures can prevent the catastrophic effects of positive checks.

Lesson 3: Urbanization

• Urbanization is a driving force for growth and poverty reduction.

• Over 80 percent of economic activity is concentrated in cities, and cities are essential for lifting
millions of people out of poverty.

• If not carefully managed, urbanization can lead to congestion, slums, pollution, inequality, and
crime.

• City competitiveness is important for successful urbanization. A competitive city facilitates its
firms and industries to create jobs, raise productivity, and increase incomes over time.

• It is not possible to achieve these objectives without strong institutions, social inclusion,
resilience, and environmental sustainability.

• The Philippines is one of the fastest urbanizing countries in East Asia and the Pacific region.

o In the past five decades, the urban population grew by over 50 million people.

o By 2050, approximately 102 million people (more than 65% of the country's population)
will reside in cities.

o Urbanization is correlated with economic efficiency and growth in the Philippines.

• Challenges in Urbanization in the Philippines:

o The country's archipelagic geography creates divisions in connectivity.

o The country bypassed the industrialization process and shifted directly from agriculture
to service sector dominance.

o A stagnating manufacturing sector has led to fewer high-quality jobs.

o The Philippines faces high exposure to natural hazards, exacerbating urban management
challenges.

• Binding Constraints:

o Highly fragmented institutional arrangements for urban development and governance.

o Major shortcomings in land administration and management.

 • There are opportunities to better leverage urbanization in the Philippines. Examples include
Bonifacio Global City in Taguig and Iloilo Business Park in Iloilo.

• To realize these opportunities, a bold reform agenda is needed from national and local
governments, the private sector, and civil society.

• The report aims to analyze key issues and provide recommendations to improve the
competitiveness of cities in the Philippines.

o It draws on data from government, private sector, researchers, and international

experience on urbanization.

Lesson 1 - The Rise of Global Cities

• In early cultivating social orders

o Improved cultivating techniques and a solid food flexibly prompted changeless

settlements.

o Surplus food not just caused an expansion in population.

 o Workers could specialize in activities such as metal-working and weaving.

o A social chain of hierarchy emerged.

o Setting up enabled administrative account keeping and later, writing.

o Source

• URBAN DEVELOPMENT PATTERN

o The urban development pattern depends on previous forms of development.

o Growth is divided into two main categories:

▪ Horizontal expansion (urban dispersion).

▪ Compact city growth (intensive growth and reorganization).

o Cities may expand externally through boundary increases or internally with

reorganization.

o Source

• PROBLEM IN CITIES

o Crime: Higher risk due to anonymity in large cities, leading to increased wrongdoing.

o Air pollution: Surface transportation and vehicle emissions contribute to respiratory

issues.

o Source

• TYPES OF PROBLEMS IN CITIES

1. Fiscal Problems: Difficulties in paying for basic services (e.g., policing, public education).

2. Crowding: Increased stress and aggression.

3. Housing: Substandard housing with issues like broken windows, malfunctioning heating.

4. Homelessness: Many people live in the streets or temporary shelters.

5. Traffic and Transportation: High demand for transportation leading to congestion.

6. Air Pollution: Pollution caused by vehicle emissions and factories.

7. Mental Health Problems: Increased stress leading to worse mental health.

8. Public Education: Old, underfunded city schools lacking necessary materials.

o Source

Lesson 2 - General Characteristics of Global Cities

 • International familiarity: Recognized cities without needing political subdivisions (e.g., Paris,
New York City).

• Active influence: Participation in international events (e.g., UN in New York).

• Large population: At least one million, typically several million.

• International airport: Major airports serve as hubs (e.g., London Heathrow).

• Advanced transportation: Includes freeways and mass transit networks.

• Cultural diversity: Presence of immigrant communities (e.g., Chinatown, Little Italy).

• International financial institutions: Influence over world economy (e.g., New York Stock
Exchange).

• Advanced communications infrastructure: Fiber optics, Wi-Fi, cellular phone services.

• World-renowned cultural institutions: Museums, universities, and cultural events (e.g., film
festivals, orchestras).

• Powerful media outlets: International reach (e.g., BBC, The New York Times).

• Strong sporting community: Major sports facilities, home teams, international events (e.g.,
Olympics).

Lesson 3 - The World of Cities

• Human Ecology and Environmental Concerns in Global Cities

1. Sense of community: Urban areas tend to be individualistic with less community focus.

2. Environmental threats: Urbanization strains infrastructure and increases risks from

extreme weather.

3. Inequality: Uneven access to resources and resilience to environmental threats.

4. Resources: Cities require resources (water, food, energy) which urban sprawl reduces.

5. Nature: Transformation of nature with concrete, asphalt, and altered hydrological cycles.

6. Water: Human use of water and contamination before it returns to the cycle.

o Source

• Global Cities Drive the Economy

o Economic powerhouses with business, legal expertise, exchanges, and global

corporations.

• Global Cities Drive Connectivity

o Major airports and solid infrastructure for accessibility.

• Global Cities Unlock Knowledge

o Home to top educational institutions.

o Source

• Global City Characteristics

o Cities such as New York, Paris, and London are often considered the 'big four' due to
their influence on global capitalism.

o Source
Mo\dule 12

MODULE 12 LESSON 1

Globalization Citizenship Education

In an increasingly interconnected world, global challenges across national borders concerns us all.

Globalization Draws us together

• The number of worldwide internet users increased from 16% in 2005 to 56% in 2019, while in
the same period of time in Africa, this number jumped from 2.1% to 24.7%.

• The number of people crossing the globe is increasing. 3.1 billion people used air transportation
in 2013, with an expected rise of 6.4 billion in 2030

• A quarter of content of world exports has foreign value added—indicating an increasingly

interconnected global trading system.

Ongoing tensions and conflicts tear us apart

• By the end of 2017, 68.5 Million individuals across the world were forcibly displaced due to
persecution, conflict, generalized violence or human rights violations.

• 310,000 people died s a direct result of conflict-related injuries in 2000—the majority of them
are from the poorer parts of the world.

• Between 1995 and 2005, 2 million children were killed in situations of armed conflict, while 6
million children were disabled or injured.

Threats to sustainable development and remaining challenges for health and well-being for all

• Global emissions of carbon dioxide have increased by more than 46% since 1990.
 • From 2005 through 2010 South America and Africa each lost more than 3 million hectares a
year of forest land.

• Despite impressive gains in the number of people living with HIV who are receiving
antiretroviral therapy, only 34% of those who need this life-prolonging treatment in low-and
middle-income countries are receiving it.

Global Citizenship

It is all about encouraging young people to develop the knowledge, skills and values they need to engage
with the world. And it's about the belief that we can all make a difference

Global Citizen

Is someone who is aware of and understands the wider world - and their place in it. They take an active
role in their community, and work with others to make our planet more equal, fair and sustainable.

A Global Citizen is someone who:

• Is aware of the wider world and has a sense of their own role as a world citizen

• Respects and values diversity

• Has an understanding of how the world works

• Is outraged by social injustice

• Participates in the community at a range of levels, from the local to the global

• Is willing to act to make the world a more equitable and sustainable place

• Takes responsibility for their actions.

With issue like these threatening human and environmental well-being, we need to re-think the role
and relevance of education

• Just access to education isn’t enough. We need access to an education that facilities not only
academic knowledge and skill but also enables us to reach our full potential as human being’s ad
learn how to live together.

• Lesson need to go beyond cognitive knowledge to also instill core values, attitudes and skills
that encourage respect for human rights, social justice, diversity, gender, equality and
environmental sustainability.

• Education needs o target learners of all ages both in schools and through on-formal and
informal venues.

We need Global Citizenships Education

“Education gives us a profound understanding that we are tied together as citizens of global
community, and that our challenges are interconnected.”

-Ban Ki-moon, United Nations General Secretary

Global citizenship education (GCED)

WHAT IS GCED?

We lived in a world that everything is interdependent and interconnected to each other. The world is
getting closer than ever. We face a lot of diverse world problems that’s getting more serious as the time
goes by, even though the challenges are diverse it affects us all. Problems like conflicts, poverty,
inequality, human right violations, and environmental destruction threaten peace and sustainability of
the world. The solution to this problem is requiring everyone to think and act beyond the national
borders.

Global Citizenship Education goes beyond standard topics traditionally taught in schools.

• It promotes tolerance, peace and respect for diversity by emphasizing our sense of belonging to
common humanity.

• It empowers learners to engage in action to help resolve global challenges.

• It encourages sustainable development and recognizes the responsibility for those who come
after us.

Global Citizenship Education is transformative

Global Citizenship Education gives learners the chance to realize their rights and promote a better world
and future for us all. It encourages learners to critically analyze issues, respect differences and diversity
and take actions in our lives and communities responsibly.

Human rights

• Nearly 3 million girls are married by the age of 15 in sub-Saharan Africa and South and West
Asia. If all women complete a primary education, the number of child brides in those areas
would be reduced by half.

Democracy

• In 18 sub-Saharan African countries, those of voting age with a primary school education are
1.5 times more likely to express their support for democracy. The level doubles for those who
have a secondary school education.

Tolerance

• People with a secondary education are up to 39% more likely to accept people from a different
religion in Latin America and up to 34% more likely to accept people who spoke a different
language in the Arab states.

Sustainable Development

• Across 29 developed countries, people with higher education are almost twice as likely to
express concern for the environment than those with a primary school education or less.
Here’s a bullet-point reviewer based on the given text:

Module 11: Global Population

• Population Growth:

o The Earth’s population is increasing due to high birth rates in poor nations and falling
death rates globally.

o The future of the planet depends on addressing the economic and social problems of
overpopulated, poor countries.

o Urbanization continues, particularly in poor nations, leading to significant challenges in

emerging global megacities like Mexico City, Sao Paolo, Kinshasa, Bombay, and Manila.

• Environmental Concerns:

o Population growth and high consumption in rich countries contribute to environmental

degradation.

o A sustainable culture is necessary to meet present needs without compromising future

generations' environmental legacy.

• Three Strategies for Sustainability:

1. Control Population Growth:

▪ The current global population exceeds 7 billion; must be controlled to avoid

future environmental crises.

▪ Population is expected to reach 8 billion by 2050, which may strain resources.

2. Conserve Finite Resources:

▪ Efficient resource use, alternative energy sources, and possibly living with less.

3. Reduce Waste:

▪ Use less and recycle more to reduce environmental impact.

• Ecocentric Outlook:

o Shifting from an egocentric to an ecocentric perspective is crucial for sustainable living.

o Developing countries in the global south are underdeveloped and face significant
resource constraints, while northern countries are overdeveloped and consume more
than their share of resources.

o Addressing these disparities will require global cooperation.

Food Sustainability

• Factors of Food Sustainability:

 1. Sustainable Farming Practices:

▪ Organic, low-carbon food production that avoids harmful fertilizers, pesticides,

and GMOs.

▪ Promotes biodiversity and future soil fertility.

2. Low Environmental Impact:

▪ Minimal resource use and reduced energy consumption in transportation and

storage.

▪ Avoidance of practices leading to climate change.

3. Animal Welfare:

▪ Treating animals with respect, ensuring health and well-being through pasture
grazing.

4. Public Health:

▪ Safe and healthy food production, free of harmful chemicals, pesticides, and
unnecessary antibiotics.

5. Good Employment Practices:

▪ Fair wages, safe working conditions, and support for local economies and
communities.

Food Security

• Definition:

o Food security exists when people have sufficient, safe, and nutritious food to meet their
dietary needs and preferences for an active life.

o Comprises food access, distribution, stability of the food supply, and food use.

• Food Insecurity:

o Food insecurity is an economic and social condition where households lack sufficient
access to adequate food.

o Leads to hunger, malnutrition, and famine.

o Global estimates in 1999: over 1.2 billion people were chronically food insecure, with
642 million in Asia.

o In the U.S., 14.5% of households were food insecure in 2010, with over 20% of
households with children affected.

• Factors Behind Food Insecurity:

1. Poverty:

▪ The primary driver of food insecurity, often combined with socio-economic and
political issues.

2. Food Distribution:

▪ Global food production exceeds needs, but distribution issues, like political or
logistical barriers, prevent access.

3. Political-Agricultural Practices:

▪ Practices like growing export crops instead of food crops, and biofuel demand,
contribute to food insecurity.

4. Environmental Factors:

▪ Droughts, climate change, soil degradation, and industrial agricultural practices

exacerbate food insecurity.

5. Other Economic and Political Reasons:

▪ Rising food prices due to natural disasters, biofuels, and economic changes
contribute to food insecurity.

Results of Food Insecurity

• Health Effects:

o Food insecurity can lead to obesity, particularly in women and girls, due to overeating
during food-deprived periods.

o Infants and toddlers in food-insecure households experience higher hospitalization rates

and poor health.

o Older children suffer academically and socially, with an increase in BMI (overweight and
obesity).

o Chronic food insecurity in children leads to underweight and stunted growth globally.

• Solutions to Food Insecurity:

1. Sustainable Agriculture:

▪ Shifting from industrial agriculture reliant on expensive inputs (fertilizers,

pesticides) to sustainable practices can help small farmers and increase yields.

2. Improving Agricultural Biodiversity:

▪ Sustainable farming practices that increase biodiversity can protect against pest
and disease damage and maintain crop yield.
3. Policy Changes:

▪ Support for sustainable, locally produced food, incentives for local farmers, and
improving access to fresh food through food stamp programs and community
gardening.

• Food Justice and Sovereignty:

o Food Justice: Food is a basic human right, and the risks and benefits of food production
should be fairly distributed.

o Food Sovereignty: The right of people to control their food and agriculture to achieve
sustainable development goals and protect local economies from foreign imports.

This format covers key details and focuses on the most important points for each section.
Barriers to Global Citizenship Education

• Legacy of the current education system

• Outmoded curricula and learning materials

• Lack of teacher capacity

• Inadequate focus on values

• Lack of leadership on Global Citizenship

What needs to change in education?

• Education Contents

o Many schools still do not prepare learners to thrive in an interdependent global

community

o Learners must be encouraged to analyze real-life issues, think about solutions, and act
on them

• Teacher Knowledge and Ability

o Teachers are key in education delivery

o Many teachers lack the training and resources needed

o Teachers must be properly trained and empowered to facilitate Global Citizenship

Education

• The Learning Environment

o The learning environment should nurture the values and ethos of global citizenship
education

Advantage of Global Citizenship Education

• Decreased prices for online education

• Blended learning and flipped classrooms at reasonable prices

• Helps solve geographical limits of education

• Regional scarcity is less likely

• Knowledge is spread globally, creating a more knowledgeable population

• Speedy access to knowledge and communication across the world

Disadvantage of Global Citizenship Education

• Many youths misuse the internet, leading to time loss on social media

• Smaller countries have less power and say in governing their values
 • People facing challenges may not get the help they need

• People opting for courses when they really need coaching

• Overlap in content between inexpensive courses (a relatively small problem)

What is UNESCO doing?

• Brings together experts and professionals to share information and experience

• Works to mainstream Global Citizenship Education in countries and education systems

• Promotes transformative teaching that supports learners to think critically and engage with local
and global communities

• Supports a network of stakeholders to renew interest, reconstruct objectives, and shape Global
Citizenship Education

Who is a global citizen?

• A global citizen respects the values of justice, equality, and diversity, and takes action to bring
about change

• Global citizenship education is for everyone

Globalization Citizenship

• Encourages young people to develop the knowledge, skills, and values needed to engage with
the world

• A global citizen is aware of and understands the wider world and their place in it

• A global citizen takes an active role in their community and works with others to create a fair,
equal, and sustainable planet

• They respect justice, equality, and diversity, and take action to bring change

How can GCED help us all?

• Promotes living together in peace, respecting all, and fostering a sense of belonging based on
human rights

• Encourages critical thinking and understanding the interconnections between local and global
issues

• Builds motivation to engage and take active roles in resolving global challenges

• Contributes to a more just, peaceful, tolerant, and sustainable world

What can you do?

• Think

o Learn about global issues and consider what you can do about them
• Share

o Talk about your knowledge and ideas with others, encouraging them to spread the word

• Act

o Change your practices and habits to help create a more just, peaceful, tolerant, and
sustainable world