Mondo and history teachers call for stronger role of global education in curricula
Estonian NGO Mondo and the History and Social Studies Teachers' Society say state curricula should more clearly define global citizenship competencies, arguing the current approach is fragmented and depends too much on individual teachers. Education authorities maintain the principles are already embedded in the national curriculum.
Estonia's non-governmental organisation Mondo and the Society of History and Social Studies Teachers are calling for a stronger emphasis on global education in the country's state curricula and subject syllabuses. According to Mondo project manager Meelis Niine, the competencies of a world citizen should be defined more precisely so that global education becomes a more visible part of formal schooling.
Global education — understanding how global problems affect everyday life and how individuals can influence the world — has been developing in Estonia for 15 years. Schools can offer optional courses, thematic weeks and projects, and the topic is integrated into various subjects. However, experts say this happens in a fragmented way. Niine stresses that young people need to understand global challenges and their local impact while also remaining caring and willing to act. He notes that many young Estonians are well informed about global issues, but often lack active engagement in daily life.
Madli-Maria Naulainen, chair of the teachers' society, says global education is part of social studies, but it deserves more attention. At present, much depends on the teacher: some cover these themes thoroughly, others less so. The society works closely with Mondo and helps distribute its teaching materials for social studies lessons.
Mare Oja, adviser at the Ministry of Education and Science, sees no contradiction. She says the principles of global education are reflected in the general competencies and core values of the national curriculum, including solidarity, community activity and viewing oneself as a global citizen. She also highlights the autonomy of schools: in upper secondary school, 63 of 96 courses are set by the state, while schools choose the remaining third according to their profile, be it economic education, financial literacy or global education. Specific topics are already present in geography, social studies, foreign languages, literature and history.
Naulainen, however, argues that although several subjects touch on global education, a broader perspective may be missing — one that would help students understand globalisation and development cooperation. In a globalising world, staying informed and showing solidarity towards others are aspects that could be covered more thoroughly.
Maari Ross, adviser at the Ministry of Foreign Affairs' humanitarian aid bureau, notes that European countries sometimes look to Estonia's experience. She identifies regional support, cooperation networks and stronger knowledge transfer between schools and competence centres as important areas, along with research and impact assessment to attract Estonian academics to global education studies.
Naulainen also suggests that the amount of social studies teaching should be increased. The subject is currently taught only in grades 6, 9 and 12, while societal expectations have grown and there are signs of division and extremism. At the end of last year, specialists working in the field agreed on a concept and are now drafting an action plan.
