Suchergebnisse

Intro -- Preface -- Contents -- Part I The ASEAN Community and Citizenship Education -- 1 The ASEAN Community and the Study on Citizenship Education -- 1.1 The ASEAN Community -- 1.2 The Study on Citizenship Education -- 1.2.1 Study Background and History -- 1.2.2 Contribution of Previous Studies and Regional Studies -- 1.2.3 Purpose of This Book -- 1.2.4 Structure of the Book -- 1.2.5 Research Methods -- 1.2.6 Characteristics, Significance, and Importance of This Study -- 1.2.7 Target Audience for This Book -- 1.2.8 Chapter Summaries -- 1.2.9 Study Limitations -- References -- 2 The Conceptual Framework of Citizenship Education in the ASEAN Community -- 2.1 Basic Concepts of Citizenship Education -- 2.1.1 Meanings of Citizen and Citizenship -- 2.1.2 Civic, National, and Citizenship Education -- 2.1.3 The Necessity of Citizenship Education -- 2.1.4 Global Citizenship -- 2.2 Key Concepts of Citizenship Education in the ASEAN Community: ASEAN Identity and ASEANness Education -- 2.2.1 ASEAN Identity -- 2.2.2 ASEANness Education -- 2.3 ASEANness Education Curriculum -- 2.3.1 ASEAN Studies -- 2.3.2 The ASEAN Curriculum Sourcebook -- 2.4 Surviving the 21st Century: An Educational Framework for Citizenship Education -- 2.5 Citizenship Characteristics Required in the 21st Century -- 2.5.1 Framework of Citizenship Characteristics: "Knowledge and Understanding," "Skills and Abilities," and "Values and Attitudes" -- 2.5.2 Civic Characteristics -- 2.6 Student Survey and Delphi Survey (Tables 2.2 and 2.3) -- 2.6.1 Student Survey (Table 2.2) -- 2.6.2 Delphi Survey (Table 2.3) and Results -- References -- Part II Citizenship Education in the ASEAN Countries -- 3 Citizenship Education in Brunei: Raising Awareness of ASEANness -- 3.1 Introduction -- 3.2 New Trend of Citizenship Education: Policy, Curriculum Focusing on MIB.

This book is based on the outcomes of the International Comparative Study on Citizenship Education and Education for ASEANness in ASEAN Countries for the fiscal years 2010 to 2013. In each chapter, it analyzes the awareness of school students in a respective country, while also discussing the importance of the Delphi survey results, a major feature of this project, for educational experts on citizenship education. Examining citizenship education in ten countries, it clarifies which type of citizenship education should be completed after ten years, and what level of citizenship should be acquired in ten years. It also compares the awareness of students from these ten countries from 2010 to 2013. The book argues that citizenship education is indispensable for surviving the twenty-first century, especially in terms of promoting citizenship education in schools.