• To empower each and every student with the tools and drive to be the change they want to see in the world.
• To support every student’s growth into their fullest self.

• Consumed by economic output rather than individual well-being
• Students are not being taught to think critically or constructively question structures of power.
• Lack of societal agreement on the purpose of public education

• To respect Indigenous sovereignty in education, we need to centre Indigenous ways of knowing.
• Reform faculties of education and disrupt whiteness.
• Think about how we create whole persons instead of cogs in a machine.
• Understanding education as an ecosystem.
• Relinquish some elements of education to the community.

The Next Steps?

• On an individual level, we can be more reflective, challenge/check our assumptions, and learn what it means to be an ally.
• On a collective level, we can educate ourselves and ask people what they need, then live our lives relative to what’s around us.

To equip young people with the skills, competencies, and traits required to be a global citizen—someone who has the capacity, agency, and knowledge necessary to address some of the world’s biggest issues related to the UN SDGs.

There is often a disconnect between what students are learning in schools and what is happening in the world.

Review the characteristics that participants identified as being important to being a global citizen. Let’s start an interdisciplinary conversation about how these skills, competencies, and traits are being fostered in education.

The next steps?

Think about what you wish you had learned in school, but didn’t and share that skill, competency, or trait with someone to ignite a brainstorm about how it could have been taught as part of public education.

To prepare young people for the future by fostering the hard and soft skills and competencies that they need to be happy, healthy, and engaged citizens of a pluralistic society.

• It is currently travelling several paces behind what the world needs.
• It has been built according to the needs of our economy rather than the needs of our society.
• There is too much focus on test scores and not enough connection to what is happening in our world.

• Engaging youth throughout decision-making about system processes (starting from the beginning and not just a checkmark at the end!)
• An upstream decision about how to teach students about governance and government to foster civic engagement, then support for schools to implement the plan.
• Embedding the value of cross-sectoral collaboration into our organizational structures.
• In education system, this could look like an interdisciplinary approach to meeting graduation requirements. In government, this could look like funders requiring projects to have multi-sector collaboration and consultations.

The next steps?

The next time you hear about a global emergency or a societal crisis, ask yourself and those around you: what is the connection to education and how could education have made a difference?

• To empower each and every student with the tools and drive to be the change they want to see in the world.
• To support every student’s growth into their fullest self.

• Consumed by economic output rather than individual well-being
• Students are not being taught to think critically or constructively question structures of power
• Lack of societal agreement on the purpose of public education

• To respect Indigenous sovereignty in education, we need to centre Indigenous ways of knowing.
• Reform faculties of education and disrupt whiteness.
• Think about how we create whole persons instead of cogs in a machine.
• Understanding education as an ecosystem.
• Relinquish some elements of education to the community.

The next steps?

• On an individual level, we can be more reflective, challenge/check our assumptions, and learn what it means to be an ally.
• On a collective level, we can educate ourselves and ask people what they need, then live our lives relative to what’s around us.