What is a Global Citizen?
Global citizenship is the idea that all people have rights and civic responsibilities that come with being a member of the world, with whole-world philosophy and sensibilities, rather than as a citizen of a particular nation or place.
 
General purpose of the program
1. Cognitive : To acquire knowledge, understanding and critical thinking about global, regional, national and local issues and the interconnectedness and interdependency of different countries and populations.
2. Socio-emotional : To have a sense of belonging to a common humanity, sharing values and responsibilities, empathy, solidarity and respect for differences and diversity.
3. Behavioral : To act effectively and responsively at local, national and global levels for a more peaceful and sustainable world.
 
Expectations from the program
Develop an understanding of global governance structure, rights and responsibilities, global issues and connections between global, national and local systems and processes
Recognize and appreciate difference and multiple identities, e.g. culture, language, religion, gender and our common humanity, and develop skills for living in an increasingly diverse world
Participate in, and contribute to, contemporary global issues at local, national, and global levels as informed, engaged, responsible and responsible global citizens


B3. Youth Forum 3 for Cognitive Base on GCED
July 18 (09:00 – 12:00)

Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities
Purpose: Among the values of becoming a global citizen, the cognitive domain makes us obtain the knowledge and thinking skills necessary to better understand the world and its complexities. Without the cognitive consideration, the world will face problems of discrimination and conflicts in all areas like culture, environment etc. Therefore, in order to solve the common problems and seek sustainable developments, each member of the society must recognize their identity as global citizens and cooperate as a whole.
In this session, participants will first introduce their own country; they may present some meaningful tourist destinations or show a simple video about the country. Then, they will present one of the Sustainable Development Goals (SDGs) that young people in the country is doing well, with detailed examples that can influence other countries. Lastly, they will talk about one of the SDGs that are in need of improvement, with possible solutions that can be realized by young people. 
Expectation: Participants will be able to listen to the vivid stories of each country and freely discuss with others with different perspectives, which is impossible through the Internet and the media. They will gain deeper realization of the cognitive domain which is indispensable for becoming a global citizen.
Introduction of the country will make participants understand and respect the country's unique culture and history. The  exemplary cases will make them think about their own, and how it can be related to or be differentiated from their own country. Lastly, they will have time to seek possible solutions for each country to make a better world.
Contents
1. Introduction of the country (ex: presentation of some meaningful tourist destinations or short video about the country) (2 min)
2. Exemplary cases of one of the SDGs with detailed examples accomplished by young people of the country (5 min)
3. One of the SDGs in need of improvement with possible solutions that can be realized by young people (5 min)

Preparation
Each country will have 1 ~ 4 presenters. They will have to prepare a presentation with a power point for each part; introduction of their country, positive examples of one of the SDGs accomplished by their country, and one of the SDGs in need of improvement and its solutions. They can also prepare some background knowledge and answers to the expected questions by other participants.


B2. Youth Forum 2 for Socio_Emotional _ Base on GCED
July 17 (Wed) (09:00-12:00)

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.
Six blind men were asked to determine what an elephant looked like by feeling different parts of the elephant's body. The blind man who feels a leg says the elephant is like a pillar; the one who feels the tail says the elephant is like a rope; the one who feels the trunk says the elephant is like a tree branch; the one who feels the ear says the elephant is like a hand fan; the one who feels the belly says the elephant is like a wall; and the one who feels the tusk says the elephant is like a solid pipe. A king explains to them: All of you are right. The reason every one of you is telling it differently is because each one of you touched the different part of the elephant. So, actually the elephant has all the features you mentioned.
We often make the same mistake as the blind above. There are even wars. A person who has a different opinion from me will not necessarily be wrong just because he or she is different from me. We usually talk only with people of our country. But young people from different countries come together in the youth rally and share our thoughts with an open mind, we will be able to choose a better life.

Purpose  
Continuing from the last video about debate, you would debate in two sessions each. The first sessions starts with team debate which is a light discussion which you want to discuss with participants from various backgrounds. You would turn in the topic to your team leader, and  pick a chosen topic by drawing straws. Next session, you would be engaged in free debate, which enables you to talk to a wide circle of participants. A certain topic would be on each table and you could choose the topic that interests you. After you choose, you can have a debate with other participants who are seated in the same table as you.

Expectations 
Through team debate, participants would be able to form a strong bond with their team. The process of exchanging one's values and belief would enable the participants to get to know each other better. Also, the differences of ethnical and cultural backgrounds would broaden people's perspective and cultivate empathy and understanding. In addition, free debate would enhance active socialization among participants by openly sharing their opinions.

B1. Youth Forum 3 for Behavioural_ Base on GCED
July 15 (Mon) (13:00-16:00)

Behavioural: conduct, performance, practical application and engagement.​​​​​​​
We, young people, will be the ones influenced by success or failure of Sustainable Development Goals. Therefore, we are responsible to consider of these goals and put our thoughts into action. The purpose of behavioral part, the last part of youth forum, is to round off all the information that we learned and discussed during World Youth Rally. After recognizing the importance of SDGs, we, as young people, will try to spread the power of SDGs.
 - In this part, there are 2 activities (each activity will take 70 min):

1. Learning SDGs through Korean style education
 Purpose: Experience Korean cramming education and check out what we learned during World Youth Rally 2019.

2. Message from me in 2030, after failure of SDGs, to me in 2019.
 Purpose: Recognizing the importance of SDGs for young people and spread the power of SDGs through videos.

 Expectation
Through behavioral part, participants we will able to examine what they know about SDGs. In addition, they will be able to think and discuss about the importance of SDGs, and then recognize that they have to play a crucial role to success them. This session may be the first step to spread the power of SDGs to young people in the world.
 
Preparation 
Need to listen carefully to the presentations during cognitive session and participate actively during all the programs.

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