Global Education, as proposed in "The European Declaration on Global Education to 2050", the so-called Dublin Declaration, transcends the outdated opposition between GCE and ESD (2). Global Education is an umbrella term encompassing a wide range of educations, all starting from the desire for societal change and education as a transformative factor and human right. Under Global Education, GCE, ESD, human rights education, peace education, etc. are all given an equal place in the pursuit of a world with more social and climate justice, peace, solidarity, equality and equity, planetary sustainability, international understanding, respect for diversity, inclusion and human rights.
Because of the large overlap, common purpose and transformative nature of both frameworks, Djapo thus advocates for enriching collaboration between GCE and ESD actors: practitioners, academics and policy actors. The concept of Global Education allows to shift the gaze from territorial demarcation between GCE and ESD to the essence of the matter: the transformative role of GCE and ESD, but also of other educations in a context of increasingly complex crises and challenges.
Moreover, the complexity of societal issues compels us to cooperation and exchange, not territorial demarcation. Vital partnerships between educational actors, but also with other sectors, are a necessity and an ethical duty.
Moreover, the focus on the complexity of societal challenges makes it clear that mere cooperation between educational actors is not enough. We live in a VUCA world (Volatile, Uncertain, Complex, Ambiguous), according to some even a BANI world (Brittle, Anxious, Non-linear, Incomprehensible) (3). Education plays an important role towards sustainable development as expressed in SDG 4.7, but the acronym BANI makes it clear that in the transition towards that more sustainable and equitable world, we need to work across sectors and silos to develop a new kind of expertise. We need vital coalitions between players in the transition arena who commit to working together to solve a complex problem or seize challenging opportunities in an entrepreneurial way, from the observation that we cannot do it alone, with the intention of sustaining this in the longer term (4). In this, GCE and ESD are two pedagogies with much overlap whose pedagogical expertise can provide impetus to the transition story.