- Name
- ch (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment
- Indicator purpose
- This indicator seeks to measure the quantity and quality of country inputs as well as whether the quality of GCED and ESD provision is adequate to fulfil their transformational potential.
- Abstract
- Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment. This indicator focuses on the extent to which countries mainstream global citizenship education (GCED) and education for sustainable development (ESD), including climate change education, human rights and gender equality, in their education systems, specifically in policies, curricula, teacher education and student assessment.
- Contact organization / person
- Ministry of Education (MOE)
- Unit of measure
- Score
- Other characteristics
- The indicator should go beyond the level of “existence” or “mentioning” of GCED and ESD in policy, curricula, teacher education and student assessment. The share accorded to GCED and/or ESD in the curricula/timetables at different education levels could be used. Further, a comparative measure of the priority of GCED/ESD – as part of one or more subjects – relative to certain key learning domains, such as reading and mathematics - could be assessed. The extent of mainstreaming could be described on a multi-level scale, noting that this should cover intended and actual implementation.
The indicator provides important information on the level of national commitment towards the attainment of this target (for example whether political will/decisions and resources available have been translated into concrete policies, curricula, assessment) as well as the quality of the programmes provided, can predict the likelihood that desired student outcomes will be achieved. This indicator can be complemented by other thematic indicators on GCED and ESD that UNESCO proposes, which seek to assess learning outcomes more directly in the cognitive, socio-emotional and behavioural domains.
- Classification used
- Education for Sustainable Development (ESD): empowers learners to make informed decisions and responsible actions for environmental integrity, economic viability and just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education.
Global Citizenship Education (GCED): GCED nurtures respect for all, building a sense of belonging to common humanity and helping learners become responsible and active global citizens. GCED aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive and secure world.
- Disaggregation
- N/A
- Key statistical concepts
- The method of reporting this indicator has still to be defined. It will be based on an evaluation of reports submitted by countries describing how they are mainstreaming global citizenship education and education for sustainable development in their education policies and systems.
- Recommended uses
- The indicator could be used to assess inputs to formal as well as non-formal education systems.
This indicator can be used by the Ministry of Education to be reflected in the Education sector strategy and in the Strategic Plan for Culture.
- Other comments
- This indicator also addresses SDG Targets 4.7, 12.8 and 13.3.
All the metadata shown in this document was gathered from United Nation Statistics Division. The metadata was extracted from https://unstats.un.org/sdgs/metadata/.
- Baseline
- Very little sustainable development education is reflected in formal and informal curricula on sustainable development.
- Target 2020
- Greater reflection of sustainability considerations in education curricula
- Target 2030
- Significant reflection sustainability considerations in education curricula.
