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Indicator 12.8.1 measures the extent to which countries mainstream Global Citizenship Education (GCED), including gender equality and human rights education, and Education for Sustainable Development (ESD) in their education systems

This is an indicator of characteristics of different aspects of education systems: education policies, curricula, teacher training, and student assessment as reported by government officials, ideally following consultation with other government ministries, national human rights institutes, the education sector, and civil society organizations. It measures what governments intend and not what is implemented in practice in schools and classrooms. 

Ministry of Education (MOE)

Ministry of Education (MOE)

Annual

Score

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 programs 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 behavioral domains. 

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.

N/A

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.

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.

The indicator does not verify whether the national measures are taken lead to desired changes in learning outcomes and does not assess learning outcomes directly.

This indicator also addresses SDG Targets 4.7 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/.